SCHOOL CALOOCAN HIGH SCHOOL GRADE LEVEL 12

TEACHER Maricar Telan Artuz LEARNING AREA DIASS

DATE Oct 7-8 2019 QUARTER
CLASS SCHEDULE
Monday to friday Monday to friday Monday to friday Monday to friday Monday to friday Monday to friday
BNC 2 HE BNC 2 HE BNC 2 HE BNC 2 HE BNC 2 HE BNC 2 HE
DIASS HUMSS 12-2 DIASS HUMSS 12-2 DIASS HUMSS 12-2 DIASS HUMSS 12-2 DIASS HUMSS 12-2 DIASS HUMSS 12-2
DISS HUMSS 12-4 DISS HUMSS 12-4 DISS HUMSS 12-4 DISS HUMSS 12-4 DISS HUMSS 12-4 DISS HUMSS 12-4
DISS HUMSS 12-1 DISS HUMSS 12-1 DISS HUMSS 12-1 DISS HUMSS 12-1 DISS HUMSS 12-1 DISS HUMSS 12-1
DIASS-3 HUMSS DIASS-3 HUMSS DIASS-3 HUMSS DIASS-3 HUMSS DIASS-3 HUMSS DIASS-3 HUMSS
DIASS HUMSS 12-4 DIASS HUMSS 12-4 DIASS HUMSS 12-4 DIASS HUMSS 12-4 DIASS HUMSS 12-4 DIASS HUMSS 12-4

I.OBJECTIVES
A. Learning The learners demonstrate an understanding of professionals and practitioners in
Competence/ communication
Content
Standards
B. Learning At the end of the lesson, learners are expected to: 1. identify career opportunities of
Outcome/ communicators and journalists; 2. describe the rights, responsibilities, and accountabilities of
Performance communicators and journalists; and 3. internalize the code of ethics of communicators and
Standards journalists.
The learners demonstrate an understanding of professionals and practitioners in
communication
C. Learning The learners identify career opportunities for communicators and journalists.
Competencies (HUMSS_DIASS12-Ij-34)
Objectives
(write the LC
code)
II.CONTENT Career Opportunities of Communicators and Journalists
III.LEARNING
RESOURCES
A. References Disciplines and Ideas in the Applied Social Sciences pp. 191-202
B. Other Dela Cruz, A. R. D., et.al., (2016). Disciplines and Ideas in the Applied Social
Learning Sciences. Phoenix Publishing House, Inc., pp. 19-34 Sampa, E.M., (2017) Disciplines
Resources and Ideas in the Social Sciences. Rex Book Store, Inc. pp. 11-18
Dela Cruz,RD. 2016. Disciplines and Ideas in the Applied Social Sciences.
IV.PROCEDURES
A. 1Reviewing Ask: Give work areas where communicators or journalists work. (2
previous Elicit : minutes)
lesson or
presenting the (The activities in
new lesson this section will
evoke or draw out
prior concepts or
prior experiences
of the students)

B. Establishing a WHO’S WHO? Show pictures of journalists. Let the class identify them
purpose for the Engage : and imitate their way of communication delivery. (4 minutes
lesson
C. Presenting (The activities in Through concept map the teacher will engage into a discussion on the
examples/insta this section will traits and characteristics of journalists. Ask the class to provide examples
nces of the stimulate their of journalists that they like on the traits they like most and ask why? (4
new lesson thinking and help minutes)
them access and
connect prior
knowledge as a
jumpstart to the
present lesson)
D. Discussing Discuss the career opportunities of communicators and journalist.(5
new concepts Explore : minutes)
and practicing
new skill #1 (In this section,
students will be
given time to
think, plan,
investigate and
organized
collected
information or the
performance of
the
planned/prepared
activities from the
students’ manual
with the data
gathering with
Guide Questions

E. Discussing 1. Discuss further on the career opportunities in relation to one’s

new concepts personality. 2. WHAT FITS YOURS? (PAIR ACTIVITY ) Ask: If you
and practicing were a journalist, what career opportunity fits your personality? Explain
new skill #2 your answer. Share your insights to your partner. (Call some learners to
present to the class their partner’s answer. ) (20 minutes)
1. Developing Explain : Present a case about a specific person and tellhis/her personality --his/her
mastery (leads (In this section, skills and characteristics. Then ask the class to identify which career
to Formative students will be opportunity fits for him. And ask the learner to explain their answer. (10
Assessment 3) involved in an minutes
analysis of their
exploration. Their
understanding is
clarified and
modified because
of reflective
activities)/Analysi
s of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus for
the day.)
2. Finding Ask: What is the importance of knowing the career opportunities where
practical you should go? (3 minutes
applications of Elaboration :
concepts
3. Making (This section will Ask: How would a journalist know that the career he has chosen fits
generalization give the students him/her? (3 minutes)
and the opportunity to
abstractions expand and
about the solidify/concretize
lesson their
understanding of
the concept and/or
apply it to the real
world situation.)
4. Evaluating Evaluation : learning QUIZ: Ask: 1. Give the career opportunities for communicators
Learning (This section will and journalist. 2. Describe each career opportunity you have listed. (15
provide minutes)
opportunities for
concept check,
test items and
answer key which
are aligned to the
learning
objectives –
content and
performance
standards and
address
misconceptions if
any)
5. Additional Extend : ASK: Do you like to become a journalist someday? Why or why not?
Activities for (This section
application of gives situation
remediation that explains the
topic in a new
context, or
integrate it to
 discipline/societal
concern)
V. REMARKS
VI. REFLECTION

HUMSS 12-1/HUMSS 12-3/HUMSS 12-2

A. Number of
learners who
earned 80% in the
evaluation
B. Number of
learners who
require additional
activities for
remediation
C. Did the remedial
lesson works? No.
of learners
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:

Maricar T.Artuz Marites Directo

Teacher II Master Teacher I

Noted by :

Marvin A. Santos Ferdinand E. De Leon

Head, Mathematics Department Principal IV
SHS Focal Pe