Grade Level G12

Quarter Third
Teacher Melvin L. Viana
JOSEPHINE D. ROSALES
Learning Principal II
Area / Time

Lesson Plan:
Writing News Discipline and Ideas in
Features the Social Sciences
(DIASS)

Checked
by:

I. OBJECTIVES Learning objectives: Annotations

By the end of the period, students should be able to:
Knowledge:
Skills:
Attitude:
A. Content The learners demonstrate an understanding of:
Standards
Settings, processes, methods, and tools in counseling
B. Performance Propose suggestions on how needs (of clients) can be
Standards effectively addressed
C. Learning 1. Identify the settings in which counselors are found
Competencies/ (HUMSS_DIASS12-Id-12/13)
Objectives
(Learning
Codes)
1. CONTENT Settings in which counselors are found
2. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://careersinpsychology.org/top-places-work-counselor/
Resources https://onlinecounselingprograms.com/resources/counselin
g-skills-techniques/
3. PROCEDURES
A. Reviewing/ Recap of Previous Lessons/Assignment
Presenting lesson
B. Establishing Students should be able to imagine and propose ways how  This lesson is
purpose for the counselors can effectively address their clients’ needs in designed using
lesson the different setting wherein they are found. This objective Gagnon and
(SITUATION) may be reached by meeting the following expectations: Collay’s Six
  Identify the top places of work for counselors Elements of
 Discuss the characteristics of each work setting for Constructivism
counselors .
 Explain the possible needs clients might have in  The Situation
each setting Part
 Imagine ways counselors might respond to the enumerates
needs of clients in each setting the objectives
for a particular
learning
episode.
C. Presenting Bridge1: BIGGEST IMPRESSIONS, SO FAR  The Bridge
examples/Instance  Ask students to recall the symposium which Part connects
s of the new lesson happened on mental health and facilitate a previous
(BRIDGE) discussion using the following questions: learning to the
a. What were your biggest takeaways from the new set of
symposium? concepts of
b. Why is the profession of counseling important? ideas to be
c. Based on the symposium, what career learned.
opportunities may be had by counselors?

D. Discussing new Task 1: INTERNATIONAL CAFÉ  The TASKS are

concepts and  Divide the class into 5 groups. designed to
practicing new  Ask each group to elect a barista. meet the
skills #1  Distribute divided list of settings for counselors objectives set
(TASK #1) among the cafés. in the
 All members, except for the barista will transfer SITUATION.
from one café to another after each three-minute  The
turn. International
 The barista will facilitate the discussion: Café allows
**definitions students to
**examples share
**nature of clients information
 All members should take notes from each café. within the
 Each barista should likewise note visitors’ ideas. class, leading
 Facilitate a discussion on the 15 top places to work them to truly
as a counselor. own the
**Person A/Person B: learning
**Which of the enumerated settings do you see experience.
yourself working in? Why?
**Does this list encourage you to become a
counselor one day? Why? Why not?
E. Discussing new Task 2: In three’s
concepts and  Have students work in triads in accomplishing the
practicing new table below:
skills #2
(TASK #2) Setting for
Possible Needs of
Counselors
Clients

 They are to work on the setting assigned to their

earlier groupings.
 Choose groups to present their outputs.
F. Finding practical Task 3: As Brief as a Haiku  The EXHIBIT
applications of  Instruct students to retain the same triads. part allows
concepts and skills  Ask them to write a haiku (575) showing how students to
in daily living counselors can respond to the needs of the settings show proofs of
 (EXHIBIT) wherein they may be found. their own
 Choose groups to present their works. Allow learning
students to briefly explain their works. through
various
activities like
the one given
here.
G. Making Reflection 1: On the topic * The reflection
generalizations Concept Akala ko… ‘Yun pala part allows
and abstractions Settings where students to clarify
about the lesson counselors may their impressions
(REFLECTION) be found… and reflect on the
learning
Needs of clients experience itself.
in each setting…
How counselors
respond…

Reflection 2: Fist to Five

*Assess students’ learning on the topics using the fist to
five technique.
*Alternatively, mentimeter may be used for this. See
www.menti.com.
H. Evaluating See quiz on edmodo.com.
Learning
I. Additional
Activities for
application or
remediation
4. REMARKS
5. (Continuation or
transfer of
teaching to the
next because of
various reasons
like re-teaching,
lack of time, or
class suspension.)
6. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
 teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?