Learning

Name Plan without Annotation

of Teacher ROMEO A. –PILONGO
Please refer
Learning Areato the separate file for the same Learning Plan
COMMUNITY that includes
MODULE 1 annotations;
QUARTERthe
3 annotation WEEK
serves1as a
reference only for otherENGAGEMENT,
possible strategies to be
SOLIDARITYapplied to the Learning Plan.
AND CITIZENSHIP Q3 WEEK 1 FEBRUARY 13-17,
2023
Grade Level 11
Module from E-Libro https://drive.google.com/file/d/1ANRevUjwvCRQBCqhEEv9zIyBGc2Ee1gM/view
DepEd TV https://www.youtube.com/watch?v=shMhTUFG8xQ
Teacher-made Video
CLASS SCHEDULE: Stewardship- Mon-Thursday 7:00-8:00am
Sociability – Mon-Thursday 9:30-10:30am
Eminent- Tues-Friday – 10:30-11:30am

Parts of DLL Key Stage 4

I. MELC / Employ various communicative strategies in different situations (no identified course code;
OBJECTIVES EN11/12OC-IIAB.22.1-22.6 taken from the Curriculum Guide no. 9 Learning Competency)
 Explain the core values of community action initiatives through:
a. Human rights
b. Social Equity
c. Gender Equality
d. Participatory Development

CONTENT  The learners demonstrates an understanding of the integration of social science perspective
STANDARDS and community action initiatives
PERFORMANCE  The learner shall be able to synthesize the integrative experience of implementing community-
STANDARDS action initiatives applying social sciences ideas and methods.
TOPIC COMMUNITY ACTIONS INITIATIVES
II. PROCEDURE
Day 1 - GUIDED CONCEPT EXPLORATION
A. reviewing
previous  Present the lesson by leading the learners to the learning competency and learning objectives
lesson/s or that are expected to be learned for a week.
presenting a
new lesson
What’s In
B. establishing  Right to life
a purpose for  Right to liberty
the lesson  Right to know
What’s New  Right to work and education Freedom of opinion and expressions.
 Instruct the class to categorize those statements to either 'appropriate’ or ‘inappropriate’
expression by posting those strips of paper on the board. Process the activity.

appropriate expression inappropriate expression (in what

sense?)

C. presenting  Have the learners watch the 5-minute teacher-made video lesson on Core Values and Principles
examples of Community Action Initiatives
What is it
D. discussing  Have the learners share their takeaways on the video lesson by leading them to concept
new concepts mapping; instruct the class to write a word or a phrase that shows relevant ideas about each of
What is it the communicative strategies on the board.

 Use the communicative expressions written on the strips of paper or those that were mentioned
during the ‘establishing a purpose for the lesson’ and have the class correspond those
statements to their respective types of communicative strategy. Process the learners’ responses.

social equality

core
values
participatory gender
development equality

Day 2 - EXPERIENTIAL AND INTERACTIVE ENGAGEMENT

E. continuation  Lead the learners to the 5-item formative assessment by instructing them to choose from the
of the word pool the communicative strategy that best corresponds each of the given descriptions.
discussion of Have them write their answers in their notebook.
new concept
Human rights social equity gender equality participatory development
What is it

1. Is defines as the supreme, inherent and inalienable rights to life, to dignity and to
self-development.
2. Is defined as the equality and fairness in terms of the treatment of human beings,
access to resources and life chances.
3. Having the same rights, status and opportunities as others, regardless of one’s
gender.
4. Includes the involvement of people in studying their own situation and in deciding
on the distribution of resources to ensure equitable.

 Process the formative assessment by leading the learners to the correct answers through the
learners’ exchange of ideas.
 Group the class based on the scoring assessment and prepare them for the targeted
instruction.

0–1 Remediation
2–3 Reinforcement
4–5 Enrichment

 Instruct the class to think and use an appropriate graphic organizer or a table presentation to
present their output depending on their assigned task.
 REMEDIATION
(for learners whose scoring assessment is 0 – 1)
 Have the learners brainstorm and write down their understanding about each of the core values
and principles of community actions initiatives.
 Instruct the learners to write down related words or ideas that they think could be connected or
could have similar meanings to each of the core values and principles of community actions
initiatives.
REINFORCEMENT
(for learners whose scoring assessment is 2 – 3)
 Have the learners brainstorm and describe in their own words each of the
 Instruct the learners to write down at least two situational examples
ENRICHMENT
(for learners whose scoring assessment is 4 – 5)
 Have the learners brainstorm and write down two situational examples with corresponding
communicative expressions or dialogue for each of the communicative strategies.

 Give an equal chance to all the groups to present their output. Reinforce learning from the
learners’ sharing of ideas.
Day 3 - EXPERIENTIAL AND INTERACTIVE ENGAGEMENT
F. developing  Group the class, having at least 3 – 4 members for each group to work together.
mastery
What’s More  Instruct the learners to prepare for a script and an appropriate act that is good for at least 2
minutes. Instruct them that the contents should show and emphasize a certain communicative
strategy; lead them to the objectives of the activity.

 Lead the learners to the feedbacking tool to lead them further to the activity.

Feedbacking Tool: Peer Review

 Instruct the learners that the group they belong will score a particular group’s presentation
based on the criteria.

 Hand over the rubrics to every group. Process the rubrics to guide them while working on the
activity.
CRITERIA SCORE REMARKS
The dialogue expresses and emphasizes the assigned 3
communicative strategy.
The dialogue is proper and clear. 3
The acting is appropriate to the dialogue expressed and the 3
assigned communicative strategy.
The desired duration of presentation is followed. 3
Participation of all the members of the group is evident. 3
Effort on doing the activity is evident. 3
TOTAL 18
Assigned group number to be scored: ___________ Score: ___________
Group members who performed:
_______________________________________________________________________
_______________________________________________________________________
Comments / Suggestions:
_______________________________________________________________________
_______________________________________________________________________
G. finding  Have each of the groups present their 2-minute role-play that employs communicative
practical strategies in different communicative situations. Instruct the group who will be scoring another
applications of group’s presenters to be seated near them. Repeat the process until all groups present their
concepts and output.
skills
What I Can Do  Ask a representative from each of the groups to express the score, comments, or suggestions
about the manifested communicative strategies in varying situations.
H. making  Have the learners share their observation on the previous activity to show how they focus on
generalization appreciating the core values and community actions initiatives.
and abstraction
What I Have
Learned
Day 4 – LEARNER-GENERATED OUTPUT
I. evaluating  Create a poster concerning or showing the different principles of community actions initiatives.
learning Put it in a short bond paper.
Assessment

 Lead the class to the rubrics to guide them while working on the activity.

Criteria score remarks

The situation is proper and relevant to the community actions initiatives 7
The situation is specified and has enough details. 7
The application of communicative strategies to different situations is evident. 7
Desired number of expressed situations is evident 7

J. additional  For remediation: Lead the learners to the simple description of each oof the core values of
activities for community actions initiatives the use of pictures to portray those strategies may also be useful;
application or have the learners explore What is It, pages 4 and 5, and to answer What I Know, page 2.
remediation
Additional
Activities
III. REMARKS
IV. REFLECTION
A. no. of
learners who
earned 80% in
the evaluation
B. no. of
learners who
required
remediation
C. Did the
remedial work?
no. of learners
who have
caught up
D. no. of
learners who
continue to
require
remediation
E. Which of my
strategies work
well?
F. What
difficulty did I
encounter
which my
principal and
supervisor help
me solve?
G. What
innovation or
localized
materials did I
use?

Prepared by:

Romeo A. Pilongo
Master Teacher I, SEHS-SHS

Checked by:

Ma. Lourdes A. Oreza

Assistant School Principal II (SHS)