Cesc - DLL - Q2 - Week 1

Republic of the Philippines
Department of Education
REGION IVA - CALABARZON
Schools Division of Batangas
Ibaan District
DR. JUAN A. PASTOR INTEGRATED NATIONAL HIGH SCHOOL
Talaibon, Ibaan, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

Teacher: Edmar S. Dimaano Grade Level: Grade 12
DAILY
LESSON Lesson Week: Week 1 Subject: CESC
LOG Inclusive Date & Time: November 7-11, 2022 Quarter: 2nd Quarter
I. OBJECTIVE DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

A. Content Standard The learner demonstrates understanding of:
 the integration of social science perspective and community action initiatives.
B. Performance Standard The learner shall be able to:

 synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
C. Most Essential Learning  Acknowledge interrelationship of self and community in undertaking community action. (HUMMS_CSC12-IId-g-8)
Competencies (MELC)  Identify opportunities to contribute to community development through solidarity. (HUMSS_CSC12- IId-g-9)
 Recognize the importance of solidarity in socio-political processes in promoting national and global community development.
(HUMSS_CSC12- IId-g-10)
II. CONTENT Major Issues Affecting Poor and Marginalized Communities

III. LEARNING
RESOURCES
1. Teacher’s Guide Pages Quarter 2 Module 1 pp. 1-14
2. Learner’s Guide Pages Quarter 2 Module 1 pp. 13 – 15
3. Textbook Pages N/A
4. Additional Learning www.quipper.com
Resources for LR Portal
 (043) 311 – 2651
 djapmnhs69@gmail.com
Deped Tayo Dr. Juan A. Pastor MNHS – Batangas Page 1 of 8
Ibaan District
5. Other Learning Adeola, Francis O. "Introduction. Poverty: Causes and Consequences." Race, Gender & Class 12, no. 2 (2005): 3-9.
Resources Indon, Reginald M. "The Philippine Urban Informal Sector." Philippine Studies 50, no. 1 (2002): 113-129.
Marcelo, Stefano Z., and Sánchez Sorondo. “Inclusive Solidarity and Integration of Marginalized People.” The Pontifical Academy of Social
Sciences Studia Selecta 1 (2016): 32, 97-101.
IV. PROCEDURES DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

1. Reviewing previous INTRODUCTION:
lesson or presenting
new lesson
 The teacher conducts
classroom meeting to
guide students
regarding the topic of
the week.
 The teacher facilitates

general orientation and
daily routinary
activities on the
contents of the lessons,
provide some inputs on
the topic of the week,
and give reminders
about other activities.
2. Establishing purpose SPRING BOARD
for the lesson ACTIVITY:
Picture Analysis
The class will be divided
into three big groups.

 (043) 311 – 2651
Ibaan District
Each group will be
assigned with a picture
depicting poor and
marginalized
communities. Their task
is to analyze the pictures
and discuss what issues
they think are affecting
the people in the picture.
Questions:
 What do you
think are the
problems
experienced by
the people in the
picture?
 What do you
think are the
issues affecting
these people?
3. Presenting examples / INSTRUCTION:

instances of the new
lesson Guide Questions:
4. Discussing new
1. Based on the
concepts & practicing
new skills #1 activity, what do
5. Discussing new you think is the
concepts & practicing common theme
new skills #2 that emerges

 (043) 311 – 2651
Ibaan District
related in
understanding the
experiences of
poor and
marginalized
communities?
Why do you think
it is common?
2. Have you, in any

way, experienced
the same or
related issues in
your community?
Share about your
experience.
3. What is the
importance of
knowing where
the problems exist
in our society?
Explain your
answer.
Direct Instruction using

power point presentation
about;
1. The Social Reality

 (043) 311 – 2651
Ibaan District
Direct Instruction using

power point presentation
about;
2. Major Issues
Affecting Poor and
Marginalized
Communities
3. The Importance of
Solidarity
6. Developing Mastery PRACTICE:
needs (Formative
Assessment) Students will be given a
10 – item formative
assessment identifying
whether the statements
are True or False.
7. Providing practical ENRICHMENT: ENRICHMENT:
application of concepts
& skills in daily living Think-Pair-Share-Write Performance Task
8. Providing
Students by pair will Making
generalizations &
abstractions about the summarize how solidarity 1. Each group will
lesson can attempt to lessen check and
poverty and maintain the
marginalization in cleanliness of
communities. their respective
areas as a
requirement of the
course.

 (043) 311 – 2651
Ibaan District
2. They will secure
photos/pictures
as evidences to be
used in their
narrative report at
the end of the
semester.
9. Evaluating learning EVALUATION: REMEDIATION:
10. Additional activities
for application of Real-world Activity Remedial/Enhancement
remediation
Choose one specific Activity Schedule
community (a local Students with learning
community or group of gaps based on the results
individuals) that can be of the Evaluation will be
considered as poor or given supplementary
marginalized. Through activities.
research, gather
information that
describes their
conditions, and how they
are experiencing poverty
or marginalization or
both. Enumerate the
major issues that are
presently affecting them.
Provide a short writeup of
your output.
V. REMARKS
VI. REFLECTION
A. No. of learners who

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Ibaan District
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: Noted by: Approved by:
EDMAR S. DIMAANO ALFRED JAMES A. ELLAR, PhD THELMA A. PASCUA, EdD

Teacher II Master Teacher II Principal IV

 (043) 311 – 2651
Ibaan District

 (043) 311 – 2651

Cesc - DLL - Q2 - Week 1

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Republic of the Philippines

SENIOR HIGH SCHOOL DEPARTMENT

I. OBJECTIVE DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

B. Performance Standard The learner shall be able to:

II. CONTENT Major Issues Affecting Poor and Marginalized Communities

IV. PROCEDURES DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

 The teacher facilitates

Talaibon, Ibaan, Batangas

3. Presenting examples / INSTRUCTION:

Talaibon, Ibaan, Batangas

2. Have you, in any

Direct Instruction using

Talaibon, Ibaan, Batangas

Direct Instruction using

Talaibon, Ibaan, Batangas

Talaibon, Ibaan, Batangas

Prepared by: Noted by: Approved by:

EDMAR S. DIMAANO ALFRED JAMES A. ELLAR, PhD THELMA A. PASCUA, EdD

Talaibon, Ibaan, Batangas

Talaibon, Ibaan, Batangas

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