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1.2 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of DLPs - Class F
1.2 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of DLPs - Class F
CITIZENSHIP
A
Compendi
um of
Daily
Lesson
Plans and
Resource
Materials
in
COMMUNITY
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, i
COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP
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
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
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.
ALTA
MAR
, ELIZ
OLLA
T.NO,
RICH
ARD
ARAGO MELE
, RENZ GRIT
JEFFREY O,
M. ANTO
NETTE
T.
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
BUDGET OF WORK
DLPs
in
Community Engagement,
Solidarity, and
Citizenship
II. CONTENT
CONCEPTS AND PERSPECTIVES OF COMMUNITY
Importance of understanding community dynamics and community action
(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
(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 friendship;
different perspective such as “sociological 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?
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?
(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?
BERNARD C. RAMOS
Division of Nueva Ecija
(5 mins.)
(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 power point presentation
with your output? Who plays the socio- political structure, cultural
vital role in accomplishing your (3 mins.) structure, economics structure? And elucidate the 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
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.)
(15 mins.
(5 mins.)
See Appendix A.3.2.2
The learners will give his/her
observation regarding the puzzle they
made.
(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
(10-20 mins.)
(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.)
See Appendix A.3.2.3
J. Additional activities for
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
DLPs
in
Community Engagement,
Solidarity, and
Citizenship
Community Action
ELSON S. GARINGO
Division of Tarlac Province
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
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 involve ourselves with community
engagement? How will you do that? expressed as a social virtue? How must be a corresponding duty. action? How will you benefit from
G. Finding practical
How will you benefit from that? will you benefit from that? Moreover, the learners should be that?
applications of concepts
- 4 mins. - 4 mins. able to identify the obligations of a - 4 mins.
and skills in daily living
citizen in 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.
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
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?
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
San Miguel High School RYAN R. PECSON
Division of Pampanga
KAREN JOY C. BERROY
Sta. Perigrina High School ELSON S. GARINGO
Division of Tarlac Province
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 To what extent did the film students will construct a paper tower 1) What is the mood of the people in
just 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?
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
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?
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
DLPs
in
Community
Engagement, Solidarity,
and Citizenship
self others
1. Human rights
2. Social Justice
3. Empowerment and Advocacy
4. Participatory Development
5. Gender Equality
( 5 minutes)
(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
age group. One day, her father medical 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.
ANTONETTE T. MELEGRITO
Senior High School Teacher NATHANIEL G. LULU ANN LIZA R. LEPASANA
Division of Pampanga Head Teacher III, Regional Facilitator
JOANNE G. PINEDA School Division of City of San Jose Del Monte, Bulacan
Senior High School Teacher RYAN R. PECSON
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
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
MERCEDES CECILIA O. ELCA Division of City of San Jose, Bulacan
Division of Pampanga BETH B. MENDOZA
Division of Bataan
MARI ANNE M. TORRES
Division of Bataan NATHANIEL G. LULU
Division of Tarlac
GLENDA LUISA M. TOMANENG
Division of Bulacan
RYAN R. PECSON
Division of Pampanga
In the interrelationships/connections
of five core values, what do you think
is your part as a member of
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?
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
BETH B. MENDOZA
Division of Bataan
CAROLINE M. SOLOMON
Division of Nueva Ecija
DLPs
in
Community
Engagement, Solidarity,
and Citizenship
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
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
MAY N. CORDOVA
Division of Tarlac Province
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
MARIANNE M. TORRES
Division of Bataan
Community Profiling Needs Assessment Needs Assessment Working with a core group of
leaders/leadership
development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
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?
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,
Prepared by:
Checked by: Noted:
ELIZA T. ALTAR
Division of Bulacan ANN LIZA R. LEPASANA
RYAN R. PECSON
Division of Pampanga Head Teacher III, Regional Facilitator
ROSELLA B. BALINGIT
Division of Pampanga School Division of City of San Jose Del Monte, Bulacan
NATHANIEL G. LULU
JONNALYN V. BOGNOT
Division of Bulacan
Division of Pampanga
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
MARIANNE M. TORRES
Division of Bataan
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.
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
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
ELIZA T. ALTAR
RYAN R. PECSON ANN LIZA R. LEPASANA
Division of Bulacan
Division of Pampanga Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
ROSELLA B. BALINGIT
Division of Pampanga NATHANIEL G. LULU
Division of Pampanga
JONNALYN V. BOGNOT
Division of Bulacan BERNARD C. RAMOS
Division of Nueva Ecija
MAY N. CORDOVA
Division of Tarlac Province
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
MARIANNE M. TORRES
Division of Bataan
DLPs
in
Community
Engagement, Solidarity,
and Citizenship
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
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:
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
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
Prepared by:
Checked by: Noted:
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
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?
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
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
Prepared by:
Checked by: Noted:
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
IV. PROCEDURES
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.
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)
J. Additional activities for
Student revised the corrected report
application or remediation
V. REMARKS
VI. REFLECTION
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales