School Grade: SHS Grade 11

Daily Lesson Log Teacher Senior High School Teachers Learning Discipline and Ideas in Applied Social Sciences
Area:
Date June 5-8, 2017 Quarter: First Quarter

DAY 1 DAY 2 DAY 3 DAY 4

OBJECTIVES At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners … learners … learners … learners …

1. identify the meaning of 1. analyze the relationship 1. identify the differences among 1. understand the
Social Sciences and between Social Sciences the Applied Social Sciences interrelationship of
Applied Social Sciences and Applied Social Applied Social Sciences
Sciences
2. differentiate Social 2. cite the relationship of the
Sciences from Applied 2. determine the 2. articulated the differences different Applied Social
Social Sciences relationship between Social among the Applied Social Sciences
Science and Applied Social Sciences
3. demonstrate an Science 3. value the implications of
understanding of Social 3. appreciate the significance of Applied Social Sciences to
Science and Applied Social 3. value the connection of the Applied Social Sciences different concerns of the
Sciences Social Sciences and Applied society
Social Sciences
4. appreciate the essence of
Social Sciences and
Applied Social Science
A. Content Standard
Social Sciences and Applied Social Sciences

B. Performance
Standard Explain clearly perceptions about the work of Social Sciences and Applied Social Science practitioner

C. Learning The learners: The learners:

Competency Clarify the relationships between Social Sciences and Cite differences among Applied Social
Applied Social Sciences HUMSS_DIASS12-Ia-1 Sciences HUMSS_DIASS12-Ia-2
II. CONTENT
I. Course Introduction (Applied Social Sciences)
1.1. Definitions of Social Sciences
1.2. Definitions of Applied Social Sciences
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide CG pg. 1 CG pg. 1 CG pg. 1 CG pg. 1
Pages
2. Learner’s Materials n/a n/a n/a n/a
pages
3. Text book pages Discipline and Ideas inApplied Social Sciences
Authors: Dela Cruz A.R.; Fernandez C.; Melegrito M.L. Valdez Phoenix
Publishing House
Pages 1-3
4. Additional Materials Cartolina, Colored strips of Cartolina, Power point n/a puppets
from Learning paper,
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review: Recapitulation Review: Cite differences of Applied
lesson or presenting Review Social Sciences 1. What are the disciplines Social Sciences
the new lesson Discipline through: under Social Sciences? Explain the relationship between
Picture Drill: Identify disciplines Social Science and Applied Social
in social sciences through 2. What are related disciplines in Sciences
Applied Social Sciences? Time: 3 minutes
presented pictures Anthropology
Economics
Time: 3 minutes
Geography Time: 3 minutes
History
Linguistics
Political Science
Psychology
Sociology and Demography
Time: 3 minutes

B. Establishing a Word Map Activity: Relative to the learners output (first Uncovering: Arrange the jumbled letters
purpose for the lesson day activity), the facilitator further Arrange the letter to produce (EINRAPOASLT)
 The class will be divided gives ideas by providing concepts the following related key
into two groups. about disciplines under Social concepts: Use concept map to expound
 Each group will be given Sciences and Applied Social 1. Counseling the term.
a task to create word maps Sciences 2. Social work
by writing on color coded 3. Communication Time: 3 minutes
strips of paper to be posted Time: 5 minutes 4. Services
on 5. Practitioners
 the cartolina: Social 6. Arts
Science and Applied Social 7. Government
Sciences 8. Schools
 Assign a group 9. Community
representative 10. News
 Brief explanation will Time: 5 minutes
follow
Time: 10 minutes
C. Presenting Concept Map : The teacher will provide more “4 pics-1 word” “Puppet Show”
Examples/instances of Social Science and Applied examples of Applied Social The class will be divided into three
new lesson Social Sciences Sciences. The teacher provides instances of groups, the teacher will give the
Time: 5 minutes new lesson through a game “Can you different disciplines of applied
make a guess?” social sciences and each group will
The words to be guessed are: be assigned to make a simulation
S.S A.S counseling, social work and showcasing the differences of the
communication three Applied Social Sciences

Provide examples of Social Time: 5 minutes (The learners will be graded

Sciences and Applied Social according to the prepared rubrics)
Sciences. Time:20 minutes

Time: 10 minutes
D. Discussing new Discussion on the definition of The teacher facilitates the Comparing Concepts: After the presentation of puppet
concepts and Social Science and Applied Social discussion on the relationship of The teacher will compare show, the learners will give their
practicing new skills Sciences through power point Social Science and Applied Social concepts own evaluation, comments and
#1 presentation Science. suggestions on the
Provide an example performance of each group using
Time: 12 minutes (Psychology and Sociology) Time: rubrics.
13 minutes
Time: 3 minutes
How are they alike?
Time: 10 minutes
E. Discussing new Further discussion through T-
concepts and chart technique.
practicing new skills
#2 Cite differences through Social
sciences and Applied social
sciences
Further discussion on the
relationship of Social Science
and Applied Social Sciences
through Venn Diagram:
1. Psychology and
Counseling
2. Sociology and Social
Work Time: 10 minutes
3. Communication and
4. Linguistics
What is the difference between:
A. Counseling and Social
Work
B. Social Work and
Communication
C. Communication and
Counseling
The teacher provides cases/
situations for each group.
Group 1: Case 1
Group 2: Case 2
Guide questions:
Identify area of Applied Social
Sciences that could best handle it.
Explain your answer.
 Time: 10 minutes
F. Developing mastery Analysis on the relationship of
(Leads to Formative Social Sciences and Applied
Assessment) Social Sciences
1. Is there a relationship
between Social
Sciences and Applied
Social Sciences?
Time: 5 minutes
G. Finding Practical Reflection:
applications of Which discipline of Social Social Sciences be used in the applicable in proper use of media?
concepts and skills Sciences were you able to find
helpful in your current career?
Time : 5 minutes
H. Making Two learners will be asked to
generalizations and summarize the topic discussed
abstractions about the
lesson Time : 5 minutes Applied Social Sciences?
I. Evaluating Learning Matching Type:
Math column A, Disciplines in
Social Sciences with column B,
definitions if the disciplines
A B
Disciplines Definitions
J. Additional activities Homework: The facilitator will
for application or write the course requirement on
remediation the board entitles: “PORTFOLIO
of SOCIAL
SCIENTIST IN THE MAKING”
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners
Time: 14 minutes Time: 5 minutes
Analysis on the relationship of What are the implications of Applied Venn Diagram
Social Sciences and Applied Social Social Science in dealing with
Sciences different situations such as:
1. Bullying
1. Analyze the relationship 2. Child Development
between Social Sciences 3. Media Choose two Applied Social
and Applied Social Sciences Time: 10 minutes Sciences and cite relationship
Time: 5 minutes between the two.
Time: 5 minutes
How can the disciplines of Applied Which Applied Social Science is best Which among the Applied Social
Sciences would best deal with
development of the students? Why? concerns about life?
Time: 10 minutes Time: 7 minutes Time: 3 minutes
Reflection: What is the significance of different What is the relevance of knowing
Upon knowing, what is the Applied Social Sciences? Time: 5 the differences among Applied
importance of Social Sciences and minutes Social Sciences to different
concerns of society?
Time: 5 minutes Time: 3 minutes
In two simple sentences, the Cite differences among the three Formulate situations depicting
learners will describe the Applied Social Sciences. differences among applied social
relationship between Social Time: 5 minutes sciences.
Sciences and Applied Social Time: 5 minutes
Sciences.
Time: 5 minutes
Assignment: Homework: Assignment: (Short Bond
Which among the Social Sciences Is there a social worker in your Paper)
and Applied Social Sciences is community? Know his/her Cut and paste 3 photos of
the most interesting? (150 words perception about social work. situations related to
essay) Counseling.
Briefly describe each photo.
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?

Prepared:
Felinor G. Abellonoza – Senior High School Teacher II – Pampanga: Masantol High School Jacqueline Joy A.
Lising – Senior High School Teacher III – Olongapo: Mabayuan Senior High School Clark Vencci H. Pelayo -
Senior High School Teacher I – Pampanga: Pasig National High School

Checked and Reviewed:

LOVELLA G. PARAGAS, Ph.D

Principal I/Facilitator

Approved:

ENGELBERT B. AGUNDAY, Ph.D

EPS II - CLMD
 Grade Level
School TNHS/ MHS/ VANHS Grade 12
Section
GRADES 12 JANICE T. REYES, JOSEPH I. ANDAGAN,
DAILY LESSON LOG Teacher ANDIE RAFAEL E. QUIBALLO Learning Area HUMSS
Teaching Dates and Time Semester First Semester

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES At the end of the lesson, the students are expected to:
1. discuss the meaning, goals, scope, principles, and core values of counseling
2. demonstrate a high level of understanding of the basic disciplines of counseling through group presentation
3. value the importance of counseling
A. Content Standards Disciplines of Counseling
B. Performance Standards Demonstrate a high level of understanding of the basic concepts of counseling through a group presentation of a situation in which practitioners
of counseling work together to assist individuals, group, or communities involved in difficult situations (e.g., post
disaster, court hearing about separation of celebrity couple, cyber bullying).
C. Learning Competencies 1. Identify the goals and scope of 2. Demonstrate 3. Discuss the core values of
/ Objectives counseling. HUMSS_DIASS12-Ib-3 comprehension of the counseling. --Group Performance--
principles of counseling. HUMSS_DIASS12-Ib-5
HUMSS_DIASS12-Ib-4

II. CONTENT The disciplines of counseling: The disciplines of counseling: The disciplines of counseling:
1.1 Counseling 1.1Counseling (continuation) 1.1Counseling (continuation)
1.1.1 Definitions 1.1.4 Core Values 1.1.5 Principles --Group Performance--
1.1.2 Goals
1.1.3 Scope
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7
2. Learner’s Materials
pages
3. Textbook pages Dela Cruz, A. R. D., et.al., (2016). Disciplines and Ideas in the Applied Social Sciences. Phoenix Publishing House, Inc., pp. 19-34 Sampa, E.M.,
(2017) Disciplines and Ideas in the Social Sciences. Rex Book Store, Inc. pp. 11-18
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students to accomplish a Venn Fact or Bluff: Definitions, Call a student to enumerate the Ask a student to enumerate
lesson or presenting the Diagram differentiating the social Goals, and Scopes of different core values of the principles of counseling
new lesson sciences from the applied counseling. counseling.
social sciences. (5mins.) (4mins.)
What have you searched about
the principles of counseling?
(2mins.)

B. Establishing a “Student Feud” Game Ask the students to recite the “Prinsipyo Mo, Isulat Mo” Present the mechanics and
purpose for the lesson  Common problems among core values of the school. rubrics for the evaluation of the
senior high school students (2mins.) Instructions: group presentation.
 Common misconceptions 1. In a piece of paper, students
about counseling. will write their principle in
(5mins.) DepEd Core Values: life.
2. All papers will be collected
Common Common  Maka-Diyos and placed in a box.
problems Misconceptions  Makatao 3. Three papers will be picked
1. Relationship 1. A person  Makabayan from the box.
problems seeing a  Makakalikasan 4. Let the students read and
2. Family counselor has discuss their principle.
problems mental illness (10mins.)
3. Academic 2. Counseling
problems means giving
4. Financial advice
problems 3. Counseling is
5. Personal part of the
problems discipline
6. Etc. board
4. A counselor is
a problem
solver
5. Counseling is
brain washing
C. Presenting some Group Activity: “Kailangan Ko’y The teacher will present Processing question: Preparation for Group
examples and/or Ikaw” examples of core values from 1. What transpires you to have presentation (10mins.)
instances of the new different organizations (e.g., these principles?
lesson Make a concept map showing the other government agencies, 2. How do these principles
persons they turn to in times of troubles business affect your life as a student?
and uncertainties and present it to the institutions, etc.) (8mins.)
class (7mins.) Example:
Examples:

Chowking
 Appreciate other
people’s interest beyond
YOU
work

Cebu Institute of Technology

University:
 S-pirit of altruism
Processing Question:  P-assion for excellence
 I-ntegrity
1. What do you and the person to  R-esponsibility
whom you go to do in trying to
 I-nnovativeness
solve your problem?
 T-eamwork
 T-enacity

Guide Question:

Why is there a need for an

organization to establish its
core values? (7mins.)
D. Discussing new Concept mapping: (10mins.) Interactive Discussion: Ask the Discuss the Principles of Presentation of Group 1
concepts and practicing students the following; Counseling through a power- (10mins)
new skills #1  What is counseling? (10mins.) point presentation. (10mins)

What core values should a Principles of Counseling:

Counseling
counselor possess?
1. Reassurance
Expected Answers: 2. Release of emotional
1. Respect for human tension
  How does counseling help dignity 3. Clarified thinking
individuals, groups, or 2. Partnership 4. Reorientation
communities? 3. Autonomy 5. Listening skills
4. Responsible caring 6. Respect
 What are the Goals of 5. Personal integrity 7. Empathy & positive regard
Counseling? 6. Social justice 8. Clarification, confrontation,
and interpretation.
Gibson and Mitchell (2003); Elaborative Learning: 9. Transference and
countertransference
Generic Goals: 1. Do you think these
1. Development counselors’ core values are
2. Preventive important? Expound your
3. Enhancement answer.
4. Remedial
Human Dimensional Goals:
5. Exploratory
6. Reinforcement
7. Cognitive
8. Physiological
9. Psychological
E. Discussing new Discuss the scope of counseling as a Think, Pair, and Share/ Ask the students to answer the Presentation of Group 2
concepts and practicing helping profession. (5mins.) Square: (15mins.) following: (10mins)
new skills #2
The scope of counseling covers Guide Question:
 1. Which among the counseling
personal, social, cognitive, principles do you agree
behavioral, psychological, 1. Why do you think that the most? Why?
emotional, spiritual, occupational counselors should 2. Do you think that all these
and even health aspect of an adhere and dwell to a set of principles are necessary in
individual. However, it does not deal counseling core values? counseling? Why or why
with the clinical cases such Explain. not?
as mental illness.
F. Developing mastery Situational Analysis: (5mins.) Show a Graphic Organizer and Video showing about Presentation of Group 3
(Leads to Formative let the students indicate the counseling. (5mins.) (10mins)
Assessment 3) Present different situations, and ask the different core values of
students to identify if counseling is counseling. (7mins.) http://youtu.be/46WFCo_vHao
applicable in each situation:

1. Cases of students suffering from

 physical violence as a result of Processing Question:
bullying in school
2. Cases of students’ absenteeism 1. What principles of counseling
3. Choosing a career track in SHS did the counselor exhibit in
4. Students suicidal attempts in school the video clip?
5. Cases of students with clinical
depression and self-mutilation
behavior.

G. Finding practical Role-Playing (Dyad): Essay: Present the activity: (15mins)

applications of concepts
and skills in daily living
If you have a friend who’s thinking of
dropping or cutting classes from your
class, how will you help him/her using
the different concepts of counseling?
(10mins.)
Why should counselors imbibe “Be My Counselor”
the core values of counseling?
(7mins.) Note: The teacher will only
choose through draw lots 3
pairs to present in the class.

Instructions:
1. Through a role-playing
(dyad), demonstrate how the
counseling principles can be
exhibited in a counseling
session.
2. Pair up with a classmate.
Assign which of you will act
as a counselor and a
counselee.
3. In five minutes, the
counselee thinks of a life
issue to bring up with the
counselor and the counselor
applies the principles of
counseling.
4. Start the role-play.
5. After five minutes, reverse
roles.
H. Making / Asking Call a student to summarize the topic. Give the core values of Ask: Give feedbacks to each
generalizations and (3mins.) counseling and the 1. What are the principles of group presentation.
abstractions about the importance of these to the field counseling?
lesson Expected answer: and its members. (5mins.) 2. How these principles help to
achieve effective counseling?
Counseling is a professional relationship Expected Answer: (5mins.)
that empowers diverse individuals, 1. Respect for human
families, and groups to accomplish dignity Expected Answer:
mental health, wellness, education, and 1. Partnership 1. Reassurance
career goals. The primary goal of 2. Autonomy 2. Release of emotional
counseling is to help people utilize their 3. Responsible caring tension
prevailing social skills and problem 4. Personal integrity 3. Clarified thinking
solving skills more functionally, or to 5. Social justice 4. Reorientation
cultivate new surviving and coping 5. Listening skills
skills. 6. Respect
7. Empathy and positive
regard
8. Clarification, confrontation,
and interpretation.
9. Transference and
countertransference
I. Evaluating learning Short Quiz about the topic True or False type of quiz. Assignment/ Journal Writing: The students will be graded
discussed. (5mins.) Justify your answers using Write an essay elucidating how according to the rubric.
what you learned in the lesson. the principles of counseling can
1. Define counseling in two to three (1 mins.) be applied to daily dealings.
sentences.
2. Give at least five goals of 1. Counselors act with care
counseling. and respect for individual
3. Give at least five scope of and cultural differences.
counseling. 2. Counselors can harm their
clients provided with valid
and legal reasons.
3. Counselors can divulge
information regarding their
clients.
4. Counselors can make-up
stories to protect the
interest of his or her
profession.
 5. Counselors practice within
the scope of their
competence.
J. Additional activities for Prepare a group demonstration of a Advance Reading: (Look for Prepare for group
application or remediation situation in which practitioners of different sources, i.e., books, presentations.
counseling work together to assist internet, etc.) about the
individuals, groups, or communities Principles of Counseling.
involved in difficult situations which
will be presented at the end of the week.

The class will be grouped into three to

perform the following cases: (Time
allotment: 10 mins.)

Group 1: post-disaster
Group 2: separation of parents
Group 3: cyber bullying

Rubrics will be presented to the

class. (5mins.)

V. REMARKS

VI. 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?

Prepared by: Checked and Reviewed by: Approved by:

Ms. JANICE T. REYES, LPT DR. LOVELLA G. PARAGAS DR. ENGELBERT B. AGUNDAY
SHS T-II, Division of Tarlac Province Facilitator/Trainor-Group C-SHS-HUMSS EPS – CLMD

Mr. JOSEPH I. ANDAGAN, LPT

SHS T-III, Division of Bulacan

Mr. ANDIE RAFAEL E. QUIBALLO, MAEd., RPm., LPT

SHS T-III, Division of Tarlac Province
 Grades 1 to 12 School Division of Bulacan Grade Level 12
DAILY LESSON Teacher Annie S. Rafols, Ph.D, RGC Learning Area Discipline and Ideas in Applied Social
LOG Faith Ann D. Farne Sciences
Teaching Dates and Time Week 3 Quarter I

Day 1 Day 2 Day 3 Day 4

At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
I. OBJECTIVES learners are expected to… learners are expected to… learners are expected to… learners are expected to…
1. identify the specific
1. recognize the roles work areas where 1. identify career 1. identify the rights,
and functions of counselors work. opportunities for responsibilities, and
counselors. 2. show the work settings counselors. accountabilities of
2. recite the roles and of counselors. 2. describe the work- counselors.
functions of 3. explore the related opportunities 2. distinguish between ethical
counselors. importance of the for counselors under and unethical behavior of
3. appreciate the unique different areas of different settings. counselors.
roles and functions of specialization where 3. value the importance of 3. value the rights,
counselors by counselors work. the different career responsibilities, and
answering the WH opportunities intended accountabilities of
questions and using the for counselors. counselors.
graphic organizer

A. Content Standards Professionals and Practitioners in Counseling

B. Performance Undertake participant observation (e.g., a day in a life of a counselor) to adequately document and critique their roles, functions, and
Standards competencies.

C. Learning 1. Show understanding of the roles 2. Identify specific 3. Identify career 4. Value rights,
Competencies/ and functions of counselors. areas in which opportunities for responsibilities, and
Objectives counselors work. counselors. accountabilities.
Write the LC code HUMSS_DIASS12-Ic-6
for each HUMSS_DIASS12-Ic-7 HUMSS_DIASS12-Ic-8 HUMSS_DIASS12-Ic-9

1. Roles, functions, and
II. CONTENT competencies of counselors.
2. Areas of specialization
where counselors work.
3. Career opportunities of
counselors.
5. Distinguish between ethical
and un ethical behaviors among
counselors. HUMSS_DIASS12-
Ic-10 .
.
4. Rights, responsibilities,
accountabilities, and code of
ethics.

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Dela Cruz et. al. Discipline and Dela Cruz et. al. Discipline Dela Cruz et. al. Discipline and Dela Cruz et. al. Discipline and
Ideas in Applied Social Sciences and Ideas in Applied Social Ideas in Applied Social Sciences Ideas in Applied Social Sciences
Book. 2016.pp. 35-38 Sciences Book 2016.pp. Book 2016.pp. 39-40 Book 2016.pp. 41-45
38-39
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning https://www.youtube.com/watch?v=8w https://www.google.com.ph/sear Magna Carta for Guidance
Resources ASNE6UebM ch?q=roles+and+functions+of+c Counselor
https://www.google.com.ph/searc h? ounselor&source=lnms&tbm=isc
q=roles+and+functions+of+cou h&sa=X&ved=0ahUKEwjNuMiP
nselor&source=lnms&tbm=isch&s qPbTAhXEyrwKHZI4AikQ_AUIB
a=X&ved=0ahUKEwjNuMiPqPbT igB&biw=1366&bih=651#tbm=is
AhXEyrwKHZI4AikQ_AUIBigB&b ch&q=different+career+opportun
i w=1366&bih=651#spf=14950030 ities+of+counselor&spf=149500
35079 3035080
 Instructional materials:
1. Power point presentation
2. Visual aids
Instructional materials:
1.Power point presentation
2.Visual aids
Instructional materials:
1. Power point presentation
2. Visual aids
3. Comic strip
4. Magazines and other journals
Instructional materials:
1.Power point presentation
2.Visual aids

IV. PROCEDURES

A. Reviewing previous (3 minutes) (5 minutes) (5 minutes) (5 minutes)

lesson or presenting Picture analysis:
the new lesson Processing questions:
1. What are the roles and
functions of counselors in
relation to their level of
competencies?
2. How does a counselor
perform his/her roles and
functions?
Guessing game: Dora the Drill: Oral recitation Ask: What is the significance
Explorer. of Code of Ethics in a
Instructions: At least 5 students will be asked to profession?
1. Student will be asked name some of the career
to look and explore opportunities intended for Ask: What are the examples of
their imaginary counselors. ethical and unethical behaviour
backpack full of the of a professional counselor?
roles and functions of
counselors;
2. He/she will place
one role and
function in the
graphic organizer
divided into three
columns
representing three
settings where
counselors work.
3. Using a gray board
the students will
write in one word or
two their unique
experience in doing
the activity.
 Graphic Organizer
Industrial School Clinical
1 1 1
2 2 2
3 3 3
B. Establishing a (7 minutes) (5 minutes) (5 minutes) (10 minutes)
purpose for the Video presentation about the Puzzle Game Picture Analysis: Count Me in, Count Me Out:
lesson different roles of school Will I Give My Job or Not?
counselor:

Do the following in your Journals: Instructions: Processing Information: Instructions:

1. What part of the video clip
becomes appealing to you?
2. Identify some of the roles and
functions of counselors
shown in the video.
3. Why do you think
counselors must do their
roles and functions based on
level of competencies?
1. The students will be 1. Describe the different
given four pieces of
papers to write some
roles and functions
under specific work 2.
setting they remember
from the previous
activity,
2. The students will
work in dyad using
the four pieces of
paper. 3. Which among the pictures
3. The pieces of paper
will be broken down
into different small
parts if needed to
represent the most
ideal roles and
functions of
counselors for them.
4. Each partner will try
to reconnect the
pieces of paper as
clue to identify the
ideal role and
functions of their
partner for a
career opportunities for
counselors.
Ask the students: Using the
pictures, identify the career
opportunities for
counselors ( (the students
will be asked to answer per
group of A for boys and B for
girls)
shown you think best
represent the type of
counselor you like? (ask at
least two volunteer students)
1. The class will be
divided into two. The
first group will choose,
“quit the job.” The
second group will
choose “stay on the
job.”
2. Using the given
situations answer the
following questions in a
form of debate: Why?
Which is more ethical?
Why is it more ethical?
Situations:
3. In the area of counselling
relationships of Code of
Ethics, it states that,
“Counselors should not
have any serious
relationship with clients
and do not counsel person
with whom they
have intimate
relationship.

C. Presenting (10 minutes)
examples/instances of 1. Present and discuss the
the new lesson different roles and
functions of counselors
base on competencies
(power point presentation)
2. Ask: What are the different
roles and functions of
counselors? How does
counselor manage to do his/
her unique roles which
correspond to his/ her specific
function? If you are a
counselor, what level of
competency do you think
would best suit the kind of
counselor who works for
helping adolescent to cope
with problem behaviour?
counselor.
(5 minutes) 10 (minutes)
1. Present and discuss 1. Present and discuss the
the specific work career opportunities for
areas where counselor counselors under the
work. (power point following work areas:
presentation) 1.1 the school setting
a. school counselor
2. Ask: which of the b. guidance counselor
areas of specialization c. teacher-counselor
you think counselors d. consultant
can be more effective? 1.2 the clinical setting
Why do you say so, a. clinical counselor
explain your answer b. counseling
base on your own therapist
personal life- c. consultant
experience. d. behavioral
counselor
1.3 the industrial setting
a. human resource
officer
Counselor should not also
engage in any form of
intimacies with former
client within a minimum
of two years.”
4. If you are a counselor and
you have fallen in love
with your client and your
client also fallen in love
with you. Since, it is
unethical to pursue on the
relationship; you have to
quit your job. Your job is
also important to you.
Now, what will be your
decision?
(5 minutes)
1. Present the different
Code of Ethics in the
counselling profession
in terms of the seven
section of Code of
Ethics of Counselor
(Gladding, 2000)
2. Ask: What are the rights,
responsibilities, and
accountabilities of a
practicing counselor?
 Give examples. b. trainer
c. Industrial
counselor
d. Industrial
consultant
e. counselor
rehabilitation
center
1.4 others
.
2. Ask: which among the
presented career
opportunities for
counselors do you think
will be easy for them to
do? Why do you say so?
Cite some practical
examples?

D. Discussing new (5 minutes) (10 minutes) (5 minutes) Fact (10 minutes)

concepts and Discussion on the roles and Integrative Game: Charade
practicing new skills functions of counselor by answering Instructions:
#1 the WH question using the graphic 1. The class will be
organizer. divided into five
groups.
1. Roles and functions of 2. For every group- each
counselors. member will be asked
to role play any role
WHO and function of a
WHEN WHAT
counselor in specific
work area.
Counselor
HOW WHERE Processing Questions:
WHY
1. If given a chance,
which specific work
areas would you like
to work? Why?
2. How do you find the
or Bluff:
Instructions:
1. The students will answer in
chorus the given questions
using “Fact” as True and
“Bluff” as False.
Will I Report My Client or Not?
1. In the area of
confidentiality of the Code
of Ethics, there is a portion
on client’s right to privacy.
What if the counselor, in
his/her conversation with
the client, found out that
the client accidentally
killed a person, will you
report the client to police
or not? Explain your
answer.
2. Get volunteers. The first
two will get the position
of disclosing the

E. Discussing new (5 minutes)
concepts and Deepening of discussion on roles
practicing new skills and functions of counselors base on
#2 their competencies.
Group activity
Instructions:
1. The class will be divided
into five groups.
2. Each group will role play
any of the following:
2.1 Group 1 – Bullying
2.2 Group 2 – Teenager’s
Suicide
2.3 Group 3 – Compulsive
gambler
2.4 Group 4 – Battered wife
2.5 Group 5 – Poor academic
performance
work of counselors
under different areas
of specializations?
(5 minutes) (10 minutes)
Further discussion Deepening of discussion
1. Present and discuss
the different roles and
functions of
counselors under
given specific work
areas (power point
presentation).
2. Ask: What are the
roles and functions of
counselors under
various areas of
specialization.
3. Group Activity: each
student will discuss to
his/her group
members his/her own
list of the roles and
functions of
counselor base on
areas of
specialization.
information to the right
authorities. The other two
will take the position of
not disclosing the
information to the
authorities. What is your
position? Why?
3. Share your answer
through the debate.
4. Will I report? Or will I not
report?
(5 minutes)
Ask: Based on the debate,
1. Describe the different how did you come up with
work opportunities for your opinion?
counselors (use visual
aids, journals, etc.)
2. Ask: What are some of
the career opportunities
for counselors under
different work areas?
Give some examples.
3. Group Activity:
Jigsaw Puzzle
Instruction:
3.1 The students will
assemble the cut
pictures; and
3.2 The students will
determine the
specific career
opportunities
under specialized
work areas per
work setting.
F. Developing mastery (10 minutes) Oral (5 minutes) (5 minutes) (5 minutes)
(leads to Formative discussion: Focus Group Discussion Formative assessment: Info-Test (1-10)
Assessment ) Instructions: (FGD): What are the specific Grade as you Go: Instruction:
1. The students will be asked to work areas of counselors? Instructions: In a 1/4 sheet of paper
recite the roles and functions Which among the work areas 1. The class will be called distinguish the situation if
of counselors of counselors do you think is according to their number it is ethical or unethical
2. For every 1 function and role important to help you in class record using the behaviour of a
to be recited by the student it discover more about BINGO. professional counselors.
will correspond to a point yourself? 2. The student will be asked
following the intended on career opportunities for
rubrics. Written Activity: Reflection counselors (Nystul, 2003).
Instructions:
Roles & Points 1. The students will
Functions make a short (5 to 10
5 5 sentences) reflection
4 4 papers on the
3 3 following:
2 2 1.1 my most
1 1 significant
learning about
the topic
1.2 if given a chance
to be a counselor,
what type of
counselor would
you like to be?
Why?
2. The reflection papers
will be graded using
rubrics following
specific criteria.
G. Finding practical (5 minutes)
applications of Ask: If you were to give opinion
concepts and skills about the important roles and
in daily living functions of counselors, what
would it be?
H. Making (5 minutes)
generalizations and Present a short video clips
abstractions about depicting the everyday roles and
the lesson functions of counselors.
Guide Questions:
1. Ask: How do you see the
importance of the roles and
functions of counselor? Do
you think that counselors
have unique roles and
functions than other
professionals? Why do you
say so?
(3 minutes) (5 minutes)
Ask: How do you think a Ask: If you will be given a chance
school counselor may help to be a counselor today, what
you resolve some of your career opportunities will you like
personal issues and to get and be hired?
concerns? Give your reasons (at least two to
three reasons)
(5 minutes) (5 minutes)
Self- Evaluation Instruction:
Two students will be asked to
summarize the topic discussed
Instructions: Guide questions:
1. The students will 1. What are different career
write in their journal opportunities for
their most significant counselors?
learning about the 2. Describe the work-related
topic discussed. opportunities available for
2. The students will counselors under different
evaluate the learning settings.
they have from the
topic discussed where Expected generalization: There
“5” as the highest “1” are different types of career
as the lowest ( 5 – opportunities available
outstanding to 1 – for counselors, such as career in
poor or no learning at school setting, working as
all) Guidance Counselor (K-12 or
Tertiary), teacher-guidance, etc, for
industrial setting (counselors for
rehabilitation centers and others), as
trainer, screening officer, HR, etc.,
for clinical setting, they can work
as clinical
counselors, therapists and the
like.
(5 minutes)
Reflection
Ask: If given a chance to work
as a counselor, do you think it
will be easy for you to follow
and distinguish between the
ethical and unethical behaviors
of a counselor?
Instruction:
Two students will be asked to
summarize the topic discussed
Guide question:
1. What is the significance of
Code of Ethics in counselling
profession?
Expected generalization:
The counselors’ primary
responsibility is to respect the
dignity and to promote the
welfare of clients. They are also
expected to encourage client’s
growth.
I. Evaluating learning (7 minutes)
1. Give at least 4 to 5 roles and
functions of counselors
2. Name at least some of the
activities conducted by
counselors in your place
base on their unique roles
and functions?
J. Additional activities for (3 minutes)
application or Additional Activity:
remediation The students will interview a
counselor working in different
settings (Clinical, Industrial, and
School settings).
Guide Questions:
1. How do you find yourself
working as a Counselor?
2. Why do you choose to work
as a Guidance, or Industrial or
Clinical Counselor?
3. What do you love most
about your roles and
functions as Counselor?
4. What do you think are your
competencies unique to other
professions?
(5 minutes) Topic
Evaluation:
Quiz No. 1
(1-10 items)
Instruction:
In a 1/4 sheet of paper, ask
the students to identity which
specific work areas
counselors are usually
employed (Clinical, Industrial
and School settings).
1. Make an inventory of
students” behavior profile.
2. Interview and do the
criteria for the screening of
applicants.
3. Provide a diagnosis of a
person with personality
problem. Etc.
(2 minutes)
Assignment:
Instruction: Do the
following
1. research on the
different career
opportunities for
counselors.
2. In your journal list
down at least 5 to
10 career
opportunities for
counselors.
3. Attach some pictures
of work place of
counselors.
(5 minutes)
Written activity: Essay test
Instructions:
1. Students will be given set
of pictures depicting the
career opportunities for
counselors.
2. Each student will say
something about the
picture on how he/she
can relate to it.
3. Students will write a short
narrative about the reason
why they choose the picture
and how they find it
important on the basis of
the career opportunities
only counselors can do.
(2 minutes)
Assignment:
Instruction: Make an advanced
reading and follow the guide
questions:
1. search on the code of
ethics for counselors
2. review the code of ethics
for counselors.
Reference: Magna Carta for Licensed
Guidance Counselor book or any
search engines.
(10 minutes)
Quiz No. 2
In a ½ crosswise sheet of paper,
explain the rights,
responsibilities, and
accountabilities of counselors.
(refer to the given rubrics)
(5 minutes)
Additional Activity:
The students will interview a
registered guidance counselor
and ask the following questions:
1. What is the grimmest
experience he/she
encountered to his/her
client?
2. How did you handle the
situation?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
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?

Prepared by: Checked and Reviewed by: Noted by:

ANNIE S. RAFOLS, Ph,D., RGC DR. LOVELLA R. PARAGAS DR. ENGELBERT B. AGUNDAY
FAITH ANN D. FARNE Trainer/Facilitator SHS HUMSS EPS II, CLMD
Division of Bulacan
 DAILY School Grade Level Grade 12
LESSON Teacher 1st & 2nd Day Learning Area Disciplines and Ideas in the Applied Social Sciences
PLAN Marnie Rose P. Bulahan
Allan Dave M. Cortez
Dorothy Joy N. Breganio

3rd Day
Erlinda C. Cortez
Neptune A. Solar

4th Day
Jacqueline Joy A. Lising
Felinor G. Abellanoza
Clark Vencci H. Pelayo
Teaching Dates Quarter First Quarter
and Time June 19-22, 2017

1stDay 2ndDay 3rdDay 4th Day

I. OBJECTIVES 1. Identify the different types and needs of clientele and At the end of the lesson, the learners At the end of the lesson, the learners
audience of counseling. will be able to: will be able to:
2. Articulate the characteristics and needs of the 1. Identify the settings where 1. Identify the different processes
different types of clientele and audiences for counselors are found. and methods in counselling.
counseling. 2. Demonstrate the role of 2. Illustrate the different processes
3. To value the participation of the learners in counselors in different setting. and methods of counselling.
conducting the research survey. 3. Appreciate the services of the 3. Appreciate the awareness of
counselors render in different different methods and processes.
setting.
A. Content Standard Clientele and Audiences in Counseling Settings, Processes, Methods and Tools in Counselling
.
B. Performance The learners should be able to: The learners should be able to:
Standard  Use acceptable research protocols, conduct a survey  Use the results of the survey conducted, critically evaluate whether the needs
among young adults (i.e., ages 18-21) on their of the respondents are addressed by the practitioners and pertinent
counseling needs. institutions.
 Present results and recommendation for class  Propose suggestions on how needs can be effectively addressed.
discussion

1
C. Learning Describe the clientele and audience of counseling. The learners identify the settings in The learners:
Competency/ (HUMSS_DIASS 12-Id-11) which counselors are found Illustrate the different processes and
Objectives HUMSS_DIASS 12-Id-12; methods involved in undertaking
Write the LC code HUMSS_DIASS 12-Id-13 counselling [HUMSS_DIASS12-Id-14]
for each. Distinguish the needs of individuals,
groups, organizations and communities.
[HUMSS_DIASS12-Id-15]
II. CONTENT Clientele and Audiences in Counseling Settings, Processes, Methods and Tools in Counseling
LEARNING
RESOURCES
A. References
1.Teacher’s Curriculum Guide- Humanities and Social Sciences page 2 of 7
Guide pages
2. Learner’s
Materials pages
3. Textbook pages Dela Cruz, et.al “Discipline and Ideas in Applied Social Sciences”, Phoenix Publishing House Inc., 2016, pp 47-50.
Cleofe, et.al “DIWA Senior High School Series: Discipline and Ideas in Applied Social Sciences”, Diwa Learning System Inc., 2016, pp 41-43

Books: Cleofe, M., Liquigan, B., Madrigal, C.; DIWA Senior High School Series: Discipline and Ideas in Applied Social Sciences Module [Diwa
Learning Systems Inc. pages 37-38, 2016 ; UCSP, Diwa Senior High school Series pp. 48-52
4. Additional
Materials from
Learning
Resource(LR)po
rtal
B. Other Learning Others: Laptop, projector, Box/ Bowl, Meta Cards, Appendices; Job Roles For COUNSELOR– Counseling,School,Apprenticeship,Private
Resource organization,Psychology https://www.counseling.org/PublicPolicy/WhoAreLPCs.pdf
II. PROCEDURES
A. Reviewing previous What are the roles and Enumerate and briefly Review of the previous lesson: Review of the previous lesson:
lesson or presenting functions of a counselor? describe the 3 types of A student will give a recap from the Q: What are the different settings where
the new lesson Identify the work areas and clientele and audience in previous lesson by sharing his/her counsellors may be found?
career opportunities. counseling. experience in conducting a survey (3 Time: 3 minutes
Enumerate the Code of (5 minutes) minutes)
Conduct in Counseling.
(5 minutes)
B. Establishing a Activity: “Hugot-in Mo Ako.” Describe your experiences in Activity: “Kilala mo ba Ako?” Sharing:
purpose for the The teacher will ask the following: Picture Analysis Share with the class your first and

2
lesson students to pick a piece of
paper in the box containing
“hugot lines”. These hugot
lines represent problems
encountered by people under
the following categories: 1.
Individuals 2. Groups and
Organizations
3. Community.
(5 minutes)
Instructions:
1. There should be 5
volunteers for the
said activity.
2. Students will pick a
piece of paper
containing hugot lines.
These hugot lines
represent concerns of
different groups of
individuals.
3. The volunteer will
read it aloud and the
rest of the class will
guess who they think
is being represented
the hugot line.
4. All correct answer
will be written on the
space provided.
Sample Hugot Lines:
1. “Hithit ka nang hithit,
baka ikay magipit”
2. “Papunta ka pa lang,
pabalik na ako.”
3. “Laklak ka ng laklak
baka ikaw ay
1. While you were Instructions: second encounter with a school
looking for your 1. The teacher will present a picture of counsellor.
respondents the school guidance counsellor and ask Time: 5 minutes
2. While you were the student the following questions:
gathering data from a. what his/her name.
your respondents b. what he/she do at the school.
3. While you were c. what is the role of the guidance
interpreting your counselor?
data
2. The teachers will present pictures and
will ask what the pictures have to do
with a counselor
 (a picture of an ear) it involves
"listening."
 (a picture of a closed mouth)
“they don't tell your secrets,
and you talk about your
problems to them."
 (a picture of friends) "they help
when you have problems with
friends”
 (a picture of people "meeting)
"they might meet with your
parents, they might meet with
teachers, and they might talk to
the principal."
(8 minutes)
3
 lumagapak.”
4. “Hindi ako sa palagay
na isang bagay,
lalong hindi rin ako
isang hayop, ako ay
tao.”
5. “Hindi ako ‘Na ano
lang’”
(5 minutes)
C. Presenting Recall an instance/s or
examples/Instances of experience/s wherein you were
the new lesson able to help somebody who
has personal troubles and
difficulties. Describe what you
did in order to be of help to
that person.
Specifically:
a.)How did you help
him/her?
b.)What made you realize
that he/she really needs
your help?
(5 minutes)
The teacher will ask the
students to present the result
of the data gathering activity
from the structured questions
through power point
presentation or visual aids.(2
minutes)
Activity: “Saan mo Unlocking:
ako Mahahanap?” What do we mean when we say: Process
Group Activity and Sharing and Method?
Instructions: Graphic Organizer:
1. The learners will be divided into 4 Through a concept map, present your ideas
groups. Each member will be given a regarding the processes and methods of
5x8 inch card counselling.
2. Learners will print their name on the Time: 7 minute
center of the card. Directly under their
name they will write the quality that Counselling
they most value in people.
3. Write the following on the sides of
leaner’s index card.
 Upper left- the place where
you spent your happiest Methods Processes
summer vacation
 Lower left- the person who
taught you important beliefs in
your life
 Lower right- the year when
you had a big trip
 Upper right- three things you
do well
4. After the group
Processing questions:
1. What have you learned about the
activity?
2. Why do think is it important for the
members of the community to have
4

D. Discussing new The teacher will discuss the
concepts and characteristics and types of
practicing new skills clientele and audiences in
#1 counseling according to
Cleofe, et.al (2016):
1. Individuals
2. Group/ Organizations
3. Community
E. Discussing new The teacher will present and
concepts and identify the different types of
practicing new skills special counseling
#2 population according to
(Gibson and Mitchell, 2003).
The teacher will give
instructions on how the
students will present their
researches.
The rubrics will be discussed
in order for the students to
know how their presentation
will be graded.
(5 minutes)
The students will present
and provide a descriptive
discussion of their survey
results.
(5 minutes)
an opportunity to share information
about themselves?
3. Why is it necessary for you to
understand the members of the
class?
(8 minutes)
Interactive Class InteractiveDiscussion with
Discussion Different PowerPoint Presentation:
Settings Where counsellors Processes in Counselling
are found 1. Relationship Building
a. Government setting 2. Assessment and Diagnosis
b. Private Sector 3. Goal Setting
c. Civil Society 4. Intervention and Problem-Solving
d. Schools setting 5. Termination and Follow-up
e. Community setting 6. Evaluation
Methods in Counselling
“SELF-ASSESSMENT TOOL” 1. Psychodynamic Approach
From the Survey(hypothetical result) 2. Experiential Approach
How can your guidance counselor help 3. Cognitive-BehaviouralApproach
you? 4. Eclectic Approach
Academic 10 Time: 15 minutes
Love Life 12
Choosing my Career 15
Relationship 25
Spiritual Growth 7
Work 10
Finances 5
Relationship with my self 30
Guide question:
Identify suitable counseling setting that
will address the needs of the
respondents
( 15 minutes)
Processing of Needs Assessment.
Present the results of the survey
given in the previous session.
1. Enumerate the needs of
individuals, groups,
5
6
 1. People Who Abuse 2. Give suggestions on how the
Drugs identified needs can be effectively
2. People Who use addressed.
Tobacco “SELF-ASSESSMENT TOOL”
3. People Who Abuse From the Survey(hypothetical result) How
Alcohol can your guidance counselor help you?
4. Women
5. Older Adults
6. People with AIDS Academic 10
7. Victims of Abuse Love Life 12
8. Gay Men and Choosing my Career 15
Lesbian Women Relationship 25
(10 minutes) Spiritual Growth 7
Work 10
Finances 5
Relationship with my self 30
Guide question:
Identify suitable counselling methods that
will address the needs of the respondents
Time: 15 minutes

F. Developing mastery Who are the individuals and
(leads to Formative groups who needs counseling?
Assessment 3) What are their needs and
demands?
(10 minutes)
From among the survey
questions, are there any
additional question/s that you
can suggest that needs to be
included in order to address
the issues at hand.
(5 minutes)
Activity: “Saan Ba Ito Activity: Sort and Decide
Patutungo?”Group Work Instruction: On colored strips of paper, write known
Learners will work in group and processes and methods. Sort these strips of
identify which setting is described paper on the posted chart.
1. Counselors working on this setting Time: 5 minutes
focus on the client’s academic and Processes Methods
personal needs.
2. Preventive activities such a drug
awareness, career information, and sex
education are provided in this setting to
provide clients with greater
understanding on certain issues.
3. Guidance counselors working in this
setting work in partnership with

7

G. Finding practical PRACTICAL RESEARCH
application of ACTIVITY
concepts and skills Instructions:
in daily living 1. The teacher will provide a
Needs Assessment Tool. This
assessment tool will be used
by the students to address the
needs and concerns of the
following respondents:
A. Grade 10 students
B. Grade 11 students
C. Grade 12 students
D. Teaching Personnel
E. Non- teaching
Personnel
2. After the data gathering
activity the students will
consolidate/ tally the results
of the survey.
3. From the result of the
survey, the students will
come up with conclusions
and recommendations on
the prevalent counseling
PERFORMANCE WORK:
ORAL PRESENTATION
The teacher will ask the
students to present the result
of the data gathering activity
through power point
presentation or visual aids.
Based from the result
presented, the teacher will ask
the following questions.
1. What are the most
prevalent concerns
that you have
gathered?
2. What are the top 3
programs needed by
the respondents?
3. What do you think are
the reasons why the
respondents checked
those item/s?
4. As a student, what
program/s can you
social workers to promote psychological
well-being of clients.
4. Working in this setting allows the
guidance counselors to work in a part-
time or full-time basis.
5. In this setting, counselor work in
parishes or churches to provide services
to various groups, such as those with
moral or spirituals issues and concerns.
(8 minutes)
If you are going to be a guidance Guide Question: Why do you think is it
counselor, which setting would you important for students and the community to
prefer to work in? know the processes and methods of
Guide questions: counselling?
1. Why did you choose that setting?
2. What factors did you consider in
choosing that particular setting?
 skills
 interest
 hobbies
(8 minutes)
8
 needs of the respondents.
They will present it in the
class through a powerpoint
presentation/ visual aids.
See attached appendix A:
Self-Assessment Tool
(10 minutes)
H. Making Why is it important to help
generalizations and individuals or group of
abstractions about individuals address their
the lesson needs and discover their
potentialities?
(5 mins)
To capitalize on their
potentialities
I. Evaluating learning True or False (5 items)
Direction: Write TRUE if the
statement is true, and write
FALSE if the statement is
incorrect.
1. The counselor does not
deal with a mixture of
people with different
concerns and issues.
2. The guidance and
counseling services deals
with students’
concern, most of which
are behavioral.
recommend to
address their
concerns?
(Each group will be
given 8 minutes to
present the
result and answer the 4
questions above.)
How does a guidance Call a student and ask to summarize the Call a student and ask to summarize the
counselor deals with the lesson and answer the following guide lesson.
problems and concerns of an questions: GQ:What new learning did you acquire
individuals, groups and 1. What new learning did you acquire about the different processes and methods in
organization, and about the different processes and counselling?
community? ( 5 minutes) methods in counselling? Expected Generalization 1: The
Students will be encouraged to give their processes of counselling should be done in
From the result of their reflections about the importance of order.
survey, the students will counselors in different setting: Expected Generalization 2:The method
answer how a guidance 1. What will happen if there are no to be used in counselling should be based on
counselor could address counsellors in schools? the needs of the client.
their concerns of the (5 minutes) Time: 5 minutes
individuals, groups, and
organization.
The teacher will use a Paper and Pen: Paper and Pen:
rubric to evaluate the Paper and Pen: 1. Illustrate the processes and
written report and oral 1. Enumerate the different the settings methods in counselling
presentation of the where counselors are found [6 items] Time: 5 minutes
students. Time: 5 minutes
*See attached Appendix
B : Practical Research
Rubric Appendix C:
Oral Presentation
Rubric
After the evaluation, the
teacher will announce
the scores of the
students. (3 minutes)
9
1
 3. The counselor deals
with individuals who
suffered from mental
illness/problems.
4. The counselor can
assess and assist any
kinds of problems and
concern of individual
and group.
5. The Guidance Counselors
can also work in
partnership with other
members of the school
community.
(10 minutes)
J. Additional activities for Assignment: The students Assignment: What are the Assignment: Research for: Assignment: Research about the Social
application or will conduct a survey settings, processes, methods 1. Counseling services Work definition, goals, scope, core values
remediation addressing the counseling and tools in counseling? 2. Counseling Processes and principles.
needs of various types of 3. Counseling Methods
clientele and audiences. The students will write their
The result of the data answers in a whole sheet of
gathering activity will be paper.
presented on the next
session.

III. REMARKS
IV. 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
lessons work? No.
of learners who

1
 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?

Prepared:

1st and 2nd Day:

Marnie Rose P. Bulahan- Senior High School Teacher III- Tarlac Province: Tarlac National High School Annex Allan
Dave M. Cortez- Senior High School Teacher III- Tarlac Province: Cristo Rey High School
Dorothy Joy N. Breganio- Senior High School Teacher III- Tarlac Province: Sapang High School

3rd
Day:
Neptune A. Solar, RGC- Senior High School Teacher II- Tarlac City: Alvindia- Aguso High School Erlinda C.
Cortez- Senior High School Teacher III- Tarlac Province: Caluluan High School

4th Day:

1
Jacqueline Joy A. Lising- Senior High School Teacher III- Olongapo City: Mabayuan Senior High School Felinor G.
Abellanoza – Senior High School Teacher II- Pampanga: Masantol High School
Clark Vencci H. Pelayo- Senior High School Teacher I- Pampanga: Pasig National High School

Checked and Reviewed:

DR. LOVELLA G. PARAGAS, EPS I

Facilitator/Trainor SHS HUMSS

Approved by:

DR. ENGELBERT AGUNDAY

EPS-CLMD

1
 Grades 1 to 12 School Class C Grade Level GRADE 12
DAILY LESSON Teacher Merdy Mae D. Delavin Learning Discipline and Ideas in the Applied Social
PLAN Ariel V. Sobrevilla Area Sciences
Arturo R. Cauguiran
Eduardo P. Mabita Jr.
Emmy Lou C. Calma

Teaching Dates and 5th Week Semester 1st Semester Quarter I

Time

Day 1 Day 2 Day 3 Day 4

At the end of the lesson, the
I. OBJECTIVES students will be able to;
1. identify the goals and
scope of social work.
2. discuss the goals and
scope of social work.
3. appreciate the value of
social work.
At the end of the lesson, the students will be able to; At the end of the
1. identify and discuss the principles of social work. lesson, the students
2.demonstrate the principles of social work through a will be able to; 1.discuss
simulation activity and group presentation. 3.realize the the core
values of social work.
importance of principles in doing social work.
2. share insights on the
different core values of
social work.
3. imbibe the core
values needed in social
work.

A. Content Standards Discipline of Social Work

The learners emonstrate a high level of understanding of the basic concepts of social work through a group
B. Performance Standards presentation of a situation in which practitioners of social work collaborate to assist individuals, groups, or
communities involved in difficult situations (e.g. post-disaster, court hearing about separation
of celebrity couple, cyber bullying.
C. Learning Competencies/ identify the goals and demonstrate comprehension of the principles of social discuss the core values
Objectives scope of social work work. of social work.
Write the LC code for HUMSS_DIASS12-Ie-16 HUMSS_DIASS12-Ie-17Competency will be taught for HUMSS_DIASS12- Ie-
each 2 days 18
Definition, Goals and Principles ofSocial Work Core Values of
II. CONTENT Scope of Social Work Social Work
III. 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 Resources Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
Curriculum guide p3 Curriculum guide p3 Curriculum guide p3 Curriculum guide p3
Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store, (pp. 63-74)
1. https://www.youtube.com/watch?v=Dr0Vn5QBMtM
2. Powerpoint Presentations
3.
What professional career is Give the scope and Recap the principles of Recap the principles
likely to havethis picture? goals of social work social work discussed. (3 of social work
through the different minutes) discussed. (3 minutes)
pictures.(5 minutes) 1.Anybody who can 1.Is there anyone
recap the principles of who can recap the
social work? principles of social
work?
4Pic1word – Values,
Core, Social Work
Picture Analysis:  Students will look at their Activity: Fast Talk Activity: Text Twist
The teacher will show research assignment in Representative of Game ( 5 minutes)
pictures of different presenting the principles. each group should What are the words
scenarios in relation to  Enumerate the different stand in front for the that you noticed in the
social work. Principles of Social Work fast talk activity. text twist game? How
Learners will describe the  The students’ will be asked 1. Give or receive are those words related
picture. to express insights in each 2. Self or others to our topic?
Guide Questions: principle. Activity: 3. Equality or equity
What can you depict from Cabbage Game Directions: 4. Wealth or
the picture/s. What makes it Pass the integrity
social work? cabbage to every 5. Charity or salary
 Scenario 1: Community student as the music
immersion stops, read the situation in Students will now
Scenario 2: Typhoon the leaf of the cabbage. process the principles
victim (10 minutes) of social work. (5
Scenario 3: Nursing minutes)
homes
Scenario 4. Street
Children
(5 minutes)

What would be the

principal goal of social
work based on the
pictures presented?
Expected Answer:
1. The goal on caring
2. The goal on curing
3. The goal on
changing.

C. Presenting Unlocking of difficulty Think-Pair- Share: Situational Analysis: Video presentation (3

examples/instances of the The learners will define Get your partner. Case analysis with minutes)
new lesson social work using What comes into your guided questions. “The Good
semantic weband mind when you hear the Samaritan”
metacard. (3 minutes) word: “What’s on your
Ask: What comes to your 1. Discrimination mind?”
mind when you hear the 2. Human Rights Provide a status about
phrase “social work?” 3. Equality the video of the Good
4. Integrity Samaritan, you may
5. Charity start with a statement-
IAL
W
OR
Students will now Feeling _
have an idea on
K

(using the core

principles of social values)
work. (5 minutes) Each group will give
How will you define a
 social work then? at least one statement
and give a brief
1. Define social work explanation. (5
in the words minutes)
associated.
1. What are the
manifested
values of the
good
samaritan.
D. Discussing new concepts To further understand the Discussion on Seven (7) Discussion on Seven The teacher will
and practicing new skills #1 value of social work, it is Principles of Social Work (7) Principles of Social discuss on Core
important to study the scope through power point Work through power Values of Social
of social work by providing presentation. point presentation. Work (10
the key word for each (10 minutes) (10 minutes) minutes)
description. (7 minutes) Group Brainstorming:
Ask: What professional Core Principles: Core Principles Each group will be
servicescan be offered by 1. Reciprocity 5. Self- given a particular core
1. Child 2. Provide the best Determination values.
development possible solutions. 6. Client’s
Social Work 3. Respect basic participation 1. Service2. Social
2. Medical Social human rights. 7. Confidentiality 6.Integrity Justice
Work 4. Confidentiality, Guided Question:
5. Importance CORE
3. Clinical Social privacy, & 1. Why is there a of Human VALUES OF
Work responsible for need to have Relationship SOCIAL
4. Social work human information. these last three 3.Competence
administration and principles? 4.Dignity and Worth of
management Explain. the Person

5. International
social work
6. Social work as The students will
community post the assigned
organizer values.
7. Women welfare
8. Crisis intervention
9. Criminal Justice
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
Group Activity: Students Simulation Activity: (Continuation) Deepening Group Activity :
will be given meta-cards Deepening of of Understanding through Tableau (15 minutes)
that include the four (4) Understanding (with Simulation Activity (with “Show me a picture
areas of Social Work in rubrics). Rubrics). of social work” Each
Philippine perspective to  Group 1 – TV group will be given a
be presented using DI. Advertisement (Human  Group 3 – Pantomime core value and the
1. Family and Rights) (Professional Integrity) three groups will come
Community (rap);  Group 2 – News o 5 minutes up with a tableau.
2. Child, Youth and Reporting (Social instruction and Other groups will
Women Justice) rubric reiteration, guess the core values
(simulation/tableau) o 5 minutes instruction and group preparation portrayed.(5 minutes
; rubric presentation o 10 minutes group group)
3. Disaster, risks and o 10 minutes group preparation
reduction (spoken preparation
poetry) and;
4. Person with
Disability (PWD)
and Senior Citizen
(song).
Ask:
1. What are the
problems faced by
the different areas
of social work?
2. How would social
work be of service
to these groups?
(20 minutes)
Merry-go-round pause  What are the principles  What are the I-Hash Tag mo. (5
and answer manifested in the group 1 principles being minutes) #CoreValues
Based on the discussion, the presentation? shown in group 3 #SocialWork Pictures
student will identify the (5 minutes) presentation? will be shown and
goals of social workas to  What are the principles of o Explain give a core values that
care, cure and change. (5 social work displayed comprehensively. best
minutes) in the presentation of o 10 minutes fits the picture in a
1. Embrace a world Group 1 & 2 discussion
 view of human form of hashtag.
issues and Give a short
solutions to discussion.
problems. # Dignity and Worth
2. Empower people, of the Person
individually and #Service
collectively, to #Integrity
utilize their own #Importance of
problem-solving human relationships
and coping #socialjustice
capabilities more
effectively.
3. Uphold the
integrity of the
profession in all
aspects of social
work.
4. Promote social
justice and equality
of all people with
regard to full
participation in
society.
5. Contribute to the
development of
knowledge for
social work
profession through
research and
evaluation.
6. Help the family to
make decisions
about their pattern
of reproduction
towards enhancing
the family’s quality
of life.
 7. Offers adoption
services to
unmarried parents,
foster care,
residential care and
protective services.
8. Establishes
linkages between
people and societal
resources to further
social functioning.
9. Facilitate the
responsiveness of
the institutional
resource systems to
meet health and
human service
needs.
10. Treating people
with problems in
social functioning.

G. Finding practical Choose among the
applications of concepts discussed professional
and skills in daily living services for social work
they believed they can
engage actively. Why?
Ask:
What will motivate you to
consider engaging in social
work?
What traits must you
have to become an
effective social worker?
(5 minutes)
As a student how can you Reflect upon: Do you see yourself as
be an advocate of human A: Give your insights a social worker by
rights in your own little “Social Worker in the profession in the
ways? (5 minutes) Journal Making” future? (5 minutes)
Writing B.Journal Writing What particular core
Make your own title of values of social work
your own advocacy as a that you are willing to
social worker and how apply in your life?
will it be implemented. Why?
(10 minutes)
H. Making generalizations and
abstractions about the lesson
Let the student summarize Make generalizations Discuss in the class the
the goals and scope of about the principles of three principles of social
social worker in 2-3 social work. work ;
sentences. (3 minutes) 1. Self-
(5 minutes) Determination
Ask: 1.Identify and discuss the 2. Client’s
What are the goals and principles of social work participation
scope of social work? 3. Confidentiality

Expected answer: (5 minutes)

GOALS
1. Care
2. Cure
3. Change

SCOPE
1. Child development
 2. Medical Social
Work
3. Clinical Social
Work
4. Social work
administration and
management
5. International social
work
6. Social work as
community
organizer
7. Women welfare
8. Crisis intervention
9. Criminal Justice

I. Evaluating learning Essay:
Test your understanding
by answering the
following: (10 points)
1. Write the definition
of social work as a
profession?
2. Describe briefly
the goals and
scope of social
work.
(7 minutes)
J. Additional activities for Internet Workload:
application or remediation Search on the different
principles of social work
with respect to:
(3 minutes)
1. Human Rights
2. Social Justice
Discuss comprehensively Fill-out the chart with What new learning
the principles of social the principles of social did you develop
work. work. about the core
a. Purposeful (5 minutes) values of social
expression of work? Explain in 1/4
feelings Principles of Social Work sheet of paper.
b. Controlled Self- Client’ Confid (5 minutes)
determi s entialit
emotional nation partici y
involvement pation
c. Acceptance
d. Individualization
Read on the principles of Internet workload: Internet workload:
social work please refer to Search on the core Search on the roles
the 7 Principles of Social values of social work. and functions of
Work. social worker.
1. Self-Determination
2. Client’s
participation
 3. Professional Integrity 3. Confidentiality

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
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?
 Powerpoint Presentation Day 1: (credited to demo-teacherLalaine Q. Dela Peña - City of San Jose del Monte, May 18, 2017) Powerpoint
Presentation Day 4: (credited to demo-teacher Merdy Mae D. Delavin – Division of Bataan, May 18, 2017)

Prepared by:
Merdy Mae D. Delavin (Bataan)
Ariel V. Sobrevilla (Bataan)
Eduardo P. Mabita Jr. (Olongapo City)
Emmy Lou C. Calma (Pampanga) Arturo
R. Cauguiran (Tarlac)

Checked and Reviewed by:

Dr.LOVELLA G. PARAGAS, Ph.,D.

Facilitator/ Trainer
SHS HUMSS

Approved by:

Dr.ENGELBERT B. AGUNDAY, Ed.,D.

EPS II - CLMD
 Grades 1 to 12 School Angeles City Senior High Grade Level 12
DAILY LESSON School (Division of Angeles
LOG City), Bilad High School
(Division of Tarlac), Pamibian
Integrated School (Division of
Zambales), Akle high School
(Division of Bulacan)
Teacher Reggie O. Cruz, Ed.D., Onelia Learning Area Disciplines and Ideas in the
J. Lagrada, Glieza E. Adora, Applied Social Sciences
Jemie Anne R. Estoesta
Teaching Dates and Time Week 6 Day 1 - 4 Quarter 1st

1st Day 2nd Day 3rd Day 4th Day

The learners will be able to:
I. OBJECTIVES
1. Understand the professional and practitioners in specific work areas in which social workers work
2. Articulate the different roles, functions, competencies, rights, responsibilities and accountabilities of a social worker.
3. Appreciate the role of a social worker in the community as stated in their ethical standards.

The learners should be able to demonstrate the understanding of Professionals and Practitioners in social works.
A. Content Standards

The learners should be able to undertake participant observation (e.g., a day in a life of a social worker) to adequately document
B. Performance Standards and critique their roles, functions and competencies

C. Learning Show an understanding of the Identify specific work areas in Identify career Value rights,
Competencies/ roles and functions of social which social workers work opportunities for social responsibilities and
Objectives workers workers accountabilities
Write the LC code for HUMSS_DIASS 12-If-20
each HUMSS_DIASS 12-If-19 HUMSS_DIASS 12-If- Distinguish
21 between ethical
and unethical
 behaviors among
practitioners

HUMSS_DIASS
12-If-22
HUMSS_DIASS
12-If-23

Professionals and Practitioners in Professionals and Professionals and Professionals and

II. CONTENT Social Workers Practitioners in Social Practitioners in Social Practitioners in
Workers Workers Social Workers
Roles, Functions and
Competencies of Social Areas of specialization in Career Opportunities Rights,
Workers which a social workers work of Social Workers Responsibilities,
Accountabilities and
Code of Ethics

III. LEARNING RESOURCES

A. References Curriculum Guide DIASS page 3

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Disciplines and Ideas in the Applied Social Sciences Rex Book Store 86-100
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources https:www.google.com.ph www.psychology.northwestern https://gradireland.com www.youtube.com

IV. PROCEDURES
A. Reviewing previous The teacher will review the class
lesson or presenting about the basic concepts of social
the new lesson work.
What are the core values of
social work?
(3 minutes)
The teacher will review the The teacher will review The teacher will
class about the different roles the class regarding review the class
and functions of social workers. specific work areas in regarding career
which social workers opportunities of
Giving Opinion: work. social worker.
Would you consider the work of
a social worker challenging yet Creative Review: (Showing pictures of
rewarding career? Why? (5 Bigyan ng Points Yan! the occupations)
minutes) (Adapting Bigyan ng
Jacket Yan! Willie
Revillame Show) (3 minutes)

The students will dance

in tune of willie
Revillame upbeat song
containing questions on
the specific work areas
discussed yesterday.

(5 minutes)

B. Establishing a The teacher will show the Logo of The teacher will show a graphic The teacher will present The teacher will
purpose for the DSWD organizer and a meta card to pictures on the career show a four-minute
lesson identify the areas of opportunities of social video clip regarding
Guide Question: specialization in which social workers. the life of a Social
workers work. Worker.
1.What does DSWD stands for? The students will guess
(5 minutes) the occupation based Guide Questions:
The teacher gives a background on their experiences.
knowledge about DSWD What are the
(5 minutes) responsibilities of
(3 minutes) the Social Worker
presented in the
video clip?

C. Presenting Picture Analysis:
examples/instances of
the new lesson The Teacher will present a
picture showing a slum area.
Guide Questions:
1. What common problem do you
notice based on the picture
presented?
2. Who among our professional
you think can help solved such
problems?
(4 minutes)
Do you think she is
ethical regarding her
profession?
Why or Why not?
(7 minutes)
The teacher will introduce and The teacher using The students will
discuss the areas of power point read the texts
specialization that professionals presentation will show regarding
can pursue and focus on. pictures of the career responsibilities,
opportunities of the rights and
The teacher will provide social workers. accountabilities of a
specific functions of each social workers as
areas of expertise. The teacher will briefly well as the code of
analyze and explain all ethics of a social
(10 minutes) the pictures presented in worker.
the power point.
(10 minutes)
The students will explain
all the pictures presented
in the power point.
(10 minutes)

D. Discussing new The teacher will discuss using The teacher will discuss the The teacher will The teacher will
concepts and power point presentation about concepts using the GRAPHIC discuss using power discuss the rights,
practicing new skills the following: ORGANIZER. point presentation responsibilities and
#1 accountabilities
Social Work 1.Different issues a social Concept: through Cluster
worker needs to address. Web.
1.Roles (10 minutes) Introduce the career
2.Functions opportunities of social The teacher will
3.Competencies workers. also discuss the
code of ethics of
(5 minutes) social worker
(15 minutes) practitioners
 (9 minutes)

E. Discussing new The teacher gives a situation/ The teacher will group The teacher will group The students will
concepts and case about the roles and students according to their the students into two have a group
practicing new skills functions of a social work. birth month. groups. reporting regarding
#2 the topic .
The students are task to discuss 1st group – January to march 1. The first group
using Formulate- Decide- 2nd group – April to June will give the Group 1 –
Illustrate (FDI Scheme) 3rd group – July – September 4th career Responsibility of a
group – October – December opportunities of Social Worker
Formulate your own job social workers. Group 2 – Duties of
description indicating the major General instruction to the 2. The second a Social Worker
function/task you will perform students: group will give Group 3 –
its explanation Accountabilities of
Based on the needs of your Mimic the different areas of of career a Social Worker
barangay a barrio, what possible specialization in which social opportunities
indicators will you look at to workers work. that the first Group 4 – Ethical
determine whether the objectives (15 minutes) group have Behavior of a
of your work are achieved? mentioned. Social Worker

Act on how you will work with (10 minutes) Group 5 – Unethical
other client systems such as Behavior of a Social
individuals and groups. Worker
(Role Play/ Simulation)
(15 minutes) ( 9 minutes)

F. Developing mastery The students, in the lecture
(leads to Formative notebook will enumerate the
Assessment 3) roles and functions of a social
worker.
The teacher will ask: The teacher will post The teacher will
in class a graphic give an
1.What environmental organizer. The enumeration on
impediments in your barangay students will pick a the following:
that should be addressed? picture then they will
 2.What specific solutions place the picture in the Social workers
( 5 minutes) could you suggest? graphic organizer. responsibilities
Explain if it is career
(10 minutes) opportunities of social Social workers
workers. accountabilities

(5 minutes) Social workers

ethical
responsibilities

(4 minutes)

G. Finding practical The teacher will ask if they have

applications of been helped by the social worker? The teacher will ask: The teacher will ask: Selected students
concepts and skills in will give reaction
daily living Follow-up question: Why is it necessary for a Outside school, in what on this:
social worker to possess ways can you apply the
How important is the role of empathy and flexibility? career opportunities of Social work is a
social worker in helping people in social workers? profession that
times of calamities? (5 minutes) needs to be
(5 minutes) (5 minutes) appreciated because
it caters on the
people who are
marginalized and
abused.

(3 minutes)
H. Making Call 2 to 3 students to summarize The selected students will The selected students The student will
generalizations and the lesson according to the discuss some concepts that they will repeat the career enumerate the
abstractions about the following guide questions: learned regarding specializations opportunities in social following
lesson of social works workers.
Give at least three
( 5 minutes) Expected answers: Codes of Ethics as
1. Give the functions and
roles of a social worker.
2. Describe the competencies
of a social worker.
(5 minutes)
Expected answer:
There are specific functions,
roles and competencies of
social work which provide
social protection of the
socially disadvantaged people
of the community.
Health board social a Practitioners of
Expected answer: Social workers Social Workers.
workers has social work Medical social workers
specialties namely: child family Working for the local Give at least one
and school social worker, authorities rights,
community social worker, Working for the responsibilities and
hospice and palliative care department of justice accountabilities of a
social worker, medical health Working for voluntary social worker.
social worker, medical health agencies
social worker and mental health Working in industry (4 minutes) Expected
and social substance abuse
social worker, military and ( 7 minutes) answer:
veterans social worker and
psychiatric social worker. Social workers
2. Social workers can be should promote
required to aid with issues social justice, Social
directly caused by trauma, workers should keep
disability, poor family accurate records and
circumstances, abuse, mental social workers
and emotional problems, should undertake
addiction, and acute, chronic, or research ethically.
terminal illnesses. Some social
workers prefer to focus their Rights – right to
skills on one area of expertise by live by its values
going into specific fields.
Responsibility – to
help children
Accountability – for
their actions
regarding values and
principles of the
professions
 I. Evaluating learning Paper-Pencil Test: Enumerate Essay Test: Essay Test:
the functions of a Social Explain Comprehensively What are the career
Worker? “ A social worker’s job is never opportunities of social Write an essay
done, but the most successful workers? regarding the
Explain each function. professionals relish the Explain each career Ethical and
(5 minutes) challenge” opportunities of social unethical Behavior
(5 minutes) workers of a Social Workers
( 8 minutes) in relation with their
duties and
responsibilities,
duties and
accountabilities.

J. Additional activities for Conduct an interview to your Reflection: Cut out pictures of Compile the
application or municipal/city/provincial/national other career following in your
remediation social worker and ask the following Do you see yourself to become opportunities of social portfolio
questions: a social worker someday? Why work practitioners.
1.What social problems did or Why not? a. Interview
he/she encounter in the Paste it on a short sheet
barangay? bond paper and b. Reflection
describe its scope of Paper
3. What interventions did work. c. Cut out
he/she give to help solve pictures
the problem.

V. REMARKS

VI. REFLECTION
 A. No. of learners who earned
80% in the evaluation

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?
Prepared by
Dr. Reggie O. Cruz Mrs. Onelia J. Lagrada Mrs. Glieza E. Adora Jemie Anne R. Estoesta
Angeles City SHS Bilad HS Pamibian IS Akle HS

Checked and Reviewed by: Noted by:

Dr. Lovella Paragas Dr. Engelbert B. Agunday

Facilitator/ Trainor SHS HUMSS Regional Education Supervisor II
 Grades 1 School Cluster C Grade Level 12
to 12 Teacher Learning Area Discipline and Ideas in Applied
DAILY Social Sciences (DIASS)
LESSON LOG Covered Date Week 7 (Days 1-4) Semester First

Day 1 Day 2 Day 3 Day 4

1. Identify the three types of clientele and At the end of the lesson,
I. OBJECTIVES audiences in social work. the students should be able
2. Present the needs of the individuals, to:
groups, organizations and community. 1. Identify the different
3. Appreciate the importance of social settings in social work.
work in addressing the needs of 2. Demonstrate an
disadvantage people. understanding of the
settings of social work.
3. Appreciate the
contributions of social
work in different settings.
At the end of the lesson, the
learners should be able to:
1. Understand the different
processes and methods
involved in doing social
work.
2. Illustrate the different
processes and methods
involved in doing social
work.
3. Reflect on the right process
and methods involved in
taking social work.

A. Content Clientele and Audiences in Social Work Settings, processes, methods and tools in social work
Standards

Use acceptable research protocols, conduct Using the results of the The learners should be able to propose
B. Performanc a survey among young adults particularly survey conducted, suggestions on how needs can be
e Standards ages 13 – 17 on their social work needs. critically evaluate whether effectively addressed.
Present results and recommendation for the needs of the respondents
class discussion. are
addressed by the
practitioners and
pertinent institutions.
1. Learning Describe the Distinguish the needs
11. Identify the settings in The learners illustrate the different
Competencie clientele and of individuals, groups,
which social workers are processes and methods involved in
s/ Objectives audience of social organizations and
found. undertaking social work
Write the work. communities.
HUMSS_DIASS12-Ig-26 (HUMSS_DIASS12-Ig-27)
LC code for HUMSS_DIASS HUMSS_DIASS 12-
 each 12-Ig-24 Ig-25

Clientele and Characteristics and 4. Settings, Processes, Social Work Services, Processes,
II. CONTENT Audiences in needs of various types Methods and Tools in and Methods
Social Work of clientele and Social Work Setting
audiences 3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
3..1.4 Schools
3.1.5 Community

III. LEARNING
RESOURCES

A. References
1. Teacher’s Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide HUMSS
Guide HUMSS (DIASS) HUMSS (DIASS) HUMSS (DIASS) page 4 (DIASS) p.4
pages page 4 page 4
2. Learner’s
Materials pages
3. Textbook Sampa, E. M. Sampa, E. M. (2017). Sampa, Elias M.(2017.) Disciplines and Ideas in the
pages (2017). Disciplines and Ideas Disciplines and Ideas in the Applied Social Science pp. 104-
Disciplines and in the Applied Social Applied Social Sciences. 109
Ideas in the Sciences. pages 88- REX Printing Company,
Applied Social 92. Inc. Florentino St., Sta.
Sciences. pages Mesa Heights,
88-92. Quezon City.
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other http://digitalcomm https://www.youtube.com/ https://www.youtube.com/watch?v
Learning ons.wayne.edu/so watch?v=ctdSki1iX9I =McHficxb2Gi
Resources cprac/vol7/iss1/5.

IV.
PROCEDURES

A. Reviewing Ask: Can you give Present the result of Based from the survey What are the settings in which social
previous the roles, functions your survey and conducted, what are the workers are found? (2 mins.)
lesson or and competencies analyse. needs of the respondents
presenting of social workers? (5 mins.) which are addressed by the
the new (3 mins.) practitioners and pertinent
lesson institutions?
(2minutes)
B. Establishin g Teacher will Video Presentation: The teacher will show a “ Haybol Rambol”
a purpose posts on the A Video clip of short documentary video The class will be given set of meta
for the board a copy of Yolanda Victims in of social workers in cards to arrange and derive with the
lesson Jose Abad’s Leyte particular setting. processes and methods of social work
Painting). Ask: How can you be services. (5 mins.) Guide Question:
Ask: What comes of help in a situation Guide Questions: What do you think is the most
to your mind upon like Yolanda typhoon? important process? Why?
looking on the Write your answer in a What can you say about
painting of Jose one whole sheet of the video?
Abad – “Hapag ng paper. What particular activities
Pag-asa” (5 (5mins.) are they involved? (5mins)
mins.)
C. Presenting Elaborative Ask : Is it right to The teacher will show Interactive Discussion with
examples/i learning: help every person photos of different settings power point presentation on Social
nstances of Are you compelled asking for help of social work and will ask Work Services, Process and Methods
the new or obliged when especially financial the students to give their (10 mins.)
lesson you see a person in assistance ? why insights.
need of help? ?(5min.) Photo 1: (Home for the
Why? (5 min) aged)
Photo2: (Hospitals) Photo
Show a short 3: (Correctional) Photo 4:
video clip about (Public School) Photo 5:
the life of Jesus (Slum area) Photo 6:
Christ. (DSWD)
Photo 7: (Rehabilitation)
Describe these Photo 8: (Home for the
people girls)
surrounding Photo 9: (Home for the
elderly)
 Jesus based on
their appearance. Then the class will cluster
the following photos
according to the five
settings where social
workers are found. These
are as follows:
a. Government
b. Private sectors
c. Civil society
d. School
e. Community
(5mins)
D. Discussing Group Exploration with discussion. T hDeiscclaussisohnaoll idSecdeninatorios:ix groups.
new Brainstorming Ask: In your locality, can f be div different A three-year-old boy was lost. You
concepts Activity: (10 you identify the needs and settings find him crying in despair, roaming
and mins.) characteristics of the of social work and around the street looking for his
practicing following clientele of social giving examples. mother. As a concerned citizen, what
new skills Three types of work. (10 mins.) will you do to help child? (3 mins)
#1 clientele and Clientele Chara Need a.Government-
audiences. cterist s Foster care
ics agencies (Children
Guide Questions: Abandon and families),
1. Do you need to ed babies Health care
be a social worker settings, including
to help someone in Homeles community-based
need? Why? s elderly clinics and
2. What are you Substan ce hospitals, Schools
going to do if you depende Federal, state, or
see a mentally nt local correctional
deranged woman facilities
roaming around Sexually Settings that serve
the street? abused older adults
(5 min.) Battered (nursing homes)
women b.Private Sector-
People (Advocacy,
with consultancy
Disability services,
employee
 assistance
program,
counselling,
policy and
program
development)
c.Civil Society-
(child caring and
child placing
social welfare
agencies, offering
services for
adoption, foster
care etc.)
d.School- Public
and Private
Schools
e.Community-
LGU’s on each
barangay, local
council, church,
people’s
organization)
(10mins)
E. Discussing Think-Pair-Share Debate: Is it unlawful The students will be Deepening of Discussion: Video
new Photo-essay about to give money to the grouped into 5. Each group clip “Sa Kambas ng Lipunan” by
concepts clientele in the beggars? (5mins.) will be assigned to explain Joey Velasco; Part 2. After watching
and social work. a setting where social reflect on the life of each of the client.
practicing workers are found. Guide Question.
new skills Evaluate what method of social
#2 Group 1: Government work can be applied best as well as
Group 2: Private sectors the tool needed for each. (15 mins.)
Group 3: Civil society
Group 4: Schools
Group 5: Community

Each group will be given 3

minutes to present their
output.
 (19mins)

F. Developing Test Your KnowledgMeatching Type: Class Using a graphic organizer Group Presentation: Analysis of
mastery shall be dividMedatinchtoColumn A with the students will identify the video clip to be shared to the
(leads to four groups. Column B on what the unique needs that are class.
Formative 1. Ask: Describe at pleaartsict ular agency recognized and addressed in (Will be graded using a rubric). (5
Assessmen t of three types of clientseoleciianl workers a each setting of social work. mins.)
3) terms of his/her ageclientele fits in. Write (5mins)
bracket of social wotrhke. Letter of your
Clientele Aagneswer on the
blank Bprocvkideed
before the tnumber.
1. Individual Column A
2. Groups and 1. Drug
organizations dependent
3. Communities 2. Neglected
children
2. Ask: How these factors3. Insane
affect the clientele’s 4. Rape
normal way of livingv?ictims
(10 mins.) 5. Homeless
family

Column B
A. Mental Hospital
B. Rehabilitation
center
C. DSWD
D. Women’s Desk
E. Gawad Kalinga
(5 mins.)
G. Finding Draft a proposal What group or If you were a social Situation Analysis: Your mother
practical to a specific organization where worker, what setting was hospitalized and diagnosed of a
application s group of people you can share the would you choose? serious illness. You have nothing to
of concepts or individuals for assistance to the Explain why? (2mins) spend for the medication.
and skills in whom the needs people in need? Guide Questions:
daily living of said clientele Select 3 students to 1. Who will you approach?
are to be met. answer the question. 2. What are the steps or process
 Follow the (7mins.) that you will do to address the
simplified problem? (5 mins.)
proposal format.
Objec- Actions
tives to be
taken

(10mins.)
H. Making Ask: Identify the Ask: Identify the The teacher will ask a The teacher will call 1 or 2 students
generalizati different types of needs of the volunteer student to to summarize the lesson. Guide
ons and clientele and following clienteles: summarize the lesson. Question:
abstraction s audiences of 1. Abandon babies – (2mins) 1. What are the processes
about the social work and foster parents, adoptive involved in conducting
lesson specify their home social work of the DSWD
needs. 2. Homeless elderly particularly among abused
1. Individual – Adoptive home, children?
2. Groups and medical care, 2. How do you find the method
Organizations nutritional needs and process of doing social
3. Community 3. Substance work? (5 mins.)
(5mins.) dependent –
rehabilitation,
counselling, proper
education
4. Battered women –
protection, counselling,
empowerment
5. People with
disability – nutritional
needs, training and
equipping for
employment,
recognition
(8mins.)

I. Evaluating Post Pictures What will you do if you Quiz. Essay: Describe the monitoring
learning Say: Categorize found a baby in a Direction: Identify two phase within the process of social
the pictures garbage can? settings where social works. (10 mins.)
posted to what (5 mins.) workers are found. Give
 type of clientele in one example on each
social work they and describe. (10mins)
belong and give
their
characteristics.
(5mins.)
J. Additional Conduct a survey Research on the Assignment: Assign. Identify an NGO involved
activities in your own procedures of DSWD Interview a social worker in in social work? How does it conduct
for community in catering street your barangay or social work in times of calamity?
application following the children. Write your community. Find out the
or questionnaire output in your specific setting to which
remediatio provided. notebook. he/she has rendered service,
n and then describe the
setting. Write an analysis of
the interview. Use the table
below to organize your
interview notes.
(See attachment on
separate sheet for form
and rubric)

V. REMARKS

VI. REFLECTION

A. No. of
learners
who earned
80% in the
evaluation

B. No. of
learners
who
require
additional
 activities
for
remediatio
n
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
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/discov
er which I
wish to
share with
other
teachers?

Prepared by: Checked and Reviewed by: Approved by:

MA. CRISTINA C. ARCIBAL LOVELLA G. PARAGAS, Ph.D. ENGELBERT B. AGUNDAY, Ed.D.

Division of San Jose City Facilitator/ Trainer SHS HUMSS EPS II -CLMD

ISAGANI Z. VILLAMAR
Division of San Jose City

MA. CAROLINA R. CUANICO

Division of Cabanatuan City

JOCELYN ZOLINA
Division of Nueva Ecija

CHRISTOPHER P. CAPULONG
Division of Angeles City

NESTOR C. PARAGAS
Division of Zambales

ELVIN M. URBANO
Division of San Jose Del Monte City
Grades 12 Daily Lesson School Grade Level 12
Log Teacher Learning Area DIASS
Teaching Dates and Time Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. Objectives At the end of the sessions, the learners are expected to:
1. Understanding with the various disciplines in communication;
2. Imbibe the value and significance of communication and its effects to the society; and
3. Be an active member of the society through effective communication.
A. Content Standards The learner understands the disciplines of communication.
B. Performance Standards The learner demonstrates a high level of understanding of the basic concepts of communication through a group
presentation of a situation in which practitioners of communication work together to assist individuals, groups, or
communities involved in difficult situations (e.g. post disaster, court hearing, about separation of celebrity couple, cyber
bullying).

C. Learning Competencies / 1. The students identify the
Objectives goals and scope of
communication
(HUMMS_DIASS 12-Ih-28)
1. The students demonstrate
comprehension of principles of
communication
(HUMMS_DIASS 12-Ih-29)
1. The students discuss the 1. The students describe
core values of communication the elements and levels
(HUMMS_DIASS 12-Ih-30) of communication
processes.
(HUMMS_DIASS
12-Ih-31)

II Content Definition and Goals of Principles of Basic Elements of Levels of

Communication. Communication. Communication Process Communication
III Learning Resources
A. References
1. Teacher’s Guide DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. 4 DIASS Curriculum
Pages of 7 of 7 of 7 Guide p. 4 of 7
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional materials
from learning resource (LR)
portal
B. Other Learning Communication Principles of Basic Elements of The Process of
Resources Communication Communication Process Communication
https://en.wikipedia.org/wiki/C
ommunication http://www.helpguide.org/articl http://www.yourarticlelibrary. http://www.yourarticleli
http://www.skillsyouneed.com/ es/relationships/effective-com com/business-communicatio brary.com/business-co
general/what-is-communicatio munication.html n/7-major-elements-of-com mmunication/7-major-e
n.html munication-process/25815/ lements-of-communica
http://www.wikihow.com/Devel tion-process/25815/
op-Good-Communication-Skill s
IV Procedures
A. Reviewing previous Ask the students to illustrate Ask the students about the Ask the students about the Ask the students about
lesson or presenting the the different processes and definition, scope, goals of functions and principles of the core values and
new lesson methods involved in communication. communication previously barriers of
undertaking social work (5mins.) discussed. communication.
through a graphic organizer (5mins.) (5mins.)
(5mins.)
B. Establishing a purpose Movie Lines Hugot: Skit: Message Relay: The Communication
for the lesson Process:
Present via video clips the Ask for volunteer students that Divide the students into four
different classical movie lines will pair for a conversation in groups. Illustrate the
and let the students to realize front of the class. communication cycle
the following, to wit: Ask the leader of the group to using cut-outs from
The volunteers will be given a pick a short message (e.g. cartolina, magazines or
 Identify the title of the topic as well as a scenario that tongue twisters and famous any other recyclable
movie. they will talk about or make a quotations). Each group will be materials. Put captions to
 Analyze the different skit in front of the class (5mins.) given three sets of messages. better illustrate the
goals of communication cycle.
based on their The following tongue twisters
observation. and quotation will be utilized in
(5mins.) the game, to wit:

The following movie lines will 1. Palakang Kabkab,

be presented to the students: kumakalabukab,
kaka-kalabukab pa
1. “Walang himala! Ang himala lamang,
ay nasa puso ng tao, nasa kumakalabukab na
puso nating lahat! Tayo ang naman.
gumagawa ng himala, tayo
 ang gumagawa ng mga sumpa at 2. Pinaputi ni Tepiterio (5mins.)
ng mga Diyos, walang himala!" ang pitong puting
- Nora Aunor in Himala putong patong
2. "Ayoko ng tinatapakan ako! patong.
Ayoko ng masikip, ayoko ng
mainit! Ayoko ng walang tubig! 3. Kalabit ng kalabit si
Ayoko ng mabaho!" Alabit na may bitbit sa
- Maricel Soriano in Kaya Kong balikat ng kanyang
Abutin Ang Langit kalapit-kabalikat
3. Vilma: Ako ang asawa, kapitbahay.
kasama sa buhay, kasiping sa (5mins.)
kama.
Maricel: At ako naman ang anak.
Ang anak, hindi napapalitan.
Pero ang asawa, nahihiwalayan.
- Yesterday, Today and
Tomorrow
(5mins.)

C. Presenting examples Brainstorming Ask the students about the Collaborative Learning: Dyad Activity:
/ Instances for the new Ask the students about their discussed topic and whether these 1. Introduce the
lesson ideas / knowledge about are common subjects among Ask the students about their communication
communication. conversation between them and experiences about the game. process to the
their fellow students. students.
Use the students’ answers for Ask the students on their 2. Show them how the
introducing communication to Introduce the principles of different roles in the elements of
the students. communication to the students. communication process. communication play
(3mins.) their role in the
Use the skits / conversations 1.What are the external and communication process.
made by the volunteers earlier as internal factors they encounter 3. Ask them if they
an example. while relaying the messages? have different
(10mins.) (5mins.) perceptions on how
communication flows.
4. Let the students
compare and analyze
their

D. Discussing new Interactive Discussion:
concepts and practicing 1. Discuss the definition of
new skills #1 communication to the
students.
2. Ask the students for
different instances of
communication to the
students.
3. Present different ways of
saying a message to the
students using different
means.
(15mins.)
1. Ask the students about their
ways of communicating with
their classmates.
2. Ask the students for instances
where they experienced
misunderstanding or
miscommunication in
communicating with their
classmates.
3. Introduce the principles
communication to the class.
4. Make the students analyze the
given answers of their classmates
about their instances of
misunderstanding and see
whether which features of good
communication are best fit for
the instances of
misunderstanding.
(20mins.)
answers.(10mins.)
Situational Analysis:
1. Provide examples to the
students of situations
wherein the elements of
communication take place.
2. Let the students share
their answers to the class.
3. Let the class analyze the
different elements they
encounter during the
pre-activity.
(15mins.)

E. Discussing new Think-Pair-Share-Post: Brainstorming: Let the students

concepts and practicing Think of the goals of
new skills #2 communication and share it with
a partner. Then post on the
board ideas from your
discussion using sticky notes.
(10mins.)
(Scripwriting) analyze the given
communication
1. The students will make a process.
short script to the given
scenarios, let them analyze
the script of the scenarios
and determine what
principle of
communication gets
utilized by the given
scenarios.
Scenario 1: Your mother
asking you to do household
chores.
Scenario 2: Friends talking (5 mins.)

F. Developing mastery Recitation:
Conduct recitation on the
differences, similarities and
the goals of communication.
(2mins.)
G. Finding practical Point for Reflection:
applications of concepts Ask the students about ways
and skills in daily living they can apply what they
about your crush.
Guide Questions:
2. What are the specific
conversation in your
scene that conveys the
different principles of
communication?
3. Which principles show
conversation in your
scene that depicts the
different principles of
communications?
4. How did you determine
the principles of
communication in each
conversation you had?
(5 mins.)
Situational Analysis: Group Activity: Scenario Analysis:
Provide further examples of Provide scenarios of
Make the students provide situations where elements of communication to the
samples of scenarios for the communication affect their students. Analyze the
students and let them analyze the daily lives and let the students provided scenarios
principles of communication and discover their roles in the 1. Dramatic
apply features of communication communication process Monologue of a
if there are breakdowns. (10mins.) student
(5 mins.) 2. Chatting with
friends in the
canteen.
3. A reporter in the
television.
10mins.)
Deepening Activity: Debate Ask the students about
the benefits of knowing
How they will help themselves Debate is also a great the process of
 learned in today’s lesson in
their school and respective
communities.
(2 mins.)
H. Making generalizations Concept Map: A Summary
and abstractions about the of
lesson the Session
Give a summary of the session
using a concept map. (5mins.)
I. Evaluating Learning Situational Analysis
Give the students scenarios of
communication and make them
determine the elements of
communication within the given
scenarios involved.
(10mins.)
J. Additional activities for Assignment:
application or remediation Watch your favorite teleserye
in improving their
communication skills?
(3 mins.)
Point for Reflection:
Make the students share the
principles they explored and
relate it in their everyday living. communication. (5mins.)
(6 mins.)
Provide statements to the students Situational Analysis
about the principles of
communication. Let then expound missing solutions or
their answer. (3 mins)
way to encourage communication in
independent thought. improving their
Help your students argue communication skills.
objectively about (15mins.)
something they feel
strongly for, or against,
by giving them starting
points.
Topics for debate:
-School uniforms should be
banned.
-We should be able to bring
our own lunch to school.
-School holidays should be
longer.
-All students should be able to
choose their favorite subjects.
(15mins.)
Point for Reflection:
Let the students reflect on the Let the students share
different roles of elements of their perception of
communication before
and after the lesson on
communication.
(5mins.)
Provide communication
Provide situations with scenarios of
communication and let
communication barriers and the students analyze
let the students provide the them.
missing information. (3 mins.)
(3 mins.)
Assignment: .
Make the students create a
 and write a short reflection on
how the goals of communication
make this teleserye more
viewable and appealing to the
audience.
model of communication that
will emphasize the different
process of communication.

V. Remarks

VI. 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?
 Grades 1 to 12 School San Nicolas High School ( Grade Level 12
DAILY LESSON Division of Gapan )
LOG Teacher Gio B. Jimenez Learning Area Discipline and Ideas in the
Applied Sciences
Teaching Dates and Week 1 Day 1-4 Quarter Second Quarter
Time

Day 1 Day 2 Day 3 Day 4

A. Understand the role and functions of communicators and journalists
I. OBJECTIVES B. Articulate understanding of the areas of specializations, roles and functions of communicators and
journalists
C. Appreciate the roles and functions of ccommunicator practitioners
Professionals and Practitioner in Communication
A. Content Standards

Undertake partcipant observation (e.g., a day in life of a communicator/journalist) to adequately document and
B. Performance Standards critique their roles, functions, and competencies

C. Learning Competencies/ The learners show understanding of the The learners identify specific work areas in
Objectives roles and functions of communicators which communicators and journalists work.
Write the LC code for each and journalists. HUMSS_DIASS12-IJ-33
HUMSS_DIASS12-IJ-32
Roles, Functions Roles, Functions and Areas of Areas of
II. CONTENT and Competencies Competencies of specialization specialization
of coomunicators coomunicators and communication in communication in
and journalists journalists which which
communicators and communicators and
journalists work journalists
work

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum Guide p. 4

2. Learner’s Materials pages

 3. Textbook pages Discipline and Discipline and Ideas Discipline and Ideas Discipline and
Ideas in the in the in the Applied Ideas in the
Applied Sciences Applied Sciences , Sciences , pp.123- Applied Sciences ,
, pp.122-123 pp.122-123 124 pp.123-124
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
https://www.youtu https://www.youtub
be.com/watch?v= e.com/watch?v=C
U-yTNp3dDGw GHmlIfUY9U

IV. PROCEDURES

A. Reviewing previous lesson or Ask: What are the Ask: Ask : Ask:
presenting the new lesson levels of 1. What are the 1. What are the four 1. What are the first
communication? function of major competencies of five areas in which
communication a communication communicators and
practitioner in the practioner? journalists work?
society? 2. Call two students 2. Answer the
2. Checking of to present their assignment. Call
Assignment: reflection paper two students.
(2 minutes ) Present your ( 2 minutes )
encounter with a ( 2 minutes )
journalist.
( 2 minutes )
B. Establishing a purpose for Group Activity: Group Activity: Picture Analysis Ask: Picture Analysis:
the lesson 4 Pic 1 Word Jumbled Words What are the qualities Guide Question:
Say: Guess the Say: Arrange the that these What do you think
word that the 4 jumbled words to personalities posess the picture imply?
pictures imply. forms words that the best?
are very useful in 1. Jessica Soho
Answer : everyday life. 2. Mike Enriquez
JOURNALIST 3. Ted Failon
Answers:
SpEAKING,
 LISTENING,
WRITING,
READING.

( 2 minutes ) ( 3 minutes ) ( 3 minutes ) ( 3 minutes )

C. Presenting 1. Present instances Ask: Present an Present photos on Present the objective
examples/instances of the of new lessons example of the different areas of the day and the
new lesson through a conecpt compentencies of of specialization of expected concepts to
map about the roles communication communication acquire to learn
of journalist. practitioners proffesionals.
through a video
clip.

( 5 minutes ) (5 minutes ) (5 minutes ) (5 minutes )

D. Discussing new concepts 1. Discuss the 1. Discuss the 1. Disscuss the Think-Pair-Share
and practicing new skills #1 functions of competencies that a three areas to the Ask: What are the
journalist and communication learners. pther areas in
communicators in practitioner must which
the society. posess. a. Advertising and communication
2. Watch a video Marketing professional could
clip on the life of a b. Communication specialize?
journalist. Guide Education
Question: c. Public Relations
1. What do you
think are the roles
of journalists in the
society based on
the video clip you
have watched?

( 10 minutes ) ( 10 minutes ) ( 10 minutes ) ( 5 minutes )

E. Discussing new concepts Group Work Group Work Group Work 1. Discuss the
and practicing new skills 1. Deepening of 1. Present a Use the Venn areas to the
#2 discussion on the situation/ case diagram to compare
 functions of a having a difficulty and contrast the learners using
journalist in the listening skill areas of graphic organizers.
2. Think-Pair- and speaking skills. specialization of
Share communication d. Theather and
3. Presentation of Group 1: Listening practitioners. Performing Arts
ideas Skills e. International
Group 2: Speaking Relations
Skills
Discuss on how
the compentency
can be improved.
( 5 minutes )
( 5 minutes) (5 minutes)
(10 minutes)
F. Developing mastery (leads to Use of graphic 1. Ask: What are Using metacards the Oral recitation:
Formative Assessment 3) organizer show the the different learners identify the Guide question:
functions and roles compentencies of specific areas in 1. Choose one area
of journalists and communicators? which communicators of specialization
communicators in 2. Ask/Say: and journalists work. which a
the society. Identify which communication
among the practitioner can
compentencies work and elaborate
you think you are the scope of their
strong or weak? work.
( 5 minutes ) ( 5 minutes ) ( 3 minutes)
( 5 minutes )
G. Finding practical Ask: What do you Ask/Say: Having Ask: Give possible Ask/Say: What do
applications of concepts think will happen known your jobs, communication you think is the
and skills in daily living if there will be no weakness on a practitioners can get importance of
journalist in our certain compentcy, if they specialize in allowing
country? what then can you the following areas: communication
do to improve your Advertising and practitioner to
communication Marketing choose area of
skills? b. Communication soecialization?
Education
c. Public Relations
 ( 2 minutes ) ( 3minutes ) (3 minutes ) ( 3 minutes )
H. Making generalizations and State the function State the State the three areas State the last two
abstractions about the lesson of the competencies of communicators areas of
communication needed by a and journalists work. communicators
practioners or coomunicaion Expected Answer: and journalists
journalists in the professional and Advertising and work.
society. practioner. Marketing Expected Answer:
b. Communication d.Theater and
Education Performing Arts
c. Public Relations e. International
Relations

( 3 minutes ) ( 2 minutes ) ( 2 minutes ) ( 2 minutes )

I. Evaluating learning Ask: How can a Ask: Give Quiz Choose one among
communication suggestions on Choose at least two the areas of
practioner affect how to improve in areas of specialization of
the delivery of the following specialization in communication
information to the compentencies of which practitioners and
public? communication communication journalists and
practitioners: practitioners and expound.
a. Speaking journlaists work?
b. Listening Explain each.
c. Writing
d. Reading
.
( 7 minutes ) ( 10 minutes ) ( 5 minutes ) ( 7 minutes )
J. Additional activities for Conduct an How can lack of Given the chance
application or remediation interview of a competencies of for example to
journalist and ask among pursue a career in
why do they communicators and communication
choose that journalists influence which area of
career. or affect their roles specilaization you
and functions? are likely to
master? Why?
 V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
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?

Prepared by: Gio B. Jimenez

San Nicolas High School
Checked and Reviewed by: Noted by:
Dr. Lovella G. Paragas Dr. Engelbert B. Agunday
Facilitator/Trainor SHS HUMSS Regional Education Supervisor II
 Grades 1 to 12 School Juan R. Liwag Memorial High School Grade Level 12
Teacher Roberto DC. Manuel Learning Area Discipline in Applied Social Sciences
DAILY LESSON LOG
Teaching Dates and Quarter First Quarter
Time

DAY 1 DAY 2 DAY 3 DAY 4

At the end of the lesson, learners are expected to:

1. identify career opportunities of communicators and journalists;

I. OBJECTIVES
2. describe the rights, responsibilities, and accountabilities of communicators and journalists; and

3. internalize the code of ethics of communicators and journalists.

Content
The learners demonstrate an understanding of professionals and practitioners in communication.
Standards
Performance The learners should be able to undertake participant observation (e.g., a day in a life of a communicator/ journalist) to adequately document
Standards and critique their roles, functions, and competencies.

Learning The learners identify career The learners value rights and The learners value The learners distinguish

Competencies/ opportunities for responsibilities(HUMSS_DIAS accountabilities. between ethical and unethical

communicators and S12-Ij-35) (HUMSS_DIASS12-Ij-35) behaviors among
(Write the LC journalists. practitioners
code for each) (HUMSS_DIASS12-Ij-34) (HUMSS_DIASS_12-Ij-36)

1
 Career Opportunities of Code of Ethics of
II. CONTENT Communicators and Rights, Responsibilities, Accountabilities Communicators and
Journalists Journalists

III. LEARNING
RESOURCES
References
Teacher’s Guide
Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4
pages
2. Learner’s
Materials pages
3. Textbook Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
pages Applied Social Sciences pp. Applied Social Sciences pp. Applied Social Sciences pp. Applied Social Sciences pp.
191-202 191-202 191-202 191-202
4. Additional
Materials from
Learning
Resource (LR)
portal
Other Learning Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016.
Resources Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
Applied Social Sciences. Applied Social Sciences. Applied Social Sciences. Applied Social Sciences.

2
 Phoenix Publishing House, Phoenix Publishing House, Inc. Phoenix Publishing House, Inc. Phoenix Publishing House, Inc.
Inc. Quezon City, Quezon City, Philippines. Quezon City, Philippines. Quezon City, Philippines.
Philippines.
https://www.slideshare.net/cin https://www.slideshare.net/ke
dytozky/responsible-journalist gill/ethics-in-journalism
III.
PROCEDURE
A. Reviewing Ask: Give work areas where Ask: What are the career Ask: What are the rights and Ask: What are the
previous communicators or journalists opportunities of responsibilities of accountabilities of
lesson or work. communicators and communicators and communicators and
presenting journalists? journalists? journalists?
(2 minutes)
the new
(2 minutes) (2 minutes) (2 minutes)
lesson
B. Establishi WHO’S WHO? TELL ME WHY SINO ANG THINK BEFORE YOU CLICK
ng a DAPAT SISIHIN?
Show pictures of journalists. Show magazines. Ask the Present different statements
purpose (Tell me who)
Let the class identify them and learners: which are either with basis or
for the
imitate their way of Present different situations without basis. Then ask the
lesson
1. What is the purpose of the
communication delivery. which show the effects of learners to analyze the flashed
magazine?
malpractice of duties among statement. If they think the
(4 minutes)
different professionals. Let the statement has a reliable basis
1. Why was it made?
learners identify the they will answer
(5 minutes) professionals accountable to POST and if it is NOT they

3
 the given situations and will answer DELETE. (
explain their answers. 3 minutes)

(5 minutes)

C. Presentin g Through concept map the
examples/ teacher will engage into a
instances discussion on the traits and
of the new characteristics of journalists.
lesson Ask the class to provide
examples of journalists that
they like on the traits they like
most and ask why?
Give examples of journalists. Let Present a dialogue showing Through the use of concept
the students classify them accountability of true map the teacher will engage
according to specific duties. information. Let the class into a discussion on the
examine the relevance of the differences between the ethical
a) writer
exchange of messages. and unethical behavior. (4
b) news reporter
minutes)
c) news anchor. ( 4 minutes )
ETHICAL UNETHICAL
(3 minutes)

(4 minutes)

Journalist

D. Discussin Discuss the career Discuss the rights and Discuss the accountabilities of Discuss the codes of ethics of
g new opportunities of responsibilities of communicators and journalists communicators and journalists.
concepts communicators and communicators and through a concept (10 minutes)
and journalist.(5 minutes) journalists. (5 minutes) map. (5 minutes)

4
 practicing
new skills
Accountability
#1

E. Discussin 1. Discuss further on the Give real situations of Divide the class into two MANNEQUIN CHALLENGE
g new career opportunities in relation journalists as to their rights to groups. Present a case on
Divide the learners into six
concepts to one’s personality. deliver correct information to accountability to public
groups. Each group will do the
and public and responsibilities to information VS twisted
2. WHAT FITS YOURS? mannequin challenge of the
practicing cover and deliver news and stories/info. Let the two groups
(PAIR ACTIVITY ) given three to four situations
new skills risks involved. (20 minutes) choose between the two issues,
which either show ethical or
#2 mining industry and war on
Ask: If you were a journalist,
unethical behaviors of the
drugs. Ask: How would you
what career opportunity fits
practitioners. One member of
handle the information? (20
your personality? Explain your
each group will identify if it is
minutes)
answer. Share your insights to
ethical or not and provide a
your partner.
brief explanation (18 minutes)

(Call some learners to

present to the class their
partner’s answer. )

(20 minutes)
F. Developin Present a case about a Ask: Present a case on bribery - Ask:
g mastery specific person and tell to hide true information.. Ask:

5
 (leads to his/her personality --his/her
1. Enumerate the rights of 1. As a student, what was 1. Identify which one exhibits
Formative skills and characteristics.
journalists. the ethical behavior ethical behavior.
Assessme Then ask the class to identify
2. How do you find the job manifested by the 2. Identify which one exhibits
nt 3) which career opportunity fits
and functions of a journalist? journalists? unethical behavior. (5 minutes)
for him. And ask the learner to
(5 minutes) 2. What was the unethical
explain their answer. (10
behavior shown in the
minutes)
situation? (10 minutes)
G. Finding Ask: Ask: Ask: Ask:
practical
What is the importance of If you were a journalist, how If you were a journalist, would If you were a journalist, how
applicatio
knowing the career would you handle a call of you accept the bribe in would you resist temptations in
ns of
opportunities where you duty coincide with personal exchange of a large sum of your work?
concepts
should go? needs? money?
and skills
in daily
(3 minutes) (3 minutes) (3 minutes) (3 minutes)
living
H. Making Ask: How would a journalist Ask: How would you think a Ask: How do responsibility Ask: How can a behavior of a
generaliza know that the career he has journalist practice his/her rights and accountability affect the communicator or journalist be
tions and chosen fits him/her? and responsibilities? work of a journalist? said as ethical or unethical?
abstractio
(3 minutes) (2 minutes) (2 minutes) (2 minutes)
ns about
the lesson

6
 I. Evaluating QUIZ: ESSAY: ESSAY.: QUIZ.:
learning
Ask: 1. WHY it is important to know a Ask: 1. Ask: 1.
Give the career opportunities person, such as that of a What makes a journalist Tell whether each of the
for communicators and journalists’ rights and accountable? following behaviors of the
journalist. responsibilities in his field of practitioners is ethical ethical
(10 minutes)
work? or unethical.
2. Describe each career
opportunity you have listed. ( 10 minutes) (10 minutes)
(15 minutes)

J. Additional ASK: Do you like to become a ASK: As a student, how would ASK: Have you heard about ASK: What are the
activities journalist someday? Why or you show your respect to the black out news? What is it all challenges among Filipino
for why not? rights and responsibilities of about? journalists?
applicatio n journalists?
or
remediatio
n

V. REMARKS

7
VI.
REFLECTION

No. of learners
who earned 80%
in the evaluation
No. of learners
who require
additional
activities for
remediation
Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
No. of learners
who continue to
require
remediation

8
Which of my
teaching
strategies
worked well?
Why did these
work?
What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

9
Prepared by:

ROBERTO DELA CRUZ MANUEL

Teacher 1, JRLMHS
Schools Division of Gapan City

Checked and Reviewed by:

DR. LOVELLA G. PARAGAS

Trainer/Facilitator

Approved by:

DR. ENGELBERT B. AGUNDAY

EPS II, CLMD

1
 ESSAY SCORING RUBRIC

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5
Content out of 10 points Interesting content and Some interesting content; points not Conventional ideas or clichés; little Cursory; gives the impression of writing just to complete the
presentation; ideas well conceived sustained or not fully developed. supporting detail included. assignment.
and developed with sufficient
examples.

5 4 3 2
Structure, Logic and out of 5 points Logical progression of ideas with Logical progression of ideas but Gaps in logic or no transitions. Disorganized; appears to have been written as thoughts occurred to
Transitions well-executed transitions. often lacks transitions. the writer.

13-15 11-12 9-10 7-8

Grammatical Accuracy out of 15 points Appropriate level of complexity Confined to simpler sentences or Errors frequently affect Message is largely incomprehensible due to inaccurate
in syntax with very few errors, if structures with very few errors OR comprehensibility, or very basic types grammar, which alters or obscures it, OR reader must know English
any. shows variety and complexity in of errors (subject-verb agreement; noun- to comprehend much of the message.
syntax with errors that do not affect adjective agreement, etc.)
comprehensibility.

1
 13-15 11-12 9-10 7-8

Vocabulary/ Word Choice out of 15 points Uses sufficient, appropriate, and
varied vocabulary; English
influence not apparent; rich variety
of Spanish idioms; no literal
translation from English.
Usually uses appropriate vocabulary
with some variety; some errors in
usage that do not affect the message;
occasional appropriate use of
Spanish idioms.
Often uses inappropriate, or non-
specific vocabulary; lack of variety in
word choice; avoids use of Spanish
idioms; English-influenced word
choice.
Uses only elementary vocabulary; creates nonexistent words from
English OR uses words in English; translates English idioms
verbatim.

5 4 2-3 0

Punctuation, Spelling, and out of 5 points Correct spelling (including accents) Occasional mechanical errors. Frequent mechanical errors. English spelling and punctuation: no accents; mechanical errors in
Presentation and punctuation; neatly typed with most sentences.
correct format as specified (MLA).

Total out of 50 points

1
 School SENIOR HIGH SCHOOL Grade: SHS Grade 12
Teacher Senior High School Teachers Learning DIASS (Disciplines and Ideas in the Applied Social
Area: Sciences
Date Quarter: Second Quarter 2017-18

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES At the end of the lesson, the learners are expected to: At the end of the lesson, the
1. Describe the clienteles and audiences of learners are expected to:
communication 1. Identify the settings where
2. Conduct a survey about the communication needs of the communications and
individuals, groups, organizations and communities journalists are found;
3. Appreciate the value of good communication 2. Describe the different
processes and methods
involved in communication;
and
3. Illustrate the different
settings, processes and
methods involved in
undertaking
communication.
A. Content Clientele and audiences in communication Setting, Processes, Methods, and
Standard Tools in Communication
B. Performance  Use acceptable research protocols, conduct survey  Using the results of the
Standard among young adults (18-21) on their social work needs survey conducted, critically
 Present result and recommendation for class evaluate whether the needs of
discussion the respondents are addressed
by the practitioners and
pertinent institutions.
 Provide suggestions on
how needs can be
effectively addressed.
At the end of the lesson the students
Are expected:
1. Distinguish the different
communication media channels.
2. Demonstrate communication
skills in different settings and
situations.
3. appreciate the use of mass
media, new media and social
media, and telecommunications
Setting, Processes, Methods, and
Tools in Communication
Propose suggestions on how
needs can be effectively
addressed
C. Learning Describe the clienteles and  Identify the setting in  Identify the setting in which  Distinguish the appropriate
Competency audiences in communication which communicators communicators and communication media
HUMSS_DIASS12-IIa-37 and journalists are journalists are found channel(s) to use in different
found HUMSS_DIASS12-IIa-39 settings and situations
HUMSS_DIASS12-  Illustrate the different HUMSS_ DIASS 12IIa-41
IIa-39 processes and methods
 Illustrate the different involved in undertaking
processes and methods communication
involved in HUMSS_DIASS12-IIa-40
undertaking
communication
HUMSS_DIASS12-
IIa-40
II. CONTENT Clientele and Audience in Communication Setting, Processes, Methods, 5. Communication media
1. Characteristic and needs of various types of clientele and And Tools In Communication channels
audiences 5.1 Mass media
1. Individual 5.2 New Media and Social media
2. Group and Organizations 5.3 Telecommunications
3. Communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide DIASS CG pp. 5 of 7 DIASS CG pp. 5 of 7 Curriculum Guide page 5 of 7 DIASS Curriculum Guide pp 5 of 7
Pages

2. Learner’s
Materials pages
3. Text book pages Cleofe, M.P. et.al. (2016) Disciplines and Ideas in the Discipline and Ideas in the Applied
Applied Social Sciences. Makati City: Diwa Learning Social Sciences (Phoenix pages 210-
Systems Inc., pp 179 – 189 218
Melegrito, MLF. et.al. (2016) Disciplines and Ideas in the
Applied Social Sciences. Quezon City: Phoenix Publishing
House Inc., pp 203 -208
Sampa, E.M. (2015) Disciplines and Ideas in the Applied
 Social Sciences. Manila: Rex Book Store. pp. 132 – 140
4. Additional
Materials from
Learning Resources
B. Other Learning Changingminds.org/techniques/general/four_audiences.ht m Powerpoint Presentation; laptop, projector
Resources https://www2.mcdaniel.edu/rtrader/handouts/WhatisCom Metacard, Pictures
munication/Communication_as_an_Academic_discipline. pdf
http://www.uccs.edu/Documents/commcenter/Comm%20
as%20a%20discipline.pdf

Pictures Slideshow Presentation, Graphic Organizer, Manila

Paper and markers Slideshow

IV. PROCEDURES
A. Reviewing What are the rights and Who are the clienteles and Q & A- (3 min) Review the previous through a game
previous lesson or responsibilities of audiences in entitled “Catch and answer” with
presenting the new Communication communication? What are Review the past lesson by specific guide questions.
lesson Practitioners and their characteristics? answering the question below:
The students will pass the ball,
Professionals? every time the music stops, the
What are the characteristics and
needs of the clientele and student will pick a question from
audiences of communication? the box.
Guide Questions:
1. Describe the communication
process in the setting of
government?
2. Give two methods of
communication in the private
sector setting.
3. In school setting, give three

B. Establishing a Picture Analysis: The
purpose for the teacher will present
lesson pictures of scenarios that
show different audiences
and clienteles in
communication.
Pic 1: Best friends talking
to each other
Pic 2: Teacher and
students during class
discussion
Pic 3: Manager and
employees
Pic 4: Comedian and the
crowd
Pic 5: Mayor and
constituents Guide
Question
1. What is the situation
shown in each picture?
2. Upon seeing the pictures,
can you easily tell who are
the clientele/ audiences of
communication?
C. Presenting Discussion with Power
Examples/instances Point Presentation on the
of new lesson Characteristics of the
Clienteles and audiences of
communication
The students will present
their conducted survey
research about the
communication needs of
young adults (18-21 years
old)
Based on the results of the
conducted survey the class
will now have a discussion
about the needs of clienteles
and audiences in
communication.
Discussion with Power Point
Presentation on the Needs of
the Clienteles and audiences of
communication
tools of communication?
(3 mins.)
4 PICS 1 WORD - (3 min) Video Clip Presentation”
Have the learners identify the Guide Questions:
correct term for each set of pictures 1. Based on the video, what did
& tell how information is usually you observe?
delivered. 2. Can you give an example of
1. Government each communication media?
2. Private Sector
3. Enumerate three (3) features
3. Civil Society
and uses of communication media.
4. Schools
5. Community (5mins.)
PICTURE ANALYSIS The teacher will provide pictures of
(7 min) different communication media
 The teacher will provide channels
photos of different settings
in communication. Ask the class to categorize the
1. Barangay pictures according to:

D. Discussing new Deepening of Discussion
concepts and Using the same pictures
practicing new skills shown by the teacher, the
#1 students will analyze the
characteristics of the
different kinds of audiences.
Deepening of Discussion
Guide Question:
What are the common needs
of the different types of
clienteles and audiences in
communication?
2. Telecommunications a. Mass media
Company b. New media and social
3. An NGO (alternative: media
Mall) c. Telecommunications
4. National High School (4 mins.)
5. Church
 Each setting will be
described through
interactive class
engagement.
 Ask:
1. In which areas are
Social work performed
and exercised?
2. Who are responsible in
organizing
communication activities
in these settings?
3. What information is
being received from
these organizational
settings?
Lecturette- 10 min Discussion on:
 Discussion on the setting, a. mass media
process and methods in b. new media and social
communication through media
powerpoint presentation. c. telecommunications
(10 mins.)
1. Why is communication
important in good
governance?
2. What are the key

E. Discussing new Exploration of the topic with
concepts and group discussion. Guide
practicing new skills Question: Describe the
#2 characteristics of the
different types of clienteles
and audiences in
communication:
Group Activity: Group
1 – Individual Group 2
– Group and
Organization
Group 3 - Community
communication needs of
the private sector?
3. What are the key
communication needs of
the civil society
organizations?
4. Why do schools engage in
communication activities?
5. How do communities carry
out their communication
activities?
Group Activity Data Collaboration - 10 min Deepening of discussion through
Retrieval Chart: Further discussion on the exploration of Communication
Describe the need of the setting, process and methods media channels.
different types of clientele in communication through Group I – Mass media
and audiences and group engagement activity. Group II – New media and social
determine the most The teacher provides the media
appropriate type of flow of communication for
Group III – Telecommunications
communication medium each setting.
1. Government
2. Private Sector ( 7 mins)
Clienteles/
Needs 3. Civil Society
Medium
Audiences 4. Schools
5. Community
Individual Group presenter will explain
the process and methods of
Group/ communication assigned to them.
Organization
Community
F. Developing
mastery
(Leads to Formative
Assessment)
Using the graphic organizer,
the students will give the
characteristics of audiences
and clienteles in
communication.
Using the same groupings, the
teacher will ask the students to
compose a short jingle about
the needs of the clienteles and
audiences in communication.
Rubrics: See attached file
Ask:
What are the different methods of
communication used in different
settings?
By using graphic organizer, the
students will put the
Communication media channels
1. Mass media
2. New media and Social media
3. Telecommunication
(5 mins.)
G. Finding Practical If you were a journalist,
applications of would you have a preferred
concepts and skills type of audience? Who
would it be and why?
The teacher will provide
specific situations wherein
communication is needed by
individuals, groups,
organizations and
communities. The students will
identify the needs of each type
of clienteles and audiences of
communication.
Collaborative/ Graphic
Organizer – 13 min
Explain how the desired
communication can be achieved.
Present your answer using a
diagram.
Situation A: A super typhoon is
expected to hit your area Situation
B: A case of food poisoning was
reported in a large chain restaurant
Situation C: An NGO wants to
encourage healthy food habits
among children.
Processing Questions:
1. How can students be
responsible to use the
communication now a days?
2. How can you use these
communication skills
effectively?
3. Which among the channels of
communication you mostly use?
(10 mins)

Guide Questions:
1. What information/
messages should be
communicated?
2. Who should be the source of
the message?
3. What communication
channel/s should be used?
4. Who should be the
receivers of the
messages?

H. Making Why is it important to know
generalizations and the characteristics of the
abstractions about clienteles and audiences of
the lesson communication?
Expected answer:
Communication can only
be effective when
What are the different needs of
the clienteles and audiences of
communication?
Expected Answer: Different
individuals, groups and
communities have distinct
3 min
Ask:
 What is the significance of
establishing settings, process
and methods in communication?
Ask the learner: what new
learning did they develop about
the communication media
channels?
1. What is the importance of
different communication media
channels in mass media, new
 communicators take into communication needs.
consideration the Individuals for personal and
characteristics of their professional advancement,
intended clientele and groups and organizations in
audiences. accomplishing group tasks,
lastly, communities consider
communication as a form of
empowerment.
Expected Answer: media and social media and
1. Good communication telecommunications?
ensures that you are being 2. How do you use it effectively?
heard; Expected Answer:
2. Presents a strong point of Communication is a dynamic
view and developing mutual process in which humans strive to
understanding; convey to one another. It also
3. Delivers efficient decisions serves to understand the people,
and solutions by providing environment, animals or an object.
accurate, timely and relevant (5 mins.)
information;
4. Enables mutually
beneficial solution;
5. Builds healthy
relationships by
encouraging trust and
understanding taking
control of the
communication process

I. Evaluating 1. Give at least 5 Distinguish the needs of the ESSAY - 10 min Evaluation: Performance using
Learning characteristics of different clienteles and rubrics
audiences and clienteles audiences of communication. 1. What are the methods of Mass Media – Radio Broadcasting,
of communication. (5 1. Individual communication used in TV Broadcasting Social Media –
points) 2. Group and Organization different settings? 1-5 Making Blogs Telecommunication
3. Community 2. How vital is the process of – Cellular phone conversation in
2. Which among these good communication in times marketing businesses
characteristics of of solving issues and (7 mins.)
clienteles and audiences concerns.
in communication is the
most important thing to
consider? Why? (5
 points)

J. Additional The class will be divided Write a reflection paper Agreement: How do social media influence
activities for into three (3). Each group explaining why is it If you were a professional you in connecting with different
application or will conduct a survey important to address the communicator, what setting would groups of people?
remediation research about the needs of needs of the clienteles and you choose? Why would you choose
the audiences and clienteles audiences of communication. it? Describe the process and Post your answer in our social
(young adults ages 18 – 21) methods you expect to be in chosen media group.
in communication. Students setting.
are advised to observe
proper research protocols
Group A : Individuals
Group B:
Group/Organizations
Group C: Community

V. REMARKS
VI. 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?

Prepared by:

DIVINA GRACIA I. DE VERA RANDOLF M. ABESAMIS KWIN MARIE M. MABANTA LAILANIE Q. DELA PEŇA
Teacher III Teacher III Teacher III Teacher I
Division of Tarlac Province Division of Nueva Ecija Division of Tarlac Province Division of City of San Jose Del Monte

EVANGELINE R. CARAMOL INGRID F. MANANGGIT REYNALDO G. QUITAN

Teacher III Teacher II Teacher II
Division of City of San Jose Del Monte Division of Bataan Division of Munoz

Approved by:

Dr. LOVELLA G. PARAGAS

Principal I
SHS RMTOT Facilitator/Trainer
 APPENDICES
(SECOND QUARTER, WEEK 1)

Picture Analysis Comedian and the crowd

Best friends talking to each other

President/Mayor and his constituents

Teacher and students during class discussion

Manager and employees

Rubrics for Jingle
 Grades 1 to 12 School Division of Bulacan / Nueva Grade Level 11/12
DAILY LESSON Ecija
LOG Teacher Grace G. Mayoralgo / Mel M. Learning Area Discipline on Applied Social Sciences
Ortiz
Teaching Dates and Quarter Second Quarter
Time

Day 1 Day 2 Day 3 Day 4

At the end of the lesson the
I. OBJECTIVES students are expected to:
1. explain the function of
applied Social Sciences in
Arts and Entertainment
2. participate on a given
activity on the topic, art
and entertainment.
3. value the importance of
of applied science in Art
and Entertainment
At the end of the lesson the
students are expected to:
1. identify situations that
would require the
application of applied
social science in arts and
entertainment.
2. Illustrate the importance
of applied social science to
art & entertainment by
comparing two television
networks.
3. Install the values of
applied social science in
art and entertainment
At the end of the lesson the
students are expected to:
1. describe the function of
applied social sciences in
news and information.
2. present a news program in
the class.
3. appreciate the contribution
of applied social sciences in
news and information
At the end of the lesson the students are expected to:
1. understand the functions of applied social
sciences in organizing advocacy and
mobilization.
2. enumerate activities on organizing
advocacy and mobilization which relate to
applied social sciences.
3. show appreciation on the importance of
advocacy groups in the development of
policies.

1
A. Content Standards Functions of applied social science

Assess objective through an individual project how the functions of the applied social sciences have been fulfilled in any of the applied social sciences
B. Performance have been fulfilled in any of the following:
Standards 1. case study of a counselee
2. case study on integrative social work
3. comparison of the programming of any two television networks

C. Learning Competencies/
HUMSS_DIASS12-IIb-d42 HUMSS_DIASS12-IIb-d-43 HUMSS_DIASS12-IIb- HUMSS_DIASS12-IIb-d-43
Objectives
Write the LC code for
d43
each
II. CONTENT Art and Entertainment News and Information Organizing advocacy and mobilization

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Curriculum Guide HUMSS Curriculum Guide HUMSS Curriculum Guide Curriculum Guide HUMSS
pages DIASS p. 5 DIASS p. 5 HUMSS DIASS p. 5
DIASS p. 5
2. Learner’s Materials
pages
3. Textbook pages p. 230-240 p. 230-240 p.240 p. 241
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Phoenix: Discipline and Phoenix: Discipline and Ideas in Phoenix: Discipline and Phoenix: Discipline and Ideas in Applied Social Sciences Author:
Resources Ideas in Applied Social Applied Social Sciences Author: Ideas in Applied Social Arleigh Ross D. Dela Cruz, PhD.
Sciences Arleigh Ross D. Dela Cruz, Sciences Carl G. Fernandez, Ma. Lourdes F. Melegrito, PhD. Violet B.
Author: Arleigh Ross D. PhD. Author: Arleigh Ross D. Valdez, PhD
Dela Cruz, PhD. Carl G. Fernandez, Ma. Dela Cruz, PhD.
Carl G. Fernandez, Ma. Lourdes F. Melegrito, PhD. Carl G. Fernandez, Ma.
Lourdes F. Melegrito, Violet B. Valdez, PhD. Lourdes F. Melegrito, Ppt./ Pictures
PhD. Violet B. Valdez, PhD. Violet B. Valdez,
PhD. PhD

Ppt. Ppt. Ppt. / Manila Paper/

https://www.youtu.be/qGQ Pictures
U5H0pWg0
IV. PROCEDURES

A. Reviewing previous Review the previous Review the previous lesson, Review the previous Picture analysis:
lesson or presenting lesson, Functions of Functions of Applied Social lesson,
the new lesson Applied Social Sciences Sciences on Art and The class will be asked to analyze different pictures about
on Persuasion. Entertainment Presenting new lesson, advocacy campaigns and ask to say something about how they
Ask: Name the first 2 Functions of Applied Social relate to it.
Functions of Applied Sciences on News and
Social Sciences. Information. 5 mins.

5 mins. 5 mins.

5 mins.
B. Establishing a purpose (Name Game) Show Word Game: Picture Perfect. Showing Present the key concepts on organizing advocacy, and
for the lesson pictures of a celebrities By identifying some trademark of the pictures/logo/slogan of mobilization.
and icons. a certain show of 2 television two television network in
1. Can you name the network. news and information. Ask: How advocacy works require applied social sciences?
persons showed in (Compare and Contrast)
the presentation?
2. How did these Ask: Why do you think that
celebrities journalist plays a vital role
influence other in delivering news and 5 mins.
people? information?

5 mins. 5 mins.
5 mins.
C. Presenting Continuation of the topic Discuss key concepts on Discuss key concepts on organizing advocacy, and mobilization.
examples/instances of Video clip presentation. Functions of Applied Social functions of applied social
the new lesson (The international Science (Art and sciences on news and
recognition of Paolo Entertainment) information.
Ballesteros as the best
actor in the movie “Die
Beautiful”
The teacher will discuss
 the video that was
presented.
5 mins.
D. Discussing new Discuss the Function of
concepts and Social Sciences in Art and
practicing new skills Entertainment.
#1
10 mins.
E. Discussing new Graphic Organizer: The
concepts and class will be grouped into
practicing new skills two and will identify the
#2 characteristics of how they
can achieve that kind of
recognition.
5 mins.
The students will compare the 2
television network regarding the
functions of applied social
sciences on art and
entertainment.
10 mins.
Group presentation: The class
will group into 2 and they will
discuss how the program
influences one’s self or
character.
3 mins.
5 mins.
Group Sharing. Present and define the meaning of advocacy groups and work
Guide questions: related activities.
1. Do you see yourself
delivering the news and Ask: How do you understand the meaning of advocacy groups?
information in television?
If yes. Why? Group sharing (small & big).
2. In what way do you
think that a certain 1. Cite some works and doings that have an advocacy in the
journalist delivered a community and in school.
balanced news and
information?
12 mins.
10 mins.
News Clip: Group activity: Divide the class into 3 groups.
Mechanics: Each group Mechanics:
will report on the 1. The class will identify the importance of having an
following news. advocacy of a certain group.
Group 1 Group 1Community (No to Drugs)
Communication in a Group 2 Environment (No To Mining)
remote area Group 3 Family Planning
Group 2 2. List down atleast 3 pros and cons of the reasons behind
War on Drugs specific advocacy campaign.
Group 3 3. Develop a 3 item checklist answerable by Yes or No in
Issues on Gender terms of how you favor or not.
Guide Questions:

15 mins.
F. Developing mastery How do arts and
(leads to Formative entertainment influence
Assessment 3) you as an individual?
5 mins.
G. Finding practical What do you think is the
applications of best characteristic of an
concepts and skills in actor / actress that you can
daily living apply in your daily life?
5 mins.
H. Making Ask one or two students in
generalizations and the class to summarize the
abstractions about the topic.
lesson The students are expected
to come up with
15 mins.
5 mins.
Do you think that watching or
following a certain teleserye or
drama can affect your own
perspective?
5 mins.
In summarizing the topic, an
oral check up to the students.
1. What are the contents 15 mins.
presented by the clips?
2. What do you think are
highlighted/silenced?
3. What do you think may
be the consequences of the
framing made to the
receiver or clientele?
15 mins.
Ask: What is your most Ask: Why do you think an advocacy group must consider the
significant learning about needs of its target population (group of people)?
the function of social
science in news and
information? 5 mins.
5 mins.
Ask: Ask:
In what ways news and 1. Have you been a member of an advocacy group? How
information help you does an advocacy group help the community to be aware on
understand the veracity of one’s issues and concerns?
issues in your society? 2. If no, what particular advocacy group would you like to be a
member? Why?
5 mins.
5 mins.
Ask a student to summarize Ask one or two students to summarize the lesson discussed. in
the lesson discussed in functions of applied social sciences in organizing advocacy and
functions of mobilization.
applied social sciences in
news and information. 3 mins.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
the concepts discussed
3 mins.
Quiz 1-5 items. True or
False
7 mins.
Assignment: What do you
think is the main function of
applied social sciences on
art and entertainment?
Continuation of the lesson
on the next day.
5 mins. 5 mins.
Q and A Q and A Quiz 1-5 items. Modified True or False
Ask: How do you think (Written)
watching teleserye can be useful
to help you relate on situations How do the following
almost the same as those social media influence
presented in the teleserye? you as a user or viewer:
a. television
b. social networking sites
c. youtube
5 mins. 7 mins.
5 mins.
Assignment: Additional activity:
Watch or listen to more stories By watching a news
about family life and program in 3 consecutive Read an article regarding functions of applied of social sciences on
relationship. days. Analyze the type/ education.
Instructions: kind of news is being
In your journal answer the shown.
following:
Guide Questions:
1. What is the most common issue 1. Do you think they
a family has in general for keeping delivered a
a harmonious family relationship? balanced type of
2. How do you find your current news and
relationship with your family? information?
3. Do you think you have a happy
and loving family? Yes, if No, 2. Do you believe
why? that a certain
network has a
position in some
political aspects?
Why?
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
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?
Prepared by: Checked by:
Grace G. Mayoralgo Dr, Lovella G. Paragas
Teacher II, Division of Bulacan Facilitator/Trainor SHS HUMSS

Mel M. Ortiz
Teacher III, Division of Nueva Ecija
Appendices: Day 3
Functions of Applied Social Sciences on News and Information.
Picture Perfect

1. In the service of the Filipino People

2. Serbisyong Totoo Lamang
3. Hindi namin kayo tatantanan.
4. Magandang Gabi Bayan.
5. Ang Buhay Weder Weder lang.
Appendices: Day 4

Organizing advocacy and mobilization.

Advocacy on Family Planning Advocacy on war on Drugs Advocacy on Environment

(5 minutes)

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

1. Social science can be used to study and understand society.

2. Organizing advocacy and mobilization is one of the function in applied social sciences.

3.Advocacy is an activity by an individual or group which aims to influence decisions within political, economic, and social systems and institutions.

4 The action of organizing and encouraging a group of people to take collective action in pursuit of a particular objective:

5. Applied social science is not a good background for advocacy organizing and mobilization because multi disciplinary field studies politics, governance social and Political

dynamics.
Appendices: Day 1
(Name Game) Show pictures of a celebrities and icons.

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

1. Social Science can influence by arts and entertainment.

2. The function of the Social Sciences can only found in arts and entertainment.
3. There are three focus of function of Applied Social Science
4. The action of an artist can influence their audience
5. Social Sciences can be link on entertainment without communication
 Grades 1 to 12 School Grade Level Grade 12
DAILY LESSON Teachers Learning Area DIASS
LOG Teaching Dates and Time Week 2 Quarter Second Quarter

DAY 1 DAY 2 DAY 3 DAY 4

Monday Tuesday Wednesday Thursday
At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the
I. OBJECTIVES the students are able to: students are able to: the students are able to: lesson, the students
are able to:
a) Explain the functions of a) Identify situations that a) Explain the functions of
applied social sciences to would apply the various applied social sciences to a) Identify situations in
self-development functions of applied social mass media the Philippines that
b) Enumerate ways of science to self- development communication and are applicable for the
developing one’s self b) Perform a role play persuasion functions of mass
through applied social showing situations that b) Demonstrate media to persuasion
sciences need different suitable understanding on the b) Make an
c) Appreciate the functions to self- functions of Applied advertisement for a
significance of development in local Social Sciences to business, product or
counseling, social work setting persuasion and mass campaign
and communication in c) Internalize the functions of media c) Value the role of
one’s self development applied social sciences to c) Inculcate the positive mass media in
self-development ways of using applied persuading people
social sciences mass for the success of
media and persuasion one’s business,
advertisement and
campaign

A. Content Standards Functions of applied social science

Assess objective through an individual project how the functions of the applied social sciences have been fulfilled in:
B. Performance 1. Comparison of the programming of any two television networks
Standards
C. Learning Explain the functions of
Competencies/ applied social sciences
Objectives HUMSS_DIASS12-IIb-d-
Write the LC code for 42
each
II. CONTENT Self-development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide P. 5-6.
pages
2. Learner’s Materials
pages
3. Textbook pages Sampa, Elias M. Disciplines
and Ideas in the Applied
Social Sciences. Quezon:
Rex Book Store Inc. 2017.
P.159.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https://www.google.com.ph/search?q=c
ounseling&source=lnms&tbm=isch&sa=
Resources X&ved=0ahUKEwj13MrW5-
TTAhVGGJQKHexoCCMQ_AUIBigB&b
iw=991&bih=533&dpr=1.1
Others: PPT Slides
IV. PROCEDURES
A. Reviewing previous Drill: FACT OR BLUFF
lesson or presenting on Communication Media
the new lesson Channels.
1. Communication
involves the giving and
receiving information and
ideas. (F)
2. Communication is not
Identify situations that would
require or necessitate the
performance of the various
functions in local/Philippine
settings HUMSS_DIASS12-
IIb-d-43
Sampa, Elias M. Disciplines
and Ideas in the Applied
Social Sciences. Quezon:
Rex Book Store Inc. 2017.
P.160.
https://www.youtube.com/w
atch?v=NJ1wEE2xCE4
Review on the functions of
applied social sciences
(counseling, social work and
communication) to one’s
self-development.
Call a student to give the
functions of applied social
sciences.(3 mins)
Explain the functions of
applied social sciences
HUMSS_DIASS12-IIb-d-42
Persuasion
Dela Cruz et al. Disciplines
and Ideas in Applied Social
Sciences. Quezon City:
PHOENIX Publishing House.
2016. Pp. 240.
https://www.youtube.com/w
atch?v=7K3JoftacwM
Select a student to present
his/her assignment on
editorial cartooning and ask
them about what they have
learned yesterday.
Identify situations that
would require the
performance of the
various functions in
local/Philippine settings
HUMSS_DIASS12-IIb-
d-43
Dela Cruz et al.
Disciplines and Ideas
in Applied Social
Sciences. Quezon City:
PHOENIX Publishing
House. 2016. Pp.240.
https://www.youtube.c
om/watch?v=7K3Jofta
cwM
Call 2 or 3 students to
present the
advantages and
disadvantages of
persuasion to one’s
beliefs, attitudes and
behavior.
 an interest-based. (B)
3. In mass media, audience
are obliged to pay attention
or give feed backs. (B)
4. Blogging and social
networking are the most
prominent forms of social
media. (F)
5. Mass media does not
contain much of the
sender, message and
receiver. (F)
(3mins.)

B. Establishing a purpose “Name Game”: “Video Clip Analysis” “Commercial Showing” Video Clip showing a
for the lesson A video clip will be viewed salesman promoting a
Describe what is being by the students. AMA Senior High TVC feat product to potential
portrayed in the following Coco Martin 30s customers.
pictures. Guide Questions: Guide Questions:
1. Counseling 1. What does the video Guide Questions: 1. Did the salesman
2. Social Work want to convey? a. What did you observe in able to persuade the
3. Communication 2. What issues have you the video? customers to buy his
Guide Question: seen in the video that you b. Why do you think Coco product?
1. How important are think need to be addressed? Martin has been chosen to be 2. What do you think
these pictures in one’s (6 mins) the endorser for AMA? are the traits displayed
development? by the salesman?
(3 mins)
C. Presenting Self-development “Yes or No” Give words or phrases that Presenting other
examples/instances of describes influence of media examples of traits of a
the new lesson Activity: Write YES if the following to people. (5 mins) person who is good at
“(+) or (-)” sentences require the functions persuading people.
Identify the following whether of the applied social sciences
it contributes to one’s self-
if otherwise, write NO. 1. Politician
development or not. Mass
1. Studying 2. Showbiz
1. A student who has failing Media personality
2. Personal hygiene
3. Socialization grades in science and math. 3. Lawyer
4. Smoking 4. Teacher
 5. Enrolling to summer
classes
(5mins)
D. Discussing new Small Group Discussion
concepts and The class will be divided
practicing new skills into five groups for
#1 brainstorming. Functions of
applied social sciences:
a. Counseling
b. social work and
c. communication
Question:
1. What is the importance
of the functions of applied
social sciences?
(10 mins)
E. Discussing new Group Reporting
concepts and Discuss the functions of
practicing new skills applied social sciences to
#2 self-development
Group A: Counseling
Group B: Social Work
Group C: Communication
(10 mins)
(YES)
2. There is an increase on the
number of street children in
Lazatin Avenue. (YES)
3. A student is not talking
for almost a quarter in a
class. (YES)
4. Mr. and Mrs. Cruz have a
happy family. (NO)
5. Richard is assertive in his
ideas and feelings in class in a
nice manner. (NO)
(4 mins)
An in-depth discussion on
various situations that demand
the performance of the
functions of social sciences.
(10 mins.)
Group activity: Role Play
(3 Groups)
Apply the effective functions
of counseling on absenteeism;
social work on families
affected by typhoon and
communication on
cutting classes.
5. Priest
(5 mins)
Interactive Discussion Discussion on the role
of mass media in
a. Explain the functions of persuading people using
mass media to persuasion power point
b. Give the factors that presentation.
contribute to the success of
persuading people. (10 mins)
“Concept Mapping “Commercial
Analysis” Analysis”
Students will create their own Group Work
concept map on the functions Choose a commercial or
of applied social sciences to an advertisement that
persuasion and mass media you like most and
(5 mins.) why?
(5mins.)

F. Developing mastery Situational Analysis
(leads to Formative 1. Identity crisis
Assessment 3) 2. Family problems
3. Childhood trauma
How can counseling,
social work and
communication address
such problem?
(Choose one from the above given
situations)
(7 mins)
G. Finding practical Journal Keeping: Write
applications of your experience of
concepts and skills in counseling.
daily living 1. How significant it is to
you?
2. How this activity affects
you as a person?
(Counseling may come from
parent, teachers or friends)
(5 mins)
H. Making Questions:
generalizations and 1. What are the functions
abstractions about the of the ff. applied social
lesson sciences to his/her self-
development:
A. Counseling
B. Social Work
(10 mins.)
“Picture Analysis”
Describe the picture whether
the functions of applied
social sciences are
“NEEDED” or “NOT
NEEDED”. Justify.
(5 mins)
a) If you were in this situation
(flash a photo) how are you
going to deal with the problem
encountered? (5 mins)
Call 3 students to answer
the following question:
1. How important are
the functions of applied
social sciences in the
different situations
Monologue: Choose among
the following situations:
1. Courting a girl/boy
2. Applying for a job
3. Presenting your platform
during a school campaign
Suggestions:
1. Randomly select students
who will monologue the
following situations.
2. Choose a partner and
perform the following
situations.
(10 mins)
Ask a student, how can you
regulate the strong persuasion
of mass media to your
behaviour, attitudes and
beliefs?
(5 mins)
Call a student to summarize
the lesson.
a. What are the functions of
applied social sciences to
mass media and
persuasion?
“Hikayatin Mo Ako”
The class will be
divided into 3 groups.
They are going to make
their own commercial
along the areas of:
1. Product
Advertisement
2. Business
Advertisement
3. Advocacy
Campaign
(15 mins.)
How important is mass
media to you as a
student?
(5 mins)
Call some students to
sum up the lesson of the
day.
1. What are roles of
mass media in
persuading people?
 C. Communication discussed? (3 mins.) The heart of persuasion is the
 In counseling it ability to understand well Persuasion energizes
offers guidance to Applied social sciences such one’s audience and its itself to move audiences
individuals in as counselling, social work and complexity. to desired and
varying situations, communication have distinct (5 mins) immediate action. (5
conflicts, confusion contributions in services they mins)
and crisis and put out for
provides the tools self-development.
for the individual to
address issues of
self-development.
 Social work offers a
wide range of
services particularly
in the aid of
emancipating the
marginalized
individuals.
 Communication
empowers the
individual with
listening and
speaking skills.
(3 mins)
I. Evaluating learning Quiz: Modified True or Recall a situation in your life Print out the editorial Situational Analysis
False when you needed the help of cartooning (internet) or cut out Quiz: Analyze each
(5 mins) others. Describe the help that the editorial cartooning commercial carefully
was given to you. (newspaper) in a short bond and identify what type
1. Communication foster Integrate the concepts that paper. of commercial is being
the listening and speaking you learn from the session (5 portrayed.
skills of an individual. mins) Guide Question: (5 mins)
(TRUE) 1. Explain how guidance and
2. Counseling is offer to counselling, social work and 1. Mang Inasal
individuals with problems communication can be applied (Business Ad)
only. (to all individuals) in mass media and persuasion? 2.Rexona (Product
3. Counseling provides Cite examples. Ad)
solution to individuals 3. BDO (Business Ad)
 seeking help. (provides
guidance and assistance)
4. Social work is intended
for the rich people.
(marginalized individuals)
5. Counseling provides the
individual the tools to
address issues for sefl-
development. (TRUE)
J. Additional activities for Reflect on the song entitled
application or “Estudyante Blues” by
remediation Freddie Aguilar. 1.How do
you relate yourself to this
song?
2.How can you address
those problems through
counseling, social work
and communication?
Search editorial cartooning
on the internet and
newspaper depicting
situations needing the
functions of applied social
sciences.
(5 mins)
Cite the advantages and
disadvantages in relation to
persuasion to one’s beliefs,
attitudes and behaviour.
4. Lucky Me with the
song of “Isang taon pa
lang ako…(Advocacy
Campaign)
5. Lucky Me with the
scene of the father is
scolding his son, “Gabi
ka na naman…”
(Advocacy Campaign)
Analyze the commercial
on RiteMed. If you were
the consumer, are you
going to buy the
product? Why?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
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?

Prepared by:

CHIENE T. GUIBONG SALLY T. MARICANI

Division of Nueva Ecija Division of Aurora

Checked and Reviewed by:

LOVELLA G. PARAGAS, Ph.D. ENGELBERT A. AGUNDAY, Ed.D.

Principal I/Facilitator EPS II, CLMD
 School CHS/CNHS Grade Level GRADE 12
GRADE 1 to 12 Teacher MARY ANN A. LOMBOY Learning Area DISCIPLINES AND IDEAS IN THE
SOCIAL SCIENCES
DAILY LESSON LOG ROCHELLE G. TULIAO
Teaching Dates and
Time
Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES 1. Analyze the functions of applied social sciences in education and socialization.
2. Assess objectively using individual project the functions of applied social sciences that have been fulfilled in terms of case study of a counselee and on
integrative social work.
3. Appreciate the positive impact of the functions of applied social sciences in local setting.
A. Content Standard Functions of applied social sciences
B. Performance Standard Assess objectively through an individual project how the functions of the applied social sciences have been fulfilled in any of the following:
1. Case study of a counselee
2. Case study on integrative social work
3. Comparison of the programming of any two television networks
C. Learning Explain each of the functions of applied social sciences.
Competencies /
Identify situations that would require or necessitate the performance of the various functions in local/Philippines settings.
Objectives
(Write the LC code for HUMSS_DIASS12-IIb-d-43
each)

II. CONTENT EDUCATION SOCIALIZATION

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages Curriculum Guide P. 5-6

2. Learner’s
Materials pages
3. Textbook pages Dela Cruz et. al.Disciplines and Ideas in Dela Cruz et. al.Disciplines and Dela Cruz et. al.Disciplines and Dela Cruz et. al.Disciplines and
Applied Social Sciences. Quezon City: Ideas in Applied Social Sciences. Ideas in Applied Social Sciences. Ideas in Applied Social Sciences.
Rex Publishing House Pp. 163 Quezon City: Rex Publishing House Quezon City: Rex Publishing House Quezon City: Rex Publishing
– 165 Pp. 163 – 165 Pp. 163 – 165 House Pp. 163 – 165
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning projector, PP, speaker, laptop projector, PP, speaker, laptop projector, PP, speaker, laptop
Resources https://www.youtube.com/watch?v=6W xscB
paper and pen paper and pen paper and pen
X09Xs
Video clips “ The Aim Motivational film”
projector, Power Point Slides,
speaker, laptop

IV. PROCEDURES

A. Reviewing previous Review “If given a chance to be a Recapitulate Ask: Review:

lesson or presenting the new
lesson
member of an advocacy, in what group
Question: Cite social issues wherein 1. What is socialization? Question: What is socialization?
would you like to belong? (e.g.
functions of applied social sciences in How it affect the growth and
HIV/AIDS, Anti-Bullying, Pro-Nature 2. Does socialization affect the
education can be applied. development of an individual?
and Buhay) growth and development of an
individual?
Call a student to share his opinion.
( 5 mins.)
B. Establishing a The teacher will show a famous line Explain: Describe briefly your experience
purpose for the lesson.
Word Flash: “ UNESCO” “ No man is an island” 1. While you were looking
for your case study
“Education is the Key to Success” Processing questions:
2. While you were
Cnstruct ideas about UNESCO. 1. Can individual live on his gathering data from the
own? case study
Processing question: 3. While you were
2. What is the role of socialization
Do you think education can in turning a child into a full- interpreting the case
lead you to become pledged responsible adult? study.
successful? Why?

(5 mins)
C. Presenting The teacher wi present video clip Theatre Reading: (Excerpt from 3pix1word The teacher will ask the students to
examples/ instances of entitled “ The Aim “ a motivational UNESCO 1996 report, Learning: present the result of the case study
Identify the pictures and analyze
the new lesson film The Treasure Within( page 11) activity through power point
presentation or visual aids.
Guide Questions: “ In confronting the many
challenges that the future holds
1. What social issue is evident in the store, humankind sees
on the film? education as an indispensable the connection in the socialization.
2. What is the implication of this asset in its attempt to attain the
video to education? ideals of peace, freedom, and
social justice,. As it concludes First picture – community
its work, the Commission
( 10 mins) affirms its belief that education Second picture- family
has a fundamental role to play in Third picture – society
personal and social
development. The Commission
does not see education as a
miracle cure or a magic formula
opening the door to a world in
which all ideals will be attained,
but as one of the principal
means available to foster a
deeper and more harmonious
form of human development and
thereby to reduce poverty,
exclusion, ignorance,
 oppression and war.

Explain: how is this excerpt related to

the functions of applied social
sciences on education? ( 10
mins)

D. Discussing new INTERACTIVE DISCUSSION. INTERACTIVE DISCUSSION. ACTIVITY: The teacher will give instructions
concepts and practicing as to how the students will present
Group Activity: Brainstorming UNESCO Four Pillars of education: Think Pair Share:
new skills #1 their case studies.
1.learning to know Give and explain the functions of
applied social sciences in socialization.
Present and discuss the various 2. learning to do
The rubrics will be discussed in
functions of applied social sciences in
3. learning to live together order for the students to know
terms of education.
how their presentation will be
4. learning to be graded.

( 10 mins ) Presentation of the performance of

the learners.
E. Discussing new Deepening of the functions of applied Group Activity: Concept Map 1. Describe the functions of The students will present and
concepts and practicing social sciences in terms of education. applied social sciences in provide a descriptive discussion on
Four pillars of education in applied
new skills #2 socialization. their case study results.
social sciences.
2. What is the importance of
Role play: Present any situations the functions of applied
pertaining to education as applied to social science in
social sciences. socialization?

(Remember the rubrics for this one) ( 5

mins)

F. Developing Focus Group Discussion: MEANINGS AND WORDS: Developing understanding through Developing understanding
mastery inquiry. through questioning.
Focus group discussion on the The meaning of the four pillars of
(Lead to Formative importance of the functions of applied education will be flashed. The 1. What is socialization? 1. How does education as a
Assessment 3) social sciences. students will identify which pillar 2. How does socialization help social science shape the
would fall under a particular individuals in their growth society?
 Guide Questions: applied social sciences. and development? 2. Do you consider the school as
one of the most important
1. It involves discovery and going
institutions in shaping the
deeper into information/knowledge
1. How do you understand the society? Why and why not?
that is presented or encountered. It
functions of applied social
enables individual learners to
sciences in terms of
understand nature, human kind,
education?
history, environment and society at
2. Why do you think applied
large. As an end it enables the
social science is important?
learner to experience the pleasure of
knowing, discovering, and
understanding as a process.
(15 mins) (communication)
2. It means mastering the ability to
communicate effectively with others;
Social skills in building meaningful
interpersonal relations adaptability to
change in the world of work and in
social life; competency in
transforming knowledge into
innovations and job creation.
(communication & social work)
(others please refer to pages 164-
165)DIASS Elias M. Sampa

G. Finding practical Reflection: Oral Quiz: Pen and Paper: PERFORMANCE WORK:
applications of concepts ORAL PRESENTATION
Explain briefly: As member of the
and skills in daily living
society how can you be an agent of
How do applied social sciences help 1. As senior high school
change to improve the present
you as a student? student, what can you The teacher will ask the students to
condition of our country?
contribute to lessen the present the result of the case study
social issues in your activity through power point
(5 mins) community? presentation or visual aids. Based
2. How can you apply the from the result presented, the
things you have learned in teacher will ask the following
the school to solve the question.
 problem in your
community?
What are the most prevalent
concerns that you have
identified?

H. Making Call a student to sum up the discussion
generalizations and of the day by focusing on the following
abstractions about the guide question:
lesson
What is your significant
learning in the functions of
applied social science in
education?
Expected generalization:
Students and teachers are important
agents in addressing social issues
through education.
(5 mins)
What is the importance of the
functions of applied social sciences in
education?
Expected generalization:
The functions of applied social
sciences in education is preparation
for social praxis in the present and
emerging contexts inasmuch as it is
an essential means to economic and
human capital development for
individuals and communities.
1. Cite an example of how
socialization has influenced an
individual within the society.
Expected Generalization:
 Socialization plays an
important role in the
development of an
individual.
( 5 mins )
Ask a student to summarize the
lesson being discussed.
Expected generalization:
 The functions of applied
social sciences in
education is preparation
for social praxis in the
present and emerging
contexts inasmuch as it is
an essential means to
economic and human
capital development for
individuals and
communities.
 Socialization plays an
important role in the
development of an
individual

I. Evaluating Enumerate the different functions of How can applied social sciences in Essay: The teacher will use a rubric to
Learning applied social sciences. education be used as agent of change? evaluate the written report and
oral presentation of the students.
IN 5 to 10 sentences explain on how
socialization can equip you to
functionally interact with others?
( 5 mins ) ( 5 mins )
( 5 mins)

J. Additional activities JOURNAL WRITING. SLOGAN MAKING:

for application or
Assess objectively through an
remediation
individual project how the functions
In your own understanding, how Make a slogan about the
 applied social sciences can help you to
improve the quality of your life?
importance of applied social
sciences in minimizing social
problems concerning education.
( Rubrics)
of the applied social sciences have
been fulfilled in any of the following:
1. Case study of a counselee
2. Case study on integrative
social work
3. Comparison of the
programming of any two
television networks

The lesson will be continued on the The lesson will be continued on the
next day. next day.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught
up with 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 when I wish
to share with other
teachers?

Prepared by:

MARY ANN A. LOMBOY ROCHELLE G. TULIAO

Capintalan HS Cabiao NHS

Checked and Reviewed by: Noted by:

Dr. LOVELLA PARAGAS Dr. ENGELBERT B. AGUNDAY

Facilitator/Trainor SHS HUMSS Regional Education Supervisor II
 School
Grades 12 Teacher
DAILY LESSON LOG
Teaching Dates and Time
Day 1
I. OBJECTIVES At the end of the lesson, the
students are expected
to:
1.explain the functions of
applied social sciences;
2. relate the functions of
applied social sciences to
own personal and social
context experiences.
3. Value the contribution
of the importance of
applied social science
A. Content
Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of
B. Performance Standards
the processes on the clientele.
C. Learning Competencies/ HUMSS_DIASS 12-IIe-f-
Objectives 44
Write the LC code for Analyze the effects of applied social science processes on individuals, groups and society
each
CLASS C Grade Level Grade 12
AURA LOUELLA M. AGUSTIN Learning Area Discipline & Ideas in the
Applied Sciences
WEEK 6 Quarter II
Day 2 Day 3 Day 4
At the end of the At the end of the At the end of the lesson, the
lesson, the students lesson, the students students are expected to:
are expected to: are expected to 1. identify the role of disaster risk
1. describe the 1.Identify the four reduction during calamities.
distinctive features of aspects of one’s self 2. cite the roles of disaster risk
the most common through the Johari reduction.
media of mass Window 3. appreciate the importance of
communication, print 2. Participate in filling having knowledge of disaster risk
and broadcast up the Johari Window reduction.
medium, films, and share insights
recorded, etc. through group
2. explain the sharing.
importance of films and 3. Appreciate how
recorded music. self-understanding
3. Value the contributes in having
contribution of the harmonious
importance of applied relationship
social science communication with
the group.
HUMSS_DIASS 12-IIe- HUMSS_DIASS 12- HUMSS_DIASS12-IIe-i-45
g-45 IIe-h-44

II. CONTENT
III. 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 Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
1. Awareness and CONT. Awareness Awareness and 1. Attitude and Value Change:
knowledge and knowledge knowledge :  disaster risk
 social media  Social media Self-Understanding reduction
CG page 6/7 CG page 6/7 CG page 6/7 CG page 6/7
N/A N/A N/A N/A
Laptop/projector Laptop/projector Johari Window: Using Laptop/projector
Self Discovery and
Communication to
Build Trust from
www.mindtools.com
Johari Window,
www.cls.utk.edu.pdf
Review of the Review of the previous lesson
previous lesson regarding Self-understanding
regarding Social (5mins)
media
(5mins)
VINE BRANCHES K-W-L CHART After dividing the class Video clip analysis: “RESCUE” by
Using particular examples to 1. What do you know into 4 groups, the Paolo Bediones @ TV 5 on youtube.
reach a general conclusion and want to know teacher will present the
about the topic. about communication Johari Window Activity: Guide Question:
media channels? 1. Teacher presents What can you say about the video?
2. The first column list the Johari Window How should we deal with disaster as
the different medium. activity as a tool for shown in the film? (5mins)
3. In the second column Self Understanding.
write what you
 already know about the
respective media.
4. In the third column
indicate what you want
to know about these.
After completing this
lesson , answer to this
chart and write what you
have learned about the
topic in the third column
C. Presenting FIND YOUR MATCH PASS THE MESSAGE
examples/instances of the Collaborative work this
new lesson Hand out one card to each would need at least 4
student in the class and then group. Each group will
have them get up and find nominate a person to say
the other student with the something in a sentence
matching card. Words / to a second person’s ear
definitions. as if it is a secret so on
INFORMATION and so forth.
CORRELATION The last person then
CONTINUITY says what he/she has
ENTERTAINMENT heard out loud.
MOBILIZATION Chances are , if the
message went through
2. Teacher Distributes
the Johari Window
photocopies…
3. Teacher Explains
the Contents of the
Johari Window:
a.Open-Things that we
know about ourselves
and others as well.
b. Blind-Things that
we do not know but
others do.
c.Hidden-Things that
we know about
ourselves but others
don’t.
d.Unknown- Things
that we do not know
and others as well.
(10 mins)
(Teacher can share part Showing different pictures of
of himself/herself that calamities that normally take place in
he/she wants to our country.
disclose
Guide Question:
1) How do these calamities affect
us?
2) How should we deal with these
calamities?
What actions do we need to
undertake to avoid the effect of
these calamities?

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
1. Discuss further what is
meant by “communication
as a practical social
science.”
2. What is meant by
communication used for
correlation? for continuity
? Calamity
1. Provide examples of Mind Mapping having
situations that illustrate the group activity.
different functions tasks of
media provide by McQuail.
many people , it became
distorted by the time it
reached the last person.
It is fun
tracing the point where it
changed.
1. Art of Questioning : A. The students will be T- Chart:
-print media given time to fill up the 1. Students will be group into two.
-broadcast media windows. (3 mins.) Using the T-Chart, explain how
-new media / social individuals undergo changes of their
media attitude/value toward a calamity.
-film and recorded
2. Taking down notes.
Before After
1. Counselling
2. Social
Worker
3.Communcation
1. What agency will likely assist
in times of calamity?
2. What applied social science
processes would the disaster risk
reduction usually used?
B. MOVE-AROUND Have the learners cross-analyze the
Students will move role of counselling, social worker and
around to allow 4 to 6 communication on disaster risk
classmates write on reduction and its effect to
the “Blind” individuals:
window. (2mins)
C.DIAD – For the Role Calamity
“Hidden” Window, Disaster
students will approach 1 Risk
classmate whom he or Reduction
she is comfortable
with. Note that

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Think Pair Share
Ask a question that
students must first
CONSIDER by
themselves , then DISCUSS
with classmate
, and then SHARE with
the entire class
.A-Z Topic Summary
Students can do this either
as individuals o in pairs.
Have them WRITE a
sentence which has
something to do with the
LESSON for each letter of
the ALPHABET.
students will only have
to disclose what they
want to. (3 mins)
Thumbs Up Thumbs Class will be asked : Guide Question:
Down 1. What did you feel
-Instruct the students to before, during, and 1) How does Disaster Risk
put their thumbs down after the Johari Reduction affect the attitudes
if they disagree and Window Activity?. and values of humans toward
thumbs up if they agree 2. What level/levels of a calamity?
communication used
during the process of (5mins)
Activity?
3. What do you think
is the best form of
social work that
employs methods
such as this? Why?
SELF-
UNDERSTANDING
and How Counselling
helps…
Write the three facts Each group will be Simulation/Tableau
they learned about the assigned to answer
topic. the following Demonstrate how the following
Next, two questions they questions: applied social science processes
still have about the topic GROUP 1: How does appropriate attitude and values
that might not have been the Johari Window towards calamities;
covered in the class. contribute to the 1. Couselling
Finally, have your awareness and 2. Social worker
students write one knowledge of one’s 3. Mass Media
opinion they have about self?
the material. GROUP 2: Why does
self-understanding
important in relating

H. Making generalizations and Ask the students about
abstractions about the their learnings by
lesson answering the following
questions.
After being familiarized with
the roles of disaster risk
reduction, ask two students
at least to summarize the
roles of disaster risk
reduction and how it
changed their attitudes and
values?
I. Evaluating learning Paper and Pen.
In ¼ sheet of paper.
within a particular
group?
GROUP 3: How does
counselling then
contribute to the
society?
Ask the students about GROUP 4: Make an Ask the students about their
their learnings by analysis of the effect of learnings by answering the
answering the following a particular counselling following questions;
questions? method in self- After being familiarized with the roles
After being familiarized understanding and of disaster risk reduction, ask two
with the roles of disaster come up with a students at least to summarize the
risk reduction, ask two generalization of its roles of disaster risk reduction and
students at least to importance in relating how it changed their attitudes and
summarize the roles of within a group and values?
disaster risk reduction society
and how it changed their
attitudes and values? “Applied Social
Sciences, particularly,
counselling, contribute
to Awareness and
Knowledge of Self”
Write an essay about Teacher will evaluate Write an essay
the pros and cons of students’ sharing using As an individual, what is your
social media. the following rubric: participation in your community
5- Excellently during a calamity?
expressed ideas with
relevant examples.
4- Very Satisfactorily
expressed ideas with
relevant examples
3- Satisfactorily
expressed
 J. Additional activities for Research on different Read about risk What is climate change Present
application or remediation types of Mass media reduction pictures of examples of
management.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the
evaluation
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?

Prepared by: Checked and Reviewed by: Noted by:

AURA LOUELLA M. AGUSTIN DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY

Division of Tarlac Trainer/Facilitator SHS HUMSS EPS II, CLMD
 School CLASS C Grade Level 12
Grades 1 to 12
DAILY LESSON Teacher Jose M. Calma Learning Area Discipline and Ideas in the Applied
LOG Social Sciences
Teaching Dates and Time WEEK 7 Quarter II

Day 7 Day 8 Day 16

To identify and handle conflict as they arise.
I. OBJECTIVES List the different strategies of conflict
management.
To have a positive outlook of the aspects of
conflict.
Effects of Applied Social Sciences Processes
A. Content Standards
To understand the process of
peacebuilding.
List the processes in peace building To
value friendship and unity amidst
diversity of personalities
To recognize the importance of community
life as learners begins their journey towards
their career life.
List down the components of community
life.
To value individual’s worth as member of a
community.

Participate in a one-day exposure trip to an existing development program and write a sincere
B. Performance Standards

C. Learning Competencies/ Analyze the effects of Applied Social Sciences processes on individuals, groups, and society HUMSS_DIASS 12 – IIe – f 44.
Objectives
Write the LC code for each
Conflict Management Peacebuilding Process Community Life
II. CONTENT
HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44

III. LEARNING RESOURCES

A. References Curriculum Guide HUMSS_DIASS page 6 Curriculum Guide HUMSS_DIASS page 6 Curriculum Guide HUMSS_DIASS page 6
of 7. of 7. of 7.
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Discussing new concepts and
practicing new skills #1
C. Discussing new concepts and practicing Ask: What is conflict management and its
new skills #2
D. Developing mastery (leads to Formative Focused Group Discussion:
Assessment 3)
E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and abstractions Often, a conflict presents opportunities for
about the lesson
Recall of the topic “Power and Corruption” Drill: Ask one or two learners about what RECAP
(5 mins) they have learned about conflict and how Concept mapping on how peacebuilding
you have managed to resolve creates an ideal community living.
t? (5 mins) (5 mins)
Picture Presentation: Working in Teams BAHAY, BAGYO, TAO
By presenting a picture in the class, the (Puzzle Solving) (Dynamics)
learners will be asked to observe and give Each team will be given puzzles to The class will be asked to play this
their point of views about what they see. complete in the board. dynamic in order to show what
What can you say about the First team to win gets the reward and community life is all about. What do you
presentation? additional points. What did you do to think the dynamic is all about?
(5 mins) solve the puzzle instantly? How did you do (15 mins)
it?
(10 mins)
Pin-It BIG IDEAS Discuss:
The learners will be asked to pin in the board (gRAhic Organizer) Ask: What makes a community? How do you
the Do(s) to avoid conflict and Don’t(s) to TRUTH PEACE think these component parts of innumerable
initiate conflict. (5 mins) JUSTICE MERCY cells and inhabitants play a vital role in the
(5 mins) lives of the people in that community?
Say/Ask: Peacebuilding-What is it and (5 mins)
strategies? (5 mins) why is it important? (5 mins)
Sustainable Peacebuilding Process DEEPENING!
(input –process-output) Discuss/Analogy: Why do you think the
Ask: How Do You Resolve Conflict? (10 Can you say processes are more important Body is a Community made up of its
mins ) than inputs and outputs in peacebuilding? If innumerable cells and inhabitants?
yes, how? If no, why? (10 mins)
Ven Diagram presentation (5 mins)
How To Give an APOLOGY? Poster Making Contest regarding Given the concepts being discussed, how
I am sorry…… peacebuilding process with the theme can you help your community as a Senior
Next time I promise…… "United with One World" (with rubrics) (15 High Student?
How can I make it better………. mins) (5 mins)
(10 mins)
Does peacebuilding strengthen a As learners ,why is it a necessary to have a
improvement. So is it important to society's capacity to manage conflict in firm grasp of their significant
understand (and apply) various conflict
 resolution techniques? non-violent ways? (4 mins) roles towards nation building?
(5 mins) (5 mins)
G. Evaluating learning Mind Map Practice Quiz: Essay
Followed by a short quiz Followed by Essay Question Briefly: What makes up community and how
(15 mins) (with rubrics) does it contribute to the individual’s worth?
(11 mins) (15 mins)

H. Additional activities for Search about the importance of

application or remediation peacebuilding and how it helps
countries that are in conflicts.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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?
 School HUMMS CLASS C Grade Level Grade 12
Grades 12 Teacher ETHELRINE A. VILLANUEVA Learning Area Discipline & Ideas in the Applied
DAILY LESSON Sciences
LOG Teaching Dates and Time WEEK 8 Quarter II

Day 9 Day 10 Day 11 Day 12

I. OBJECTIVES At the end of the lesson, the students are At the end of the At the end of the
expected to: lesson, the students lesson, the students
1. To describe structural change on are expected to: are expected to:
personal development 1. The learners be 1. To become aware of
2. The students will be able to trace their able to describe the influx of overseas
family genealogy gender as a factor of migration of OFW.
3. To value the importance of family structure change. 2. Participate in the
genealogy 2. Distinguish discussion of OFW
gender and sex. as an agent of
3. To appreciate the Structural Change.
importance of gender 3. To value the
equality. importance Overseas
Filipino Workers.

Effects of applied social sciences processes

A. Content Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the
B. Performance Standards
effects of the processes on the clientele.

Evaluate the effects of certain program or projects on knowledge, attitude and behaviour of individuals , groups
and society.
C. Learning Competencies/ Objectives HUMSS_DIASS 12- HUMSS_DIASS 12- HUMSS_DIASS 12- HUMSS_DIASS12-
Write the LC code for each IIe-f-44 IIe-g-45 IIe-h-44 IIe-i-45
Structural change , Structural change , Structural change , Structural change ,
II. CONTENT i.e., personal and i.e., Personal and i.e., Gender i.e.,
family relations , family relations OFW
III. LEARNING RESOURCES
A. References Discipline and Ideas Discipline and Ideas Discipline and Ideas Discipline and Ideas
in Applied Social in Applied Social in Applied Social in Applied Social
Sciences Sciences Sciences Sciences
1. Teacher’s Guide pages CG page 6/7 CG page 6/7 CG page 6/7 TG page 6/7
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources www.slideshare.com www.slideshare.com www.slideshare.com www.slideshare.com

IV. PROCEDURES
A. Reviewing previous lesson or presenting PASS THE MAGIC Present snop-shot ( Word Symbols Where are you
the new lesson BOX Video Review) The students will from?
1. What is bahala na highlights of the make an Acronym For a class of
habit lesson yesterday. about the word internationals , give
2. How did the (5min) FAMILY. each students a post-it
applied social not flag to place on
science processes (5min) their home country on
affected the way your classroom world
individuals perceived map. After everyone
“bahala na”habit ? has placed their post
Instruction: Pass the –it , students try to
Magic box to the class guess whose
. note is whose.
(5 min) (5min)

B. Establishing a purpose for the lesson GET TO KNOW YOU Student will be PICTURE Video Presentation
The teacher will asked to evaluate about Overseas
choose five students the video clip on Filipino Workers.
that will described the commercial of
themselves through “LUCKY ME”
draw lots.
Guide Question:
(5min) What is the ANALYSIS
message of the (5min) (5min)
 commercial?
(5min)

1. What can you say

about the picture?

C. Presenting examples/instances of the QUESTIONS: CIRCLE TIME The teacher will What is the
new lesson 1. What does the photo DISCUSSION present a pictures of message of the
in the poster try to Are all families the the following: video clip?
convey? same? -Fireman
2. If a symbol is used, Are all the families -Laundryman
is it clear and easy to the same ?
interpret? Why? This Socially accepted
3. Are the messages in why or why not ? The
the poster primarily (5min) teacher will discuss .
visual, verbal, or both?
4. Who do you think
is the intended
audience for the
poster?
5. What does the tell (5min)
and photo in the (5min)
poster tell you?

(5min)

D. Discussing new concepts and practicing Personal Development Family- a group of MYTH OR TRUTH? MAPPING SCALE
new skills #1 – the set of emotional people who are 1. If a father does the The students will list
qualities , ways of related to each household work, he is down the countries
behaving , etc ., that other. considered as “under with the most and
makes a person Extended Famliy- the saya.” least Overseas
different from one Longer than usual or 2. Men are better Filipino Workers.
another. typical unusually leaders and (20min)
long. administrators than
 Understanding – the Nuclear-the part of women.
knowledge and ability family that includes 3. It is not proper for
to judge a particular only the father , a girl to say “ I love
situation. mother and children you “ first to a boy.
Personality test- any Blended Famliy- a 4. The mother
of several tests that family that includes should be the only
consists of children from a one responsible of
standardized tasks previous marriage of child –rearing and
designed to determine the wife, husband or parenting.
various aspects of the both parents. (20min)
personality or the Is it true that Men to
emotional status of the the LEFT because
individual examined. Women are always
(20min) RIGHT?

(20min)

E. Discussing new concepts and How Personal What are the Give at least 5 Being a Filipino is
practicing new skills #2 Development affects significant roles of issues related to .
career growth of an each family gender sensitivity. The students will
individual? member? 1. Single Parent think a word the
(5 min) 1. Father 2. Patriarchal would best describe
2. Mother Concept our Overseas Filipino
3. Siblings 3. Bullying Workers.
(5min) 4. LGBT (5min)
5. Women group
such as Gabriela.
(5min)

F. Developing mastery (leads to Formative Write a short essay The class will define a. How is Homo Students will write
Assessment 3) that will explain the Nuclear and Extended Sexual differ from atleast 5 amazing
functions and Famliy. (5min) heterosexual? facts about
purpose of personal b. Are there laws Overseas Filipino
life and career promulgated to Workers.
growth. protect them>
(5min)
G. Finding practical applications of concepts Select two students to Do you consider 3rd Day ROLE PLAY
and skills in daily living give testimony about your family as practical create a The students will
their personal extended or slogan depicting make a short role play
development. (5min) nuclear? gender equality ? about Overseas
(5min) (5min Filipino Workers.
(5min
H. Making generalizations and abstractions What is the Call 2 students in the HIDDEN
about the lesson importance of Self- EVALUATIN Gender roles of men TREASURE
Awareness in G MIND and women. (5min Write several
developing your MAP icebreaker questions
personal relations? Have students mind on the sticky side of
map what they post – it- notes and
(5min) remember all stick them to to the
throughout the lesson. board. Each students
Let them remember takes turns choosing 1
their way. (5min) sticky note and
answering the
questions on the back.
He then chooses
another student to
answer the question.
(5min

I. Evaluating learning What is importance of Essay : Do a formal True or False. Write Write a short essay
self awareness on essay regarding T if the statement is about Overseas
personal relations? family relations. True F if its not. Filipino Workers.
(10min) (10min) 1-2. Two spirited
people believe they
hold the soul of a man
and a woman. 3-4. (10min)
Sociologist believe
that sex and gender
are essentially the
same thing.
5-6. Abused children
 always become
abusive partners or
parents.
7-8. There is no
difference between
gender and sex.
9-10. Gender Only
has two categories
Male and Female.
(10min)

J. Additional activities for application SNAP-SHOTS Write a short essay by Give the meaning of Give the different
or remediation Create snap-shots of answering the OFW. types of Domestic
the lesson as you go question . What kind (5min) Violence.
. Ask the students to of Model Family what (5min)
create a video of the to have? (5min)
highlights of the
lesson.
(5min)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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?

Prepared by

Ethelrine A. Villanueva
Morong National High School

Checked and Reviewed by

Dr. Lovella Paragas

Facilitator Trainor SHS HUMSS

Noted by

Dr. Engelbert B. Agunday

Regional Education Supervisor II
 School HUMMS CLASS C Grade Level Grade 12
Grades 12 Teacher ARVIC O. BALDOZA Learning Area Discipline & Ideas in the
DAILY LESSON LOG Applied Sciences
Teaching Dates and Time WEEK 9 Quarter II

Day 13 Day 14 Day 15 Day 16

I. OBJECTIVES
a. Define Domestic Violence and its
different types
b. Understand that cases
of domestic violence come into
many forms.
c. Increase awareness of Domestic
violence through the use of
media.1.Analyze the effects of
applied social sciences processes on
individuals, groups, and society.
a. Identify ways how
Social work can be of help
to victims and perpetrators
of domestic violence
b. Appreciate the role of
social work in reducing
domestic violence
c. Simulate situations were
role of social worker help
reduce domestic violence
1. Identify the ways on 1. Recognize the importance of
how applied social community life as learners begins
science processes their journey towards their career
contribute in dealing with life.
2. List down the
single parenthood.
components of community life.
2. Value the struggles 3. Value individual’s worth as
experienced by single member of a community.
parents and the
importance of having a
complete family.
3. Participate in the
group sharing.

Effects of applied social sciences processes

A. Content Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the processes on the clientele.
B. Performance Standards

C. Learning Competencies/ HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe- HUMSS_DIASS 12-IIe-h-44 HUMSS_DIASS12-IIe-i-45

Objectives g-45
Write the LC code for
each
7.4 Structural change : Domestic 7.4 Structural change: Structural Change: Single 7.4 Structural change ,i.e.,
II. CONTENT Violence Domestic Violence Parenthood community life

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages CG page 6/7 CG page 6/7 CG page 6/7
2. Learner’s Materials
pages
 3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
Discipline and Ideas in Applied
Social Social,---------
Ppt. presentation/videos from social
networks
“1. Breaking the Silence: The
Realities of Family Violence in the
Philippines” taken from
http://www.hdn.org.ph/wp-
2. “Ever Heard of Battered Husbands?”
f taken from
http://www.gmanetwork.com/news/l
ifestyle/content/80412/ever-heard- of-
battered-husbands/story/
3. “Kim” by Eminen downloaded
from Youtube.
4. Short Film about VAWC by Mark
Henry downladed from
https://www.youtube.com/watch?v=
xXRLFdRS6jY
5. “Domestic Violence and its Tyoes
“ from
https://www.justice.gov/ovw/domes
tic-violence
Ppt. presentation
“4 Social Service
Interventions for
Domestic Violence”
https://www.nap.edu/rea
d/5285/chapter/6
‘ “PSYCHOLOGICAL
COUNSELING
SERVICES”http://pcw.g
ov.ph/sites/default/files/d
ocuments/resources/psa
ts_dswd.pdf
“In DSWD launches
counseling services for
domestic violence
offenders”ttp://www.ugn
ayan.com/ph/gov/PIA/Ar
ticleView/3CE4
Solo Parents’ Welfare Act
and work benefits to solo-
parent employees By Atty.
Lorna Patajo-Kapunan
- September 13,
2015http://www.businessmirro
r.com.ph/solo-parents-welfare-
act-and-work-benefits-to-solo-
parent-employees/
“The Hardships of Solo Parents “
https://www.youtube.com/watc h?
v=SUiVcSlZ97c
“Naano lang” Remarks by Tito
Sotto downloaded from
https://www.youtube.com/watc h?
v=LyDvZkR46EI
“Failon Ngayon Solo Parents’ Act
“ https://www.youtube.com/watc
h?v=qQXo6o1uAUg

Self-defense against
Domestic Violence by
ABS-CBN
https://www.youtube.co
m/watch?v=9A5feZvzO-
Q

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review Overseas migration of Review domestic Review the previous lesson… RECAP
OFWs violence (5 MINS) Concept mapping on how peace
building creates an ideal community
living.
(5 mins)

B. Establishing a purpose 1. The Class will be divided into Note: Students must Shortfilm Viewing: ““Naano BAHAY, BAGYO, TAO
for the lesson four groups. Each group will be also be reminded of the roles lang” Remarks by Tito Sotto (Dynamics)
given different forms of media of social worker as: downloaded from
 containing about domestic violence 1. Educator 2.Facilitator https://www.youtube.com/watc h? The class will be asked to play this
cases: 3. Advocate v=LyDvZkR46EI dynamic in order to show what
GROUP A-Domestic Violence from a 4. Case Manager community life is all about. What
news paper 5. Counselor Students will be asked: do you think the dynamic is all
GROUP B-Domestic Violence from a about?
scholarly source (EXCERPT) GROUP SIMULATION: 1. What are the connotation/s (15 mins)
C- Audio/Video Clip of “KIM” by From your assignment, about single parenthood which
Eminem Create a simulation on the short film expressed?
GROUP D- Short Film about how social workers deal
Domestic Violence with the domestic 2. What are the other negative
2. Five minutes will be given to violence. implications that is commonly
each group to analyse their GROUP1: EDUCATOR attached to single parenthood?
materials. GROUP2. Why?
3. In a piece of paper (or provided by FACILITATOR (8-10 mins)
teacher) students will fill up the chart GROUP3. ADVOCATE
with three columns which contain GROUP4. CASE
the ff: MANAGER
COLUMN A: WHAT ABOUT? GROUP5: COUNSELOR
(This is where they will write what (5 MINS TO PREPARE)
they understand from their material)
COLUMN B: I AM DISTURBED
(This is where they write disturbing facts
they have found from their material)
COLUMN C: WHAT CAN I DO?
(This is where they can write what can
they do at their stage)
(5 MINS)

Presentation Follows: (20 mins)

C. Presenting Teacher will ask the following:
examples/instances of the 1. “If you were an alien from outer
new lesson space and witnessed these violence,
what would you think about humans?
2. How do you feel about the victims?
How about the abusers?
(What do you think is our lesson for
today? (5 mins)
STUDENTS WILL HAVE Presenting the Struggles of
THEIR SIMULATION the Single Parents:
(15 MINS) “The Hardships of Solo Parents “
https://www.youtube.com/watc h?
v=SUiVcSlZ97c
Discussion:
Ask: What makes a community?
How do you think these component
parts of innumerable cells and
inhabitants play a vital role in the
lives of the people in that
community?
(5 mins)

D. Discussing new Teacher discusses DOMESTIC
concepts and practicing new VIOLENCE. He or she can share
skills #1 the following:
Domestic violence as a pattern
of abusive behavior in any relationship
that is used by one partner to gain or
maintain power and control over
another intimate partner.
Domestic violence can be
physical, sexual, emotional, economic,
or psychological actions or threats of
actions that influence another person.
This includes any behaviors that
intimidate, manipulate, humiliate,
isolate, frighten, terrorize, coerce,
threaten, blame, hurt, injure, or wound
someone.
Teacher will process the
activity with the following
questions:
1. How do social workers
contribute to the change in
the society in dealing with
domestic violence?
2. Do applied social
sciences such as
counselling, social work
and communication play
important role in reducing
cases of domestic
violence? Why?
1. What are the hardships single
parents do experience according
to the film?
2. What do you think are the
challenges being faced by
students with a single parent?
3. Do single parents deserve the
negative remarks from the first
activity? Why? Why not? (8-10
mins)
SINGLE PARENTHOOD and DEEPENING!
EFFECTS ON CHILDREN Discuss/Analogy: Why do you think
the Body is a Community made up
Single parenthood, or the act of its innumerable cells and
of raising a child or children inhabitants?
with only one parent in the (10 mins)
house.
NEGATIVE EFFECTS OF
SINGLE PARENTHOOD
1. Financial Troubles
2. Low-Parenting Qualities
3. Adjustment problems
4. Emotional Problems
5.Loneliness
POSITIVE EFFECTS OF
SINGLE PARENTHOOD
1. Strong Mother/Father and
Child bonding
2. Strong sense of Community
3. Shared Responsibility
4. Maturity
5. Parental Role Model
6. Lack of Parental Conflicts (10
mins)
(http://www.momjunction.com/
articles/effects-of-single-
parenting_00373930/#gref)
Note: Teacher must emphasize
that single
parenthood is a social
phenomenon that goes
 against the traditional marriage
and united family. However, no
one has the right
to discriminate.
E. Discussing new 1.Physical Abuse: Hitting, Social Work Having accepted the reality of Given the concepts being
concepts and practicing new slapping, shoving, grabbing, pinching, Intervention by DSWD Single Parenthood, what could be discussed, how can you help your
skills #2 biting, hair pulling, etc are types of for Domestic Violence the role of Counseling, Social community as a Senior High
physical abuse. This type of abuse also 1. PSYCHOLOGICAL Work and Communication over Student?
includes denying a partner medical care COUNSELING this matter that leads to structural (5 mins)
or forcing alcohol and/or drug use SERVICES change?
upon him or her. 2. WOMEN’S DESK
3. REPORTING OF GROUP SHARING:
2. Sexual Abuse: Coercing CASES 1. Group A- COUNSELLING
or attempting to coerce any sexual 4.COUNSELING FOR 2.Group B – Social Work
contact or behavior without consent. OFFENDERS 3. Group C-
Sexual abuse includes, but is certainly COMMUNICATION
not limited to, marital rape, attacks on (3 MINS. Brainstorming, 10 mins
sexual parts of the body, forcing sex for sharing)
after physical violence has occurred,
or treating one in a sexually In the Philippines, because of
demeaning manner. Applied Social Sciences
Processes, the Single Parent Act
3. Emotional Abuse: was enacted as a Law. Video
Undermining an individual's sense of Presentation: “Failon Ngayon
self-worth and/or self-esteem is Solo Parents’ Act “
abusive. This may include, but is not
limited to constant criticism, (5 mins)
diminishing one's abilities, name-
calling, or damaging one's relationship
with his or her children.

4.Economic Abuse: Is defined as

making or attempting to make an
individual financially dependent by
maintaining total control over financial
resources, withholding one's access to
money, or forbidding one's attendance
at school or employment.

5.Psychological Abuse:
Elements of psychological abuse
include - but are not limited to -

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
causing fear by intimidation;
threatening physical harm to self,
partner, children, or partner's family or
friends; destruction of pets and
property; and forcing isolation from
family, friends, or school and/or
work.
At least 3 students will be asked to
summarize the discussions or make
generalizations.
“Domestic Violence is a pattern of
abusive behaviour to gain power over
the other and it comes into many
forms and it can happen to
anyone.”
IDENTIFICATION: Teacher will
post images and students will identify
them by writing their answers on a ¼
sheet of paper. Possible images can
be the clue pertaining to:
1. Economic Abuse
2. Psychological Abuse
3. Physical Abuse
Students will watch a
short video clip on Self-
defense against Domestic
Violence by ABS-CBN
https://www.youtube.co
m/watch?v=9A5feZvzO- Q
With the knowledge of
domestic violence and the
help one can get, each
group will generalize or
make a summary of how
applied social sciences
reduce cases of domestic
violence in 3 sentences.
Students will present their
summary/generalization in
three sentences.
As learners, why is it necessary to
1. What is single parenthood have a firm grasp of their significant
and its effects? roles towards nation building?
2. How did the applied social (5 mins)
sciences contribute to structural
change?
3. What are the rights entitled to
single parents? Do they deserve
these rights? Why?
Students will be asked: Quiz: Essay
Briefly: What makes up community
1. Is there a significant change in and how does it contribute to the
your point of view on single individual’s worth?
parents? (15 mins)
2. Will you be more
understanding to people who
are part of single-parent family?
Why?
Students will write three
sentences in a ¼ sheet of paper
capsulizing the content of the
discussion:
Short quiz.
At the back of of the 1/4th sheet
of paper, answer the
following:
“What is your greatest learning
for todays’ lesson? Explain
why.
 4. Sexual Abuse
5. Emotional Abuse
6.Domestic Violence
J. Additional activities for Assignment: Assignment : Teacher will close the class Assignment:
application or 1. What can social processes such as with the following saying:
remediation counselling,social work and
communication do to reduce if not “No family is perfect. We ague,
irradicate domestic violence? we fight. We even stop talking
2. Search on incidents where these 3 to each other sometimes. But
social science processes became of help in the end, family is family.
to people suffering from Love will always be there.”
Domestic Violence.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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?

Prepared by: Checked and Reviewed by: Noted by:

ARVIC O. BALDOZA DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY

Division of Balanga Trainer/Facilitator SHS HUMSS EPS II, CLMD
 School Class C Grade Level Grade 12
Grades 12 Teacher Jose A. Fabricante Jr. Learning Area Discipline & Ideas in the Applied
DAILY LESSON LOG Sciences
Teaching Dates and Time Week 10 Quarter II

Day 17 Day 18 Day 19 Day 20

I. OBJECTIVES At the end of the lesson, the students are
expected to:
1. Identify the common criminal activities
happening in our society;
2. Create a matrix of activities to be
implemented by our authorities in the
community to prevent or counter criminal
activities;
3. Internalize on the effects of criminalities
to the physical, emotional and psychological
aspect of people
At the end of the lesson, the
students are expected to:
1.explain what substance abuse is;
2.follow the steps or tips to avoid
or prevent substance abuse: and
3.resist any form of substance or
drugs that can be abused
At the end of the lesson, the students are
expected to:
1. Identify the effects of the processes of
the existing development program on the
clientele
2. Conduct a one-day exposure trip to an
existing development program
3.

Effects of applied social sciences processes

A. Content
Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the
B. Performance
processes on the clientele.
Standards
C. Learning HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-g-45 HUMSS_DIASS12-IIe-i-45
Competencies/
Objectives
Write the LC
code for each
7. Effects of applied social sciences 7. Effects of applied social sciences Presentation of reflection reports
II. CONTENT processes 7.4 Structural change i.e. personal processes 7.4 Structural change i.e.
and family relations, gender, overseas personal and family relations,
migration of OFW,domestic violence, single gender, overseas migration of
parenting, community life, criminality, OFW,domestic violence, single
substance abuse parenting, community life,
criminality, substance abuse
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide CG page 6/7 CG page 6/7 CG page 6/7

pages
2. Learner’s
Materials pages
3. Textbook pages Discipline and Ideas in Applied Social Discipline and Ideas in Applied Discipline and Ideas in the Applied Social
Sciences Social Sciences Sciences
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Laptop/ ppt.presentation
Resources http://www.encyclopedia.com/law/encyclop
edias-almanacs-transcripts-
andmaps/economis-and-social-effects-crime
IV. PROCEDURES
A. Reviewing How are we going to help single parents Review on the causes and effects of Review on the causes and effects of substance
previous lesson deal with their problems/issues and criminality. abuse.
or presenting the concerns? ( 5 minutes) 1. What are the common causes of 1. What are the substances commonly abused?
new lesson criminalities? 2. What are the effects of substance abuse
2. What are the effects of to people? ( 5 minutes)
criminal activities to the
community
( 5 minutes)
B. Establishing a Using metacards. Reflect the peace and Teacher shows pictures of different The teacher will introduce the learners who will
purpose for the order situation in our country and substances or drugs.. share the reflection report for the EXPOSURE
lesson internationally using meta cards. ( 5 mins.) Students will identify whether the TRIP. (3 minutes)
Local International substances presented are legal,
prohibited or regulated. (5 minutes)
C. Presenting Teacher shows slides pictures/scenarios.The Movie Clip presentation:
examples/instan ces students will then identify whether it is a Teacher shows a video clip of
of the new lesson criminal act or not. (3minutes) people who are victims of drug and
substance abuse. (5minutes)
D. Discussing new Teacher presents videos of news showing Discussion on the different SHARING: A reflection report will be
concepts and the common criminal activities Students substances being abused and their presented by selected learner/s in each of the
practicing new will then be asked on the causes and effects effects. three groups.
skills #1 of criminalities presented that need to be (5minutes)
addressed./Interactive Discussion (10 minutes)
(10mins)
E. Discussing new The students will be asked to form Discussion of the outputs presented. Giving
concepts and three groups and perform using the of feedbacks .
practicing new terms learned in a song/dance/ (10 minutes)
skills #2 simulation (15minutes)

Figure 1 Pyramid of Task/Graphic Organizer/Ladder of

Activities

Learners will be asked to come up with

activities to be implemented by the
authorities to counter common criminal acts
in our society using any of the given
graphic organizers. Choose someone to
present their
output in the class (10 minutes)
F. Developing What are the effects of criminal activities to What do you think are the possible
mastery (leads you as a student and as a member of the human actions that contribute to the
to Formative community? Climate change? (5minutes)
Assessment 3) What will you do to help maintain peace
and order in our country? (3minutes)
G. Finding practical How will you use the advance technology What are the steps to be undertaken
applications of that we have in order to help curb criminal in order to reduce the effects of
concepts and activities? climate change? ( 5 minutes)
skills in daily a. In the school
living
b. In the community (5 minutes)
 H. Making Ask the students to make a synthesis on
generalizations the effects of criminalities to the physical,
and abstractions psychological and economic aspect of our
about the lesson lives.
Expected Answer:
Criminal activities affect us negatively.
Physically it causes harm to the victims who
will be affected psychologically as well as
their families and loved ones. The ultimate
cost is loss of life. Since crimes create fear
and terror, it also affects the economic
productivity when victims miss
work.Because of the unstable peace and
order situation, investors may leave the
community which will affects the livelihood
and job opportunities become lesser.
( 3 minutes)
Ask 2 students to give their
generalizations about the topic being
discussed.
Guide questions.
1. What are the common causes of
substance abuse?
2. How does substance abuse affect
the individuals’ physical,
psychological emotional and
sociological aspect of his life?
Expected Generalization:
(5mins)
Drugs or substances when abused
triggers the release of more
dopamine that gives the feeling of
euphoria.Using drugs or abusing a
certain substance condition their
brain to anticipate the same –
substance fuelled pleasant
sensations.

I. Evaluating Group Activity. Instruct the students to Prepare for a one day exposure trip Using a rubric, feedbacks on the presented
learning create a community anti-criminality task to an existing development program outputs will be presented by the following
force of an existing government or non- evaluators:
government organization. 1. Members of other groups
2. Teacher
(10- minutes)
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
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?

Prepared by: Checked and Reviewed by: Noted by:

JOSE A. FABRICANTE JR. DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY
Division of Nueva Ecija Trainer/Facilitator SHS HUMSS EPS II, CLMD
 School CLUSTER C Grade: SHS Grade 12
Teacher Frederick A. Macale, Michelle C. Cruz, Romelyn T. Asis Learning Area: DIASS
Daily Lesson Log Date LAST WEEK Quarter: Second Quarter

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES At the end of the lesson, the learners are expected to:
1. Synthesize the various learnings and experiences in the major areas tackled throughout the course which include the areas of counseling,
social work and communication.
2. Organize a student-led program wherein the best learnings and experiences will be shared among class members.
3. Appreciate the importance and application of social sciences in different fields and applied disciplines.
A. Content Standard COURSE SYNTHESIS
B. Performance The learners submit a portfolio of output from the course.
Standard
C. Learning The learners synthesize the learning from the course and its applications.
Competency HUMSS_DIASS 12-IIj-46
II. CONTENT COURSE SYNTHESIS COURSE SYNTHESIS COURSE SYNTHESIS OVERALL COURSE
COUNSELING SOCIAL WORK COMMUNICATION SYNTHESIS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7
Pages
2. Learner’s Materials
pages
3. Text book pages
4. Additional
Materials from
Learning Resources
B. Other Learning Rubric Rubric Rubric Powerpoint Presentation:
Resources http://iro.aua.am/files/2012/04/Oral- Metacards
Presentation-Rubic-National-Council- http://iro.aua.am/files/2012/04/Oral- http://web.uri/assessment/files/reflection-
of-Teachers-of-English-NCTE.pdf Presentation-Rubic-National-Council-
rubric.doc
of-Teachers-of-English-NCTE.pdf
Portfolio, Powerpoint
IV. PROCEDURES
A. Reviewing Review topics/lessons that STUDENT-LED PROGRAM. STUDENT-LED PROGRAM. RUN DOWN. The facilitator will
previous lesson or require submission of the Selected students will serve as Selected students will serve as give a run-down of what
presenting the new portfolio. facilitators to recapitulate facilitators to recapitulate transpired in the past synthesis
lesson yesterday’s presentations. yesterday’s presentations. sessions.
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
B. Establishing a The facilitator will explain the
purpose for the rationale for the weeklong course
lesson synthesis activity, the schedule
and the rubric for grading the
BEST OUTPUT
PRESENTERS in the areas of
applied social sciences
(counseling, social work, and
communication).
(10 minutes)
C. Presenting STUDENT-LED PROGRAM:
Examples/instances Selected students will serve as
of new lesson facilitators to introduce the
presenters of outputs in the area
of COUNSELING.
(5 Minutes)
D. Discussing new PRESENTATIONS: The best
concepts and output in the area of
practicing new skills counseling will be presented.
#1
The output to be presented
may come from any of the
following:
1. Participant Observation
2. Counseling Needs Survey
3. Case Study of a Counselee
(20 minutes)
E. Discussing new ASK. The learner-presenters will
concepts and be asked on what led them to
practicing new skills come up with quality output.
#2
(5 Minutes)
Learner-presenters of the best
output in the area of SOCIAL
WORK will be introduced.
(5 minutes)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the
presenters of outputs in the area
of Social Work
(5 Minutes)
PRESENTATIONS: The top
three best outputs in the area of
social work will be presented by
the learners.
The output to be presented may
come from any of the following:
1. Participant Observation
2. Social Work Needs Survey
3. Case Study on Integrative
Social Work (optional)
(20 minutes)
ASK. The learner-presenters will
be asked on what led them to
come up with quality output.
(5 Minutes)
Learner-presenters of the best
output in the area of
COMMUNICATION will be
introduced.
(5 minutes)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the presenters
of outputs in the area of
Communication
(5 Minutes)
PRESENTATIONS: The top three
best outputs in the area of
communication will be presented
by the learners.
The output to be presented may
come from any of the following:
1. Participant Observation
2. Communication Clientele Survey
3. Comparative Study on TV
Network Programming
(20 minutes)
ASK. The learner-presenters will be
asked on what led them to come up
with quality output.
(5 Minutes)
Facilitator will explain the last
objective for the course which is
to synthesize the important
learning for the whole term and
application to their lives. The
mechanics for exit sharing will be
presented.
(5 minutes)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the
presenters of outputs in the area
of Exposure Trip
(5 Minutes)
EXIT SHARING. The learners
will write phrases about their
thoughts and learnings in color
coded metacards.
GREEN: Best Learning
YELLOW: Best Feelings
WHITE: Personal Realizations
ORANGE: Further Questions
(20 minutes)
CLASS SHARING. Facilitator
and learners will synthesize and
process the responses by
presenting the dominant themes
posted in the metacards through
class sharing.
(5 Minutes)
F. Developing The class will engage in a The class will engage in a panel The class will engage in a panel What is the significance of
mastery panel discussion discussion discussion conducting Counseling, Social
(Leads to Formative (5 Minutes) (5 Minutes) (5 Minutes) Work and Communication
Assessment) (5 Minutes)

G. Finding Practical Complete the sentence: Complete the sentence: Complete the sentence: Complete the sentence:
applications of If I were a Counselor, I will If I were a Social Worker, I will If I were a Journalist, I will If I were to create a program fo
concepts and skills this subject I will

H. Making Counseling involves the holistic Social Work is humanitarian Communication is a process of GOODBYES. Parting
generalizations and approach of advising someone to service to fellowmen without transferring information, ideas, messages will be uttered
abstractions about cope up in all the adversities of monetary compensation. thoughts, emotions and feelings to reminding students about the
the lesson life. other people through speech, guiding thought:
behavior, signals and writing. “Pag-aralan ang
lipunan, Paglingkuran
ang
Sambayanan!”
(5 minutes)
I. Evaluating Learning RUBRIC. Using a rubric, feedback on the presented output will be communicated by the following
evaluators: 1. Peer/s 2. Teacher What are the outputs
The presentation will be evaluated according to the following criteria: presented?
1. Delivery 2. Organization 3.Content 4. Supporting Materials 5. Central Message What is the importance of
(10 minutes) producing such outputs?

J. Additional activities Prepare for the synthesis on Prepare for the synthesis on Write a reflection paper on the Prepare for the quarterly
for application or social work. communication exposure trip examination. Review the ff: Goals
remediation and scope of communication up
to Effects of applied social
sciences,
processes on individual,
groups and society
V. REMARKS
VI. 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?

Prepared by:

FREDERICK JOHN A. MACALE MICHELLE C. CRUZ ROMELYN T. ASIS

Division of Malolos Division of City of San Jose del Monte Division of City of San Jose del Monte

Checked and Reviewed : Approved by:

LOVELLA G. PARAGAS, Ph.D ENGELBERT B. AGUNDAY, Ed.D

Facilitator/Trainer – SHS HUMSS EPS-II, CLMD
Name: Date:

Essay Rubric
Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your
essay and check it again before you submit your essay.

Traits 4 3 2 1
Focus & There is one clear, well- There is one clear, There is one topic. The topic and main
Details focused topic. Main well- focused topic. Main ideas are ideas are not clear.
ideas are clear and Main ideas are clear somewhat clear.
are well supported by but are not well
detailed and accurate supported by detailed
information. information.
Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides provides an overview conclusion is included. or conclusion.
an overview of the of the paper. A
paper. Information is conclusion is included.
relevant and presented
in a logical order. The
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s purpose The author’s purpose of
of writing is very clear, of writing is somewhat of writing is somewhat writing is unclear.
and there is strong clear, and there is some clear, and there is
evidence of attention evidence of attention evidence of attention
to audience. The to audience. The to audience. The
author’s extensive author’s knowledge author’s knowledge
knowledge and/or and/or experience with and/or experience with
experience with the the topic is/are evident. the topic is/are limited.
topic is/are evident.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. words and phrases. The that communicate limited vocabulary.
The choice and choice and placement clearly, but the writing Jargon or clichés may
placement of words of words is inaccurate lacks variety. be present and detract
seems accurate, at times and/or seems from the meaning.
natural, and not forced. overdone.
Sentence All sentences are well Most sentences are Most sentences are well Sentences sound
Structure, constructed and have well constructed and constructed, but they awkward, are
Grammar, varied structure and have varied structure have a similar structure distractingly repetitive,
length. The author and length. The author and/or length. The or are difficult to
Mechanics, &
makes no errors in makes a few errors in author makes several understand. The author
Spelling
grammar, mechanics, grammar, mechanics, errors in grammar, makes numerous errors
and/or spelling. and/or spelling, but mechanics, and/or in grammar, mechanics,
they do not interfere spelling that interfere and/or spelling
with understanding. with understanding. that interfere with
understanding.
Reviewer’s
Comments
 APPENDICES

Day 1 https://www.youtube.com/watch?
v=8wASNE6UebM

https://www.google.com.ph/search?q=roles+and+functions+of+counselor&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjNuMiPqPbTAhXEyrwKHZI4AikQ_AUIBigB&biw=136
6&bih=651#spf=1495003035079

Day 3

https://www.google.com.ph/search?q=roles+and+functions+of+counselor&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjNuMiPqPbTAhXEyrwKHZI4AikQ_AUIBigB&biw=136
6&bih=651#tbm=isch&q=different+career+opportunities+of+counselor&spf=149500303 5080
Quiz no. 1

Instruction:

In a 1/4 sheet of paper, identify the specific work areas where counselor are usually employed.

1. Make an inventory of students’ behaviour profile.

2. Conduct and develop the criteria for the screening of applicants.

3. Provide a diagnosis of a person with personality problem.

4. Provide assistance through group counselling and group guidance.

5. Consider diversity in enhancing educational perspective

6. Emphasize on educational placements in course and programs.

7. Aid individuals on decisions and planning concerning their career.

8. Manifested in the challenges posed by its clientele with mental disorder.

9. Refers to the process of reaching out to students with concerns on drugs, family, peers
or gang involved.

10. These professionals offer a wide range of services for couples and families.

ANSWERS:

1. School Counselling
2. Career Counselling
3. Mental Health Counselling
4. Group Counselling
5. School Counselling
6. School Counselling
7. Career Counselling
8. Mental Health Counselling
9. School Counselling
10. Marriage and Family Counselling
 FACT or BLUFF ACTIVITY

INSTRUCTION: Answer the following questions by “Fact” as True and “Bluff” as False.
1. Career counsellor focuses on helping couples and families discover options and
opportunities for effective family living. BLUFF
2. School counsellor makes an inventory of students” behaviour profile.
3. Mental health disorder focuses on clientele with mental disorder.
4. Marriage and family counsellor emphasizes on encouraging relationship with
couple or family and appreciate complications in the family system.
5. One of the jobs of a child counsellor is to make sure of the well-being of
individuals ages 18-25.
 INFO-TEST
1. Fair treatment of all clients and the provision of adequate services. ETHICAL
2. Respect for the client’s right to be self-governing. ETHICAL
3. Equal opportunity to clients availing counselling services. ETHICAL
4. Fostering responsible caring. ETHICAL
5. Commitment IN promoting the client’s well-being. ETHICAL
Discuss the roles and functions of counselor by answering the WH questions using graphic
organizer.

1. Roles and Functions of counselor.

 Appendix B

PRACTICAL RESEARCH RUBRICS

The purpose of this rubric is to guide students and the research committees as they develop research papers.
Quality indicators are indicated in the rubric. A numerical rating scale is associated with each category of the
rubric. Please mark your rating by putting a check  within each box. Space has been provided for specific
remarks in each criteria.

RESEARCH TITLE:

Researchers:

Rating Scale Verbal Description

5 - Outstanding
4 – Very Good 3
- Good
2 – Needs Improvement
1 - Did not meet Expectation

CRITERIA 5 4 3 2 1 REMARKS
CLARITY & CONTENT
OF SURVEY ITEMS
*All essential questions/
survey items are clear and
properly address.
RESULT AND
RECOMMENDATION
*Result of the study is
concise and clear.

*Recommendations are
concrete, action-oriented and
are logically based from the
significance of the
study, findings and
conclusions.
OVER ALL PAPER
WRITING STYLE
*The research study is
written in scholarly
language. The writing is
clear, precise, and avoids
redundancy. The flow of
words is smooth and
comprehensible.

TOTAL SCORE:
 Appendix C

ORAL PRESENTATION

The purpose of this rubric is to guide students and the research committees as the researchers present and defend their
paper. The rubric includes a rating category for group and individual evaluation of actual defense performance. A
numerical rating scale is associated with each category of the rubric. Please mark your evaluation by writing the
rating number within each box.

RESEARCH TITLE:
Researchers:

GROUP PERFORMANCE (30%) Rating

Presentation: 5 – Excellent, 4 – Very Good, 3 – Good, 2 – Fair, 1 –
Needs Improvement
Q&A: 5 – 81-100% correct, 4 – 61-80% correct, 3 – 41-60% correct, 2 –
21-40% correct, 1 – 0-20% correct
Teamwork (*Average of Collaboration in individual Perf.)
SUBTOTAL A: 15-13 = Outstanding, 12-10 = Very Good, 9-7 = Good, 6-
4 = Fair, 3-0 = Needs Improvement

INDIVIDUAL PERFORMANCE (70%)

RESEARCHER’S NAME:

PERSONALITY (5 – Excellent, 4 – Very Good, 3 – Good, 2 – Fair, 1 – Needs Improvement)

Confidence
Communication Skills
Collaboration*
Mastery
Actual Q & A (5 – Excellent/Comprehensive answer, 4 – Very Good Answer, 3 – Good Answer, 2 –
Ambiguous Answer, 1 – Incorrect Answer, 0 – No answer)
Question #1
Question #2
Question #3
SUBTOTAL B:
Final Individual Rating:
To get the final individual rating, ADD SUBTOTAL A and SUBTOTAL B OUTSTANDING 50-41, VERY GOOD
40-31, GOOD 30-21, FAIR 20-11, NEEDS IMPROVEMENT 10-1
 Appendix A

Name (Optional): Grade/Position:_

SELF-ASSESSMENT TOOL

How can your guidance counselor help you?

1. I feel like I am having troubles in my
Academics
Love Life
Family Matters
Choosing my Career
Relationship with Friends/Peers/Colleagues
Spiritual Growth
Work
Finances
Relationship with my Self
Others (Please specify)

2. What program or activity would you like us to have in order to assist you
in your concerns?
Family Problems
Study Habits
Courting & Dating
Difficulty in making friends/ Social
Adjustments
Others (Please specify)

3. Are your needs or concerns addressed effectively by your school

counselor & the office?
Yes
No
(If no please explain briefly)
 Rubric : Pantomime

Teacher Name:

Student Name: _ _ Grade:

Period: _

CATEGORY 4 3 2 1 TOTAL
Student is focused Student maintains Student struggles to Student is unable to
and maintains focus through most of stay focused during complete the
character throughout the presentation but presentation and is pantomime because
pantomime. Student may occasionally lose easily distracted. of a lack of focus.
is not distracted and focus. However, Student may
Focus completes pantomime student stays in giggle, stop and /4
effectively without character, does not restart pantomime,
use of words or use words and use words, etc.
interruptions. completes
pantomime.
Facial expressions Facial expressions Facial expressions Very little use of
and body language and body language and body language facial expressions
generate a strong sometimes generate a are used to try to or body language.
interest and strong interest and generate Did not generate
Enthusiasm enthusiasm about the enthusiasm about the enthusiasm, but much interest in /4
topic in others. topic in others. seem somewhat topic being
faked. presented.

Student effectively Student is accurately Student's gestures Student is unable to

conveys the activity portrays most of the and movements are convey the activity
using a variety of activity, but needed repetitive and do through use of
gestures and clearer gestures and not effectively gestures and
Use of gestures and movements. movements. convey the activity. movements.
movements (x2) Gestures and /8
movements may be
too simple or too
vague to convey
the pantomime.
Shows a full activity Shows a good Shows an okay Does not seem to
from start to finish. understanding of the understanding of understand how to
Pantomime has at activity. Student activity, but has left portray the activity
least 8-10 steps. makes an effort to out 1-3 key steps well. Student
convey the activity, and audience might leaves out so many
Content (x2) but could have added be confused. steps that the /8
more steps. Student pantomime is
only has 5-7 steps. incomplete and
confusing. Student
has less than 5
steps.
 Listens and watches Listens and watches Sometimes does Sometimes does
intently. Does not intently but has one not appear to be not appear to be
make distracting distracting noise or listening or listening and has
noises or movements. movement. watching, but is not distracting noises
Audience Etiquette Demonstrates distracting. or movements. /4
excellent audience
etiquette.

Student is completely Student seems pretty The student is Student does not
prepared and has prepared but might somewhat seem at all
obviously rehearsed. have needed a couple prepared, but it is prepared to present.
more rehearsals. clear that rehearsal
Preparedness was lacking. /4

TOTAL /32

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )
 Rubric for evaluating NEWS REPORTS

Category Excellent (4) Good (3) Adequate (2) Inadequate Total

(1)
Opening & Clearly, quickly Established focus Audience had an Little or no
intro (x1) established the by the end of the idea of what was intro, such that
focus of the intro, but went coming, but the audience did not
/4
presentation, off on a tangent intro did not know the
gained audience or two. clarify the main speaker’s main
attention Gained attention. focus. focus.
Clarity & Main points Main points Main points Presentation
Organization clearly stated and fairly clear; somemust be inferred jumps among
explained; logical, missing links or by audience; random /8
(x2) smooth transitions. holes are topics. Main
organization evident. points unclear
Content (x2) Evidence clearly Evidence perhaps Evidence, Lacks key
presented. not assumptions, and observations.
Thorough, quite clearly interpretation Evidence
knowledgeable separated from difficult to unclear.
interesting, assumptions and untangle from Appears largely
/8
logical. interpretation of one another. opinion-based.
Assumptions and evidence, but
interpretations story is logical.
clear, and clearly
identified.
Style & Audience could Audience could Audience couldSpeakers spoke
Delivery (x2) see & hear see & hear mostly see & to the screen or
speakers clearly. speakers clearly, hear speakers.mostly to one
Effective pauses Most pauses & Speakers show person in the
and verbal verbal intonation some audience. /8
intonation. were effective. hesitation or Poorly timed.
uncertainty. Appears to
have not
practiced.
Visual Aids Well-selected, Reasonable Some chosen Chosen images
(x1) wellplaced images and text, images and text
images and not always well- extraneous to marginally
text. Figures placed. Figures presentation or useful. Too
clearly support clearly support marginally much/little /4
ideas presented ideas presented. support extra detail.
without May have some presentation. Lack of
extraneous extra/missing Too much/little connection to
info. info extra detail. topic.
Summary Conclusions Conclusions Summary Summary non-
(x1) clearly stated. stated. Summary shown but existent or
Summary perhaps poorly very
integrated main not quite fully explained by abrupt.
/4
points and supported by speaker. Lack of
brought the evidence shown, Audience has to synthesis.
presentation to a but main points
clear.
 logical & summarize for
effective closure themselves.

Addressing Questions Questions Speaker made a Speaker lacked

questions handled with handled in a strong effort to answers to
confidence and knowledgeable answer obvious
(x2) in a way but with questions, but questions the
knowledgeable some hesitation. lacked depth of audience would
way. Speaker Speaker clearly knowledge be likely to ask.
clearly demonstrated beyond what Speaker
struggled to /8
demonstrated further depth of he/she already
further depth of knowledge than presented. link answer to
knowledge than just the content of
just the information in presentation.
information in his/her
his/her presentation.
presentation.
TOTAL: /44
 Commercial Presentation Rubric
Presenter(s)

Product Date
Start Time End Time

3 2 1 Total

Creativity The commercial is The commercial is The commercial

creative and somewhat creative shows little
and
effectively written and effective creativity or
presentation and is presented and/or the effectiveness
(x2) well. presentation is and/or is not well
adequate. presented.
Level of The commercial The commercial The commercial
clearly shows an somewhat shows a does not show
Persuasion
excellent level of good level of persuasion.
(x2) persuasion. persuasion.

Visual aids The commercial The commercial The commercial

makes good use of includes visual aids does not include
(props) (x1)
visual aids or props. or props, but they any visual aids or
do props.
not significantly
contribute to the
commercial and/or
they are not well
done.
Enunciation/ Presenters’ Presenters’ Presenters’
enunciation/diction enunciation/ enunciation/
diction (x1)
is excellent. diction is diction is below
average. average.
Within time The commercial is The commercial is The commercial is
frame (1-2 presented within the presented slightly presented
time frame. outside the time significantly
minutes) frame. outside the time
(x1) frame.
Total Points: /21

Comments:

Source: http://www.readwritethink.org/files/resources/lesson_images/lesson1120/
CommercialRu bric1.pdf
 Interview Guide

Name of Social Worker

Barangay

Barangay Address

Describe the specific setting to

which you have rendered your
service.

What are the problems you

encountered in your job?

What solutions did you find for

these?

Do you find your job to be self-

fulfilling?

Signature over printed name of Social Worker

Interview format:
Introduction
Analysis
Summary
 Interview Rubric

Criteria Low Average Above Average Exemplary (10 Score

Performance (5points) (7 points) points)
(2points)
Introduction: Introduction Introduction Introduction Introduction
Includes a narrative included some included most of included all included all
of the interview. of the required the required required required
information information was information information
was unclear or somewhat was somewhat was written in
disorganized. unclear or unclear and clear manner.
Other relevant disorganized. unorganized. All relevant
information Other relevant Other information
was missing. information was important was included.
included. information
was included.
Interview Protocol: Interview Interview Interview Interview
Includes the actual questions questions are questions are questions are
set of interview show little or somewhat important, important,
questions as used in no connection important; most clearly written, clearly
the interview to the main are clearly do not elicit written, do
guiding written, elicits yes or no not elicit yes
question, are some yes or no answers and or no answers
unclear or responses and primarily and
unimportant shows some connected to connected to
connection to the main the main
the main guiding guiding guiding
question. question. questions.
Interview Responses Responses from Responses Responses
Responses: from the the interview or from the from the
Responses from the interview or narrative are interview are interview are
interview are narrative are unclear, or somewhat clearly
written for each incomplete, portions are unclear or written. No
question or the unclear and missing. portions are responses are
interview responses missing missing or missing.
are summarized in responses. narrative is
narrative form somewhat
unclear.
Analysis: Analysis Analysis showed Analysis Analysis
Information showed little some attempt to showed showed
received during the attempt to examine and examination complete
interview is examine and synthesize the and synthesize examination
analysed with synthesize the responses and to the and
respect to the responses and relates to the responses and synthesize to
guiding questions. relates to the guiding relates to the the responses
guiding questions and guiding and relates to
questions and sub questions questions and the guiding
sub questions sub questions questions and
sub questions
Summary: Ideas and Ideas and Ideas and Ideas and
Ideas from the analysis from analysis from the analysis from analysis from
interview are the interview interview are the interview the interview
summarized and are not not summarized. were brought were brought
brought together in summarized. Ideas lack insight together in together in
a closing statement. Closing or are not summary or summary or
statement is rational and closing closing
not logical. logical. statement. statement.
Some Ideas are Most of Ideas
insightful, are insightful,
rational and rational and
logical. logical.
 SOCIAL WORK PROCESSES

Carole Sutton has labelled this the ASPIRE model, Assessment, Planning, Intervention, Review and
Evaluation.

Assessment:

The assessment stage is when the social worker and the client review
the information shared by the client to develop strategies for intervening.
Social workers utilize their abilities to reiterate what was said in order to
clarify with the client. Strengths in the client that are recognized by the social
worker are shared and reiterated to the client to boost confidence in both the
client and the helping process. Systems that affect the client are also shared so
the client is able to see where he or she spends his or her time and how that
can have a positive or negative experiences. Missing information is also
gathered so a clear picture can be painted in order for the social worker and
the client to begin establishing an action plan for change.
 Planning

In the planning stage the social worker begins working with the client,
and much like the assessing stage begins developing a plan with the client in
order to accomplish goals that work to resolve the targeted issues. Specific
actions and objectives are created in order for the goals to become more
attainable. If needed a contract can be drafted in order to ensure that the goals
and objectives are clear, concise, and easily understood by both parties.

Intervene:

Intervening in the client involves both the planning and implementing

stages. Implementation then is when the contract is executed, and each side
does their part in ensuring the contract gets met. The contract can be revised if
both parties agree to a revision. The social worker is generally responsible for
monitoring progress and attaining information so services can be rendered to
the client. The client then acts on those services and implements the objectives
and actions in order for the goals to be achieved.

Review and Evaluate:

The Evaluation stage is executed throughout the intervention stage and

is crucial to determining whether goals have been met. Moreover, review is
necessary to monitor and to attain the goals of social work. Evaluations can
take the forms of a questionnaire, a one on one meeting where the social
worker receives feedback from the client about the process, a goal attainment
scale which the client fills out, and many other ways. The hope is that the goals
are met and the client begins to feel better and takes steps to independently
continue to work on the issues. However sometimes it is necessary to begin the
assessment and implementation stages over if the client feels that specific
issues were not adequately addressed.

The methods of social work will help his/her to understand ways of helping people.
Social work methods are:

Primary methods (direct helping method)

1) Social case work

2) Social group work.

3) Community organization.
Secondary methods (Auxiliary methods)

4) Social work research.

5) Social welfare administration.

6) Social Action
 Assessment Rubric for Class Presentation

CATEGORY 5 4 3 2 1

Content Shows a full Shows a good Shows a good Does not Does not
understand- understanding of understanding of seem to understand or
ing of the the topic. parts of the topic. understand address any
topic. the topic very topic.
well.

The type of The type of The type of The type of No

presentation is presentation is presentation is presentation presentation at
Presentation very appropriate for partially is not all.
appropriate for the topic. appropriate for appropriate
the topic the topic. for the topic.

Organization Information is Information is Information is Information is Student did not

completely presented in partially not presented present any
presented in logical manner. presented in in logical information.
logical logical manner. manner.
manner.
TABLEAU RUBRIC NAME:

Level R Level One Level Two Level Three Level Four

Does not use body Attempts to use body Communicates a Communicates a clear Effectively
language to language to somewhat clear message message with clear communicates a clear
communicate a message. communicate messages, with emotions shown emotions shown through message with clear
but they are unclear. through body language. body language. emotions shown through
body language.
Uses only one form of Uses a limited variety of Uses some low, medium Uses low, medium and Effectively uses low,
level (low, medium or low, medium or high and high levels to vary high levels to vary medium and high levels
high). levels to vary tableau tableau scene. tableau scene. to vary tableau scene.
scene.
Uses only one type of Uses little variety of Uses some body shapes, Uses a variety of body Uses a wide variety of
body shape (open or body shapes, some open some open and some shapes, some open and body shapes both open
closed). and some closed. closed. some closed. and closed.
There is no Use of spatial Use of spatial Use of spatial Effective use of spatial
consideration of body relationships is unclear. relationships is relationships is clearly relationships clearly
positioning evident. somewhat clearly demonstrated through demonstrated through
demonstrated through body positioning. body positioning.
body positioning.
There is no focus or There is often an unclear There is usually a There is a clear focus or There is a clear and
main element. focus or main element. somewhat clear focus or main element. effective focus or main
main element. element.

COMMENTS
 Radio or TV Broadcast

Teacher Name:

Student Name:
Score:
CATEGORY 8 6 4 2
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Does NOT speak
distinctly all of the distinctly all of the distinctly most of the clearly and distinctly
time and time but time and most of the time
mispronounces no mispronounces 1 or mispronounces no AND/OR
words. more words. words. mispronounces more
than 1 word.
Point of View-- Broadcast establishes Establishes a The purpose is It was difficult to
Purpose a purpose at the purpose at the somewhat clear but figure out the
beginning and beginning, but many aspects of the purpose of the
maintains that focus occasionally wanders broadcast seem only broadcast.
throughout! from that focus.ly slightly related.

Content-Accuracy All content Most of the content The content is Content is typically
throughout the is accurate but there generally accurate, confusing or
broadcast is accurate. is one piece of but one piece of contains more than
There are no factual information that information is one factual error.
errors. might be inaccurate. clearly flawed or
inaccurate.

Content-Inclusion All content listed in Most (99-90%) of Many (89-75%) of Fewer than 75% of
the project the content in the the content items in the content items in
description is project description is the project the project
included. included. description are description are
included. included.

Content-Clarity All content is clear Most (99-90%) of Much (89-75%) of Fewer than 75% of
and informative. the content is clear the content is clear the content is clear
and informative. and informative. and informative.

Originality Broadcast shows Broadcast shows Broadcast shows an Broadcast is a rehash

considerable some originality and attempt at originality of other people's
originality and inventiveness. The and inventiveness on ideas and/or graphics
inventiveness. The content and ideas are 1-2 cards. and shows very little
content and ideas are presented in an attempt at original
presented in a unique interesting way. thought.
and interesting way.
Effectiveness Broadcast includes Broadcast includes Broadcast is missing Broadcast is lacking
all material needed most material needed more than two key several key elements
to gain a comfortable to gain a comfortable elements. It would and has inaccuracies
understanding of the understanding of the make an incomplete that make it a poor
topic. It is a highly material but is presentation. presentation.
effective lacking one or two
presentation. key elements. It is an
adequate
presentation.
 Beginning Developing Accomplished Score
2 3 4

Begins talking Says hello but either Says hello in a

pleasant tone of
without a greeting or doesn’t use person’s
voice, using the
Greeting gives an title or doesn’t use a person name and
inappropriate pleasant tone of title (ex.
greeting. voice. Mr./Mrs.)

States name, but

States name but States name,
leaves out 2 or more
leaves out one of the personal
of the following: information,
following: personal
personal position
Relay information, position
information, position applying/calling
pertinent applying/calling
applying/calling about, and asks if
information about, or does not the person has a
about, or does not
ask if the person has couple minutes to
ask if the person has
a couple minutes to talk.
a couple minutes to
talk.
talk.

Asks for at least 3

pieces of
Either doesn’t ask information
information on the about the job or if
Asks for at least 2
job or ask for the person can’t
1 piece of pieces of information
talk: the student
information about about the job or if the
Information thanks the person
the job or if the person can’t talk: the
on the job for his or her
person can’t talk: the student thanks the
time and asks if
student says bye or person for his or her
he/she can
just hang up the time.
schedule a better
phone. time to call back
or to come into to
meet in person.
Asks the person if
he/she has any
Thanks the person questions of the
Says goodbye. for his or her time, student, thanks
Call ending the person for his
and says goodbye.
or her time, and
says goodbye.

Score __
Appendices: Day 3
Functions of Applied Social Sciences on News and Information.
Picture Perfect

1. In the service of the Filipino People

2. Serbisyong Totoo Lamang
3. Hindi namin kayo tatantanan.
4. Magandang Gabi Bayan.
5. Ang Buhay Weder Weder lang.
Appendices: Day 4

Organizing advocacy and mobilization.

Advocacy on Family Planning Advocacy on war on Drugs Advocacy on Environment

(5 minutes)

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

1. Social science can be used to study and understand society.

2. Organizing advocacy and mobilization is one of the function in applied social sciences.

3.Advocacy is an activity by an individual or group which aims to influence decisions within political, economic, and social systems and institutions.

4 The action of organizing and encouraging a group of people to take collective action in pursuit of a particular objective:

5. Applied social science is not a good background for advocacy organizing and mobilization because multi disciplinary field studies politics, governance social and Political

dynamics.

Appendices: Day 1
(Name Game) Show pictures of a celebrities and icons.
PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

1. Social Science can influence by arts and entertainment.

2. The function of the Social Sciences can only found in arts and entertainment.
3. There are three focus of function of Applied Social Science
4. The action of an artist can influence their audience
5. Social Sciences can be link on entertainment without communication
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES

LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-42

Explain each of the functions of applied social sciences

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 1

NAME GAME

COUNSELING SOCIAL WORK COMMUNICATION

FUNCTIONS OF APPLIED SOCIAL SCIENCES TO SELF-DEVELPMENT

 Counseling – offers guidance to individuals in varying situations of conflict,

confusion, and crisis and provides the tools for the individual to address issues of
self-development.

 Social Work – offers a wide range of services, particularly in aid of emancipating

the marginalized individuals and facilitating participation in the public goods and
services that are necessary for self-development.

 Communication – empowers the individual with listening and speaking skills in

order for them to be effective. The individual has to be sure that the message comes
across accurately by considering the message itself, the audience or receiver, and how
the message is likely to be received.

1
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES
LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-43
Identify situations that would require or necessitate the performance of
the various functions in local/Philippine settings

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 2

PICTURE ANALYSIS

NOT NEEDED NEEDED

NOT NEEDED
NEEDED

NEEDED

2
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES
LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-43
Identify situations that would require or necessitate the performance of
the various functions in local/Philippine settings

CONTENT: Functions of Applied Social Sciences to Self-Development

DAY 4

RUBRIC FOR ROLE PLAYING

Name: Date:
Activity: __ Role played: _
Assessment done by: _

Criteria: Rating:
Speech was clear with appropriate volume and inflection. 54321
Role was played in a convincing, consistent manner. 54321
Arguments and viewpoints expressed fit role played. 54321
Costumes and props were effectively used. 54321
Role-play was well prepared and organized. 54321
Role-play captured and maintained audience interest. 54321

Additional Criteria:

Comments:

3

CATEGORY
THE INTRODUCTION ISINVITING ,
STATES THE MAIN OPICS AND
INTRODUCTION PREVIEW THE SRUCTUREOF THE
PAPER.
BODY PARAGRAPHS ARE DETAILS ARE
PARAGRAPHS PLACED IN A LOGICAL ORDER AND
THE WAY THEY ARE PRESENTED
EFFECTIVELY KEEPS THE INTEREST
OF THE READER.
SENTENCE
STRUCTURE ALL SENTENCE ARE WELL
CONSTRUCTED
SUPPORT TOPIC RELEVANT TELLING QUALITY DETAILS
GIVE THE READER IMPORTANT
INFORMATION THAT GOES BEYOND
THE OBVIOUS OR PREDICTABLE.
PARAGRAPH ESSAY RUBRIC
4 3 2 1
THE INTRODUCTION THE INTRODUCTION STATES THE MAIN
CLEARLY STATE THE MAIN TOPIC, BUTDOES NOT ADEQUATELY THERE IS NO CLEAR INTRODUCTION
TOPIC AND PREVIEW THE PREVIEWTHE STUCTURE OF THE PAPER OF THE MAIN TOPI ORSTRUCTURE OF
STURCTURE OF THE NOR IT IS PARTICULARLY INVITING TO THE PAER.
PAPER BUT IS NOT THE READER.
PARTICULARLY INVITING
TO THE READER.
PARAGRAPHS ARE DETAILS EITHERSOME PARAGRAPH OR DETAILS PARAGRAPH ARE NOT IN ORDER. MANY
ARE PLACED IN A LOGICAL ARE NOT IN A LOGICAL OR EXPECTED DETAILS ARE NOT IN A LOGICAL OR
ORDER AND BUT THE WAY ORDER, THIS DISTRACTS THE READER. EXPECTED ORDER.
THEY ARE PRESENTED
SOMETIMES MAKE THE
WRTING LESS INTERESRTING.
MOST SENTENCE ARE WELL MOST SENTENCE ARE WELL SENTENCESLACK STRUCTURE AND
CONSTRCTED WITH VARIED CONSTRUCTED BUT HAVEA APPEAR INCOMPLETE OR RAMBLING.
STUCTURE. SIMILAR SSTUCTURE.
SUPPORTING DETAILS AND SUPPORTING DETAILS ARE IRELEVANT SUPPORTING DETAILS AND
INFORMATION ARE RELEVANT BUTSEVERAL KEY ISSUESOR INFORMATION ARE TYPICALLY UNCLEAR
BUT ONE KEY ISSUEE OR PORTIONSOF THE SSTORYLINE ARE OR NOT RELATED TO THE TOPIC.
PORTION OF THE STORYLINE UNSOPPORTED
IS UNSOPPORTED.
RUBRIC FOR ORAL PRESENTATIONS:

Source: http://iro.aua.am/files/2012/04/Oral-Presentation-Rubic-National-Council-of-Teachers-of-English-NCTE.pdf
Source: http://iro.aua.am/files/2012/04/Oral-Presentation-Rubic-National-Council-of-Teachers-of-English-NCTE.pdf