Community Engagement DLL

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Republic of the Philippines

Department of Education
Region III
A Compendium of Daily Lesson Plans and Resource Materials in
COMMUNITY ENGAGEMENT,
SOLIDARITY, AND CITIZENSHIP
The compendium of DLPs and resource materials was collaboratively developed and
reviewed by educators of Region III HUMSS Teachers (Class F) during the
Mass Training of Senior High School Teachers
May 4 – 24, 2017
San Fernando City, Pampanga
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) i
INTRODUCTION
The Department of Education, in its continuing effort to uphold the vision and
mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the
Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to
further equip the SHS teachers with the needed skills, knowledge, expertise and most of
all confidence in developing lifelong learners and preparing graduates for tertiary
education, entrepreneurship, and employment.
The HUMSS (Humanities and Social Sciences) teachers, armed with great
dedication, passion and skills felt the need to collaborate and produce teaching guides
specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with
varied methodologies and strategies patterned to the interest and personality of the
millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This
will aid teachers in facilitating activities and questions as well as to understand the
content areas and competencies deeper.
In addition, the DLPs look forward to empowering not only the teachers but the
learners as well as to become independent, confident and self-directed as they engage
fully in the content areas and competencies.
REGION III HUMSS CLASS F
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) ii
THE CONTRIBUTORS
It is with pride and honor to present to the Department of Education Region III
the Compendium of Daily Lesson Plans (DLPs) and Resource Materials in
as output of
18-day Mass Training of Senior High School Teachers for HUMSS-C
held on May 4-24, 2017 at Orotel, City of San 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
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iii
COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP 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
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iv
BUDGET OF WORK
NO LEARNING COMPETENCY CODE SCHEDULE

Explain the importance of studying
community dynamics and community action
A.1 HUMSS_CSC12-Iii a-c1 WEEK 1 DAY 1
in relation to applied social sciences and the
learners' future career options.
Compare and contrast the definitions of
community using various perspective, e.g.
A.2 HUMSS_CSC12-IIIa-c 2 WEEK 1 DAY 2-4
Social science, institution, civil society, and
local/ grassroots level
Develop/ affirm sense of shared identity and
A. 3 willingness to contribute to the attainment of HUMSS_CSC12-IIIa-c 3 WEEK 2 DAY 1
the common good
A. 4 Recognize diversities in communities HUMSS_CSC12-IIIa-c 4 WEEK 2 DAY 2-4
Analyze functions of communities in terms
A. 5 HUMSS_CSC12-IIIa-c 5 WEEK 3 DAY 1
structures, dynamics, and processes
Compare and contrast typologies of
A. 6 HUMSS_CSC12-IIIa-c 6 WEEK 3 DAY 2-3
communities
ASSESSMENT (UNIT TEST) WEEK 3 DAY 3
Recognize the value of undertaking
B.7 HUMSS_CSC12-IIId-g-7 WEEK 4 DAY 1-4
community action modalities
Acknowledge interrelationship of self and
community in undertaking community action
Identify opportunities to contribute to
community development through solidarity
Recognize the importance of solidarity in
B.10 sociopolitical processes in promoting HUMSS_CSC12-IIId-g-10 WEEK 7 DAY 1
national and global community development
Assess selected community-action
initiatives
ASSESSMENT (UNIT TEST) WEEK 7 DAY 4
Promote awareness of human rights in
C.12 HUMSS_CSC12-IIIh-j-13 WEEK 8 DAY 1-3
communities among the learners
Appraise the value of social equity and WEEK 8 DAY 4
C.13 gender equality in the context of HUMSS_CSC12-IIIh-j-14
WEEK 9 DAY 1
participatory development
Analyze strategies of empowerment and
C.14 HUMSS_CSC12-IIIh-j-15 WEEK 9 DAY 2-3
advocacy through community action
Develop commitment and conviction to WEEK 9 DAY 4

C.15 participatory development for community HUMSS_CSC12-IIIh-j-16
well-being WEEK 10 DAY 1
Appraise the value of social equity and
C.16 gender equality in the context of HUMSS_CSC12-IIIh-j-17 WEEK 10 DAY 2
participatory development
C ASSESSMENT (UNIT TEST) WEEK 10 DAY 3-4
Explain the processes, methodologies, and
D.17 approaches in applied social sciences HUMSS_CSC12-Iva-d-17 WEEK 11 DAY 1-2
related to community study
WEEK 11 DAY 3
Apply systematic social research methods
D.18 HUMSS_CSC12-Iva-d-17 TO
in conducting a community study
WEEK 14 DAY 2
Develop a community action plan using
D.19 HUMSS_CSC12-Iva-d-17 WEEK 14 DAY 3
participatory approaches
ASSESSMENT (PRESENTATION OF
D WEEK 14 DAY 4
COMMUNITY ACTION PLAN)
HUMSS_CSC12-IV-e-h- WEEK 15 DAY 1-4
E.20 Implement Community Action Initiatives 20 WEEK 16 DAY 1-4
Appreciate the value of applying social HUMSS_CSC12-IV-e-h-
E.21 WEEK 17 DAY 1-3
sciences in community action initiatives 21
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) v
Synthesize the integrative experience of HUMSS_CSC12-IV-e-h- WEEK 17 DAY 4

E.22
implementing community action initiatives 22 WEEK 18 DAY 1-2
ASSESSMENT (CIMPLEMENTATION OF
E WEEK 18 DAY 3-4
COMMUNITY ACTION PLAN)
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) vi
DLPs
in
Community Engagement,
Solidarity, and Citizenship
Concepts and Perspectives of Community

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 1
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENS
REGION XI Grade Level 12
Grade 12
DAILY COMMUNITY ENGAGEMENT, SOLIDARITY AND
Teacher ANTONIO L. FLORES Learning Area
LESSON CITIZENSHIP
LOG
Teaching Week Day 1 Quarter Third
SESSIONS: MONDAY
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/ The learners will... The learners will...
Objectives Explain the importance of studying community dynamics and community Compare and contrast the definitions of community using various perspectives,
action in relation to applied social sciences and the learners’ future career e.g., social sciences, institutions, civil society, and local/grassroots level.
options. (HUMSS_CSC12-IIIa-c-1) (HUMSS_CSC12-IIIa-c-2)
II. CONTENT
CONCEPTS AND PERSPECTIVES OF COMMUNITY
Importance of understanding community dynamics and community action
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 PowerPoint Presentation
Learning Resources Balls, Cartons, Meta cards
B. Other Learning Resources  http://sociologyguide.com/basic-concepts/Community.php
 www.encyclopedia.com/social-sciencs/dictionaries-thesauruses-pictures-and-press-releases/community-studies
 www.yourarticlelibrary.com>society
 www.preservearticles.com/2011104306139/what-are-the-elements-of-community.html
IV. PROCEDURES
A. Reviewing previous lesson The learners will participate in an Presentation of Homework: SOCIAL Presentation of Homework: Learners Learners will be asked to recall
or presenting the new activity entitled “ROLLER COASTER MAPPING. Learners will present will present their community pictures in yesterday’s learning.
lesson RIDE” wherein 3 ping-pong balls will their maps and make conclusions PowerPoint. They will individually
be relayed in semicircular improvised based on their observations about describe in 2-3 sentences the pictures.
paper pipes. the dynamics that exist in their
communities. See appendix A.1.3.2
Learners will be asked about their
observations on the group dynamics Teacher asks 2 or 3 students to
as they performed the given task. answer the following question:
Particularly, the following focus 1. Where do you belong to
questions should be answered: these groups?
2. Ten years from now, where
1. How would you react if one of you would you be in these
fail to transfer the ping pong ball groups?
successfully?
2. Were there any conflicts that See appendix A.1.2.1
emerged? How was the group able
to resolve the conflicts?
(5 mins)
B. Establishing a purpose for The purpose of this lesson is to let the The objective of this lesson is to have Learners will compare and contrast the Using selected pictures from
the lesson student understand the importance of students identify the different pictures presented. yesterday’s discussion, learners will
community dynamics and community concepts and perspective of be asked to identify the different
action. community on the local and The teacher will be presenting pictures social institutions that are visible in
grassroots level. depicting various types of community- the photos.
based on sociological perspective.
Learners’ expected response:
Learners will be asked to look into the 1. Local Government Unit / Public
answer to the guide questions: Sector
1. What similarities/differences did 2. Non-government Organization

you observe on the pictures /Private Sector
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.
C. Presenting examples/ COLLABORATIVE LEARNING Teacher asks: Based on the COLLABORATIVE LEARNING
instances of the new semantic web you presented, what
lesson In groups, the learners will be asked do you think is the meaning of The learners will be working in
by the Teacher to determine the community? groups and will be tasked to think of
changes that happened in their KEYWORDS related to the institution
community by comparing 2015 and The teacher will extract or solicit the assigned to them. Words should be
2017 using the table below: group idea/s about the meaning of related to the function and
community. importance of the institution in
TABLE OF COMPARISON making the community works.
2015 2017
Meta cards will be used in posting
their key words.
A group member will present the

meta cards.
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 The teacher and the Learners will The teacher and the Learners will The teacher and the Learners will have The teacher will present the
and practicing new skill #1 have an interactive discussion about… have an interactive discussion about an interactive discussion about the definition of community from the
the following: following: institutional perspective:
a. Institutions such marriage or
1. The meaning of community in 1. The community as a “sociological friendship;
different perspective such as construct?” b. Roles;
Definition of community dynamics and sociology, anthropology, 2. Communities within communities c. Status or class; and
action. psychology, etc. 3. Community as a cultural concept d. Other patterns of human behavior.
(10 mins)
E. Discussing new concepts The teacher and the Learners will The teacher and the Learners will
and practicing new skill #2 have an interactive discussion about… have an interactive discussion about
the following:
The importance of studying 1. Who compose the community?
community dynamics and community Learners’ expected answer: “Me,
action. you, and us.”
2. What is the basic unit of
(10 mins) community or society?
Learners’ expected answer:

“Family is the basic unit of
community or society?”
F. Developing Mastery Teacher asks: 5-item Quiz about the day’s 5-item Quiz about the day’s discussion. 15 -item Quiz about the day’s
“What is your personal career discussion. discussion.
choice?” 1._______ Which refers to the study of
“What makes you choose this career?” 1._______ Which refers to a human society? 1.______ Which perspective of the
collection of people in a geographical 2 – 5 Enumerate at least 4 importance community that refers to the
The teacher will cite some career area? of Sociology. public and private institution?
opportunities to the students or 2 – 5 Enumerate at least 4 2. ______ Which refers to a
present a video clip about projected characteristics of a community. collection of people in a
career opportunities until 2020. geographical area?
3. ______ Which refers to the study
(5 mins) of human society?
See appendix A.1.4.3

G. Finding practical Teacher asks:
applications of concepts & “How does a change in your
skills in daily living community affect your career choice?”
(5 mins)
H. Making generalizations & Learners will answer the question, Learners will answer the question, Learners will answer the question, Learners will answer the question,
abstractions about the “What is the importance of “What is a community?” “What is a community in the “What is a community in the
lesson understanding your community perspective of social science?” perspective of an institution?”
dynamics and community action for
your future career?” Learners’ expected response: “It Learners’ expected response: “It refers Learners’ expected response: ”It is
refers to a collection of people in a to human society?” composed of Public Sector and
Learners’ expected response: “It offers geographical area” Private Sector that joined together to
me options what career path should I make the community works.”
take”
(5 mins)
I. Evaluating Learning
J. Additional activities for Homework: SOCIAL MAPPING. Homework: LOKAL! Take pictures of Homework: Write a journal about
application or remediation Learners, in a group, will prepare a their communities to be collated in a your role in your community.
social map featuring the different class PowerPoint.
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?
Prepared by: Checked by: Approved by::
JAY V. COLITA
LUYENIE U. MEDRANO
ANTONIO L. FLORES Principal- I
SHS Coordinator/MT II
Teacher I- Subject Teacher
School DepEd-Region III Grade Level 12

Grade 12
DAIL COMMUNITY ENGAGEMENT, SOLIDARITY AND
Teacher Senior High School Teachers – Class F Learning Area
Y CITIZENSHIP
LESSON
LOG Teaching Week Week 2, Day 1-4 Quarter Third
SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
C. Learning Competencies/ The learners will... The learners will...
Objectives Develop / affirm sense of shared identity and willingness to contribute to the Diversities in communities.
attainment of the common good. HUMSS_CSC12-IIIa-c-4
HUMSS_CSC12-IIIa-c-3
II. CONTENT A. Concepts and Perspective of Community: A. Concepts and Perspective of A. Concepts and Perspective of
 Shared sense of identity and attainment of common good. Community: Community:
3. Elements 3. Elements
Dynamics and Processes Meaning of Diversity
 Community Power a. Structure
 Leadership  Socio-political
 Cultural
 Economics
A. References
3. Textbook Pages
4. Additional Materials from PowerPoint Presentation PowerPoint Presentation
Learning Resources
B. Other Learning Resources Modules on Good Citizenship Values, Pages 73- 76 and 137
Video presentation
IV. PROCEDURES
A. Reviewing previous lesson Activity: Sharing: sentence completion How do you understand a common Teacher reviews the questions asked
or presenting the new Label the Picture What happened yesterday is/are good? and class responses from Session 1.
lesson The teacher will show 4 pictures on _________________________
the board each picture represents Say/Ask: Yesterday, we learned about
the concept of the community I have learned that ___________ State little things you can do to help the meaning and the different structures
according to the context of social achieve common good. of the community.
sciences, institution, civil society or (3- 5 mins) What is the importance of a community?
the grassroots level and briefly (2 mins.)
explain their answer. (2 mins)
Option 2: Matching Type

Meaning to category.( 5mins)
B. Establishing a purpose for Community Song Song analysis SCRAMBLED LETTERS Concept Sketches Activity
the lesson Process Question/s: Mabuting Pilipino-Noel Cabangon
1.What is the message of the song? What is the message of the song? WORDS: DIVERSITY, COMMUNITY A picture/sketch is shown and lets the
Presentation of the competencies. Based on the song what are the student give short statements that
characteristics of a good citizen? What is your idea with the word describe the processes, concepts, and
(5 mins) Do you possess these community? interrelationships shown in the sketch.
characteristics? What is your idea of word diversity?
See appendix A.2.1.1 Sketch to Stretch Activity
See appendix A.2.2.3 ( 2-3 mins)  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

C. Presenting examples/ I am the Architect and Engineer of How does being a good citizen affect The learners will be divided into three TRUST WALK ACTIVITY
instances of the new lesson my dream Community. our country? groups. In five minutes the learners will Working in pairs, blindfolded
Mechanics: be asked to post pictures (provided by participants are led on a walk around
-Group the class into your desired (10 mins.) the teacher) according to the assign the surrounding area or a course by
number of groups. topics about community structures. their partners. Participants walk through
-Each group will be provided1 a course blindfolded and lead by a
whole illustration board, clay, and Group 1 : Socio-political partner.
coloring materials. Group 2: Cultural One partner to be the navigator (guide),
-They will be given 3minutes to Group 3: Economics and the other to be blindfolded. When
gather organic and recyclable the blindfolded partner is ready, slowly
materials within the vicinity. spin the person around a few times so
-In the illustration board, they will Socio- Cultural Economics that they do not know which direction
make a diorama or a miniature of political they are headed. From this point on, the
their dream community. guide should not touch the partner at all,
-Each group member is expected to but rely solely on verbal cues (e.g.
contribute to the group effort. “About five steps ahead, there is a
-One of the group members will be branch. Step over it slowly.”)
assigned to document the process (5 mins.) After the activity, ask the student:
and list down the contribution of

What was it like to be the
each and every member. guide, responsible for the
-Groups will be given a total of 15 safety of your partner?
minutes to finish the work and 5

Did you have any difficulty
minutes to explain the output. 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.)
D. Discussing new concepts Process Questions: What is common good and how can I PROCESSING QUESTIONS: Teacher presents the topic by using
and practicing new skill #1 1. How are you able to come up contribute to attaining it? 1. Why do you think these show socio- power point presentation
with your output? Who plays the political structure, cultural structure,
vital role in accomplishing your (3 mins.) economics structure? Andelucidatethe topic about
work? 2. Is it possible that these elements of community power and its importance,
2. Did every member of your group the community create differences in leadership, and types of leadership.
cooperate in your work? How the lives of the people in the (Reciprocal Questioning) (10 mins.)
does it affect the output of your community? How? And Why?
work? 3. Do these pictures contribute to the
3. After you have finished your work development of society? See appendix A.2.4.6
how do you feel?(explain your 4. Do you think these elements can
answer) exist on their own without the
others?
(25 mins.)
(10 mins.)
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery Song analysis Twelve little Things a Filipino can do Discussion of the structure of the Guide Questions:
Magkaisa to help our Country. Atty. Alexander community and how it creates a. What is community power?
Process Question: Lacson diversity? b. What is the importance of
How can you relate the song to our 1. Follow traffic rules. community power?
activity? 2. Whenever you buy or pay for (20 mins.) c. What is a good leadership?
Values Integration: Unity anything, always ask for an official d. What are the types of leadership?
Discussion of saying and a bible receipt. See appendix A.2.3.4 e. What type of leadership is suitable
excerpt. 3. Do not buy smuggled goods. Buy in your community?
“Together we stand, Divided we local, buy Filipino. (Reciprocal Questioning)
fall.” John F. Kennedy 4. When you talk to others especially
“As a body is one though it has a foreigner, speak positively of our
many parts and all the parts of the race and our country.
body 5. Respect your traffic officer,
Though many are one body, so also policeman, soldier and other public
as Christ.”1 Corinthians 12:12 servants.
-Each part of the body is unique 6. Do not litter, dispose of your
and important. Like us each of us is garbage properly: reduce, recycle
unique and our uniqueness can and reuse.
help strengthen our community. 7. Support your church.
8. During election do your solemn
(10 mins ) duty to vote.
9. Pay your employees well
See appendix A.2.1.2 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)
G. Finding practical What talent or ability do you have Give your personal experiences The learners will make a journal. As a member of the community, what is
applications of concepts & that you think can help your where you were able to promote 1. What are the diversities I have the best contribution that you can give?
skills in daily living community? common good. observed in our classroom and how it How?
affects our small community (The
(2 mins.) (3 mins.) class)? (3 mins.)
H. Making generalizations & How can you help attain your dream How does this concept promote the How does structure of the community a. How can we obtain the optimum
abstractions about the community? common good?” Less for self, more create diversity? potential of power community?
lesson Expected students response: I will for others, enough for all (expected answer)
use my talent, abilities, knowledge, Expected students response: taking The community power is achieved
strength to help attain my dream into consideration what is good for through unity, collaboration and
community. everybody and not only for you is cooperation.
common good. b. What are the different types of
(3 mins.) leadership you can remember?
(5 mins.) (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.)
I. Evaluating Learning Making of journal Mini task: Recitation Recitation:

my pledge of commitment 1. What is diversity? Choose 2 any of the following
Essay: -group the class into 3 2. Name one structure of the questions:
Me as part of my community and -instruct them to make a composition community and explain.
my community as part of my life. in a form of poem, spoken poetry, flip 1. What is community power?
top rap stating their commitment in 2. What is the importance of
contributing to the attainment of community power?
common good. 3. What is a good leadership?
4. What are the types of leadership?
5. What type of leadership is suitable
Rubrics: in your community?
Content 50%- the composition is
Criteria unique and clearly expressing the (10 mins.)
ideas of the group on how they can
Content: 10 pts contribute to the attainment of
Organization: 5 pts common good. Commitment wrote is
Relevance 5 pts attainable and realistic.
Total 20 pts Presentation 30%- the group was able
to present the output in an organized
(10 mins.) and artistic manner. All the members
of the group participated.
Relevance 20%- the contents are
relevant and promoting values.
(15 mins.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Noted:
GRACE P. PEREZ
Teacher II – Division of Tarlac RYAN R. PECSON ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
Division of Pampanga
BERNARD C. RAMOS School Division of City of San Jose Del Monte, Bulacan
Teacher III – Division of Nueva Ecija NATHANIEL G. LULU
RHODA A. SANCHES
Teacher I – Division of Bataan BERNARD C. RAMOS
Division of Nueva Ecija
EDWIN T. YANGA
Teacher III – Division of Angeles City
School DepEd-Region III Grade Level 12

Grade 12
DAILY COMMUNITY ENGAGEMENT, SOLIDARITY,
LESSON AND CITIZENSHIP
LOG
Teaching Week Week 3, Day 1-4 Quarter Third
SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
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 The learners will... The learners will... The learners will...
Competencies/ Recognize diversities in Analyze functions of communities in terms of Compare and contrast typologies of communities.
Objectives communities structures, dynamics, and processes. HUMSS_CSC12IIIa-c-6
HUMSS_CSC12a-c 4 HUMSS_CSC12-IIIa-c-5
II. CONTENT Concepts and Perspectives of Concepts and Perspectives of Community Concepts and Perspectives of
Community  Elements (structure, dynamics, and Community UNIT TEST
processes)  Typologies (e.g., formal-informal, rural-
urban, local-global, sectors, social
spaces, etc.)
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  Introduction to Sociology and Anthropology,
Resources elements and functions of society, Dr.
Epitascio Palispis
 https://www.youtube.com/watch?v=xVO0c
WlbCOc
IV. PROCEDURES
A. Reviewing the previous The students will be asked, What Before going into today’s discussion, the class The learners will answer questions:
lesson or presenting the you can remember about our will go back to the previous lesson through the 1. What are the elements of UNIT TEST
new lesson lesson yesterday. Ask 2 or 4 use of pictures prepared by the teacher. community?
students to enumerate them. 2. How structure, dynamics, and See Appendix A.3.4.6
See Appendix A.3.2.1 processes affect our life in the
community?
(5 mins.)
B. Establishing a purpose The students will view a video presentation The learners will be given a puzzle
for the lesson regarding the composition of a community. activity which is entitled as FIT IT
RIGHT! Wherein, students will be
After viewing the presentation, teacher will ask: divided into three groups and each
 What composes the community? group will need to put puzzle pieces as
 How do they work? fast as they can. (Note: Each group
 Do they help one another for the purpose of puzzle will form a picture showing Rural,
co-existence? Urban and Suburban Community)
(5 mins.)
See Appendix A.3.2.2
The learners will give his/her
observation regarding the puzzle they
made.

C. Presenting examples/ Mapping/ Flowcharting As per the video, identify what comprises the The learner will be provided graphic
instances of the new Objective: To analyze how community. organizer post in the board. The learner
lesson organization works 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.)
D. Discussing new Ask two or three students the The students will reflect: Guide Questions:
concepts and practicing following questions  In your community, do we help one another 1. What are the things you consider in
new skill #1 1. What do you think will happen if leading for our own betterment? identifying the similarities and contrast
the person on the position of  Do we still care and feel socially in the community?
Brgy. Captain will act as a responsible for one another? 2. What type of community do you
barangay tanod? have?
3. Share your experience. What are the
things that you like/dislike in your
community?
(5 mins.)
E. Discussing new The teacher will initiate lively
concepts and practicing discussion by soliciting answers
new skill #2 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 The students will be grouped into three: Collaborative Learning with teacher
1. What is a relationship?  Group 1: Will show how community is Group the class into 3 groups:
2. How does relationship affect the composed (structure) Discuss the following questions:
normal functioning of the  Group 2: Will exhibit how do people in the 1. Discuss what is the difference
community? community act to one another. (dynamics) between rural and urban/suburban,
3. How does relationship cause  Group 3: Will present how communities global and local community?
social change? develop – as it develop or influence a 2. Give example about rural,
4. What is social change? person. (processes) urban/suburban, global and local
5. What causes social change? community.
 Identify social change, e.g. The teacher will process the activity (Note: Each group will be given 2-3
6. What is the effect of this social afterwards. minutes to present their output then the
change in our daily life? teacher will discuss the comparison and
difference between the types of
community-based on sociological
theories and perspective.)
(10-20 mins.)

G. Finding practical Write a short essay identifying the The students will reflect: The students will reflect:
applications of concepts change in your way of life from
& skills in daily living junior high to present. “Am I being responsible to the community “It is understanding that gives us an
Identify at least 10 changes. where I belong? What role do I play? Do I ability to have peace. When we
make my community better?” understand the other fellow’s viewpoint,
and he understands ours, then we can
sit down and work out our differences”
(5 mins.)
H. Making generalizations Is good relationship in the The teacher will ask: Teacher says:
& abstractions about the community bring change in the  In brief, how could you explain what Though we have contrasting behavior,
lesson dynamic and processes towards its community is? we still have similarities that we can
development? Yes. How can you work with for us to be a better citizen of
contribute to it? our community.
(5 mins.)
I. Evaluating Learning By group, write a conscientious Essay. Identify a problem in your community. The learner will be asked to draw their
concept about the effect of social Enumerate who could solve/help the problem community and cite using 3-5 sentences
change into the social relationship. and how can you augment for the betterment the good side of living in it.
SITE PERSONAL EXPERIENCE. of the situation.
(5 mins.)
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%
work? No. of learners
who caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
use/discover which I
wish to share with other
teachers?
RENZ JEFFREY M. ARAGON

Teacher III – Division of Aurora RYAN R. PECSON ANN LIZA R. LEPASANA
Division of Pampanga Head Teacher III, Regional Facilitator
MILAGROS DE VERA School Division of City of San Jose Del Monte, Bulacan
Master Teacher II – Division of Nueva Ecija
NATHANIEL G. LULU
IRIS RUTH E. GONZALES Division of Pampanga
Teacher II – Division of Bulacan
BERNARD C. RAMOS
NATHANIEL LULU Division of Nueva Ecija
Master Teacher I- Division of Pampanga
DLPs
in
Community Action
Grade 12 School DepEd Region III Grade Level Grade 12

DAILY COMMUNITY ENGAGEMENT, SOLIDARITY, AND
LESSON CITIZENSHIP
LOG Dates and Time Week 4, Day 1-4 Quarter Third

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action…
C. Learning Competencies Recognize the value of undertaking community action modalities (HUMSS_CSC12-III-d-g-7)
II. CONTENT
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, https;//en.wikipedia.org.*
IV. PROCEDURES
Warm-up: Ask: Why community action is Warm up: First, ask students what Balik Tanaw: (Concepts and
A. Reviewing previous lesson or Show students a video presentation important within a community? they already know about the idea of Perspective of Community:
presenting the new lesson (See Appendix B4.1.1) being a citizen. What are the duties
associated with citizenship?
What is the benefit of this Peer Interview: What if there is no Individual Practice: Enumerate at What is community action?
B. Establishing a purpose for the
community engagement? community action within the society? least three (3) duties and obligation
lesson / activity
of citizenship
C. Presenting examples / Review of conduct during summative
instances of the new lesson assessment of learning
Partner Talk: Analysis of Impact of Group Activity: ‘Balloon Frenzy’ Guided Practice: ‘Civil Society and Skill Practice: During Assessment
the Project (See Appendix B4.2.3) Citizenship’ Information recall
D. Discussing new concepts and
What is the impact of the project? Skill Practice: Collaboration (See Appendix B4.3.5) Making Connections
practicing new skills #1
Skill Practice: Critical Thinking Skill Practice: Critical Thinking and
Collaboration
Class Sharing: Impact of the Processing the Experience Individual Sharing: ‘Civil Society Interpreting information
E. Discussing new concepts and Community Project (See Appendix B4.2.3) and Citizenship’ Knowledge Application
practicing new skills #2 Skill Practice: Public Speaking (See Appendix B4.3.5)
Skills
Group Activity: Make a skit about a Processing
F. Developing mastery community action and how it made (See Appendix B4.3.5)
impact to lives within community
How does this relate in your own life? What is the application of
G. Finding Practical applications
citizenship towards growth and
of concepts
development?
Student will give abstraction about In life, is it easier to juggle life’s Deepening: Give student summary
H. Making generalizations and
their performed community action challenges alone or with the help of of the lesson
abstractions about the lesson
and impact others? Why?
The teacher will make use of Essay: Why collaboration important True or False: Five (5) Items Summative Test: MCQ, True or False,
I. Evaluating learning performance rubric within a community? (See Appendix (See Appendix B4.3.6) Enumeration
(See Appendix B4.1.2) B4.2.4) (See Appendix B4.4.7)
application
V. REMARKS
VI. REFLECTION
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
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?
NATHANIEL G. LULU ANN LIZA R. LEPASANA

ELSON S. GARINGO Division of Pampanga Head Teacher III, Regional Facilitator
ALEJANDRO B. LINGAT School Division of City of San Jose Del Monte, Bulacan
SHS Teachers RYAN R. PECSON
ELSON S. GARINGO
Division of Tarlac Province
School DepEd Region III Grade Level Grade 12

Grade 12
DAILY Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
LESSON CITIZENSHIP
LOG Teaching Dates
Week 5, Day 1-4 Quarter Third
and Time

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences.
C. Learning Competencies/
Objectives Acknowledge interrelationship of self and community in undertaking community action (HUMSS_CSC12-II-d-g-8)
Write the LC code for each
nd
II. CONTENT B. Community Action: Overview (2 Part)
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).  Sirico, R. A. (2010). Solidarity:  Maguigad, L. (2012). National  Making a Difference: How to
Section 7. Involving People Most The Fundamental Social Virtue. Service Training Program Become and Remain Active in
Affected by the Problem. Religion and Liberty, 11(5). (NSTP): Civic Welfare Training Your Community. Retrieved from
Retrieved 10 May 2017 from Retrieved from Service. Manila, Phl: Libro Filipino, http://www.state.sc.us/dmh/client_a
http://ctb.ku.edu/en/table-of- https://acton.org/pub/religion- pp.15-17 ffairs/volunteer_guide.pdf
B. Other Learning Resources contents/participation/encouraging liberty/volume-11-number-  PowerPoint Presentation  PowerPoint Presentation
-involvement/involve-those- 5/solidarity-fundamental-social-  Rubrics  Survey Questionnaire
affected/main virtue  Rubrics
 PowerPoint Presentation  PowerPoint Presentation  Activity Template
 Graphic Organizer  Rubrics
 Rubrics
IV. PROCEDURES
Triple Venn Diagram: - 5 mins. Ask: Can you give ways on how to Ask: Can you give ways on how to Ask: Can you give a role that a
A. Reviewing previous lesson Determine the similarities and be involved in community promote solidarity in community citizen like you should play in
or presenting the new differences of community engagement? - 2 mins. action? - 3 mins. community action? - 3 mins.
lesson engagement, solidarity, and
citizenship (See Appendix B5.1.1).
Words of Wisdom Activity: - 2 mins. Picture Analysis (See Appendix A citizen is a member of a political Music Video Clip
1. Service to others is the rent you B5.2.8): - 3 mins. community who enjoys full social, (https://www.youtube.com/watch?v=
pay for your room here on earth. – The teacher will present political economic and cultural rights. elLpWbvBBqg) – 3:20 mins.
Muhammad Ali pictures/images with one The teacher individually asks for the
2. Only a life lived in the service to commonality/one message. The learners about their participation in Instruction:
B. Establishing a purpose for others is worth living. – Albert students should be able to identify the following community activities. Kindly observe the role of “I”, “U”,
the lesson Einstein the main message of the presented Examples: and “Us” in the community.
3. The happiest people I know are pictures/images by the teacher. A. Sangguniang Kabataan Election
those who lose themselves in the B. Tree Planting
service of others. – Gordon B. C. Cleanliness of the Community
Hinckley - 4 mins
Focus Question: - 3 mins. Video Clip Presentation about Process Questions: - 3 mins. Processing Questions: - 3 mins.
What do the said quotations talk Unity/Solidarity - 5 mins. 1. What activity do you participate in? 1. What the video is all about? What
about one’s engagement in the (See Video Clip at 2. Why you participated in that does it say in the community?
community? https://www.youtube.com/watch?v=R particular activity? 2. What is the role of “I” in the
NNOYQoFB1I) – 1:37 minutes 3. How do you find it? community?
C. Presenting 3. What is the role of “You” in the
examples/instances of the Processing Questions: community?
new lesson 1. What is the video clip all about? 4. What is the role of “Us” in the
2. Based on the video, how is community?
unity/solidarity important to each
individual and to a group?
3. What is the fruit of solidarity based
on the video clip?
Group Activity (Tableau): - 10 mins. Characteristics of Solidarity / How In 2 group presentations, the Group Activity: - 25 mins.
1. The class will be divided into 2 Solidarity is Shown in the Community students should be able to discuss 1. The class will be divided into 3
groups. - 10 mins. the roles of the students as citizens groups.
Topic: Self-Involvement to 1. Creating an environment in which in engaging in the community action. 2. Each group will be provided with a
D. Discussing new concepts
Community Engagement mutual service is encouraged. Topic: Citizen’s Social Participation in survey (See Appendix B5.4.11)
and practicing new skills
(See Appendix B5.1.2). 2. Creating social conditions in which the Community (See Appendix form to have an initial assessment
#1
2. The output will be presented in 5 human rights can be respected and B5.3.10). on their readiness for a
minutes. nurtured. In each presentation, the teachers community action.
3. Analysis and critiquing follow 3. Recognizing and accepting the will analyze and/or clarify some of the 3. The leader will consolidate the
after each presentation. The whole range of corresponding aspects of the presentation. answer of the members and will fill
teacher presents additional duties and obligations that are - 10 mins. up the final tally sheet of ratings.
inputs (See Appendix B5.1.3). embedded in our social nature can The teacher will add inputs on the 4. Each group will present their
4. The presentation will be graded occur only in an atmosphere presentations. consolidated ideas based on the
using rubrics (See Appendix enlivened by solidarity. survey questionnaire.
B5.1.4). Task: The teacher will add inputs on the
A creative presentation showing the presentations.
characteristics of Solidarity. The output will be graded using
The output will be graded using rubrics (See Appendix B5.1.4).
rubrics (See Appendix B5.1.4).
The teacher will add inputs on the
topic or clarify some aspects of the
presentations.
and practicing new skills -- -- --
#2
Situational Analysis: - 25 mins. Group Activity: - 25 mins. Group Activity: - 25 mins. Individual Activity: Graffiti Wall
In each group, the students will be 1. The class will be grouped into 3. In an infomercial, each group will be The teacher will ask volunteers to
asked to analyze at least one 2. Each group will do a to-do-list on asked to show ways on promoting write on the Graffiti Wall (See
F. Developing mastery (leads activity that shows community how students involve themselves in the roles of citizens in community Appendix B5.4.12), their pledges to
to Formative Assessment engagement using the SWOT the solidarity with the community. action. involve themselves with the
3) Analysis (See Appendix B5.1.5). The performance will be graded realization of community action. – 10
The teacher will provide the using rubrics (See Appendix mins.
template. B5.1.4).
Ask: As a student, how can you Ask: Can you give an experience The learners will give instances Ask: Why there is a need to deeply
show active community wherein communal solidarity is being proving that in every right, there must involve ourselves with community
engagement? How will you do that? expressed as a social virtue? How be a corresponding duty. Moreover, action? How will you benefit from
G. Finding practical
How will you benefit from that? will you benefit from that? the learners should be able to that?
applications of concepts
- 4 mins. - 4 mins. identify the obligations of a citizen in - 4 mins.
and skills in daily living
a given situation.
Ask: How will you benefit from that?
- 4 mins.
Students will be asked to identify Students will be asked to give the As a Filipino citizen, the individual Make students narrate the various
their roles in self-involvement to characteristics of solidarity. person is a member of the basic ways of involving oneself in
community engagement. - 4 mins. institutions (Family, Church, School, community action. - 4 mins.
H. Making generalizations
- 4 mins. and Government). Being Senior High
and abstractions about the
School Students, they critically
lesson
analyze the community action in
terms of structures and processes in
implications for global citizenship.
- 4 mins.
Photo Essay: - 6 mins. Paper and Pencil Test (See Essay: - 6 mins. Quotation Interpretation: - 6 mins.
In 2 sentences, using the given Appendix B5.2.9): - 6 mins. In 5 sentences, how can you as a In 3 sentences, explain the quotation
picture, how can you involve Identification Test. How does citizen be actively involved in “With Great Power Comes Great
yourself to community solidarity express in: community action? Responsibility” given by Spider-Man.
I. Evaluating learning engagement? A. Family The essay will be assessed using Relate it to your role and
The photo essay will be graded B. School rubrics (See Appendix B5.1.6). responsibility in community action.
using rubrics (See Appendix C. Church The essay will be assessed using
B5.1.6 or B5.1.7). D. Community rubrics (See Appendix B5.1.6).
The teacher will give pointers to The teacher will give pointers to The teacher will give pointers to The teacher will give pointers to
J. Additional activities for review or concepts that will be review or concepts that will be review or concepts that will be review or concepts that will be
application or remediation tackled on the next lesson. tackled on the next lesson. tackled on the next lesson. tackled on the next lesson.
- 1 min. - 1 min. - 1 min. - 1 min.
V. REMARKS
VI. REFLECTION
80%
with the lesson
D. No. of learners who continue
to require remediation
did these work?
which I wish to share with other
teachers?
RYAN R. PECSON NATHANIEL G. LULU ANN LIZA R. LEPASANA

Sta. Cruz High Integrated School Division of Pampanga Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
JOSE L. VELASCO RYAN R. PECSON
San Miguel High School Division of Pampanga
KAREN JOY C. BERROY ELSON S. GARINGO

Sta. Perigrina High School Division of Tarlac Province
School DepEd Region III Grade Level 12

Grade 12
Teacher Senior High School Teachers – Class F Learning Areas
LESSON CITIZENSHIP
LOG Teaching Date Week 6, Day 1-4 Quarter Third
and Time
Date Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learners an understanding of the integration of social science and community action initiative
B. Performance Standard The learners shall be able to synthesize the integrative experience of implementing community - action initiative applying social sciences' ideas and
methods
C. Learning Competencies / 1. Identify opportunities to contribute to community development through solidarity
Objectives 1.1 Identify the basic structure of 1.2 Establish the commonality of the 1.3 Understand that problems are 1.4 Identify where the youth can
the societal problems. problems faced by the family. common and can be solved through engage in community action
community action and solidarity
LC HUMSS_CSC12-II -g-9
II. Content/Topic Major Issues affecting the poor and Major Issues affecting the poor and The Role of the Youth in Community The Role of the Youth in Community
marginalized communities in: marginalized communities action action
a. Socio-cultural
b. political
c. economic
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous lesson Graphic Organizing: (10 mins.) The teacher will ask: (3 mins.) The teacher will ask: (2 mins.) The teacher will ask: (2 mins.)
or presenting the new lesson The Students will complete the What are the problems of our society What are the problems faced by 1) What are the various issues and
table of socio-political, cultural and and categorize them based base on Filipino family nowadays? concern that beset our barangay
economic. After doing so the different categories? concerning youth?
students will be asked to make the 2) What are the people in the
appropriate adjustment when there barangay address the problem?
is any.
1) Students will be asked why
he/she place the word under that
categories.
2) Why is it socio- political, culture
or economic?
See Appendix B6.1.1

B. Establishing a purpose for the Picture Analysis: (5 mins.) Video Clip: (5 mins.) Group Activity: (10 mins.) The students will watch a video of the
lesson The students will be shown The student will watch a video clip of The student will be group into three activity of Habitat for Humanity
IMAGES showing the problems Sa Kambas ng Lipunan of a and write individually the activities mostly by the youths. The teacher
society is facing today. They will be marginalized family. concerning youth in their barangay. will ask: (3 mins.)
instructed to identify the problems 1) List at least three 1) What the video about?
shown. (https://www.youtube.com/watch? 2) What is the goal of such activities? 2) What are the involvement of the
V=Oz9OCk4GDnS) 3) What is the role of the youth in the youth in the project
community?
See Appendix B6.1.2 https://www.youtube.com/watch?v=FwQdyCsj0DE
C. Presenting examples/ After showing the images. The After watching the film, the teacher Paper Tower: (10 mins.) The teacher will ask the students to
instances of the new lesson teacher will ask: (5 mins.) will ask: (10 mins.) Out of the processed activity the reflect on the following: (2mins)
1) What are those images you just To what extent did the film students will construct a paper tower 1) What is the mood of the people in
watched? 1) engage you? using the bond paper where they the video?
2) Can you be more specific? 2) interest you? wrote the observed community 2) Are they happy, sad or angry?
3) captivate you? Why? activities 3) Why is volunteering fun?
See Appendix B6.3.5

D. Discussing new concept or Under the Chair: (10 mins.) Analyzing Survey: Pie Graph The Students will analyze their just The students will be given 10 mins.
new skills #1 The students will reflect: (15 mins.) concluded activity. The teacher will to prepare and finalize their
1) How would you categorize those The students will be divided into 3 ask: (10 mins.) performance. The role of the youth
problems into socio-political, groups and they will tally the result of 1) How did you come up with the 1, Other youth
cultural or Economic their survey. They will also construct teamwork? 2. Family
2) Write your answer in the tabular a graph or a chart. 2) How would you feel when working 3. Community
chart provided to you. alone? 4. Barangay
3) What is Solidarity?
See Appendix B6.1.3
E. Discussing new concepts and The students will be asked: Group Presentation: (10 mins.) Brainstorming: (10 mins.) Presentation: (Max of 5 mins. each
practicing new skills #2 (5 mins.) The groups will present the result of The students will conduct a group)
What is the importance of knowing their activities to the class and brainstorming activity on at least 3 The student will perform their
where the problems belong? explain the result of their work community activities they have prepared performance by the group.
observed. The brainstorming process Performance for differentiated
and rules will be discussed and learning may be done through jingle
explained by the teacher. See composition, poster making, slogan,
attached Brainstorming Guide tableau and infomercial as preferred
by the group. Provided rubrics for the
activity
See Appendix B6.3.6 See Appendix B6.4.7

F. Developing Mastery The students will analyze the The students will consolidate the The Students will present their The students will explain their chosen
graphic organizer and make results of the survey of the whole brainstorming activity: (5 mins.) performance. (Max. of 2 mins. every
appropriate adjustment. class and ask the question Why this Identify major issues affecting poor group)
(5 mins.) problem is the most important families and determine the role of the
concern of the family why the other youth in the problems cited.
is least important? (5 mins.)
G. Discussing practical The students will relate their The teacher will ask: (10 mins.) The teacher will ask: (5 mins.) The teacher will ask:
application of concepts and personal experience to the problem 1) As a youth how can you Have you joined any community If the community or barangay will
skills in daily life discussed and the teacher will ask: contribute to lessening the activities in your barangay? How it give you an opportunity to become a
Is there any problem that we have burdens of your family? feels joining the community action? youth leader, what activities that you
discussed you can personally 2) Can you cite an example of a and your fellow youths can engage
relate to? (10 mins.) problem that your family has? with and why?
3) Write a commitment a possible
solution in your family to help.
H. Making generalizations and The teacher will ask: (5 mins.) The teacher will ask: (5 mins.) The teacher will ask (3 mins.) The teacher will ask:
abstractions about the lesson 1) How do you evaluate your 1) Are the problems facing the 1. What are the roles of the youth in 1) What can you contribute to the
community nowadays? society also the problems of the community action? good of the community?
2) Do we have a perfect family? 2. What is the importance of 2) List down possible activities they
community? What makes it 2) Can you cite an instance? participation in dealing with can join.
perfect? What makes it problems of the community?
imperfect?
I. Evaluating Learners Identify the basic structure of the Essay: (10 mins.) The students will present how they In two to three sentences explain the
social problems whether it is socio- The student will: can actively involve in the following importance of your participation in
political, cultural, or economic. 1) Identify the problems of the family program: (3 mins.) school improvement activities.
(10 mins.) in a given situation and its 1. Sports Program
connection to the community. 2. Clean and Green Program
2) Analyze the major issues and 3. Others
situations concerning poor
/marginalized family and their
connection to the community
See Appendix B6.2.4 See Appendix B6.4.8

J. Additional activities for The student will be given a list of Make a list of community activities The Students will be grouped into 4 The teacher will ask the students to
application or remediation problems and they will ask their that you observed being done by the and they will be required to present a identify specific groups or
parents to rank them according to youth in your barangay. performance or activity showing how organizations involved in community
importance. the youth can contribute for the action in the barangay.
1. Unemployment betterment of the community. They
2. Malnutrition may choose to do a poster/slogan,
3. Sending their children to school tableau, jingle composition, poster
4. Health/Diseases making or Infomercial. They will be
5. Shelter performing it in the class the next
day.
V. REMARKS
VI. REFLECTION
80%
with the lesson
did these work?
encounter which my principal
or supervisor can help me
solve?
JOSEPHINE C. BATO NATHANIEL G. LULU ANN LIZA R. LEPASANA

Division of Bataan Division of Pampanga Head Teacher III, Regional Facilitator
DANIEL C. ECLEVIA RYAN R. PECSON
Division of Zambales Division of Pampanga
SHERILYN P. NOCTAL ELSON S. GARINGO

Division of Pampanga Division of Tarlac Province
Grade 12 School DepEd Region III Grade Level Grade 12

LESSON CITIZENSHIP

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standards The learner shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods.
C. Learning Competencies/ Recognize the importance of Assess selected community action Assess selected community action Passed the summative assessment in
Objectives solidarity in socio-political initiatives initiatives Community Action.
processes in promoting national HUMSS_CSC12-IId-g-11 HUMSS_CSC12-IId-g-11
and global community development.
HUMSS_CSC12-IId-g-10 Identify the characteristics of Appreciate survey in assessing
short and long term community selected community action initiatives.
action initiatives
II. CONTENT Importance of solidarity in socio- Characteristics of Short and Long Survey on assessing selected Written Summative Assessment
political processes in promoting Term Community Action Initiatives community action initiatives
national and global community
development
A. References
Pages
Pages
3. Textbook Pages
Learning Resources
B. Other Learning Resources  https://grahamsgrumbles.wordpre  http://work.chron.com/differences-  https://docs.google.com/forms/d/1Z Teacher Made Examination
ss.com/2010/03/19/the- between-shortterm-longterm- _AFb750APFoJzLhugDMG0fw1kmc (Unit Test)
importance-of-solidarity/ projects-11637.html XI1n3FSq6lpIkDE/viewform?edit_re
 https://www.quora.com/What-is- quested=true See Appendix B7.4.6
the-importance-of-social-solidarity
 https://www.youtube.com/watch?v
=c7gF3hDoUqk
IV. PROCEDURES
A. Reviewing the previous lesson Based on our previous discussion, What is the importance of solidarity Give the characteristics of short term
or presenting the new lesson how will you define solidarity? in community development? and long term community projects.
Use graphic organizers in

presenting students answer.
SOLIDARITY
Definition 1
Definition 2
B. Establishing a purpose Assign 5 students to assemble the Tableau: The class will be divided The teacher will ask the students:
for the lesson pieces of the puzzle on the board, into four groups. Each group will 1. Have you tried answering a
while keeping one piece of the make a tableau of one of the survey form?
puzzle. following scenarios” 2. What was the survey form all
Ask. 1. Feeding Program about?
1. Is the puzzle complete? 2. Clean Up drive 3. What is the purpose of that
2. What makes the puzzle 3. Livelihood Projects survey?
incomplete? 4. Disaster Management
3. How important does a piece of
the puzzle in the picture we are
solving?
See Appendix B7.1.1
C. Presenting examples / The teacher will show a video Pictures of different community Present an infographic showing the
instances of the new presentation depicting solidarity in activities results from a community survey.
lesson the community. 1. Feeding Program
2. Clean Up drive
See Appendix B7.1.2 3. Livelihood Projects
4. Disaster Management
D. Discussing new Analysis: The teacher will ask the Analysis: The teacher will ask the Analysis: The teacher will ask the
concepts and practicing students the following questions: students the following questions: students the following questions:
new skill #1 1. What are the animals involved 1. Have you experience or 1. What do you see in the
in the video? participated in any of the infographics?
2. What is the video all about? community activities? 2. How did they come up with those
3. How do you see the value in 2. How do you see the importance results in the infographics?
this video into our community? of these activities in the 3. Can they plan a community action
community? with these data? How?
E. Discussing new
concepts and practicing
new skill #2
F. Developing Mastery Discuss to the learners the Enlist the characteristics of short and Explain the content of survey form
importance of solidarity. long term community action assessing the selected community
See Appendix B7.1.3 initiatives in terms of: action initiatives.
1. Budget
Importance of Solidarity 2. Resources See Appendix B7.3.5
1. Solidarity Is More Than Unions 3. Impact
2. Solidarity Is Defying Boundaries 4. Scope
3. Solidarity Is From
Communication To Action See Appendix B7.2.4
G. Finding practical How important is solidarity in socio- How do you see the importance of Using the survey form in hardcopy
applications of concepts political processes in promoting community projects in your and/or online in the internet, the
& skills in daily living national and global community respective barangay? students will answer the survey form
development? on assessing community action
initiatives based on the needs and
situation of your own community.
H. Making generalizations What is the importance of solidarity In general, how do the What is the essence of assessing
& abstractions about the in community development? characteristics of short term and long community action initiative? How this
lesson term community projects differs from assessment plays a vital role in
Solidarity means removing the one another? planning community projects?
boundaries that prevent us from
working together rather it unifies the Short term community projects use The essence of assessing community
members of the community to lesser budget, minimal resources, action initiatives is to know, identify
achieve their common goals in limited impact, and scope. While and validate the current and
community development. Solidarity long-term community projects immediate needs or situations of the
can also be associated with require intensive budget planning, community. From this results of
cooperation and collaboration that more resources are needed, has a assessment members of the
is each member of the community is great impact and larger scope. community may come up or formulate
taking and sharing its part or role in relevant activities and projects that
fulfilling the targets of the will address the community’s needs
community development. and situation.
I. Evaluating Learning Essay: In 10 sentences discuss the Give at least 3 examples of long- Tests/Items should be lifted from:
Based on the result of the
importance of solidarity in the term and short-term community See Appendix B4.3.6
assessment, Enlist at least 3
classroom. projects. See Appendix B4.4.7
community action initiatives that you
wish to recommend in your own
Additional:
community.
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.
V. REMARKS
VI. REFLECTION
80%
with the lesson
D. No. of learners who continue to
require remediation
did these work?
other teachers?
ANDRES VERGEL V. SANTOS NATHANIEL G. LULU ANN LIZA R. LEPASANA

Division of Pampanga Division of Pampanga Head Teacher III, Regional Facilitator
MARKY P. OSORIO RYAN R. PECSON
City Division of Meycauayan Division of Pampanga
ROSITA B. SALEM ELSON S. GARINGO

Division of Aurora Division of Tarlac Province
DLPs
in
Core Values and Principles of Community-action Initiatives

Grade 12 School DepEd – Region III Grade Level 12
LESSON CITIZENSHIP

I. OBJECTIVES
The learners demonstrate an understanding of… The learners demonstrate an
The integration of social science perspective and community action initiatives. understanding of the integration of social
A. Content Standards
science perspective and community
action initiatives.
The learners shall be able to… The learner shall be able to synthesize
Synthesize the integrative experience of implementing community action initiatives applying social sciences ideas the integrative experience of
B. Performance Standards and methods. implementing community action initiatives
applying social sciences’ ideas and
methods.
Explain the core values of Promote awareness of human rights Appraise the value of social equity Appraise the value of social equity and
community action initiatives in communities among the learners. and gender equality in the context of gender equality in the context of
HUMSS_CSC12-IIIh-j-12 HUMSS_CSC12-IIIh-j-13 participatory development. participatory development.
C. Learning Competencies/ HUMSS_CSC12-IIIh-j-14 (HUMSS_CSC12-IIIh-j-14)
Objectives  Explain the principle of right to life  Explain the principle of right to
liberty  Explain the principle of right to  Understand the concept of social equity
property as core values and principles of
community action initiatives
II. CONTENT Core Values and Principles of Core Values and Principles of Core Values and Principles of Social Justice
Community action Initiatives Community action Initiatives Community action Initiatives
Sub-Topics: Human Rights Sub-Topics: Human Rights (Right Sub-Topics: Human Rights (Right
(Right to Life) to Liberty) to Property)
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources  https://www.google.com.ph/?gfe_  https://www.slideshare.net/satyavra  https://www.slideshare.net/satyavrat  Book/s:
rd=cr&ei=qr0bWY t1994/ppt-human-rights 1994/ppt-human-rights  De La Salle University Printing Press,
 _FJsvd8AfOg66QDg&gws_rd=ssl  https://www.slideshare.net/christian  https://www.slideshare.net/christianc Taft, Manila, Philippines, Philosophy of

#q=righ cel/human-rights2-35516073 el/human-rights2-35516073 History, Social Justice, Dr. Emerita S.
 https://www.youtube.com/watch?v= Quito, pp. 48- 49.
 https://www.slideshare.net/satyav PCJHq9iDr1k
rat1994/ppt-human-rights  https://www.google.com.ph/search?q=so
 https://www.youtube.com/watch? cial+justice&rlz=1C1CHBD_enPH692PH
v=APkV40vUhWs 692&oq=SOCIAL+justice&aqs=chrome.
0.69i59l3j69i61j69i60l2.4709j0j4&sourcei
d=chrome&ie=UTF-8
IV. PROCEDURES
A. Reviewing the previous Review of community action Review yesterday’s lesson. Call a The learners will review the basic Before going to today’s lesson, the
lesson or presenting the initiatives student and give a recap of rights discussed in the lesson (by teacher will ask the students:
new lesson When we do community actions, yesterday’s lesson. assigning a student to do the recap.)
what do we consider? (5 mins.) So far what basic human right do you Based on our previous discussion, can
remember you please give some example of human
Community (5 mins.) rights?
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 learner will watch video clip Listen to the song “Ang Bayan Ko” Challenge the learners with the The teacher will post pictures of people
the lesson about HUMAN RIGHTS question, being deprived in life – both economical
See Appendix C8.1.1 Learners answer the questions. The teacher will ask the learner: what and humanitarian, to some extent.
1. What is the message of the song? things they possessed and they can
(4 mins.) Ans. Freedom of the country from call it their own. (see PowerPoint presentation for pictures)
after watching the video, the oppressors.
teacher will ask: 2. What basic right is stressed in the The teacher List the answer on the After viewing the pictures, the teacher will
1. What have you observed on the song? board ask:
video? Ans. Right to liberty (5 mins.)  What can you see in the pictures?
Ans. It talks about Human rights (5 mins.) o Expected Responses: We see
2. Which is the most basic of the people suffering from poverty.
rights presented in the video? See Appendix C8.2.3  How do you feel seeing these photos?
Ans. The right to life, liberty, and o Expected Responses: Feeling
property. lucky, blessed, sad, responsible,
(2 mins.) etc.
C. Presenting examples/ Teacher presents lesson on the Ask the learners the question. GROUP ACTIVITY  What do you think the picture portray?
instances of the new Right to Life through a power point What do you feel if the privileges you o Expected Responses: Poverty
lesson presentation. are enjoying at the moment will be The right to property. inequality, injustices.
(Key concept: without life, all removed from you? (like: going to Activity. A Human Rights Tree
other rights are meaningless). place you want to go, do what you The learners, working in small groups After soliciting the student’s response, the
enjoy doing, etc.) will draw a tree on a paper and in the teacher will introduce the topic: Social
See Appendix C8.1.2 form of leaves, fruits and branches or Justice.
Teacher gives the definition of Right flowers are those human rights that
to Liberty they think all people need to live in
It connotes absence of restraint from dignity and justice. Give the tree roots
state interference. It also embraces label needed for the tree to flourish
the right of man to use his faculties like healthy economy, rule of law,
and achieve to perfection his universal education, etc.
personality and be master of his own (5 mins.)
identity. Liberty however is not a
license or an unlimited freedom to Each group will present their trees
act according to one’s will, as there and explain its reasons for the items
may be acts that might violate the they have included.
law or the rights of others.
(15 mins.) See Appendix C8.3.5
D. Discussing new concepts Learners answer the following The learners will reflect: Discussion about properties The teacher will discuss the concept of
and practicing new skill #1 questions. 1. How does it feel to be free? 1. When can you call thing/s a social justice and equity.
1. What constitutes life that makes 2. How important is freedom to you? property? The video documentary entitled “Burak at
the Right to Life the most 3. What are the things your parents 2. How property/ies can be yours? Pangarap” will be played. (See the
important Human Right? and teachers allow you to do at 3. Is owning thing/s important to PowerPoint presentation for the video)
Ans. clean air, accessible of health home and in school? you? Why?
facilities, accessible food, right (5 mins.) 4. Is owning thing/s of others good?
to be born {write the answer on 5. Can you give example?
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 Brainstorm. Group learners in 5 The students will reflect:
and practicing new skill #2 and they will share personal  What have you observed in the
observations in their community documentary?
that shows preservation of the  Do you experience the same as an
Right to Life. individual?
Guide questions. What you realize?
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 GROUP ACTIVITY. Mapping The learners will identify rights Group Activity
all the good things about life has Human Rights in Our Community concerns that are of particularly The group will fill out the concept map as
offered them. Write the answer on Divide participants into small groups concerns to them and in their referred in case of Junjun (viewed on the
a short paper and ask them to draw a map of their community. video documentary):
town (or neighborhood in the case of Action
Given the
larger communities). They should made by
opportunity
include their homes, major public the
Deprivation , what are
buildings (e.g., parks, post office, city governmen
you going
hall, schools, places of worship) and t:
to do?
public services (e.g., hospitals, fire
department, police station) and any 1.
other places that are important to the 2.
community (e.g., grocery stores, 3.
cemetery, cinemas, gas stations). 4.
5.
1. When the maps are complete, ask
participants to analyze their maps
from a human rights perspective.
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
G. Finding practical Ask the learners the following As a student, how can you exercise The learners will classify the different The students will reflect:
applications of concepts & questions. your right to liberty and still be pictures of rights and they’re going to
skills in daily living 1. What will you do in order to responsible at the same time? put in a proper column (10 mins.) “As a student, how can I contribute for the
preserve your life and the life of (5 mins.) Right to Right to Right to betterment of social justice in my
others? life liberty property community? What is my role in the
attainment of social equity?”
(5 mins.) (already integrated in the group activity –

See Appendix C8.3.6 deepening part)
H. Making generalizations & Define human rights The learner will answer the question. The learner will answer the question. The teacher will ask the students:
abstractions about the Rights under right to life How are you going to fight for your
lesson 1. Right to live Which of the different basic rights rights when you feel it is being “In brief, how do you explain the
2 Right to safe environment under right to liberty taken up you violated? importance of social justice and equity?
3. Free access t court think is very important to you as (5 mins.) Why is it important in the community?”
4. No torture, force violence, student?
threat….. What would you do to preserve your
5. Right to due process of law basic right as a person and of the
Right to liberty
others as member of the community?
Right to life is the most important
rights. 1. Freedom of speech
2. Right against unreasonable
- Absolute and Divine Right searches and 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.)
I. Evaluating Learning In this situation, How does Right to The learners will define the right to The learners will answer the following Journal
life observed? liberty in their own words on their with the phrases: “in every case”, in The students will stress the importance of
Reena is a beggar, she lives in the notebook. most cases”, and “in some cases”. the study of social justice and equity, and
street along with her family, when 1. Killing is wrong. the values they have gathered in the
rain comes they get wet, she (5 mins.) 2. All people should be treated lesson. (see rubrics in the presentation)
doesn’t go to school, and she equally.
never experienced playing with her 3. All people have the right to medical
age group. One day, her father help if they are ill.
was arrested and was taken to the 4. All people have a right to
police station. She was confused education.
and did not know what to do. Her 5. People should be allowed to travel
body is tired. She dreams that one and leave the country if they wish.
day she could play and sleep in a (10 mins.)
soft and decent bed with her
family, enjoy the sun and the See Appendix C8.3.7
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 Make a slogan promoting human Read about advocacy. Try to ask yourself,
application or remediation rights. is there any advocacies are you
See Appendix for Rubrics supporting?
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
ANTONETTE T. MELEGRITO ANN LIZA R. LEPASANA

NATHANIEL G. LULU
Senior High School Teacher Division of Pampanga Head Teacher III, Regional Facilitator
JOANNE G. PINEDA RYAN R. PECSON
Senior High School Teacher Division of Pampanga
BERNARD C. RAMOS
Grade 12 School DepEd Region III Grade Level 12
LESSON CITIZENSHIP

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 applying social sciences' ideas and methods.
C. Learning Competencies/ Appraise the value of social equity and gender equality in the context of participatory development Analyze strategies of empowerment
Objectives (HUMSS _CSC12-IIIH-J-14) and advocacy through community
action (HUMSS _CSC12-IIIH-J-15)
II. CONTENT Core Values and Principles of Core Values and Principles of Core Values and Principles of Core Values and Principles of
Community Action Initiatives Community Action Initiatives Community Action Initiatives Community Action Initiatives
Focus on Social Justice Focus on Social Justice Focus on Gender Equality Focus on Empowerment and
(Existence of Social Justice to (Social Justice and Existence to Advocacy
Community and Its Importance) Community and Its Importance)
A. References
Pages
Pages
3. Textbook Pages
Learning Resources
B. Other Learning Resources  https://www.youtube.com/result  www.youtube.stopviolence against  https://en.wikipedia.org/wiki/Gender  http://www.nationalchildrensalliance
s?search_query=does+social+j children _equality .org/sites/default/files/downloads/LA
ustice+exist  www.youtube.NTG:freedom from debt  https://historytech.files.wordpress.c T-2017-1-
 https://www.slideshare.net/oish coalition om/2013/10/gender-empowerment- Alliance%20for%20Justice.pdf
odri/swap-social-justice,  www.wikipedia.org and-the-hunger-games.pdf  https://en.oxforddictionaries.com/def
 https://www.slideshare.net/Well  www.dictionary.com  https://en.m.wikepedia.org/wiki/sexu inition/empowerment
esleyInstitute/social-policy-grad-  www.seap.org.uk al_and_reproductive_health_rights  http://ctb.ku.edu/en/table-of-
class-jan-2012?qid=1f89946c-  www.siteresources.worldbank.org  www.wikigender.org/wiki/ contents/advocacy/advocacy-
c12f-4050-85d7-  Gender and Development Volume 1 principles/overview/main
6eca158c2507&v=&b=&from_s – Michelle G. Manalo
earch=3
IV. PROCEDURES
A. Reviewing the previous The learner will make a recap on Ask the learners to identify issues in their Ask: What are empowerment and (3 mins.)
lesson or presenting the what are the past lesson is all community that shows social justice. advocacy? Reviewing the previous lesson of
new lesson about, and they will give 1-5 Human Rights and Social Justice thru
example. (3 mins.) 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?
B. Establishing a purpose for (Video Presentation) the learner The learners will be asked about their (5 mins.) (5 mins.)
the lesson will guest what is the video all sentiments/feelings about the pictures (TRANSFORMATION) Game : (4pics1Word)
about. (5 mins.) and videos that will be presented. Imagine that you woke up in the The teacher must show photos
The learner will take down note all 1. Picture of Violence against Women morning and when you entered the portraying the following:
the important details/ information See Appendix C9.2.5 bathroom you found out that for some 1. Community
from the video. 2. Film Clip of Violence against Children mysterious reason you have been 2. Problems
(0.41 secs.) transformed from a girl into a boy or 3. Empowerment
See Appendix C9.1.1 See Appendix C9.2.6 vice versa. You don’t know how much 4. Advocacy
3. Picture of Kilusan Mayo Uno this transformation will last.
See Appendix C9.2.7 Ask. Elaborating the motivation leading to
4. Video Feed/News of Freedom from 1. Would you want to try something new lesson thru questions:
Debt Coalition (1.51 mins.) you couldn’t do while you were a 1. What is the main idea portrayed in
See Appendix C9.2.8 girl/boy? the:
2. What does this transformation a. First set of photos
allow you to do differently? b. Second
3. What do you like about your current c. Third
situation? d. Fourth
(The teacher will ask some students 2. Where did we usually see this
to share their answer) scenario?
3. Based on these set of photos, what
would you think is our lesson
about?
C. Presenting examples/ The learner will share their ideas, Group Activity: Dama Ko! Sigaw ko! (10-15 mins.)
(10 mins.)
instances of the new opinions, and perspectives about (Slogan Making) Group Activity
1. Divide the class into five groups.
lesson the video presentation. See Appendix C9.2.9 See Appendix C9.4.13
Give each group a manila paper
(5 mins.) Learners will be grouped into 3 groups. 1. The class will be divided into three
divided into three columns. On the
The teacher will list on the board Ask the learners for other social injustices (3) groups.
top of the middle column either
all the gathered information that they can identify in their community and 2. Each group shall be given only 5
write “Act Like A Man” or Act Like
will be shared by the learners. come up with a corresponding battle cry. minutes Preparation and 3 minutes
A Woman.
1. In School presentation.
2. On the left column, ask students to
2. In Their Barangay 3. Each group will think of a particular
write down what might people
3. In Their Town campaign of a community.
“say” or “do” if someone does not
4. They will present their advocacy in
act like a man or woman as
any of the following ways:
defined in the middle column.
A. Tableau
3. On the right column, ask the
B. Skit
student to list the jobs one would
C. Talk Show
choose if they acted like the
D. News Presentation
descriptions listed in the middle
5. After the presentation, they will give
column.
the very concise explanation about
their presentation
See Appendix C9.3.11
D. Discussing new concepts Process Question Ask the learners: (5 mins.) (5 mins.)
and practicing new skill #1 The learner will answer the 1. What kind of development would you Process questions Processing Questions
following question voluntarily. like to see in your community? Why? 1. How and where do we learn our 1. What is the main idea of the
(5 minutes) How could your feelings/sentiments can perception of male and female presentation of the group?
1. What is social justice for lead to support for existing advocacy? roles? 2. What are push factors in making
you? 2. Do these roles and descriptions these kind of campaign?
2. Give example of social See Appendix C9.2.10 limit or enhance us in life choices?
justice 3. Have you or someone you know
3. Site some practices in your ever acted differently from how
community that will show your gender is "supposed" to act?
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?
F. Developing Mastery The learner will analyze the Activity: Group the learners into 3 groups (10 minutes) 30 minutes
different picture presented in a and assign 1 question each group. 1. Divide the class into five groups. 1. Definition of empowerment thru
gallery walk. (25 mins.) Provide Metacards for their output. Give each group a manila paper graphic organizer. (student will
The learner will explain their The teacher has an option to choose 1 divided into three columns. On the give their answer)
answer in class base on how they among the following songs: top of the middle column either 2. Definition of advocacy thru graphic
understand the existence of 1. Kapaligiran by: Asin write “Act Like A Man” or Act Like organizer. (student will give their
social justice and it’s important. 2. Cotabato by: Asin A Woman. answer)
3. Walang Hanggang Paalam by: Joey 2. On the left column, ask students to 3. The conceptual definition of
See Appendix C9.1.2 Ayala write down what might people advocacy and empowerment.
“say” or “do” if someone does not 4. Connecting the significance of
Ask the learners to analyze a song and act like a man or woman as advocacy in empowerment
answer the following questions: Use Meta defined in the middle column. 5. How empowerment and advocacy
cards for their output. 3. On the right column, ask the can help the principles in
1. Give your own understanding of the student to list the jobs one would community action initiatives.
song. choose if they acted like the
2. Does the song mirror your descriptions listed in the middle See Appendix C9.4.12
experience(s) in your community until column.
today?
3. What do you think are the causes
identified in the song that moved
people to participate in their community
development?
G. Finding practical The learner will give their Ask the learners: (5 minutes) Individual
applications of concepts & perspective on the question How can they show support for an Process questions School-based situation: If you will be
skills in daily living below: (7 mins.) advocacy (specify) in their everyday 1. How and where do we learn our given a chance to be a student leader
1. What are the things you can lives? perception of male and female of our school, what will be the
contribute as a learner to roles? changes that you want to advocate?
impose practicing social justice 2. Do these roles and descriptions And why?
in your community? limit or enhance us in life choices?
2. As learners what are the ways 3. Have you or someone you know
to ensure practicing social ever acted differently from how
justice in your home, school, your gender is "supposed" to act?
and community?
3. How can you influence your
fellow learners to practice
social justice?
H. Making generalizations & The learner will answer the The teacher will ask: (5 mins.) The learner will answer the question
abstractions about the following question after a gallery 1. Is it right to be involved in an Complete the unfinished sentences to Why and how advocacy can empower
lesson walk. They will write their answer advocacy? Why? summarize the lesson. the community action initiatives?
in a given cycle arrow process. 2. Is it right to be a part of a Youth
(5 mins.) Organization/Ministry? Why? The chapter was about ________.
Guide Questions: 3. What is the purpose or connection to One key idea was __________ .
a. How Social Justice will exist social justice to participatory This is important because ________.
b. What are the importance of development?
Social Justice Gender Equality is important because
c. Analyze your community, list it is the foundation of any fair society
down your observation about where each member has the
your community. Give your opportunity to reach his full potential.
suggestions as learner how Achieving gender equality requires
can you practice social women empowerment to ensure that
justice all the time. decision making at private and public
levels so that all gender can fully
CYCLE ARROW PROCESS participate as equal partners in
productive and reproductive life.
The teacher will post a quotation
about social justice and make a Human Rights, Social Justice,
final thought about it. Empowerment and Advocacy and
Gender Equality are the core values
See Appendix C9.1.3 an individual must have to initiate
action.
I. Evaluating Learning The learner will have a modified Reflection Essay: (5 mins.) GRASPS: 5 minutes
true or false test 1-5. (10 pts.) In 8-10 sentences only.(10pts) Write a short essay on the importance Group Activity: 3 Groups
Direction: TRUE OR FALSE Considering your status as a student, of youth participation in community Based on the previous task on social
Read and understand the Explain the importance of participation in projects promoting gender equality. justice and Human Rights
statement below, write capital pursuit for the development of the (Teacher will provide the rubric)
letter T if the statement is true community. Goal: To explain the core values of
and write capital letter F if the community action initiatives.
statement is false. Write your
answer in the given space before Role: The Barangay Captain/youth
the number. advocate
___1. Social justice is the Audience: Community & other
reasonable relationship relevant stakeholders based on the
between the individual and advocacy
society.
___2. Practicing equal treatment Situation: There will be a midyear
to each and everyone in a assembly meeting in your community
community is an example that will happen next month to
of existing social justice. address different issues/problems in
___3. Enjoy being a wealthy man your community. Being the Barangay
is a form of social justice. Captain / Youth Leader of the
___4. Giving alms to the poor for community you are tasked to make a
your political agenda is proposal of an advocacy regarding
good practice of social the issue happens in your community
justice. that promotes empowerment.
___5. Having a productive
community is important of Product: A proposal of your
social justice. advocacy explaining only the
Rationale of the advocacy
Standards: Analytic Rubrics (shown

in the appendices)
J. Additional activities for Assignment: The learner will draw Ask learners: Does participatory
application or remediation what kind of community he/she development to achieve social justice
wanted to. Justify your work recognizes gender?
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
IRENE V. TIGLAO JOY EMMANUEL S. VALLAGAR ANN LIZA R. LEPASANA

Division of Nueva Ecija Division of Nueva Ecija Head Teacher III, Regional Facilitator School
Division of City of San Jose, Bulacan
MERCEDES CECILIA O. ELCA BETH B. MENDOZA
Division of Pampanga Division of Bataan
MARI ANNE M. TORRES
NATHANIEL G. LULU
Division of Bataan
Division of Tarlac
GLENDA LUISA M. TOMANENG
Division of Bulacan RYAN R. PECSON
DAILY COMMUNITY ENGAGEMENT, SOLIDARITY
LESSON AND CITIZENSHIP

I. OBJECTIVES
A. Content Standards The learners demonstrates an understanding of the integration of social science perspective and community action initiatives.
C. Learning Competencies/ Application of community Develop commitment and conviction To assess the learning of the
Objectives action/participatory development to participatory development for students.
HUMSS_CSC12-IIIH-J-15 community well-being
HUMSS_CSC12-IIIh-j-16
II. CONTENT Participatory Development Core Values and Principles Community-Actions Initiatives
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources https://www.slideshare.net/marijanereye http://youtube/ufQpgYSDRdU
s/participatory-development
IV. PROCEDURES
A. Reviewing previous lesson The learner will answer questions about Based on the graphics presented,
or presenting the new the previous lesson:(3 mins.) how does it show the connection of
lesson each core values to our community
1. Do you think having advocacy will
help you grow as a person?
2. How will it help you grow?
In the interrelationships/connections
of five core values, what do you think
is your part as a member of
community?
B. Establishing a purpose for The learner will view some Presentation of the video:
the lesson pictures/words and give reactions about
the pictures.(3 minutes) see appendices Inspirational: “Be Kind To Others, It
for the pictures Will Pay Off”
What do the pictures tell you?
See Appendix C10.1.1
C. Presenting examples/ The learners will have a group activity. Process Question: Discuss with the students the
instances of the new (10 mins.). directions in answering the
lesson In the video, what does it convey? Summative Test. Students should be
Group yourselves into 3 according to able to answer and finish the Test in
your birth month then select a leader, It conveys kindness, cooperation and 1hour.
secretary and a presenter in each commitment
group.
List down 5 things that the pictures tell

you and the presenter will discuss their
group output.
D. Discussing new concepts The learner will answer the question. Activity: Tower Making Having Summative Test about the
and practicing new skill #1 (5 mins.) - Group the class into your desired Core Values and Principles
number of groups. Community-Actions Initiatives.
Based on the pictures and answers - Provide them BBQ sticks, straw
presented, what do you think is our - Give each group 3 minutes to gather
lesson for today? recyclable and organic materials.
Possible answers: - Each group will make a tower using
1. Active Participation the materials that they have.
2. Communication - The tower must be artistically made,
3. Empowerment 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.
E. Discussing new concepts The teacher will discuss the following:
and practicing new skill #2 What is active participation?
How to achieve effective
communication?
Why is empowerment important to attain
development?
F. Developing Mastery The learners will make a graphic Song analysis: Magagawa natin ang
organizer (semantic web) about the lahat ng Bagay
strategies of empowerment through PQ: what is the message of the
community action in 15 minutes. song?
Choose a leader then discuss it in front The lesson of a broomstick.
of the class. 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.”
G. Finding practical The learner will answer the question. In everything we do why do we need
applications of concepts & (5 mins.) to be committed?
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 What are the things/concepts you
abstractions about the regarding the pictures viewed by them a considered developing commitment:
lesson while ago. 1. Self
(5 mins.) 2. Community
What do you think these people made
them do it?
I. Evaluating Learning Situations (others): Write a commitment / pledge of Summative Assessment
1. The grade 12 students are having conviction like the Panatang See Appendix C10.3.2
tree planting project. Makabayan. The Learner will answer the following
2. The street sweepers are cleaning the (100 words maximum) question below…
streets every day.
MODIFIED TRUE OR FALSE
On a ¼ sheet of paper, the learner will Direction: True or False. Read and
give 5 reasons why these people do understand the statement below, write
these things. capital letter T if the statement is true
(5 mins.) 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)
J. Additional activities for As a learner, what would be your
application or remediation reasons why will you involve yourself in
community
empowerment/development?
List 5 reasons in your journal (personal)
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
JAYSON A. MAMARADLO NATHANIEL G. LULU ANN LIZA R. LEPASAN

Division of Tarlac Province Division of Pampanga Head Teacher III, Regional Facilitator
School Division of City of San Jose, Bulacan
SANDYVALJASPER BUENO LIBID BERNARD C. RAMOS
Division of Tarlac Province Division of Nueva Ecija
ESTRELLA A. BETE RYAN R. PECSON

Division of Tarlac Province Division of Pampanga
MARIA CONCEPCION A. PATRON

Division of City of San Jose Del Monte
BETH B. MENDOZA
Division of Bataan
JAIME MARCELO S. BRIGUELA

CAROLINE M. SOLOMON
DLPs
in
Methodologies and Approaches of Community Actions

and Involvements Across Disciplines
Grade 12 School DepEd – Region IIII Grade Level 12

LESSON CITIZENSHIP
PLAN Teaching Week Week 11, Day 1 – 4 Quarter Fourth

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
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/ Apply systematic social research Apply systematic social research methods Explain the processes, Explain the processes,
Objectives methods in conducting a in conducting a community study methodologies, and approaches in methodologies, and approaches in
community study HUMSS_CSC12-IVa-d-18 applied social sciences related to applied social sciences related to
HUMSS_CSC12-IVa-d-18 community action. HUMSS_CSC12- community action.
IVa-d-17 HUMSS_CSC12-IVa-d-17
II. CONTENT Preparing to Write a Community Writing a Community Action Plan Methodologies and approaches of Methodologies and approaches of
action Plan community actions and involvements community actions and
across discipline involvements across discipline
 Partnership building with local  Partnership building with local

groups groups
A. References
Pages
Pages
3. Textbook Pages
Learning Resources
B. Other Learning Resources  https://www.training  http://www.jsi.com/JSIInternet/Inc/  http://www.jsi.com/JSIInternet/Inc

forchange.org/tools/village-game Common/_download_pub.cfm?id= /Common/_download_pub.cfm?id
 https://www.isixsigma.com/traini 14333&lid=3 =14333&lid=3
ng/training-materials-  https://en.wikipedia.org/wiki/Local_
aids/change-game-engaging- community
exercises-teach-change/
 http://www.aarp.org/livable-
communities/network-age-
friendly-communities/info-
2014/how-to-create-a-
community-action-plan.html
IV. PROCEDURES
A. Reviewing the previous Review of the methodologies and Review of the previous lesson
lesson or presenting the approaches of community actions
new lesson and involvements across 1. Pre-planning activities in community
disciplines action planning
2. Elements of community action plan
B. Establishing a purpose for Change Game: Cross Your The teacher will write the word “PLAN” on Activity 1: Video Presentation:
the lesson Arms the board and will ask the students what (Caring for the environment___
Duration: 5 minutes comes to their mind or any word that Process questions:
Number of connects or affiliates with it. The students 1. What do you see in the video?
participants: unlimited are allowed to speak/recite freely or write 2. How do you feel after seeing the
Materials required: none their answers on the board. video?
Description/Process: For 3. What do you think will be your
practitioners facing a large class Process questionnaires: contribution in order to address
and not a lot of time, this exercise (Notice lists) those problems?
really gets the point of change 4. Can you identify agencies/groups
across. After the introduction of 1. Notice the negative words in the list that initiate to solve those
the "change" subject, ask the 2. Notice the positive words in the list problems?
audience to "cross their arms." 3. Are there any steps or process in a (5 mins.)
My operational definition of planning stage
"crossed" is folding their arms See Appendix D11.3.3
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/ Activity 1: My Ideal Community Group Activity Activity 2: Brainstorming: The Activity 1. Open discussion: The
instances of the new lesson learners will cite an example of local learners will give their ideas
The students will be grouped into The teacher will post on the board the groups and their importance within regarding the methods and
4 groups and will be asked to scrambled parts of the Community Action the community. approaches in building partnerships
draw their ideal community. Plan written in meta-cards. The students Process questions: in the local groups.
will unscramble the parts and post it in 1. What strategies did you apply in Process questions:
(The activity will help the students order. (Each of the parts, of course, do not identifying local groups in your 1. What do you think are the ways
to brainstorm first and sift the have Roman numerals) community? on how to build a partnership in
ideas collected collaboratively) 2. What importance do you think are your community?
See Appendix D11.2.2 their contributions in your 2. How could you be of service to
Present in front of the class community? your community?
(5 mins.) (5 mins.)
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 Parts of a Community Action The teacher will discuss the following parts The teacher will ask the students The teacher will ask:
and practicing new skill #1 Plan and its reason why it is needed in a about the identified groups as to:
community action plan. (10 mins.) 1. What are the best approaches to
1. What are needed in writing an  Community-based building a partnership?
action plan Parts of Community Action Plan  Government-based
2. Elements of an Action Plan  Faith-based
I. Cover Page
II. Executive Summary
See Appendix D11.1.1 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
E. Discussing new concepts Discussing the font style, size, margin,

and practicing new skill #2 minimum and maximum number of pages,
etc.
F. Developing Mastery By groups from the first activity Activity 3. Graphic Representation: Activity 2. Skits. The students will
The teacher will present 10 pictures do the action about the best
List issues in the community that then, the students will be asked to approaches to be done in building a
needed an action get a ¼ sheet of paper to identify the partnership in their community.
given picture as to whether (Rubrics)
community-based, government
based and faith-based. See Appendix D11.4.4
G. Finding practical A continuation of developing The students will reflect: The students will identify at least
applications of concepts & mastery “Given my capacity, which group am three methods and approaches that
skills in daily living I going to render my service?” are present in their community.
Write issues found in the
community that you can be part of
the solution in a daily basis.
H. Making generalizations & In a community, problems occur The teacher will capsulate the lesson The teacher will give essential part
abstractions about the because of the changing time and as to community-based, government- of the lesson as to giving the
lesson practices reason community based, and faith-based local groups methodologies in building
deteriorates and needed in their community. partnership: coordination,
something to be done. Before cooperation, collaboration, and
jumping on that board it needs partnership
thorough planning of a certain
activity in order to progress.
I. Evaluating Learning Make a bullet list of the things Write a community action plan The teacher will ask the students to Recitation
needed to consider in writing a identify specific group/s existing in
community action plan See Appendix D11.2.2 their community and how can they
enhance for the betterment of the
situation.
J. Additional activities for Make a simple research on the
application or remediation methods and approaches used in
building a partnership in the
community.
Transfer the text electronically
V. REMARKS Prepare a presentation of the plan on the

th
14 week of the quarter (Students can
choose any mode of presentation)
VI. REFLECTION
below 80%


continue to require
remediation
Why did these work?

encounter which my
help me solve?
ELIZA T. ALTAR RYAN R. PECSON ANN LIZA R. LEPASANA

Division of Bulacan Division of Pampanga Head Teacher III, Regional Facilitator
ROSELLA B. BALINGIT NATHANIEL G. LULU
Division of Pampanga Division of Pampanga
JONNALYN V. BOGNOT BERNARD C. RAMOS

Division of Bulacan Division of Nueva Ecija
MAY N. CORDOVA
KEVIN CEDDIE C. GARCIA

RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
ASHER ISRAEL G. QUIMSON


Division of Bulacan
MARIANNE M. TORRES
Division of Bataan
MARIA DECILIA P. MIRANDA

Division of Bulacan
DAILY
LESSON Teacher Senior High School Teachers – Class F Learning Area
CITIZENSHIP
PLAN
Teaching Week Week 12, Day 1 – 4 Quarter Fourth

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
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/ Explain the processes, methodologies, Explain the processes, methodologies, Apply systematic social research Explain the processes,
Objectives and approaches in applied social and approaches in applied social methods in conducting community methodologies, & approaches in
sciences related to community action. sciences related to community action. action. applied social sciences related to
HUMSS_CSC12-Iva-d-17 HUMSS_CSC12-Iva-d-17 Employ the methods of community community action
 Define community profile.  Give the function of needs profiling and needs assessment in HUMSS_CSC12-Iva-d-17
 Explain the steps in doing a assessment in selecting community priority issues.  Define leadership and decision
community profile.  doing a community-action plan HUMSS_CSC12-Iva-d-18 making
 Construct a community profile form.  Explain the steps in doing needs  Explain five levels of leadership,
assessment. examine the process and different
 Formulate a needs assessment decision-making models
form.
II. CONTENT Methodologies and Approaches of Methodologies and Approaches of Methodologies and Approaches of Methodologies and approaches of
Community actions and involvements Community actions and involvements Community actions and community actions and
across Disciplines across Disciplines involvements across Discipline involvements across disciplines
 Community Profiling  Needs Assessment  Needs Assessment  Working with a core group of
leaders/leadership development
A. References
Pages
Pages
3. Textbook Pages
Learning Resources
B. Other Learning Resources Module 3: “Doing the Community http://ctb.ku.edu/en/table-of-  https://www.slideshare.net/Todd_
Profile.” contents/assessment/assessing- Grivetti/leadership-training...
http://www.fao.org/documents/show_c community-needs-and-  https://www.youtube.com/watch?v
dr.asp?url_file=/DOCREP/006/ resources/conducting-needs- =JNfKrKQdG-c
Y5084E/y5084e06.htm. assessment-sur  https://www.ukessays.com/essays
/general-studies/decision-making-
process.ph
IV. PROCEDURES
A. Reviewing the previous How do you build a partnership with Puzzle: Students will put together How is community profile different Teacher will ask the students to
lesson or presenting the local groups? pieces of the puzzle given to them. from community needs differentiate community profile from
new lesson (Puzzle: Community Profile) assessment? community needs assessment
(3 mins.)
1. What picture have you made from See Appendix D12.3.3
the puzzle?
2. What is a community profile?

B. Establishing a purpose for Game: “The Boat is Sinking” “That’s Our Community” Students will be asked to arrange
the lesson The boat is sinking group yourselves The teacher will mention a the jumbled letters in order to
according to: characteristic of a community and the identify what is being described. (5
a. Number of Siblings student will say “that’s our community” mins.)
b. Occupation of Father/Mother if their community possesses what is
c. Membership in an Organization mentioned. Ask: Based on the activity, the
d. Barangay where you live teacher will introduce the lesson by
e. Family Income At what level is your community now? asking the students on what they
f. Means of Transportation (5 mins.) think the lesson all about.
g. Religion
h. Others See Appendix D12.4.4
Question:
What are the different categories in
which you are classified or grouped?
(5 mins.)
C. Presenting examples/ Brainstorming: Assessment Video viewing (Five Levels of
instances of the new lesson The students will be divided into Students will answer a simple self- Leadership)(5min.)
groups according to their assessment form. After viewing the video ask:
barangay/purok/street. Each group will Make a reflection, answer the  What did you understand from
consolidate the data from the survey question: What did you find out about the video presented to you?
form given to them and to be combined the things that help you learn?
as one and presented in the class as (5 mins.)
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.)

D. Discussing new concepts Inductive Instruction Discussion: Group Activity (20 mins.)
and practicing new skill #1 1. What is a community? 1. Why do we need to perform an Students will be divided into three
2. What is a profile? assessment? groups & will be given a copy of the
3. What is a community profile? 2. What does a community topic & explain the assigned topic
4. What does needs assessment assessment measure? afterward.
contain? 3. When should you do a needs 1. Why do you think there is a need
assessment? for leadership training?
4. What does needs assessment form 2. Teacher further discusses
contain? leadership development & five
levels of leadership.

E. Discussing new concepts Discussion of how to develop a Arrange the following processes
and practicing new skill #2 community profile using a graphic according to your prior knowledge.(5
organizer. 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
See Appendix D12.1.1 many individuals?
3. What are the factors affecting
decision making?
F. Developing Mastery Students will accomplish a worksheet “A Walk on Needs Assessment” In groups, consolidate and Each group will be picking a topic (5
given by supplying different aspects of A toolkit on assessing community brainstorm on the result of the levels of leadership, decision-
community and their needs is posted on the wall of the assessment tool employed in the making process & decision making
availability/presence to its people. classroom on a step by step format. community. model). One representative from the
• Community structure (gender Students will walk around the steps group will share their output in class.
composition and age structure, and relate them to their own (10 mins.)
different social, economic, ethnic, and community. Each group will be
cultural groups) assigned with one step in which they
 Natural Resources will list and explain to the class the
 Livelihood things to prepare and do in each step.
 Local organizations and associations Guide Questions:
 Community infrastructure 1. What are the things needed in each
 Community history (culture) step?
2. What would you do in each step?
What have you included in each
aspect?
G. Finding practical What is the importance of community How can a needs assessment help the As students, what can you do to 1. How can you benefit from
applications of concepts & profile in community action initiatives? community? help your community (Cite specific attending leadership training? (5
skills in daily living answers)? 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?
H. Making generalizations & 1. What is community profile? Why do we need to do a community How would you assess the needs of 1. What is the importance of
abstractions about the 2. How would you develop a needs assessment? the community? leadership development?
lesson community profile? (5 mins.)
2. What is the decision making
process?
3. Enumerate the different decision-
making models and briefly
describe it?
I. Evaluating Learning In your group, develop your own In your group, write a needs Select and state the priority issue Five item quiz: True or False
community profile form for your assessment survey for your target (or issues) to be addressed by the (5 mins.)
barangay/purok/street. community? group. 1. Leadership is the ability to
Write an essay about the prevalent influence others, with or without
See Appendix D12.1.1 See Appendix D12.2.2 issues in the community and authority.
relate it in the core values 2. A real leader knows the
discussed last week. difference between being the
boss and being a leader.
See Appendix D12.3.3 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.
J. Additional activities for Have the community members answer Have the community members answer
application or remediation the community profile form? the needs assessment form.
Consolidate the answer and make a
profile of your community.
V. REMARKS
VI. REFLECTION

below 80%


continue to require
remediation
Why did these work?
encounter which my
help me solve?
ELIZA T. ALTAR
Division of Bulacan RYAN R. PECSON ANN LIZA R. LEPASANA
Division of Pampanga Head Teacher III, Regional Facilitator
ROSELLA B. BALINGIT School Division of City of San Jose Del Monte, Bulacan
NATHANIEL G. LULU
JONNALYN V. BOGNOT Division of Pampanga
Division of Bulacan
BERNARD C. RAMOS
MAY N. CORDOVA
Division of Tarlac Province Division of Nueva Ecija



Division of Bulacan
MARIANNE M. TORRES
Division of Bataan

Division of Bulacan
DAILY
CITIZENSHIP
PLAN

I. OBJECTIVES
C. Learning Competencies/ Explain the processes, Explain the processes, methodologies, Explain the processes, methodologies, Develop a community action plan
Objectives methodologies, and approaches in and approaches in applies social science and approaches in applies social using participatory approaches
applied social sciences related to related to community action. science related to community action. HUMSS_CSC12-IVa-d-19
community action
HUMSS_CSC12-Iva-d-17 HUMSS-CSC12-Iva-d-17 HUMSS-CSC12-Iva-d-17
Explain the Resource Mobilization
Cycle Define social action. Identify types of social action.
Identify elements of social action. Recognize examples of social actions
II. CONTENT Methodologies and Approaches of Methodologies and approaches of Methodologies and approaches of Methodologies and approaches
Community actions and involvements community actions and involvements community actions and involvements of community actions and
across Disciplines across disciplines. across disciplines. involvements across disciplines
Resource Mobilization Cycle Social Action and Elements of Social Types of Social Action and Example of Sub-topic: Evaluation
Action Social Action
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
B. Other Learning ARTICLES  http://www.slideshare.net>orlyagawin  www.fao.org/docrep/016/i2699e00.p  www.studylectures.com>what-

Resources  http://ctb.ku.edu/en/table-of- df is-social-action-definition-types-
contents/analyze/where-to- elements-with-example
start/participatory-
approaches/main
 http://www.sswm.info/content/com
munity-action-plan
 http://www.fao.org/docrep/006/ad
741e/ad741e01.htm
 https://www.ifad.org/documents/1
0180/c6b0e7cb-d70f-4f92-b17b-
6d56e110bd03
 https://www.kent.ac.uk/careers/sk/
skillsactionplanning.htm
 http://www.chs.ubc.ca/archives/fil
es/Participatory%20planning%20f
or%20sustainable%20developme
nt.pdf
http://archive.unu.edu/hq/library/C
ollection/PDF_files/CRIS/PMT.pdf
 http://ctb.ku.edu/en/table-of-
contents
 http://www.aarp.org/content/dam/
aarp/livable-communities/docume
nts-2015/AARP%20Action
%20Planni ng%20Webinar%20on
%20Age%2 0Friendly
%20%20Communities% 20v5.pdf
 VIDEOS
 Permaculture Community Project:
=5CqgfH55U-Y
 Women, Work, and Climate Justice
=iif1MYQfUu8
 Equality Fest
=f18kLQ77VTc
 Mutual Aid in the Philippines
=26siIKFSFvM
IV. PROCEDURES
A. Reviewing the previous The teacher will ask; The teacher review the class about The teacher will be placing cut-
lesson or presenting the 1. What are the things you consider to Resource mobilization and Importance outs of the resource mobilization
new lesson do or bring before you go to school of resource mobilization. (3 mins.) cycle on the board and students
today? will have to arrange it properly
2. How important is it to plan? and give a brief explanation
about it. (3 mins.)

B. Establishing a purpose for Brainstorming in 5 minutes. The teacher asks the students: What are The teacher will show a picture of a Teachers will ask questions for
the lesson The teacher will separate the students the things that come into their mind when luggage bag and will ask the students the class to answer.
into two group. One group will consist they hear the word “RESOURCE/S” If they are to go on a trip, what are the 1. What is your idea about social
of the classroom officers and the (2 mins.) three important things that they will action?
other will be the rest of the class. include in their luggage and why? 2. What are the things being
(5 mins.) considered in doing the social
Working Topic: Suggest to-do-list in action?
managing the cleanliness of the See Appendix D13.3.2 (5 mins.)
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/ Discuss the following Group activity The students will be given different Teachers will be dividing the
instances of the new lesson 1. Participatory Action Planning The teacher draws three columns on the situations wherein they will talk about class into 6 groups and will be
- Rationale of Participatory Action board for each type of resources. Every the situation and come up with their giving out one jumbled word/s for
Planning group will write examples for each type of decision.(e.g. Choosing Tracks in each. Students will have to
- The need for Participatory Action resources (Financial, Human, and Good/ Senior High School, being part of their arrange the letters to form a word
Planning Services) (5 mins.) family) and will connect it to the definition
2. Levels of Participatory Action (7 mins) paste on the blackboard. (15
Planning mins.)

D. Discussing new concepts Group Activity Processing Questions: Teacher asks:
and practicing new skill #1 Students will be divided into 4. Each The teacher discusses Resource 1. What are the things that you 1. Can you now read the word
group will be given an issue and list mobilization and its importance. consider during the decision-making you made and the opposite
possible activities and needed (15 mins.) phase? explanation of it?
persons for the project. 2. How did you deal with the situation? 2. Why do you think the word
1. Youth Empowerment See Appendix D13.2.1 How do you feel after? ( 5mins.) and explanation go with each
2. Pollution within the community other?
3. Malnutrition (20 mins.)
4. Out of School Youth
F. Developing Mastery List reasons for the importance of Group Activity The teacher will present Fig.1.The Say/Ask:
Participatory Action Planning The teacher asks the students to show students will discuss each phase of the 1. Explain the meaning of
their insights about resource mobilization Resource Mobilization Cycle by the social action.
by using any graphic organizer (20 mins.) group. (Teacher will input information if 2. Identify and describe the
necessary…) (15 mins.) different elements of social
action.
G. Finding practical Within (our) community who are the The teacher asks the student, "In their The teacher will ask the students, as a Ask:
applications of concepts & key leaders to be involved in a opinion what are an essential resource to senior high school student, what Outside the school, in what other
skills in daily living participatory action planning be mobilized in your community?" contribution can you offer as part of the simple situations can you apply
(10 mins.) resource mobilization in your social action?
community? (10 mins.) (5 mins.)
H. Making generalizations & What are the benefits of an inclusive The teacher asks the students to briefly Relate the Resource Mobilization Cycle Ask: In your own understanding,
abstractions about the or participatory planning in a summarize Resource mobilization and its in your everyday living. (5 mins.) how would you define social
lesson community? importance (3 mins.) action and the elements of it?
(5 mins.)
I. Evaluating Learning Follow and accomplish the prepared Formative Test (See appendices) Formative Test (see appendices) A 5-item quiz will be given to
the table for Participatory Action Plan (5 mins.) (10 mins.) check understanding.
found in the appendixes. Modified True or False
See Appendix D13.2.1 See Appendix D13.3.2 (5 mins.)

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%
work? No. of learners
who caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
to share with other
teachers?

CITIZENSHIP
PLAN

I. OBJECTIVES
C. Learning Competencies/ Develop a community action plan Apply systematic social research Apply systematic social research Develop a community a community
Objectives using participatory approaches methods in conducting a community methods in conducting a community action plan using participatory
HUMSS_CSC12-IVa-d-19 study study approaches
HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-19
II. CONTENT Methodologies and approaches of Preparing to Write a Community action Writing a Community Action Plan Present of a develop community
community actions and involvements Plan action plan
across disciplines
Sub-topic: Evaluation
A. References
Pages
Pages
3. Textbook Pages
Learning Resources
B. Other Learning Resources  https://www.atsdr.cdc.gov/community  https://www.training forchange.org/tools/village -game  https://www.youtube.com/watch?v=
engagement/pce_program_approach  https://www.isixsigma.com/training/training-materials-aids/change-game- 5ZTm-iYUpm4
es.html engaging-exercises-teach-change/
 https://www.atsdr.cdc.gov/community  http://www.aarp.org/livable-communities/network-age-friendly-
engagement/pce_program_methods. communities/info-2014/how-to-create-a-community-action-plan.html
html
 https://www.atsdr.cdc.gov/community
engagement/pce_program_process.h
tml
IV. PROCEDURES
A. Reviewing the previous Present pictures related to different The teacher will show or flash images
lesson or presenting the elements of social action. Students will showing the different types of social
new lesson have to identify it. action. The students will identify the
See attached appendix D14.1.1 images and line up on the
marker/station indicating the different
kinds of social action.
B. Establishing a purpose for Video Clip on “Why Youth Social Students will browse the draft proposals
the lesson Action Make Sense” of the community action plan of the
1. What is the video all about? other groups.
2. Do you agree with what the video is
showing or saying? Why?
See attached appendix D14.1.1
C. Presenting examples/ Students will be grouped into 4 and The teacher will ask the students to
instances of the new each group will have to answer the recall or revisit the previous plans that
lesson question “What are your basis or they created for whatever purpose and
consideration in doing social action in ask to share the top 3 things that they
relation to community involvement?” did before implementing the plan.
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 Ask: #1 Define Program Evaluation
and practicing new skill #1 What made the group answer such? In 1. The learners will be asked to answer
one word, how would you summarize the following questions regarding the
the words or phrases I wrote on the activities that they planned before:
board in each column? 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?
E. Discussing new concepts #2 Present the Evaluation Phases and
and practicing new skill #2 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.

F. Developing Mastery Say/Ask: 1. What is Program Evaluation?
1. Describe the four types of social 2. What are the Evaluation Phases
action and the possible actual and Processes?
situation related to it.
G. Finding practical Ask. The learners will be asked to state the
applications of concepts & As a youth of today so active, vibrant ways where the evaluation can be used.
skills in daily living 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 The learners will be asked to state the
abstractions about the learning you have today? importance of evaluation in relation to
lesson proposals.
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 The learners will be asked to check if Each group will be tasked to do a Presentation of a develop community
action, which of it will you give the Evaluation Phases and Processes comprehensive program evaluation action plan
emphasis on in engaging yourself in is observed in the draft proposal of the of the propose community-action See Appendix D14.4.3
the community? Justify your answer. community action plan. plan of the other group that will be
assigned to them, using the
Rubrics will be provided. evaluation forms for modification
and elements of community action
See Appendix D14.1.1 plan
J. Additional activities for Prepare for the presentation of the
application or remediation develop community action plan
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
ELIZA T. ALTAR RYAN R. PECSON ANN LIZA R. LEPASANA

Division of Bulacan Division of Pampanga Head Teacher III, Regional Facilitator
ROSELLA B. BALINGIT NATHANIEL G. LULU
Division of Pampanga Division of Pampanga
JONNALYN V. BOGNOT BERNARD C. RAMOS

Division of Bulacan Division of Nueva Ecija
MAY N. CORDOVA



Division of Bulacan
MARIANNE M. TORRES
Division of Bataan

Division of Bulacan
DLPs
in
Community Action Initiatives: Field Practicum

Grade 12
DAILY
LESSON
PLAN
School DepEd – Region III Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY AND
CITIZENSHIP

I. OBJECTIVES
A. Content Standards The learners demonstrates an understanding of the integration of social science perspective and community action initiatives.
C. Learning Competencies/ Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
Objectives  Discuss the rationale on community action initiatives.
II. CONTENT Community – action initiatives: Field practicum

 Partnership with local communities and organizations.
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources  Curriculum Guide (HUMSS)
 http://www.eric.ed.gov/?id=EJ4222
09
 www.onlinecollege.org/2012/06/27/
12-reasons-community-service-
should-be-required-schools/
Reading Materials:
 Youth Development: An Action

Plan Guide for Community- Based
Initiatives, Vincent T. Francisco,
Ph. D., et al.
IV. PROCEDURES
A. Reviewing previous lesson  DAILY ROUTINARY ACTIVITIES Preliminary activities: Preliminary activities: Preliminary activities:
or presenting the new  The teacher will cite the main Prayer Prayer
lesson objectives of the lesson. Prayer Attendance Attendance
 The teacher will give guide Attendance Grouping
questions to ponder/ reflect. And Grouping The teacher will ask from the
these are as follows: students some updates about the
1. Do you consider yourself as a transmittal letters and other related
part of the community? Why? documents.
 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 teacher will present a video-clip The teacher will remind the students of: The teacher will remind the Discuss the rules and regulation in
the lesson entitled “ULAT PANGMULAT: students of: conducting community integration
Kariton”, a video presentation a. common courtesy a. common courtesy activity.
showing community action initiatives b. safety measures b. safety measures
of Efren Peñaflorida, NCC Hero of c. ensuring that the materials needed c. ensuring that the materials
the year. are complete (letters, receiving needed are complete (letters,
 After watching, the teacher will copies, and other necessary receiving copies, and other
process the video by asking the documents) necessary documents)
following questions: (See Appendices E.15.2.2 - E.15.2.7) d. pointers taken from their
1. What did you observe in that experiences the previous day
video?
2. What does the video want to (See Appendices E.15.2.2 -
portray? E.15.2.7)
3. What is the specific community
initiative seen in the video?
C. Presenting examples/  After processing the video, the Distribution of Letters and other Distribution of Letters and other The teacher will remind the group
instances of the new lesson teacher will ask the learners: HOW necessary documents necessary documents about their assigned task.
WILL YOU MAKE SURE THAT
THE ACTION IS SUSTAINABLE (See Appendices E.15.2.2 - E.15.2.7) (See Appendices E.15.2.2 -
LONG ENOUGH TO HAVE E.15.2.7)
DESIRED IMPACT IN THE
COMMUNITY?
D. Discussing new concepts The teacher will define and discuss the
and practicing new skill #1 following:
1. Community Action Initiatives
2. The Rationale/ Importance of
conducting community- action
initiatives

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 The teacher will contextualize the topic Ask:
applications of concepts & by asking situational question “LOOK What are the rules and regulation in
skills in daily living AROUND THE ROOM AND conducting the community
CONSIDER WHAT KIND S OF integration activity?
ACTIONS ARE FEASIBLE WITH
THOSE PRESENT- COULD THE
ACTION YOU ARE CONSIDERING
INVOLVE YOUTH? HEALTH? AND
EDUCATION SECTORS? HOW?
H. Making generalizations & To give the synopsis of the lesson, the Ask: Ask:
abstractions about the learner will cite their learning about What are your positive and negative What are your positive and
lesson community initiatives and the rationale experiences during letter distribution? negative experiences during letter
of it through recitation. Using these experiences, what would distribution?
you suggest to make the process Were the suggestions from
better for tomorrow’s activity? yesterday’s experience followed?
Were they helpful in the letter
distribution process?
I. Evaluating Learning In your journal, reflect about the given Remind the student about the things
question: IF YOU WERE TO INITIATE they need to know on their
A PROGRAM, WHAT KIND OF integration.
ACTION COMMUNITY INIATIVES
WILL YOU DO? WHY?
J. Additional activities for The teacher will task the group (Reminders for tomorrow’s activities.) (Reminders for tomorrow’s
application or remediation representative to finalize the transmittal activities.)
letters for the community- action
integration.
V. REMARKS
VI. REFLECTION
below 80%
continue to require
remediation
Why did these work?
encounter which my
help me solve?
JOY EMMANUEL S. VALLAGAR ANN LIZA R. LEPASANA

VINCENT S. VILLASIS
Division of Nueva Ecija Division of Bulacan Head Teacher III, Regional Facilitator
BENJIE R. NAVAL
Division of Bulacan BABY INES LEA N. CUNANAN
REAGAN V. RAGANIT
Division of Tarlac Province RYAN R. PECSON
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
JAJE ANGELIKA A. PODRIDO


CITIZENSHIP
PLAN

I. OBJECTIVES
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
Objectives
II. CONTENT Community-action Initiatives: Community-action Initiatives: Field Practicum Community-action Initiatives: Field
Field Practicum (Data Gathering) (Consolidation of Data Gathered) Practicum
(Interpretation of Data Gathered)
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources Practical Research I Practical Research I Practical Research I
Esther L. Baraceros Esther L. Baraceros Esther L. Baraceros
Pages 94-96, 101-115 Pages 121-122 Pages 127-129
https://youtu.be/QeKtCwaMM28 https://youtu.be/RA47NcuKKaQ https://youtu.be/DPGInmMYYM
(Families in Navotas Live on the (The Bizarre Filipino Community that Lives in a Graveyard) (Iskwater)
Cemetery out of Poverty) https://scholar.google.com.ph/scholar?q=community+based+monitoring+syste
m+household+profile+questionnaire&hl=en&as_sdt=0&as_vis=1&oi=scholart&
sa=X&ved=0ahUKEwiVgaT13fTTAhXEVZQKHQLlBzoQgQMIHjAA
IV. PROCEDURES
A. Reviewing previous lesson 3 minutes 3 minutes 5 minutes 3 minutes
or presenting the new lesson The teacher will ask the learners to The teacher will ask the learners to Student Reflection
share their knowledge about share their experiences during the time Teacher will ask the learners what
methodologies and approaches of of data gathering in the community. Teacher will ask the learners about is the next steps they need to do
community actions and involvements the major issues in community after consolidation of data?
across disciplines. Learners will share confidently what affecting poor and marginalized
1. Partnership building with local they experienced during the time of people in the community.
group. gathering data.
2. Community Profiling
3. Needs Assessment
4. Working with a core group of
leaders / leadership development
participatory action planning.
B. Establishing a purpose for Video Presentation (5 minutes) Video Presentation (5 minutes) 2 minutes
the lesson
Teacher will present a video clip Teacher will present video clip Picture Analysis
about major issues affecting poor and showing students helping one another
marginalized people in community. in consolidating the data gathered used Teacher will present picture
in their research. showing different scenario in the
Teacher will ask the following community and students will react
questions to the learners. on it.
1. What are the major issues in the Learners will identify major issues
community affecting poor and affecting poor and marginalized
Marginalized people? people in community.
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/ Group Activity (5 minutes) 7 minutes 3 minutes 5 minutes
instances of the new lesson Teacher will divide the class into five Group Activity Teacher will ask the learners how
(5) groups and each group will assign Teacher will guide the students on they describe their community in
to discuss the following data collection Teacher will divide the class into five how they consolidate the data terms of
method. (5) groups and each group will properly 1. demographic
1. Observation describe the community they visited in characteristics of household;
2. Interview terms of: 2. Educational background;
3. Survey through questionnaires. 1. Strength 3. Health and Nutrition;
2. Weakness 4. Community Leadership;
Teacher will give additional information 3. Opportunity and
on data collection method. 4. Threats 5. Family monthly Income
(See Appendices E.16.1.1 - E.16.1.2) (See Rubrics on Appendix E.15.1.1)

D. Discussing new concepts 2 minutes 5 minutes Teacher will ask the learners how
and practicing new skill #1 Teacher will ask the learners what will Teacher will ask the students how they they connect the demographic
be the best data collection method they should consolidate the data they have characteristics of household,
can use to gather data in community. gathered. educational background, health and
nutrition, community leadership,
Learners will defend their answer I the and family monthly income to the
class. present condition of the community.
F. Developing Mastery Class Activity (1 hour) 35 minutes 35 minutes 20 minutes
Teacher will allow the learners to check
their survey questionnaire before Class Activity Class Activity Class Activity
gathering data from the community.
After checking the survey The teacher will instruct the learners to Teachers will instruct the learners to Teacher will allow the learners to
questionnaire the teacher will divide start consolidating the data they have start consolidating the data they present the result of data
the class into 5 groups for the division using survey questionnaires answered have using survey questionnaires consolidation.
of labor. by the respondents. answered by the respondents.
Group 1 - Communication letter to
the School Principal and Teacher will instruct the learners to
Barangay Captain. interpret the data presented on the
Group 2 - Data Collection board.
Group 3 - Data Collection
Group 4 - Transportation
Group 5 - Documentation
G. Finding practical applications Class Activity (3 hours) 10 minutes 10 minutes 20 minutes
of concepts & skills in daily
living Teacher will allow the learners to start Group Presentation Group Presentation Class Activity
collecting data using survey
questionnaires modified by the Based on the data collected, teacher Based on the data collected, teacher Teacher will group the class into 5
students. will ask the learners what are the will ask the learners what are the groups and instruct them to make a
existing issues affecting poor and existing issues affecting poor and list of possible community
(See attach Communication Letter to marginalized people on the community. marginalized people on the engagement activities appropriate
the School Principal and Barangay What are the possible reasons why community. on that community.
Captain and Survey Questionnaires) those things happen? what are the possible reasons why
those things happen? (See Appendix E.15.1.1)
(See Appendix E.15.1.1)
H. Making generalizations & 15 minutes 5 minutes 5 minutes 5 minutes
abstractions about the Based on your data collection Group Activity Group Activity Group Activity
lesson experiences in the community how will
you explain the importance of Teachers will ask the learners what will Teachers will ask the learners what Teacher will instruct the learners to
1. knowing the demographic be the role of the youth on different will be the role of the youth on create presentation showing the
characteristics of household; issues in the community. different issues in the community. impact of the demographic
2. Educational attainment; characteristics of household,
3. Health and Nutrition; (See Appendix E.15.1.1) (See Appendix E.15.1.1) Educational background, Health
4. Community Leadership; and and Nutrition, Community
5. Family Income Leadership, and Family monthly to
the present condition of the
(See Appendix E.16.1.3) community.

I. Evaluating Learning Reflective Journal (5 minutes) 5 minutes 5 minutes 5 minutes
Essay Essay
Teacher will instruct the learners to Reflective Journal
write what they observed in the Teacher will ask the learners to give Teacher will ask the learners to give
community using SWOT Analysis. one example of major issues in one example of major issues in Based on the result of data
1. Strength community affecting poor and community affecting poor and analysis, what are the things
2. Weakness marginalized people and think the marginalized people and think the needed to consider to improve the
3. Opportunity possible way on how they can help possible way on how they can help present condition of the community.
4. Threats them using the knowledge and skills them using the knowledge and skills
learned in Community Engagement, learned in Community Engagement,
(See Appendix E.16.1.4) Solidarity, and Citizenship (CSC) Solidarity, and Citizenship (CSC)
lesson. lesson.
(See Appendix E.16.1.4) (See Appendix E.16.1.4)

J. Additional activities for Planning for community
application or remediation engagement activities
This is half day activity Two (2) days activity 1 hour activity
V. REMARKS Supported with proper communication
letter
VI. REFLECTION
below 80%
did these work?
solve?
other teachers?
JOY EMMANUEL S. VALLAGAR ANN LIZA R. LEPASANA

VINCENT S. VILLASIS
BENJIE R. NAVAL
Division of Bulacan BABY INES LEA N. CUNANAN
REAGAN V. RAGANIT
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO


CITIZENSHIP
PLAN

I. OBJECTIVES
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
Objectives
II. CONTENT Community-action initiatives: Field Practicum
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources  http://www.fao.org/docrep/003/x5996
e/x5996e03.htm
 http://ctb.ku.edu/en/table-of-
contents/structure/strategic-
planning/develop-action-plans/main
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the The teacher will facilitate a game called Preliminary activities: Preliminary activities: The committee group in-charge for
lesson “Build a Pyramid”. Prayer Prayer registration will facilitate the listing
(See Appendix E.17.1.1) Attendance Attendance and the attendance of the
Grouping Grouping participants.
Processing Question: The committee group in-charge will
1. What are the strategies that your start the program (i.e, singing of
group made to build the pyramid? national anthem and prayers,
2. What are the difficulties that your opening remarks )
group encounter while building the
pyramid?
C. Presenting examples/ The teacher will ask the students: The teacher will remind the student: The teacher will remind the student: Next, will be the welcome remarks
instances of the new lesson 1. What do you think will happen if a. common courtesy a. common courtesy given by the Baranggay Captain
there is no planning and tasking in b. safety measures b. safety measures followed by the representatives of
doing your task? c. ensuring that the materials needed c. ensuring that the materials needed Purok, School Administrators and
2. Is planning and tasking are are complete (letters, receiving are complete (letters, receiving Students.
important in doing a certain task? copies, and other necessary copies, and other necessary
Why? documents) documents)
d. pointers taken from their
experiences the previous day
D. Discussing new concepts and The students will be divided into 5 Distribution of Letters and other Distribution of Letters and other The representative of the group will
practicing new skill #1 groups. necessary documents necessary documents deliver his/her message citing the
objectives of the activities, its vision
Each group will make a plan and (See Appendix E 17.2.2 - E.17.2.7) (See Appendix E 17.2.2 - E.17.2.7) and mission.
tasking on how to implement a
community activity. After the activity
the students will present it to the class.
E. Discussing new concepts and The Speaker will conduct the
practicing new skill #2 seminars in line with the topics
given.
F. Developing Mastery There will be a critiquing of the plan The Speaker will facilitate group
and tasking made by each group. dynamics to strengthen the
knowledge and skills acquired in the
discussion.
G. Finding practical applications The teacher will ask the students:
of concepts & skills in daily As a student, how can you be a big
living 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 & Teacher will ask the learner why Representative from the group will
abstractions about the lesson planning and staffing (proper tasking) be tasked to express their words of
are important in creating community gratitude by reiterating the
engagement activities. importance of the recently
conducted seminars.
I. Evaluating Learning The students will make a reflection Ask: Ask: One of the students will be given
about the Planning and Tasking for What are your positive and negative What are your positive and negative the tasks to spearhead the review
community engagement activities. experiences during letter distribution? experiences during letter distribution? of the seminars by highlighting the
Using these experiences, what would Were the suggestions from different important views of the
you suggest to make the process yesterday’s experience followed? given topics.
better for tomorrow’s activity? Were they helpful in the letter
distribution process?
(Reminders for tomorrow’s activities.) (Reminders for tomorrow’s activities.)
V. REMARKS
VI. REFLECTION
below 80%
with the lesson
did these work?
solve?
other teachers?
JOY EMMANUEL S. VALLAGAR VINCENT S. VILLASIS ANN LIZA R. LEPASANA

Division of Nueva Ecija Head Teacher III, Regional Facilitator
Division of Bulacan
BENJIE R. NAVAL
BABY INES LEA N. CUNANAN
Division of Bulacan
REAGAN V. RAGANIT
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO

School DepEd – Region III Grade Level 12
Grade 12
COMMUNITY ENGAGEMENT, SOLIDARITY AND
DAILY Teacher Senior High School Teachers – Class F Learning Area
CITIZENSHIP
LESSON
PLAN Teaching Week Week 18, Day 1 – 4 Quarter Fourth

I. OBJECTIVES
C. Learning Competencies/ Appreciate the value of applying social
Objectives sciences in community action initiatives Synthesize the integrative experience of implementing community action initiatives (HUMSS_CSC12-IVe-h-22)
(HUMSS_CSC12IVe-h-21)
II. CONTENT Experiences in community engagement, solidarity and citizenship
A. References
3. Textbook Pages
Learning Resources
B. Other Learning Resources  Curriculum Guide (HUMSS)
 http;//www.rcampus.com/rubrics
 Reading Materials:
 Youth Development: An Action
Plan Guide for Community- Based
Initiatives, Vincent T. Francisco,
Ph. D., et al.
 Communtity Action Plan,
Saskatchewan Alliance for Youth
Community Well Being (SAYCW)
IV. PROCEDURES
A. Reviewing previous lesson How is your experience in  DAILY ROUTINARY Teacher will ask the students how
or presenting the new lesson implementing the community ACTIVITIES they consolidated the data they
projects/program?  The teacher will cite the gathered.
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?
B. Establishing a purpose for Show the photos from the conducted The teacher will ask each group if Teacher will ask all the leaders of
the lesson community integration? they are ready to present their Socio each group of the class to ready
Reconnaissance Report. their presentations.
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?
C. Presenting examples/ The teacher starts the lesson by The teacher will ask the students of Teacher will present the all the
instances of the new lesson discussing the structure of Socio the importance of their Socio needed output to be presented by
Reconnaissance Report Reconnaissance Report in their the class.
community.
Each group shall only be given 10
minutes to present their
presentation for implemented
project/program following the
prescribed format for the class.
D. Discussing new concepts From the given data each group will The group of students will present The teacher will ask the learners/
and practicing new skill #1 plot the data from the given structure. their Socio Reconnaissance report. group of the point that really need to
Guide Questions: emphasize based on their
1. What did you set out to do? How presentation with the corresponding
did you do it? Who was rubrics to be followed
involved?
2. What challenges and (See Appendix E.18.4.2)
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?

F. Developing Mastery Each group will present the output and How will you make sure that the The learner will start interpreting the
the teacher will process the action or initiative is sustainable long data gathered.
presentation by asking comprehensive enough to have the desired impact?
question
G. Finding practical applications Ask the students, what would you Guide Questions: Learner will discuss what their
of concepts & skills in daily change to make the project/program 1. Did some results of your group different experiences are as they
living better if you will implement it again? report confirm anything you conducted the program/plan.
already knew about the
community?
2. Are there any clear gaps that
should be considered?
H. Making generalizations & Ask: The teacher asks the students, what Teacher will allow the learners to
abstractions about the How do you find applying social lessons did you learn? present the result of their program /
lesson science disciplines in community plan.
projects/program?
I. Evaluating Learning Socio Reconnaissance Report output After analyzing your report of Socio The learners are evaluated based
to be assess using Rubrics Reconnaissance, what do you plan on their participation
to do next? Then why?
(See Appendix E. 18.2.1) (See Appendix E.18.4.3)
Student revised the corrected report
V. REMARKS
VI. REFLECTION
below 80%
did these work?
solve?
other teachers?
JOY EMMANUEL S. VALLAGAR VINCENT S. VILLASIS ANN LIZA R. LEPASANA

BENJIE R. NAVAL BABY INES LEA N. CUNANAN
Division of Bulacan Division of Pampanga
REAGAN V. RAGANIT RYAN R. PECSON

Division of Tarlac Province Division of Pampanga
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Republic of the Philippines

A Compendium of Daily Lesson Plans and Resource Materials in

REGION III HUMSS CLASS F

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

ALTAR, ELIZA T. MAROLLANO, RICHARD

ANA LIZA R. LEPASANA

CITIZENSHIP TABLE OF CONTENTS

NO LEARNING COMPETENCY CODE SCHEDULE

Develop commitment and conviction to WEEK 9 DAY 4

Synthesize the integrative experience of HUMSS_CSC12-IV-e-h- WEEK 17 DAY 4

Concepts and Perspectives of Community

III. LEARNING RESOURCES

1. Teacher’s Guide Pages

1. What similarities/differences did 2. Non-government Organization

A group member will present the

1. What are the factors that

Learners’ expected answer:

See appendix A.1.4.3

Prepared by: Checked by: Approved by::

School DepEd-Region III Grade Level 12

SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4

Option 2: Matching Type

Ask the student:

See appendix A.2.4.5

I. Evaluating Learning Making of journal Mini task: Recitation Recitation:

J. Additional activities for

Prepared by: Checked by: Noted:

School DepEd-Region III Grade Level 12

SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

See Appendix A.3.3.4

The learner will write similarities and the

See Appendix A.3.3.5

Prepared by: Checked by: Noted:

RENZ JEFFREY M. ARAGON

Grade 12 School DepEd Region III Grade Level Grade 12

SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

Prepared by: Checked by: Noted:

NATHANIEL G. LULU ANN LIZA R. LEPASANA

School DepEd Region III Grade Level Grade 12

SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

Prepared by: Checked by: Noted:

RYAN R. PECSON NATHANIEL G. LULU ANN LIZA R. LEPASANA

KAREN JOY C. BERROY ELSON S. GARINGO

School DepEd Region III Grade Level 12

Date Day 1 Day 2 Day 3 Day 4

See Appendix B6.1.1

See Appendix B6.3.5

See Appendix B6.1.3

See Appendix B6.3.6 See Appendix B6.4.7

See Appendix B6.2.4 See Appendix B6.4.8

Prepared by: Checked by: Noted:

JOSEPHINE C. BATO NATHANIEL G. LULU ANN LIZA R. LEPASANA

SHERILYN P. NOCTAL ELSON S. GARINGO

Grade 12 School DepEd Region III Grade Level Grade 12

SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

Use graphic organizers in

Prepared by: Checked by: Noted:

ANDRES VERGEL V. SANTOS NATHANIEL G. LULU ANN LIZA R. LEPASANA