Beruflich Dokumente
Kultur Dokumente
I. OBJECTIVES
A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
1. To create a welcoming environment for students and encourage in them a positive attitude towards the subject; &
C. Learning Competencies / Objectives
2. Build a sense of community among the students, faculty & staff by providing opportunities for introduction, communication & interaction.
CONCEPTS AND PERSPECTIVES OF COMMUNITY
II. CONTENT
Importance of understanding community dynamics and community action
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
A. Establishing the purpose of the
lesson
B. Presenting exampes / instances of
the new lesson
C. Discussing new concepts &
practicing new skills # 1 Getting Started: presentation of the content standards, performance standards & the
Mouthfull Ideas – Individual sharing of expectations (Leveling of Expectations)
D. Discussing new concepts & learning competencies of the learning area and highlighting the exit point of the lesson
1. What are your expectations in the subject area? the teacher? the school?
practicing new skills # 2 1. What is significance of the lesson in your future career?
E. Developing Mastery (Leads to
Formative Assessment)
F. Finding practical applications of
concepts & skills in daily living
G. Evaluating learning
H. Additional activities for
application or remediation
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 2, DAY 1-4
I. OBJECTIVES
A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
The learners will develop / affirm sense of shared identity and willingness to contribute to the
C. Learning Competencies / Objectives The learners will recognize diversities in communities.
attainment of the common good.
C.1 Specific Learning Objectives
(5 mins.)
I am the Architect and Engineer of my How does being a good citizen affect The learners will be divided into three TRUST WALK ACTIVITY Working in pairs,
dream Community. Mechanics: -Group our country? groups. In five minutes the learners will be blindfolded participants are led on a walk
the class into your desired number of asked to post pictures (provided by teh around the surrounding area or a course by
groups. -Each group will be provided1 teacher) according to the assigned topics their partners. Participants walk through a
whole illustration board, clay, and about community structures. course blindfolded and lead by a partner.
coloring materials. -They will be given One partner to be the navigator (guide), and
3minutes to gather organic and Group 1: Socio-political the other to be blindfolded. When the
recyclable materials within the vicinity. - Group 2: cultural; blindfolded partner id ready, slowly spin
In the illustration board, they will make a Group 3: economics around the person a few times so that they
(2 min) do not know which direction thay are
C. Presenting exampes / instances of diorama or a miniature of their dream
Socio- Cultural Economics
the new lesson community. -Each group member is headed. From this point on, the guide should
political
expected to contribute to the group not touch the partner at all, but rely solely on
effort. -One of the group members will verbal cues.
be assigned to document the process Afetr the activity ask the student:
and list down the contribution of each (5 min) What was it like to be the guide,
and every member. -Groups will be responsible for the safety of your
given a total of 15 minutes to finish the partner?
work and 5 minutes to explain the Did you have any difficulty trusting
output. your partner while blindfolded?
Why or why not?
Why is trust in your teammates
important?
Ho did it feel when you and your teammates
successfuly trusted each other to accomplish
something challenging?
What is common good and how can I PROCESSING QUESTIONS: Teacher presents the topic by using power
contribute to attaining it? 1. Why do you think these show point presentation
sociopolitical structure, cultural structure,
Process Questions: 1. How are you able (3 mins.) economics structure? And elucidate the topic about community
to come up with your output? Who plays 2. Is it possible that these elements of the power and its importance, leadership, and
the vital role in accomplishing your community create differences in the lives of types of leadership. (Reciprocal Questioning)
work? 2. Did every member of your the people in the community? How? And (10 mins.)
D. Discussing new concepts & group cooperate in your work? How Why?
practicing new skills # 1 does it affect the output of your work? 3.
3. Do these pictures contribute to the
After you have finished your work how
development of society?
do you feel?(explain your answer)
4. Do you think these elements can exist on
(25 mins.) their own without the others?
(10 min)
E. Discussing new concepts &
practicing new skills # 2
Song analysis Magkaisa Process Question: Twelve little Things a Filipino can do to help Discussion of the structure of the community Guide Questions: a. What is community
How can you relate the song to our activity? our Country. Atty. Alexander Lacson 1. and how it creates diversity? power? b. What is the importance of
Values Integration: Unity Discussion of Follow traffic rules. 2. Whenever you buy or community power? c. What is a good
saying and a bible excerpt. “Together we pay for anything, always ask for an official leadership? d. What are the types of
stand, Divided we fall.” John F. Kennedy “As receipt. 3. Do not buy smuggled goods. Buy (20 min) leadership? e. What type of leadership is
a body is one though it has many parts and local, buy Filipino. 4. When you talk to others suitable in your community? (Reciprocal
all the parts of the body Though many are especially a foreigner, speak positively of our Questioning)
one body, so also as Christ.”1 Corinthians race and our country. 5. Respect your traffic
12:12 -Each part of the body is unique and officer, policeman, soldier and other public
F. Developing Mastery (Leads to
important. Like us each of us is unique and servants. 6. Do not litter, dispose of your
Formative Assessment)
our uniqueness can help strengthen our garbage properly: reduce, recycle and reuse.
community. 7. Support your church. 8. During election do
your solemn duty to vote. 9. Pay your
(10 mins ) employees well 10.Pay your taxes 11. Adopt
a scholar or adopt a poor child. 12. Be a
good parent teaches your kids to follow the
law and to love our country. The teacher will
explain how these acts can contribute to the
attainment of common good (15mins)
What talent or ability do you have that you Give your personal experiences where you The learners will make a journal. As a member of the community, what is the
G. Finding practical applications of think can help your community? were able to promote common good. 1. what are the diversities i have observed best contribution that you can give? How?
concepts & skills in daily living in our classroom and how it affects ou small
(2 mins.) (3 mins.) community ( the class)? (3 min)
How does this concept promote the How does structure of the community a. How can we obtain the optimum
common good?” Less for self, more for create diversity? potential of power community?
others, enough for all Expected (expected answer) The community
students response: taking into power is achieved through unity,
consideration what is good for collaboration and cooperation.
How can you help attain your dream everybody and not only for you is b. What are the different types of
community? Expected students response: I common good. leadership you can remember?
will use my talent, abilities, knowledge, (expected answer) Authoritarian
H. Evaluating learning
strength to help attain my dream community. (5 mins.) leaders rule their groups, Democratic
leaders try to include everyone in the
(3 mins.) decision-making process Laissez-
fairleaders let the group function without
much - if any - interference.
(5 mins.)
Making of journal Mini task: my pledge of commitment -group Recitation Recitation: Choose 2 any of the following
the class into 3 -instruct them to make a 1. What is diversity? questions:
Essay: Me as part of my community and my composition in a form of poem, spoken 2. Name one structure of the community and
community as part of my life. poetry, flip top rap stating their commitment explain. 1. What is community power? 2. What is the
in contributing to the attainment of common importance of community power? 3. What is
good. a good leadership? 4. What are the types of
leadership? 5. What type of leadership is
suitable in your community?
Rubrics: Content 50%- the composition is
unique and clearly expressing the ideas of (10 mins.)
1. Additional activities for the group on how they can contribute to the
application or remediation attainment of common good. Commitment
Criteria wrote is attainable and realistic. Presentation
Content: 10 pts Organization: 5 pts 30%- the group was able to present the
Relevance 5 pts Total 20 pts output in an organized and artistic manner.
All the members of the group participated.
(10 mins.) Relevance 20%- the contents are relevant
and promoting values.
(15 mins.
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area Community engagement
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 3, DAY 1-4
I. OBJECTIVES
A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
The learners will analyse functions of
The learners will recognize diversities in
C. Learning Competencies / Objectives communities in terms of structures, The learners will compare and contrast typologies of communities.
communities
dynamics & processes.
Concepts and Perspectives of Community Concepts and Perspectives of Community Concepts and Perspectives of Community
Elements (structure, dynamics, and Typologies (e.g., formal-informal, ruralurban,
II. CONTENT processes) local-global, sectors, social spaces, etc.) UNIT TEST
Ask two or three students the following The students will reflect: In your Guide Questions:
questions 1. What do you think will happen if community, do we help one another leading 1. What are the things you consider in
the person on the position of Brgy. Captain for our own betterment? Do we still care identifying the similarities and contrast in the
will act as a barangay tanod? and feel socially responsible for one community?
K. Discussing new concepts & another? 2. What type of community do you have?
practicing new skills # 1 3. Share your experience. What are the
things that you like/dislike in your
community?
(5 mins.)
The teacher will initiate lively discussion by
soliciting answers from the learner's point of
L. Discussing new concepts &
practicing new skills # 2 view with regard the topic of the day.
Importance and meaning of a relationship.
Effect of change in the society relationship.
Discussion 1. What is a relationship? 2. How The students will be grouped into three: Collaborative Learning with teacher
does relationship affect the normal Group 1: Will show how community is Group the class into 3 groups:
functioning of the community? 3. How does composed (structure) Discuss the following questions:
relationship cause social change? 4. What is Group 2: Will exhibit how do people in the 1. Discuss what is the difference
social change? 5. What causes social community act to one another. (dynamics) between rural and urban/suburban,
change? Identify social change, e.g. 6. Group 3: Will present how communities global and local community?
What is the effect of this social change in our develop – as it develop or influence a 2. Give example about rural,
daily life? person. (processes) urban/suburban, global and local
community. (Note:
M. Developing Mastery (Leads to Each group will be given 2-3 minutes to
The teacher will process the activity present their output then the teacher will
Formative Assessment) afterwards. discuss the comparison and difference
between the types of community-based
on sociological theories and
perspective.)
(10-20 mins.)
The students will reflect:
The students will reflect:
Write a short essay identifying the change in “It is understanding that gives us an ability to
N. Finding practical applications of your way of life from junior high to present. “Am I being responsible to the community have peace. When we understand the other
concepts & skills in daily living Identify at least 10 changes. where I belong? What role do I play? Do I fellow’s viewpoint, and he understands ours,
make my community better?” then we can sit down and work out our
differences” (5 mins.)
The teacher will ask: In brief, how could you Teacher says: Though we have contrasting
Is good relationship in the community bring explain what community is? behavior, we still have similarities that we
change in the dynamic and processes
can work with for us to be a better citizen of
O. Evaluating learning towards its development? Yes. How can you
our community.
contribute to it?
(5 mins.)
P. Additional activities for
application or remediation
VI. REMARKS
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 11
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 4, DAY 1-4
I. OBJECTIVES
A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
C. Learning Competencies / Objectives Recognize the value of undertaking community action modalities.
C.1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
1. References
C. Other Learning Resources Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
IV. PROCEDURES
Warm-up: Show students a video Ask: Why community action is important Warm up: First, ask students what they Balik Tanaw: (Concepts and Perspective of
presentation within a community? already know about the idea of being a Community:
A. Reviewing previous lessons /
citizen. What are the duties associated with
Presenting the new lesson
citizenship?
What is the benefit of this community Peer Interview: What if there is no Individual Practice: Enumerate at least three What is community action?
B. Establishing the purpose of engagement? community action within the society? (3) duties and obligation of citizenship
the lesson
Class Sharing: Impact of the Community Processing the Experience (See Appendix Individual Sharing: ‘Civil Society and Interpreting information Knowledge
E. Discussing new concepts &
Project Skill Practice: Public Speaking Skills B4.2.3) Citizenship’ (See Appendix B4.3.5) Application
practicing new skills # 2
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 5, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standard/s 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
C. 1 Specific Learning Objectives
II. CONTENT B. Community Action: Overview (2nd Part)
III. LEARNING RESOURCES
2. References
Community Tool Box (2016). Section 7. Sirico, R. A. (2010). Solidarity: The Maguigad, L. (2012). National Service Making a Difference: How to Become
Involving People Most Affected by the Fundamental Social Virtue. Religion and Training Program (NSTP): Civic Welfare and Remain Active in Your Community.
Problem. Retrieved 10 May 2017 from Liberty, 11(5). Retrieved from Training Service. Manila, Phl: Libro Retrieved from
http://ctb.ku.edu/en/table- https://acton.org/pub/religionliberty/volu Filipino, pp.15-17 PowerPoint http://www.state.sc.us/dmh/client_a
1. Other Learning Resources ofcontents/participation/encouraging - me-11-number5/solidarity-fundamental- Presentation Rubrics ffairs/volunteer_guide.pdf PowerPoint
involvement/involve-thoseaffected/main socialvirtue PowerPoint Presentation Presentation Survey Questionnaire
PowerPoint Presentation Graphic Rubrics Rubrics Activity Template
Organizer Rubrics
IV. PROCEDURES
Triple Venn Diagram: - 5 mins. Determine Ask: Can you give ways on how to be Ask: Can you give ways on how to promote Ask: Can you give a role that a citizen like
the similarities and differences of community involved in community engagement? - 2 solidarity in community action? - 3 mins. you should play in community action? - 3
A. Reviewing previous lessons / engagement, solidarity, and citizenship (See mins mins.
Presenting the new lesson Appendix B5.1.1).
.
Words of Wisdom Activity: - 2 mins. 1. Picture Analysis (See Appendix B5.2.8): - 3 A citizen is a member of a political Music Video Clip
Service to others is the rent you pay for your mins. The teacher will present community who enjoys full social, political (https://www.youtube.com/watch?v=
room here on earth. – Muhammad Ali 2. pictures/images with one commonality/one economic and cultural rights. The teacher elLpWbvBBqg) – 3:20 mins.
Only a life lived in the service to others is message. The students should be able to individually asks for the learners about their
worth living. – Albert Einstein 3. The identify the main message of the presented participation in the following community Instruction: Kindly observe the role of
happiest people I know are those who lose pictures/images by the teacher. activities. Examples: A. Sangguniang “I”, “U”, and “Us” in the community.
B. Establishing the purpose of the themselves in the service of others. – Kabataan Election B. Tree Planting C.
lesson Gordon B. Hinckley Cleanliness of the Community - 4 mins
Focus Question: - 3 mins. What do the said
quotations talk about one’s engagement in Processing Questions: - 3 mins. 1.
the community? Processing Questions: 1. What is the video
Process Questions: - 3 mins. 1. What activity What the video is all about? What does
clip all about? 2. Based on the video, how is
Video Clip Presentation about do you participate in? 2. Why you it say in the community? 2. What is the
C. Presenting exampes / instances of unity/solidarity important to each individual
Unity/Solidarity - 5 mins. (See Video Clip at participated in that particular activity? 3. role of “I” in the community? 3. What is
the new lesson and to a group? 3. What is the fruit of
https://www.youtube.com/watch?v=R How do you find it? the role of “You” in the community? 4.
solidarity based on the video clip?
NNOYQoFB1I) – 1:37 minutes What is the role of “Us” in the
community?
Characteristics of Solidarity / How Solidarity In 2 group presentations, the students Group Activity: - 25 mins. 1. The class will be
is Shown in the Community - 10 mins. 1. should be able to discuss the roles of the divided into 3 groups. 2. Each group will be
Creating an environment in which mutual students as citizens in engaging in the provided with a survey (See Appendix
Group Activity (Tableau): - 10 mins. service is encouraged. 2. Creating social community action. Topic: Citizen’s Social B5.4.11) form to have an initial assessment
1. The class will be divided into 2 groups. conditions in which human rights can be Participation in the Community (See on their readiness for a community action. 3.
Topic: Self-Involvement to Community respected and nurtured. 3. Recognizing and Appendix B5.3.10). In each presentation, the The leader will consolidate the answer of the
Engagement (See Appendix B5.1.2). accepting the whole range of corresponding teachers will analyze and/or clarify some of members and will fill up the final tally sheet
D. Discussing new concepts & 2. The output will be presented in 5 minutes. duties and obligations that are embedded in the aspects of the presentation. of ratings.
practicing new skills # 1 3. Analysis and critiquing follow after each our social nature can occur only in an -10 min 4. Each group will present their consolidated
presentation. The teacher presents atmosphere enlivened by solidarity. Task: A The teacher will add inputs on the ideas based on the survey questionnaire.
additional inputs (See Appendix B5.1.3). creative presentation showing the presentations. The teacher will add inputs on the
4. The presentation will be graded using characteristics of Solidarity. The output will presentations. The output will be graded
rubrics (See Appendix B5.1.4). be graded using rubrics (See Appendix using rubrics (See Appendix B5.1.4).
B5.1.4). The teacher will add inputs on the
topic or clarify some aspects of the
presentations.
E. Discussing new concepts &
practicing new skills # 2
Situational Analysis: - 25 mins. In each Group Activity: - 25 mins. 1. The class will be Group Activity: - 25 mins. In an infomercial, Individual Activity: Graffiti Wall The teacher
group, the students will be asked to analyze grouped into 3. 2. Each group will do a to-do- each group will be asked to show ways on will ask volunteers to write on the Graffiti
at least one activity that shows community list on how students involve themselves in promoting the roles of citizens in community Wall (See Appendix B5.4.12), their pledges
F. Developing Mastery (Leads to engagement using the SWOT Analysis (See the solidarity with the community. action. The performance will be graded to involve themselves with the realization of
Formative Assessment) Appendix B5.1.5). The teacher will provide using rubrics (See Appendix B5.1.4). community action. – 10 mins.
the template.
Ask: As a student, how can you show active Ask: Can you give an experience wherein The learners will give instances proving that Ask: Why there is a need to deeply involve
community engagement? How will you do communal solidarity is being expressed as a in every right, there must be a corresponding ourselves with community action? How will
that? How will you benefit from that? - 4 social virtue? How will you benefit from that? duty. Moreover, the learners should be able you benefit from that? - 4 mins.
mins. - 4 mins. to identify the obligations of a citizen in a
G. Finding practical applications of given situation. Ask: How will you benefit
concepts & skills in daily living from that? - 4 mins.
Photo Essay: - 6 mins. In 2 sentences, using
the given picture, how can you involve
yourself to community engagement? The Quotation Interpretation: - 6 mins. In 3
Essay: - 6 mins. In 5 sentences, how can
photo essay will be graded using rubrics Paper and Pencil Test (See Appendix sentences, explain the quotation “With Great
you as a citizen be actively involved in
(See Appendix B5.1.6 or B5.1.7). B5.2.9): - 6 mins. Identification Test. How Power Comes Great Responsibility” given by
community action? The essay will be
H. Evaluating learning does solidarity express in: A. Family B. Spider-Man. Relate it to your role and
assessed using rubrics (See Appendix
School C. Church D. Community responsibility in community action. The
B5.1.6).
essay will be assessed using rubrics (See
Appendix B5.1.6).
The teacher will give pointers to review or The teacher will give pointers to review or The teacher will give pointers to review or The teacher will give pointers to review or
3. Additional activities for concepts that will be tackled on the next concepts that will be tackled on the next concepts that will be tackled on the next concepts that will be tackled on the next
application or remediation lesson. - 1 min. lesson. - 1 min. lesson. - 1 min. lesson. - 1 min.
VI. REMARKS
Prepared by:
Comments / Suggestions:
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 6, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners an understanding of the integration of social science and community action initiative
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community - action initiative applying social sciences' ideas and methods
C. Learning Competencies / Objectives Identify opportunities to contribute to community development through solidarity
Understand the problems that are common
Identify the basic structure of the societal Establish commonality of the problems faced Identify where the youth can engage in
C. 1 Specific Learning Objectives and can be solved through community action
problems. by the family. community action.
and solidarity.
Major Issues affecting the poor and Major Issues affecting the poor and The Role of the Youth in Community action The Role of the Youth in Community action
marginalized communities marginalized communities in: a. Socio-
II. CONTENT cultural
b. political
c. economic
III. LEARNING RESOURCES
3. References
2. Other Learning Resources
IV. PROCEDURES
Graphic Organizing: (10 mins.) The teacher will ask: (3 mins.) The teacher will ask: (2 mins.) The teacher will ask: (2 mins.)
The Students will complete the table of What are the problems of our society and What are the problems faced by Filipino 1) What are the various issues and
socio-political, cultural and economic. After categorize them based base on different family nowadays? concern that beset our barangay
doing so the students will be asked to make categories? concerning youth? 2) What are the people
the appropriate adjustment when there is in the barangay address the problem?
A. Reviewing previous lessons / any.
Presenting the new lesson 1) Students will be asked why he/she
place the word under that categories.
2) Why is it socio- political, culture or
economic?
The students will analyze the graphic The students will consolidate the results of The Students will present their brainstorming The students will explain their chosen
organizer and make appropriate adjustment. the survey of the whole class and ask the activity: (5 mins.) Identify major issues performance. (Max. of 2 mins. every group
F. Developing Mastery (Leads to
(5 mins.) question Why this problem is the most affecting poor families and determine the
Formative Assessment)
important concern of the family why the other role of the youth in the problems cited.
is least important? (5 mins.)
The students will relate their personal The teacher will ask: (10 mins.) The teacher will ask: (5 mins.) The teacher will ask: If the
experience to the problem discussed and the 1) As a youth how can you contribute to Have you joined any community activities in community or barangay will give you an
teacher will ask: Is there any problem that lessening the burdens of your family? your barangay? How it feels joining the opportunity to become a youth leader, what
we have discussed you can personally relate 2) Can you cite an example of a problem community action? activities that you and your fellow youths can
G. Finding practical applications of to? (10 mins.) that your family has? 3) Write a commitment engage with and why?
concepts & skills in daily living a possible solution in your family to help.
Identify the basic structure of the social The student will: The students will present how they can In two to three sentences explain the
problems whether it is sociopolitical, cultural, 1) Identify the problems of the family in a actively involve in the following program: (3 importance of your participation in school
or economic. (10 mins.) given situation and its connection to the mins.) 1. Sports Program improvement activities.
Essay: (10 mins.) community. 2) Analyze the major issues 2. Clean and Green Program
and situations concerning poor 3. Others
H. Evaluating learning /marginalized family and their connection
to the community
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates DEC. 5 - 6, 2018 Quarter 3RD QUARTER
WEEK 7, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learner demonstrates an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standard/s 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 solidarity in
Passed the summative assessment in
C. Learning Competencies / Objectives socio-political processes in promoting Assess selected community action initiatives. Assess selected community action initiatives.
Community Action.
national and global development.
C. 1 Specific Learning Objectives
Importance of solidarity in socio-political
Characteristics of Short and Long Term Survey on assessing selected community
II. CONTENT processes in promoting national and global Written summative assessment
Community Action Initiatives action initiatives
community development
III. LEARNING RESOURCES
4. References
IV. PROCEDURES
Based on our previous discussion, how What is the importance of solidarity in Give the characteristics of short term and
will you define solidarity? community development? long term community projects.
A. Reviewing previous lessons /
Presenting the new lesson Use graphic organizers in presenting
students answer.
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 8, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of… The integration of social science perspective and community action initiatives.
B. Performance Standard/s The learners shall be able to… Synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Appraise the value of social equity and
Explain the core values of community action Promote awareness of human rights in Appraise the value of social equity and
gender equality in the context of participatory
initiatives HUMSS_CSC12-IIIh-j-12 communities among the learners. gender equality in the context of participatory
development. (HUMSS_CSC12-IIIh-j-14)
HUMSS_CSC12-IIIh-j-13 development. HUMSS_CSC12-IIIh-j-14
C. Learning Competencies / Objectives
Explain the principle of right to life
Understand the concept of social equity as
Explain the principle of right to liberty Explain the principle of right to property
core values and principles of community
action initiatives
C. 1 Specific Learning Objectives
Core Values and Principles of Community Core Values and Principles of Community Core Values and Principles of Community
action Initiatives Sub-Topics: Human Rights action Initiatives Sub-Topics: Human Rights action Initiatives Sub-Topics: Human Rights
II. CONTENT Social Justice
(Right to Life) (Right to Liberty) (Right to Property)
https://www.google.com.ph/?gfe_ https://www.slideshare.net/satyavra
rd=cr&ei=qr0bWY t1994/ppt-human-rights Book/s: De La Salle University Printing
_FJsvd8AfOg66QDg&gws_rd=ssl #q=righ https://www.slideshare.net/christian Press,
cel/human-rights2-35516073 History, Social Justice, Dr. Emerita S.
https://www.slideshare.net/satyav https://www.youtube.com/watch?v= Quito, pp. 48- 49.
rat1994/ppt-human-rights PCJHq9iDr1k
https://www.youtube.com/watch?
v=APkV40vUhWs https://www.google.com.ph/search?q=so
cial+justice&rlz=1C1CHBD_enPH692PH
4. Other Learning Resources 692&oq=SOCIAL+justice&aqs=chrome.
0.69i59l3j69i61j69i60l2.4709j0j4&sourcei
d=chrome&ie=UTF-8
IV. PROCEDURES
Review od community actionn initiatives
When we do community actions, what do we
consider?
Community
sssss
1. Human rights
2. Socail Justice
3. Empowerment and Advocacy
4. Participatory Development
5. Gender Equality
(5 minutes)
The teacher will post pictures of people
being deprived in life – both economical and
The learner will watch video clip about humanitarian, to some extent.
HUMAN RIGHTS See Appendix C8.1.1 (see PowerPoint presentation for pictures)
Listen to the song “Ang Bayan Ko” After viewing the pictures, the teacher will
Challenge the learners with the question, ask: What can you see in the pictures? o
(4 mins.) after watching the video, the
Learners answer the questions. 1. What is The teacher will ask the learner: what things Expected Responses: We see people
teacher will ask: 1. What have you observed
the message of the song? Ans. Freedom of they possessed and they can call it their suffering from poverty. How do you feel
on the video? Ans. It talks about Human
B. Establishing the purpose of the the country from oppressors. 2. What basic own. seeing these photos? o Expected
rights 2. Which is the most basic of the rights
lesson right is stressed in the song? Ans. Right to Responses: Feeling lucky, blessed, sad,
presented in the video? Ans. The right to
liberty (5 mins.) The teacher List the answer on the board (5 responsible, etc.
life, liberty, and property. (2 mins.)
mins.)
See Appendix C8.2.3
GROUP ACTIVITY
Ask the learners the question. What do you
feel if the privileges you are enjoying at the
The right to property. Activity. A Human
moment will be removed from you? (like:
Rights Tree The learners, working in small
Teacher presents lesson on the Right to Life going to place you want to go, do what you
groups will draw a tree on a paper and in the
through a power point presentation. (Key enjoy doing, etc.)
form of leaves, fruits and branches or flowers What do you think the picture portray? o
concept: without life, all other rights are are those human rights that they think all Expected Responses: Poverty inequality,
meaningless). Teacher gives the definition of Right to people need to live in dignity and justice. injustices.
C. Presenting exampes / instances of Liberty It connotes absence of restraint from Give the tree roots label needed for the tree
the new lesson See Appendix C8.1.2 state interference. It also embraces the right to flourish like healthy economy, rule of law, After soliciting the student’s response, the
of man to use his faculties and achieve to universal education, etc. (5 mins.) teacher will introduce the topic: Social
perfection his personality and be master of
Justice.
his own identity. Liberty however is not a
Each group will present their trees and D
license or an unlimited freedom to act
explain its reasons for the items they have
according to one’s will, as there may be acts
included.
that might violate the law or the rights of
others. (15 mins.)
See Appendix C8.3.5
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 9, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community actiion initiatives..applying social scciences adies and methods.
C. Learning Competencies / Objectives Recognize the value of undertaking community action modalities
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
6. References
5. Other Learning Resources Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
IV. PROCEDURES
Warm up: First, ask students what they
Warm-up: Show students a video Ask: Why community action is important already know about the idea of being a
A. Reviewing previous lessons / Balik Tanaw: (Concepts and Perspective of
presentation (See Appendix B4.1.1) within a community? citizen. What are the duties associated with
Presenting the new lesson Community:
citizenship?
Partner Talk: Analysis of Impact of the Group Activity: ‘Balloon Frenzy’ (See Guided Practice: ‘Civil Society and
C. Presenting exampes / instances of Project What is the impact of the project? Appendix B4.2.3) Skill Practice: Citizenship’ (See Appendix B4.3.5) Skill Skill Practice: During Assessment
the new lesson Skill Practice: Critical Thinking Collaboration Practice: Critical Thinking and Collaboration Information recall Making Connections
Class Sharing: Impact of the Community Processing the Experience (See Appendix Individual Sharing: ‘Civil Society and
D. Discussing new concepts & Interpreting information Knowledge
Project Skill Practice: Public Speaking Skills B4.2.3) Citizenship’ (See Appendix B4.3.5)
practicing new skills # 1 Application
E. Discussing new concepts &
practicing new skills # 2
Group Activity: Make a skit about a Processing (See Appendix B4.3.5)
F. Developing Mastery (Leads to community action and how it made impact to
Formative Assessment) lives within community
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standard/s 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
C. 1 Specific Learning Objectives
II. CONTENT B. Community Action: Overview (2nd Part)
III. LEARNING RESOURCES
7. References
Community Tool Box (2016). Section 7. Sirico, R. A. (2010). Solidarity: The Maguigad, L. (2012). National Service Making a Difference: How to Become and
Involving People Most Affected by the Fundamental Social Virtue. Religion and Training Program (NSTP): Civic Welfare Remain Active in Your Community.
Problem. Retrieved 10 May 2017 from Liberty, 11(5). Retrieved from Training Service. Manila, Phl: Libro Retrieved from
http://ctb.ku.edu/en/table- https://acton.org/pub/religionliberty/volu Filipino, pp.15-17 PowerPoint http://www.state.sc.us/dmh/client_a
6. Other Learning Resources
ofcontents/participation/encouraging - me-11-number5/solidarity-fundamental- Presentation Rubrics ffairs/volunteer_guide.pdf PowerPoint
involvement/involve-thoseaffected/main socialvirtue PowerPoint Presentation Presentation Survey Questionnaire
PowerPoint Presentation Graphic Rubrics Rubrics Activity Template
Organizer Rubrics
IV. PROCEDURES
Triple Venn Diagram: - 5 mins. Determine Ask: Can you give ways on how to be Ask: Can you give a role that a citizen like
Ask: Can you give ways on how to promote
A. Reviewing previous lessons / the similarities and differences of community involved in community engagement? - 2 you should play in community action? - 3
solidarity in community action? - 3 mins.
Presenting the new lesson engagement, solidarity, and citizenship (See mins. mins.
Appendix B5.1.1).
B. Establishing the purpose of the Words of Wisdom Activity: - 2 mins. 1. Picture Analysis (See Appendix B5.2.8): - 3 A citizen is a member of a political Music Video Clip
lesson Service to others is the rent you pay for your mins. The teacher will present community who enjoys full social, political (https://www.youtube.com/watch?v=
room here on earth. – Muhammad Ali 2. pictures/images with one commonality/one economic and cultural rights. The teacher elLpWbvBBqg) – 3:20 mins.
Only a life lived in the service to others is message. The students should be able to individually asks for the learners about their
worth living. – Albert Einstein 3. The identify the main message of the presented participation in the following community Instruction: Kindly observe the role of
happiest people I know are those who lose pictures/images by the teacher. activities. Examples: A. Sangguniang “I”, “U”, and “Us” in the community.
themselves in the service of others. – Kabataan Election B. Tree Planting C.
Gordon B. Hinckley Cleanliness of the Community - 4 mins
Assignment: The learner will draw what kind Ask learners: Does participatory
8. Additional activities for of community he/she wanted to. Justify your development to achieve social justice
application or remediation work recognizes gender?
VI. REMARKS
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 10, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrates an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Develop commitment and conviction to
Application of community action/participatory
C. Learning Competencies / Objectives participatory development for community To assess the learning of the students.
development.
well-being
C. 1 Specific Learning Objectives
II. CONTENT Participatory Development Core Values and Principles Community-Actions Initiative
III. LEARNING RESOURCES
8. References
7. Other Learning Resources https://www.slideshare.net/marijanereye s/participatory-development http://youtube/ufQpgYSDRdU
IV. PROCEDURES
Based on the graphics presented, how does
The learner will answer questons about the it show the connection of each core values to
previous lesson:(3 mins.) our community
A. Reviewing previous lessons /
Presenting the new lesson 1. Do you think having advocacy will help
you grow as a person? 2. How will it help In the interrelationships/connections of five
you grow? core values, what do you think is your part
as a member of community?
The learner will view some pictures/words
and give reactions about the pictures.(3 Presentation of the video:
B. Establishing the purpose of the minutes) see appendices for the pictures
lesson What do the pictures tell you? See Appendix Inspirational: “Be Kind To Others, It Will Pay
C10.1.1 Off”
Situations (others): 1. The grade 12 Write a commitment / pledge of conviction MODIFIED TRUE OR FALSE Direction: True
students are having tree planting project. 2. like the Panatang Makabayan. (100 words or False. Read and understand the
The street sweepers are cleaning the streets maximum) statement below, write capital letter T if the
every day. Summative Assessment See Appendix statement is true and write capital letter F if
C10.3.2 The Learner will answer the the statement is false. Write your answer in
On a ¼ sheet of paper, the learner will give 5 following question below… the given space before the number. _1.
reasons why these people do these things. Social Justice is the reasonable relationship
(5 mins.) 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
H. Evaluating learning 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.
VI. REMARKS
Prepared by:
Comments / Suggestions:
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates DEC. 5 - 6, 2018 Semester 2nd SEMESTER
WEEK I1, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Explain the processes, methodologies, and Explain the processes, methodologies, and
Apply systematic social research methods in Apply systematic social research in
approaches in applied social sciences approaches in applied social sciences
C. Learning Competencies / Objectives conducting a community study conducting a community study
related to community action. related to community action.
HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18
HUMSS_CSC12IVa-d-17 HUMSS_CSC12IVa-d-17
C. 1 Specific Learning Objectives
Methodologies and approaches of
Methodologies and approaches of
community actions and involvements across
community actions and involvements across
Preparing to Write a Community Action Plan discipline
II. CONTENT Writing a Community Action Plan discipline
Partnership building with local groups
Partnership building with local groups III
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I2, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Explain the processes, methodologies, and Explain the processes, methodologies, and Explain the processes, methodologies, &
approaches in applied social sciences approaches in applied social sciences approaches in applied social sciences
Apply systematic social research methods in
related to community action. related to community action. related to community action
conducting community action. Employ the
HUMSS_CSC12-Iva-d-17 Define HUMSS_CSC12-Iva-d-17 Give the function HUMSS_CSC12-Iva-d-17 Define
methods of community profiling and needs
C. Learning Competencies / Objectives community profile. Explain the steps in of needs assessment in doing a leadership and decision making Explain
assessment in selecting community priority
doing a community profile. Construct a community-action plan Explain the steps in five levels of leadership, examine the
issues. HUMSS_CSC12-Iva-d-18
community profile form. doing needs assessment. Formulate a process and different decision-making
needs assessment form. models
II
C. 1 Specific Learning Objectives
Methodologies and Approaches of Methodologies and Approaches of Methodologies and Approaches of Methodologies and approaches of
Community actions and involvements across Community actions and involvements across Community actions and involvements across community actions and involvements across
Disciplines Disciplines Discipline disciplines
II. CONTENT
Community Profiling Needs Assessment Needs Assessment Working with a core group of
leaders/leadership development
III. LEARNING RESOURCES
10. References
Module 3: “Doing the Community http://ctb.ku.edu/en/table- https://www.slideshare.net/Todd_
Profile.” ofcontents/assessment/assessingcommu Grivetti/leadership-training...
http://www.fao.org/documents/show_c nity-needs-andresources/conducting- https://www.youtube.com/watch?v
9. Other Learning Resources dr.asp?url_file=/DOCREP/006/ needsassessment-sur =JNfKrKQdG-c
Y5084E/y5084e06.htm. https://www.ukessays.com/essays
/general-studies/decision-
makingprocess.ph IV
IV. PROCEDURES
Puzzle: students will put together pieces of
the puzzle given to them. (Puzzle:
Community Profile)
Teacher will ask the students to differentiate
A. Reviewing previous lessons / How do you build a partnership with local How is community different from community
community profile from community needs
Presenting the new lesson groups 1. What picture have you made from the needs assessment?
assessment
puzzle? 2. What is a community profile?
Game: “The Boat is Sinking” The boat is
sinking group yourselves according to: a.
Number of Siblings b. Occupation of That’s Our Community” The teacher will
Students will be asked to arrange the
Father/Mother c. Membership in an mention a characteristic of a community and
jumbled letters in order to identify what is
Organization d. Barangay where you live e. the student will say “that’s our community” if
being described. (5 mins.)
Family Income f. Means of Transportation g. their community possesses what is
B. Establishing the purpose of the Religion h. Others mentioned.
Ask: Based on the activity, the teacher will
lesson
introduce the lesson by asking the students
Question: What are the different categories At what level is your community now? (5
on what they think the lesson all about.
in which you are classified or grouped? (5 mins.)
mins.)
“ See Appendix D12.4.4
Have the community members answer the Have the community members answer the
community profile form? Consolidate the needs assessment form
11. Additional activities for answer and make a profile of your
application or remediation community.
.
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I3, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Explain the processes, methodologies, and
Explain the processes, methodologies, and
approaches in applied social sciences Explain the processes, methodologies, &
approaches in applied social sciences
related to community action. Apply systematic social research methods in approaches in applied social sciences
related to community action.
HUMSS_CSC12-Iva-d-17 conducting community action. Employ the related to community action
HUMSS_CSC12-Iva-d-17 Give the function
Define community profile. methods of community profiling and needs HUMSS_CSC12-Iva-d-17
C. Learning Competencies / Objectives of needs assessment in
Explain the steps in doing a community assessment in selecting community priority Define leadership and decision making
doing a community-action plan Explain
profile. issues. HUMSS_CSC12-Iva-d-18 Explain five levels of leadership, examine
the steps in doing needs assessment.
Construct a community profile form. the process and different decision-making
Formulate a needs assessment form.
models .
C. Discussing new concepts & Group Activity Students will be divided into 4. The teacher discusses Resource Processing Questions: 1. What are the Teacher asks: 1. Can you now read the word
practicing new skills # 1 Each group will be given an issue and list mobilization and its importance. (15 mins.) things that you consider during the decision- you made and the opposite explanation of it?
possible activities and needed persons for making phase? 2. How did you deal with the 2. Why do you think the word and
the project. 1. Youth Empowerment 2. See Appendix D13.2.1 situation? How do you feel after? ( explanation go with each other? (20 mins.)
Pollution within the community 3. 5mins.)
Malnutrition 4. Out of School Youth
Within (our) community who are the key The teacher will ask the students, as a Ask: Outside the school, in what other
leaders to be involved in a participatory The teacher asks the student, "In their senior high school student, what contribution simple situations can you apply social
F. Finding practical applications of
action planning opinion what are an essential resource to be can you offer as part of the resource action? (5 mins.)
concepts & skills in daily living
mobilized in your community?" (10 mins.) mobilization in your community? (10 mins.) H
VI. REMARKS
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I4, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Develop a community action plan using Apply systematic social research methods in Apply systematic social research methods in
Develop a community a community action
participatory approaches HUMSS_CSC12- conducting a community study conducting a community study
C. Learning Competencies / Objectives plan using participatory approaches
IVa-d-19 HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18
HUMSS_CSC12-IVa-d-19
Students will be grouped into 4 and each The teacher will ask the students to recall or
group will have to answer the question “What revisit the previous plans that they created
C. Presenting exampes / instances of
are your basis or consideration in doing for whatever purpose and ask to share the
the new lesson
social action in relation to community top 3 things that they did before
involvement?” The teacher will have to implementing the plan
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.
13. Additional activities for Prepare for the presentation of the develop
application or remediation community action plan
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I5, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
C. Learning Competencies / Objectives
Discuss the rationale on community action initiatives.
C. 1 Specific Learning Objectives
II. CONTENT Community – action initiatives: Field practicum Partnership with local communities and organizations.
III. LEARNING RESOURCES
13. References
Curriculum Guide (HUMSS)
http://www.eric.ed.gov/?id=EJ4222 09
www.onlinecollege.org/2012/06/27/ 12-
reasons-community-serviceshould-be-
12. Other Learning Resources required-schools/
Reading Materials:
Youth Development: An Action Plan
Guide for Community- Based Initiatives,
Vincent T. Francisco, Ph. D., et al
IV. PROCEDURES
The teacher will cite the main objectives of
the lesson. The teacher will give guide
questions to ponder/ reflect. And these are
as follows: 1. Do you consider yourself as a
part of the community? Why? The teacher
will collate ideas of the learners then start
the lesson by an introduction as stated: Let
us think, let us get involved and be found
A. Reviewing previous lessons /
prepared. Young people like you should Prayer Attendance Grouping Prayer Attendance Grouping Prayer Attendance Grouping
Presenting the new lesson
come together as a community to take
collective action and generate solutions to
common problems. Community wellbeing
(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.
The teacher will present a video-clip entitled
“ULAT PANGMULAT: Kariton”, a video
presentation showing community action The teacher will remind the students of: The teacher will remind the students of: a.
initiatives of Efren Peñaflorida, NCC Hero of a. common courtesy b. safety measures c. common courtesy b. safety measures c.
the year. After watching, the teacher will ensuring that the materials needed are ensuring that the materials needed are
B. Establishing the purpose of the Discuss the rules and regulation in
process the video by asking the following complete (letters, receiving copies, and other complete (letters, receiving copies, and other
lesson conducting community integration activity.
questions: necessary documents) (See Appendices necessary documents) d. pointers taken
1. What did you observe in that video? 2. E.15.2.2 - E.15.2.7) from their experiences the previous day?
What does the video want to portray? 3.
What is the specific community initiative
seen in the video?
After processing the video, the teacher will Distribution of Letters and other necessary
Distribution of Letters and other necessary documents
ask the learners: HOW WILL YOU MAKE The teacher will remind the group about their
C. Presenting exampes / instances of documents
SURE THAT THE ACTION IS assigned task.
the new lesson (See Appendices E.15.2.2 - E.15.2.7)
SUSTAINABLE LONG ENOUGH TO HAVE (See Appendices E.15.2.2 - E.15.2.7)
DESIRED IMPACT IN THE COMMUNITY?
The teacher will define and discuss the
following: 1. Community Action Initiatives 2.
D. Discussing new concepts &
The Rationale/ Importance of conducting
practicing new skills # 1
community- action initiatives
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I6, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
C. Learning Competencies / Objectives Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20) Discuss the rationale on community action initiatives.
C. 1 Specific Learning Objectives
Community-action Initiatives: Field Practicum Community-action Initiatives: Field Practicum
II. CONTENT Community-action Initiatives: Field Practicum (Consolidation of Data Gathered)
(Data Gathering) (Interpretation of Data Gathered)
III. LEARNING RESOURCES
14. References
Practical Research I Esther L. Baraceros Practical Research I Esther L. Baraceros Pages 121-122 Practical Research I Esther L. Baraceros
Pages 94-96, 101-115 https://youtu.be/RA47NcuKKaQ (The Bizarre Filipino Community that Lives in a Pages 127-129
https://youtu.be/QeKtCwaMM28 (Families Graveyard) https://youtu.be/DPGInmMYYM (Iskwater)
in Navotas Live on the Cemetery out of https://scholar.google.com.ph/scholar?q=community+based+monitoring+syste
13. Other Learning Resources Poverty) m+household+profile+questionnaire&hl=en&as_sdt=0&as_vis=1&oi=scholart&
sa=X&ved=0ahUKEwiVgaT13fTTAhXEVZQKHQLlBzoQgQMIHjAA
IV. PROCEDURES
3 minutes The teacher will ask the learners 3 minutes The teacher will ask the learners
to share their knowledge about to share their experiences during the time of 5 minutes Student Reflection 3 minutes
methodologies and approaches of data gathering in the community.
community actions and involvements across
A. Reviewing previous lessons / Teacher will ask the learners about the Teacher will ask the learners what is the next
disciplines. 1. Partnership building with local
Presenting the new lesson Learners will share confidently what they major issues in community affecting poor steps they need to do after consolidation of
group. 2. Community Profiling 3. Needs
experienced during the time of gathering and marginalized people in the community. data?
Assessment 4. Working with a core group of
data.
leaders / leadership development
participatory action planning.
B. Establishing the purpose of the Teacher will present a video clip about Teacher will present video clip showing Picture Analysis
lesson major issues affecting poor and marginalized students helping one another in
people in community. consolidating the data gathered used in their Teacher will present picture showing
research. different scenario in the community and
Teacher will ask the following questions to students will react on it.
the learners.
Learners will identify major issues affecting
1. What are the major issues in the poor and marginalized people in community.
community affecting poor and
Marginalized people? 2. What are the
possible reason why this things happen?
3. How will you show your sympathy
with them? Teacher will connect the video
presentation to their lesson.
Teacher will ask the learners what will be the Teacher will ask the learners how they
best data collection method they can use to Teacher will ask the students how they connect the demographic characteristics of
D. Discussing new concepts & gather data in community. should consolidate the data they have household, educational background, health
practicing new skills # 1 gathered. and nutrition, community leadership, and
Learners will defend their answer I the class. family monthly income to the present
condition of the community.
E. Discussing new concepts &
practicing new skills # 2
Class Activity (1 hour) Teacher will allow the 35 minutes 35 minutes 20 minutes
learners to check their survey questionnaire
before gathering data from the community. Class Activity Class Activity Class Activity
After checking the survey questionnaire the
teacher will divide the class into 5 groups for
The teacher will instruct the learners to start Teachers will instruct the learners to start Teacher will allow the learners to present the
F. Developing Mastery (Leads to the division of labor. Group 1 -
consolidating the data they have using consolidating the data they have using result of data consolidation.
Formative Assessment) Communication letter to the
survey questionnaires answered by the survey questionnaires answered by the
School Principal and Barangay
respondents. respondents.
Captain. Group 2 - Data Collection Group 3 -
Data Collection Group 4 - Transportation Teacher will instruct the learners to interpret
Group 5 - Documentation the data presented on the board.
10 minutes 20 minutes
10 minutes
Class Activity (3 hours)
Group Presentation Class Activity
Group Presentation
Teacher will allow the learners to start
collecting data using survey questionnaires Based on the data collected, teacher will ask Teacher will group the class into 5 groups
G. Finding practical applications of modified by the students. Based on the data collected, teacher will ask
the learners what are the existing issues and instruct them to make a list of possible
concepts & skills in daily living the learners what are the existing issues
affecting poor and marginalized people on community engagement activities
affecting poor and marginalized people on
(See attach Communication Letter to the the community. what are the possible appropriate on that community.
the community. What are the possible
School Principal and Barangay Captain and reasons why those things happen?
reasons why those things happen?
Survey Questionnaires) (See Appendix E.15.1.1)
(See Appendix E.15.1.1)
(See Appendix E.15.1.1
Teacher will instruct the learners to write Teacher will ask the learners to give one Teacher will ask the learners to give one
what they observed in the community using 5 minutes
example of major issues in community example of major issues in community
SWOT Analysis. 1. Strength 2. Weakness 3. affecting poor and marginalized people and affecting poor and marginalized people and
H. Evaluating learning Opportunity 4. Threats think the possible way on how they can help think the possible way on how they can help Reflective Journal Based on the result of
them using the knowledge and skills learned them using the knowledge and skills learned data analysis, what are the things needed to
in Community Engagement, Solidarity, and in Community Engagement, Solidarity, and consider to improve the present condition of
(See Appendix E.16.1.4)
Citizenship (CSC) lesson. Citizenship (CSC) lesson. the community.
)
(See Appendix E.16.1.4)
(See Appendix E.16.1.4
15. Additional activities for Planning for community engagement
application or remediation activities
VI. REMARKS
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK I7, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
C. Learning Competencies / Objectives
Discuss the rationale on community action initiatives.
C. 1 Specific Learning Objectives
II. CONTENT Community-action initiatives: Field Practicum
III. LEARNING RESOURCES
15. References
http://www.fao.org/docrep/003/x5996
e/x5996e03.htm
14. Other Learning Resources http://ctb.ku.edu/en/table-
ofcontents/structure/strategicplanning/de
velop-action-plans/main
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
The teacher will facilitate a game called
“Build a Pyramid”. (See Appendix E.17.1.1) The committee group in-charge for
registration will facilitate the listing and
Preliminary activities: Prayer Attendance Preliminary activities: Prayer Attendance
B. Establishing the purpose of the Processing Question: 1. What are the the attendance of the participants. The
Grouping Grouping
lesson strategies that your group made to build the committee group in-charge will start the
pyramid? 2. What are the difficulties that program (i.e, singing of national anthem
your group encounter while building the and prayers, opening remarks )
pyramid ?
The teacher will remind the student: a. The teacher will remind the student: a.
The teacher will ask the students: 1. What do Next, will be the welcome remarks given by
common courtesy b. safety measures c. common courtesy b. safety measures c.
you think will happen if there is no planning the Baranggay Captain followed by the
C. Presenting exampes / instances of ensuring that the materials needed are ensuring that the materials needed are
and tasking in doing your task? 2. Is representatives of Purok, School
the new lesson complete (letters, receiving copies, and other complete (letters, receiving copies, and other
planning and tasking are important in doing a Administrators and Students.
necessary documents) necessary documents) d. pointers taken
certain task? Why?
from their experiences the previous day
The students will be divided into 5 groups.
Distribution of Letters and other necessary Distribution of Letters and other necessary
documents documents The representative of the group will deliver
D. Discussing new concepts & Each group will make a plan and tasking on his/her message citing the objectives of the
practicing new skills # 1 how to implement a community activity. After
(See Appendix E 17.2.2 - E.17.2.7) (See Appendix E 17.2.2 - E.17.2.7) activities, its vision and mission.
the activity the students will present it to the
class.
E. Discussing new concepts & The speaker will conduct the seminars in line
practicing new skills # 2 with the topics given
There will be a critiquing of the plan and The Speaker will facilitate group
F. Developing Mastery (Leads to dynamics to strengthen the knowledge
tasking made by each group.
Formative Assessment) and skills acquired in the discussion
.
The teacher will ask the students: As a
student, how can you be a big help the
G. Finding practical applications of
concepts & skills in daily living community to achieve the goal of the
community? How can you use the planning
and tasking as a help to your community?
Ask: What are your positive and negative
Ask: What are your positive and negative
experiences during letter distribution? Were One of the students will be given the tasks to
The students will make a reflection about the experiences during letter distribution? Using
the suggestions from yesterday’s experience spearhead the review of the seminars by
Planning and Tasking for community these experiences, what would you suggest
H. Evaluating learning followed? Were they helpful in the letter highlighting the different important views of
engagement activities. to make the process better for tomorrow’s
distribution process? the given topics.
activity?
16. Additional activities for (Reminders for tomorrow’s activities.) (Reminders for tomorrow’s activities.)
application or remediation
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Quarter 3RD QUARTER
WEEK I8, DAY 1-4
I. OBJECTIVES
A. Content Standard/s The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Standard/s The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
IV. PROCEDURES
DAILY ROUTINARY ACTIVITIES The
teacher will cite the main objectives of the
lesson.
The teacher will give guide questions to
How is your experience in implementing the
ponder/ reflect.
A. Reviewing previous lessons / community projects/program? Teacher will ask the students how they
Presenting the new lesson 1. Are you done in finalizing your Socio
consolidated the data they gathered
Reconnaissance Report? 2. What are the
difficulties that you’ve encountered? And
what are the remedies that you’ve done to
solve that difficulties?
Show the photos from the conducted The teacher will ask each group if they Teacher will ask all the leaders of each
B. Establishing the purpose of the
community integration? Guide question 1. are ready to present their Socio group of the class to ready their
lesson
What do you feel before, during and after the Reconnaissance Report. presentations.
immersion? 2. What are the obstacle that
you’ve encounter before, during and after the
immersion? 3. What are the solution that you
do to overcome these obstacles?
The teacher will ask the students of the Each group shall only be given 10 minutes to
The teacher starts the lesson by discussing
importance of their Socio Reconnaissance present their presentation for implemented
the structure of Socio Reconnaissance
C. Presenting exampes / instances of Report in their community. project/program following the prescribed
Report
the new lesson Teacher will present the all the needed format for the class.
output to be presented by the class.
(See Appendix E.15.1.1
The group of students will present their
Socio Reconnaissance report. Guide
The teacher will ask the learners/ group of
Questions: 1. What did you set out to do?
the point that really need to emphasize
From the given data each group will plot the How did you do it? Who was involved? 2.
D. Discussing new concepts & based on their presentation with the
data from the given structure. What challenges and opportunities did you
practicing new skills # 1 corresponding rubrics to be followed
run into along the way? How did you handle
them? 3. What changes did you see as a (See Appendix E.18.4.2)
result of your action or initiative?
VI. REMARKS
Prepared by:
Checked by:
RAMIELYN G. BANGAO
Master Teacher II