4A’s SEMI-DETAILED LESSON PLAN IN COMMUNITY ENGAGEMENT

SOLIDARITY AND CITIZENSHIP

DATE: April 04, 2022

CORE SUBJECT TITLE: Community Engagement, Solidarity, and Citizenship (CSC)

CONTENT: Core Values and Principles of Community-action Initiatives

CONTENT STANDARD:

The learners demonstrate an understanding of the integration of social science

perspective and community action initiatives.

PERFORMANCE STANDARD:

The learners shall be able to synthesize the integrative experience of

implementing community-action initiatives applying social sciences’ ideas and
methods.
LEARNING COMPETENCY:

Promote awareness of human rights in communities among the learners. (Code:

HUMSS_CSC12IIIh-j-13)

I. LEARNING OBJECTIVES:
At the end of 1 hour session, the students will have been able to:
1. Identify the core values of community action initiative of human rights.
2. Understand the core values of community action initiative of human rights.
3. Create a circular diagram that promotes awareness of human rights in
communities among the learners.
II. SUBJECT MATTER:
Topic: “Core Values and Principles of Community-action Initiatives: Human
Rights”
Time Frame: 1 hour and 20 Minutes

REFERENCES:
o Community Engagement, Solidarity and Citizenship Module
o www.youtube.com

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 MATERIALS:
o laptop
o PowerPoint Presentation
o LED TV
III. LEARNING PROCEDURES:

A. A. PRELIMINARIES:
1. Opening Prayer: To be led by the teacher
2. Greetings
3. Checking of Attendance: To be checked by the teacher
4. Setting up classroom standards (4Ps)
5. Releasing the results of Long Quiz
6. Recapitulation of the past lesson

B. MOTIVATIONAL ACTIVITY:
TASK: (Standing for Freedom) Video Presentation
 The students will watch a video of the activity of “Standing Up for Freedom”
 Then he/she will ask the following questions:
 “What did you notice in the video?”
 “How do you stand for your freedom?
 “How do you use your rights?
 ”Note that the activity presented is related to the lesson that will be discussed.
 Afterwards, the reading of today’s learning objectives follows.

C. PRESENTATION:

ACTIVITY

TASK: “What Does It Mean to Be Human?”

1. Write the words "HUMAN" and "RIGHTS" at the top of chart paper or a
blackboard. Below the word "human" draw a circle or the outline of a human
being.
 Ask participants to brainstorm what qualities define a human being and write
the words or symbols inside the outline. For example, "intelligence,"
"sympathy."

2. Next ask participants what they think is needed in order to protect, enhance, and
fully develop these qualities of a human being. List their answers outside the
circle, and ask participants to explain them. For example, "education,"
"friendship," "loving family."
3. What is Right? - Brainstorm for the many meanings "right" can have (e.g.,
"correct," "opposite of left," "just.") Consider common expressions like "We’re
within our rights" or "You have no right to say that." Record these different
meanings on the board. What is the meaning of "right" when we speak of a
human right?

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 4. In small groups or all together, brainstorm a definition for human rights and write
these possibilities on the board. Try to evolve a definition that everyone can
agree upon and write it on a chart sheet by itself.
5. Let the students present their definition of “Human Rights”.
ANALYSIS

TASK: “Points to Ponder”

 Do you think you are enjoying this “Human Rights”? Why? Why not?
 Should human rights address only what a human being needs to survive? Why or
why not?
NOTE:
 Ask for some volunteers to share their answers/ideas in each question.
 In the event that no one volunteers to recite, the “Number, Question Strategy”
shall be applied where the teacher picks a number that corresponds to a
particular student to recite.

ABSTRACTION

Core Values and Principles of Community-action Initiatives: Human Rights

HUMAN RIGHTS

 Human Rights states that the human being has universal natural rights, or

status, regardless of legal jurisdiction or other localizing, such as ethnicity,

nationality, and sex.
 Human Rights is defined as the supreme, inherent, and inalienable rights to life, to

dignity, and to self-development. It is talks about the issues in both areas of civil

and political rights and economic, social and cultural rights founded on
internationally accepted human rights obligations.

 Human rights refers to norms that aim to protect people from political, legal, and
social abuses according to the Stanford Encyclopedia of Philosophy.

 The United Nations (UN) defines human rights as universal and inalienable,

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ABORTION ISSUES

 An issue of abortion is that of mandatory notification and consent. Some believes

that a pregnant minor should not be allowed to abort her pregnancy without the
consent of a parent or guardian.
 Likewise, some believe that consent of the woman's husband or the child's
biological father should be required.

RIGHTS TO LIBERTY

 Discussed the right to be free, human right (law) - any basic right or freedom to
which all human beings are entitled and in whose exercise a government may not
interfere (including rights to life and liberty as well as freedom of thoughts.)

RIGHTS TO PROPERTY

 This right refer to the theoretical and legal ownership of specific property by
individuals and the ability to determine how such property is used.
 Example in economics, property rights form the basis for all market exchange, and
the allocation of property rights in a society affects the efficiency of resource use.

CLASSIFICATION OF HUMAN RIGHTS

CIVIL AND POLITICAL RIGHTS ECONOMIC, SOCIAL AND CULTURAL

RIGHTS
This are class of rights that protect It enables the individual to live a decent life
individuals’ freedom from infringement by and to fulfill his essential needs.
governments, social organization and It recognized and protected in
private individuals. They ensure one’s international and regional human rights
entitlement to participate in the civil and instruments. Member states have a legal
political life of society and the state without obligation to respect, protect and fulfil
discrimination or repression. economic, social and cultural rights and
Watch the downloaded video clipare expected
entitled, to take
“Persuasive "progressive
Writing: What is it?”action"
towards their fulfilment.
Civil Rights: Economic Rights: pertains to access to
It pertains to rights belonging to a person resources- such as land, labor, physical,
by reason of citizenship. and financial capital that are essential for
the creation, legal appropriation, and
market exchange of goods and services

 right to a name,  right to work,

 right to freedom from discrimination,  right to own property,
 right to equality before the law, Page 4 of 6 right to adequate standard of living,
 right to public trial, etc.
 right to marry,
 right to leave a country, etc.)
Political Rights:

Amnesty International

Core Values
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 Amnesty International forms a global community of human rights defenders based
on the principles of international solidarity, effective action for the individual victim,
global coverage, the universality and indivisibility of human rights, impartiality and
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APPLICATION

TASK: “Fill Me Up”

Explain the different principles of community action based from your understanding on
the topic. Be able to give example for each principle. You may use sentences of bullet
form phrases. State atleast five examples. (20pts)

Core Values and Principle

of Community Actions Understanding Example
Initiative

HUMAN RIGHTS

IV. ASSESSMENT:

TASK: Complete the diagram

 Create a circular diagram that can help promote awareness of human rights
in communities among the learners. Complete the diagram below. Ex. The
right to vote every election. (30pts)

Learners’
Human
Rights

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V. ASSIGNMENT:
 On a one whole yellow paper, write a poem regarding the issues with your
solutions on human rights which are still relevant until now. (50pts)

Originality 10

Understanding of the topic 15

Relevance 15

Organization 10

Total 50

* End of session

Prepared by:
JOSHUA LANDER S. CADAYONA

Observed and Rated by:

JANINE ANTACIO,
Teacher II

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