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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Republic of the Philippines Department of Education Region III HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) i COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A Compendium of Daily Lesson Plans and Resource Materials in COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP The compendium of DLPs and resource materials was collaboratively developed and reviewed by educators of Region III HUMSS Teachers (Class F) during the Mass Training of Senior High School Teachers May 4 – 24, 2017 San Fernando City, Pampanga INTRODUCTION The Department of Education, in its continuing effort to uphold the vision and mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to further equip the SHS teachers with the needed skills, knowledge, expertise and most of all confidence in developing lifelong learners and preparing graduates for tertiary education, entrepreneurship, and employment. The HUMSS (Humanities and Social Sciences) teachers, armed with great dedication, passion and skills felt the need to collaborate and produce teaching guides specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with varied methodologies and strategies patterned to the interest and personality of the millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This will aid teachers in facilitating activities and questions as well as to understand the content areas and competencies deeper. In addition, the DLPs look forward to empowering not only the teachers but the learners as well as to become independent, confident and self- directed as they engage fully in the content areas and competencies. REGION III HUMSS CLASS F HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) ii COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Week 6…………………………………………………………………………………………… ……………..28 Week 7…………………………………………………………………………………………… ……………..32 Chapter 3: Core Values and Principles of Community Action Initiatives…………………………….37 Week 8…………………………………………………………………………………………… ……………..38 Week 9…………………………………………………………………………………………… ……………..46 Week 10………………………………………………………………………………………………… ………53 FOURTH QUARTER Chapter 4: Methodologies and Approaches of Community Actions and Involvements Across Disciplines…………………………………………………………………………… ………………………60 Week 11………………………………………………………………………………………… ………………61 Week 12………………………………………………………………………………………… ………………68 Week 13………………………………………………………………………………………… ………………74 Week 14………………………………………………………………………………………… ………………79 Chapter 5: Community Action Initiatives: Field Practicum……………………………………………………84 Week 15………………………………………………………………………………………… ………………85 Week 16………………………………………………………………………………………… ………………90 Week 17………………………………………………………………………………………… ………………95 Week 18………………………………………………………………………………………… ………………99 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) v COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP BUDGET OF WORK NO LEARNING COMPETENCY CODE SCHEDULE A.1 Explain the importance of studying community dynamics and community action in relation to applied social sciences and the learners' future career options. HUMSS_CSC12-Iii a-c1 WEEK 1 DAY 1 A.2 Compare and contrast the definitions of community using various perspective, e.g. Social science, institution, civil society, and local/ grassroots level HUMSS_CSC12-IIIa-c 2 WEEK 1 DAY 2-4 A. 3 Develop/ affirm sense of shared identity and willingness to contribute to the attainment of the common good HUMSS_CSC12-IIIa-c 3 WEEK 2 DAY 1 A. 4 Recognize diversities in communities HUMSS_CSC12-IIIa-c 4 WEEK 2 DAY 2-4 A. 5 Analyze functions of communities in terms structures, dynamics, and processes HUMSS_CSC12-IIIa-c 5 WEEK 3 DAY 1 A. 6 Compare and contrast typologies of communities HUMSS_CSC12-IIIa-c 6 WEEK 3 DAY 2-3 ASSESSMENT (UNIT TEST) WEEK 3 DAY 3 B.7 Recognize the value of undertaking community action modalities HUMSS_CSC12-IIId-g-7 WEEK 4 DAY 1-4 B.8 Acknowledge interrelationship of self and community in undertaking community action HUMSS_CSC12-IIId-g-8 WEEK 5 DAY 1-4 B.9 Identify opportunities to contribute to community development through solidarity HUMSS_CSC12-IIId-g-9 WEEK 6 DAY 1-4 B.10 Recognize the importance of solidarity in sociopolitical processes in promoting national and global community development HUMSS_CSC12-IIId-g-10 WEEK 7 DAY 1 B.11 Assess selected community-action initiatives HUMSS_CSC12-IIId-g-11 WEEK 7 DAY 2-3 ASSESSMENT (UNIT TEST) WEEK 7 DAY 4 C.12 Promote awareness of human rights in communities among the learners HUMSS_CSC12-IIIh-j-13 WEEK 8 DAY 1-3 C.13 Appraise the value of social equity and gender equality in the context of participatory development HUMSS_CSC12-IIIh-j-14 WEEK 8 DAY 4 WEEK 9 DAY 1 C.14 Analyze strategies of empowerment and advocacy through community action HUMSS_CSC12-IIIh-j-15 WEEK 9 DAY 2-3 C.15 Develop commitment and conviction to participatory development for community well-being HUMSS_CSC12-IIIh-j-16 WEEK 9 DAY 4 WEEK 10 DAY 1 C.16 Appraise the value of social equity and gender equality in the context of participatory development HUMSS_CSC12-IIIh-j-17 WEEK 10 DAY 2 C ASSESSMENT (UNIT TEST) WEEK 10 DAY 3-4 D.17 Explain the processes, methodologies, and approaches in applied social sciences related to community study HUMSS_CSC12-Iva-d-17 WEEK 11 DAY 1-2 D.18 Apply systematic social research methods in conducting a community study HUMSS_CSC12-Iva-d-17 WEEK 11 DAY 3 TO WEEK 14 DAY 2 D.19 Develop a community action plan using participatory approaches HUMSS_CSC12-Iva-d-17 WEEK 14 DAY 3 D ASSESSMENT (PRESENTATION OF COMMUNITY ACTION PLAN) WEEK 14 DAY 4 E.20 Implement Community Action Initiatives HUMSS_CSC12-IV-e-h- 20 WEEK 15 DAY 1-4 WEEK 16 DAY 1-4 E.21 Appreciate the value of applying social sciences in community action initiatives HUMSS_CSC12-IV-e-h- 21 WEEK 17 DAY 1-3 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) vi COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E.22 Synthesize the integrative experience of implementing community action initiatives HUMSS_CSC12-IV-e-h- 22 WEEK 17 DAY 4 WEEK 18 DAY 1-2 E ASSESSMENT (CIMPLEMENTATION OF COMMUNITY ACTION PLAN) WEEK 18 DAY 3-4 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) vii B. Other Learning Resources • http://sociologyguide.com/basic-concepts/Community.php • www.encyclopedia.com/social-sciencs/dictionaries-thesauruses-pictures-and-press-releases/community-studies  www.yourarticlelibrary.com>society • www.preservearticles.com/2011104306139/what-are-the-elements-of-community.html IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson The learners will participate in an activity entitled “ROLLER COASTER RIDE” wherein 3 ping-pong balls will be relayed in semicircular improvised paper pipes. Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make conclusions based on their observations about the dynamics that exist in their communities. Presentation of Homework: Learners will present their community pictures in PowerPoint. They will individually describe in 2-3 sentences the pictures. See appendix A.1.3.2 Learners will be asked to recall yesterday’s learning. Learners will be asked about their observations on the group dynamics as they performed the given task. Particularly, the following focus questions should be answered: 1. How would you react if one of you fail to transfer the ping pong ball successfully? 2. Were there any conflicts that emerged? How was the group able to resolve the conflicts? (5 mins) Teacher asks 2 or 3 students to answer the following question: 1. Where do you belong to these groups? 2. Ten years from now, where would you be in these groups? See appendix A.1.2.1 3 B. Establishing a purpose for the lesson The purpose of this lesson is to let the student understand the importance of community dynamics and community action. The objective of this lesson is to have students identify the different concepts and perspective of community on the local and grassroots level. Learners will compare and contrast the pictures presented. The teacher will be presenting pictures depicting various types of communitybased on sociological perspective. Learners will be asked to look into the answer to the guide questions: 1. What similarities/differences did you observe on the pictures presented? (e. g., rural, urban, slum, subdivision, poor, middle class, rich, industrial, agricultural, etc.) Note: Teacher should provide contrasting pictures of communities based sociological perspective. Using selected pictures from yesterday’s discussion, learners will be asked to identify the different social institutions that are visible in the photos. Learners’ expected response: 1. Local Government Unit / Public Sector 2. Non-government Organization /Private Sector C. Presenting examples/ instances of the new lesson COLLABORATIVE LEARNING In groups, the learners will be asked by the Teacher to determine the changes that happened in their community by comparing 2015 and Teacher asks: Based on the semantic web you presented, what do you think is the meaning of community? The teacher will extract or solicit the COLLABORATIVE LEARNING The learners will be working in groups and will be tasked to think of KEYWORDS related to the institution assigned to them. Words should be 4 2017 using the table below: TABLE OF COMPARISON 2015 2017 Process Question/s: 1. What are the factors that brought these changes? Learners’ expected response: • Leadership • Technology • Economic Advancement (10 mins) group idea/s about the meaning of community. related to the function and importance of the institution in making the community works. Meta cards will be used in posting their key words. A group member will present the meta cards. D. Discussing new concepts and practicing new skill #1 The teacher and the Learners will have an interactive discussion about… Definition of community dynamics and action. (10 mins) The teacher and the Learners will have an interactive discussion about the following: 1. The meaning of community in different perspective such as sociology, anthropology, psychology, etc. The teacher and the Learners will have an interactive discussion about the following: 1. The community as a “sociological construct?” 2. Communities within communities 3. Community as a cultural concept The teacher will present the definition of community from the institutional perspective: a. Institutions such marriage or friendship; b. Roles; c. Status or class; and d. Other patterns of human behavior. E. Discussing new concepts and practicing new skill #2 The teacher and the Learners will have an interactive discussion about… The importance of studying community dynamics and community The teacher and the Learners will have an interactive discussion about the following: 1. Who compose the community? Learners’ expected answer: “Me, you, and us.” 5 CELIA DIONISIO RYAN R. PECSON Division of Pampanga ANN LIZA R. LEPASANAHead Teacher III, Regional Facilitator Teacher III – Division of Malolos School Division of City of San Jose Del Monte, Bulacan NATHANIEL G. LULU JASMINE J. DE VERA Teacher I – Division of Malolos Division of Pampanga BERNARD C. RAMOS Division of Nueva Ecija Grade 12 DAILY LESSON LOG School LINDAWAN NATIONAL HIGH SCHOOL Grade Level 12 Teacher JOAN G. BAYANGAN Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP Teaching Week Week 2, February 20-24,2023 Quarter Third SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action. B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods. C. Learning Competencies/ Objectives The learners will... Develop / affirm sense of shared identity and willingness to contribute to the attainment of the common good. HUMSS_CSC12-IIIa-c-3 The learners will... Diversities in communities. HUMSS_CSC12-IIIa-c-4 8 II. CONTENT A. Concepts and Perspective of Community:  Shared sense of identity and attainment of common good. A. Concepts and Perspective of Community: 3. Elements Dynamics and Processes • Community Power • Leadership A. Concepts and Perspective of Community: 3. Elements Meaning of Diversity a. Structure • Socio-political • Cultural • Economics III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources PowerPoint Presentation PowerPoint Presentation B. Other Learning Resources Modules on Good Citizenship Values, Pages 73- 76 and 137 Video presentation IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Activity: Label the Picture The teacher will show 4 pictures on the board each picture represents the concept of the community according to the context of social Sharing: sentence completion What happened yesterday is/are _________________________ I have learned that ___________ How do you understand a common good? State little things you can do to help achieve common good. Teacher reviews the questions asked and class responses from Session 1. Say/Ask: Yesterday, we learned about the meaning and the different structures of the community. sciences, institution, civil society or the grassroots level and briefly explain their answer. Option 2: Matching Type Meaning to category What is the importance of a community? 9 B. Establishing a purpose for the lesson Community Song Process Question/s: 1.What is the message of the song? Presentation of the competencies. Song analysis Mabuting Pilipino-Noel Cabangon What is the message of the song? Based on the song what are the characteristics of a good citizen? Do you possess these characteristics? SCRAMBLED LETTERS WORDS: DIVERSITY, COMMUNITY What is your idea with the word community? What is your idea of word diversity? Concept Sketches Activity A picture/sketch is shown and lets the student give short statements that describe the processes, concepts, and interrelationships shown in the sketch. Sketch to Stretch Activity • Draw/sketch a symbol or an object about a community without a leader. Students shall draw the concepts learned individually and presented in class. Ask the student: • Where do you think is the center based located? • Do you think leaders of each organization are important? • What would happen to a community without a leader? Effects? • Do you think that we can also lead or manage a small community as it should be? Do you have a specific way or strategy in leading a small organization? C. Presenting examples/ instances of the new lesson I am the Architect and Engineer of my dream Community. Mechanics: How does being a good citizen affect our country? The learners will be divided into three groups. In five minutes the learners will be asked to post pictures (provided by TRUST WALK ACTIVITY Working in pairs, blindfolded participants are led on a walk around 10 of common good (15mins) G. Finding practical What talent or ability do you have Give your personal experiences The learners will make a journal. As a member of the community, what is applications of concepts & skills in daily living that you think can help your community? where you were able to promote common good. 1. What are the diversities I have observed in our classroom and how it affects our small community (The class)? the best contribution that you can give? How? H. Making generalizations & abstractions about the lesson How can you help attain your dream community? Expected students response: I will use my talent, abilities, knowledge, strength to help attain my dream community. (3 mins.) How does this concept promote the common good?” Less for self, more for others, enough for all Expected students response: taking into consideration what is good for everybody and not only for you is common good. (5 mins.) How does structure of the community create diversity? a. How can we obtain the optimum potential of power community? (expected answer) The community power is achieved through unity, collaboration and cooperation. b. What are the different types of leadership you can remember? (expected answer) • Authoritarian leaders rule their groups, • Democratic leaders try to include everyone in the decision-making process • Laissez-fairleaders let the group function without much - if any - interference. I. Evaluating Learning Making of journal Essay: Me as part of my community and my community as part of my life. Mini task: my pledge of commitment -group the class into 3 -instruct them to make a composition in a form of poem, spoken poetry, flip top rap stating their commitment in contributing to the attainment of common good. Rubrics: Recitation 1. What is diversity? 2. Name one structure of the community and explain. Recitation: Choose 2 any of the following questions: 1. What is community power? 2. What is the importance of community power? 3. What is a good leadership? 4. What are the types of leadership? 13 Criteria Content 50%- the composition is unique and clearly expressing the ideas of the group on how they can 5. What type of leadership is suitable in your community? Content: 10 pts Organization: 5 pts Relevance 5 pts Total 20 pts contribute to the attainment of common good. Commitment wrote is attainable and realistic. Presentation 30%- the group was able to present the output in an organized and artistic manner. All the members of the group participated. Relevance 20%- the contents are relevant and promoting values. J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can 14 help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Checked By: Stephen C. Doriano School Head 15 D. Discussing new concepts and practicing new skill #1 Ask two or three students the following questions 1. What do you think will happen if the person on the position of Brgy. Captain will act as a barangay tanod? The students will reflect: • In your community, do we help one another leading for our own betterment? • Do we still care and feel socially responsible for one another? Guide Questions: 1. What are the things you consider in identifying the similarities and contrast in the community? 2. What type of community do you have? 3. Share your experience. What are the things that you like/dislike in your community? E. Discussing new concepts and practicing new skill #2 The teacher will initiate lively discussion by soliciting answers from the learner's point of view with regard the topic of the day. Importance and meaning of a relationship. Effect of change in the society relationship. F. Developing Mastery Discussion 1. What is a relationship? 2. How does relationship affect the normal functioning of the community? 3. How does relationship cause social change? 4. What is social change? 5. What causes social change?  Identify social change, e.g. 6. What is the effect of this social change in our daily life? The students will be grouped into three: • Group 1: Will show how community is composed (structure) • Group 2: Will exhibit how do people in the community act to one another. (dynamics) • Group 3: Will present how communities develop – as it develop or influence a person. (processes) The teacher will process the activity afterwards. Collaborative Learning with teacher Group the class into 3 groups: Discuss the following questions: 1. Discuss what is the difference between rural and urban/suburban, global and local community? 2. Give example about rural, urban/suburban, global and local community. (Note: Each group will be given 2-3 minutes to present their output then the teacher will discuss the comparison and difference between the types of community-based on sociological theories and perspective.) (10-20 mins.) 3 See Appendix A.3.3.5 G. Finding practical applications of concepts & skills in daily living Write a short essay identifying the change in your way of life from junior high to present. Identify at least 10 changes. The students will reflect: “Am I being responsible to the community where I belong? What role do I play? Do I make my community better?” The students will reflect: “It is understanding that gives us an ability to have peace. When we understand the other fellow’s viewpoint, and he understands ours, then we can sit down and work out our differences” (5 mins.) H. Making generalizations & abstractions about the lesson Is good relationship in the community bring change in the dynamic and processes towards its development? Yes. How can you contribute to it? The teacher will ask:  In brief, how could you explain what community is? Teacher says: Though we have contrasting behavior, we still have similarities that we can work with for us to be a better citizen of our community. (5 mins.) I. Evaluating Learning By group, write a conscientious concept about the effect of social change into the social relationship. SITE PERSONAL EXPERIENCE. Essay. Identify a problem in your community. Enumerate who could solve/help the problem and how can you augment for the betterment of the situation. See Appendix A.3.2.3 The learner will be asked to draw their community and cite using 3-5 sentences the good side of living in it. (5 mins.) J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who 4 Prepared by: Joan G. Bayangan Teacher Checked by: Stephen C. Doriano School Head 5 scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG School DepEd Region III Grade Level Grade 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Dates and Time Week 4, Day 1-4 Quarter Third SESSIONS: D A Y 1 D A Y 2 D A Y 3 D A Y 4 I. OBJECTIVES A. Content Standard The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action… C. Learning Competencies Recognize the value of undertaking community action modalities (HUMSS_CSC12-III-d-g-7) II. CONTENT III. LEARNING RESOURCES A. References 1. TG pages 2. LM pages 3. Textbook pages 4. IM from LR Portal B. Other Learning Resources Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.* IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Warm-up: Show students a video presentation (See Appendix B4.1.1) Ask: Why community action is important within a community? Warm up: First, ask students what they already know about the idea of being a citizen. What are the duties associated with citizenship? Balik Tanaw: (Concepts and Perspective of Community: B. Establishing a purpose for the lesson / activity What is the benefit of this community engagement? Peer Interview: What if there is no community action within the society? Individual Practice: Enumerate at least three (3) duties and obligation of citizenship What is community action? C. Presenting examples / instances of the new lesson Review of conduct during summative assessment of learning HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 8 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP D. Discussing new concepts and practicing new skills #1 Partner Talk: Analysis of Impact of the Project What is the impact of the project? Skill Practice: Critical Thinking Group Activity: ‘Balloon Frenzy’ (See Appendix B4.2.3) Skill Practice: Collaboration Guided Practice: ‘Civil Society and Citizenship’ (See Appendix B4.3.5) Skill Practice: Critical Thinking and Collaboration Skill Practice: During Assessment Information recall Making Connections E. Discussing new concepts and practicing new skills #2 Class Sharing: Impact of the Community Project Skill Practice: Public Speaking Skills Processing the Experience (See Appendix B4.2.3) Individual Sharing: ‘Civil Society and Citizenship’ (See Appendix B4.3.5) Interpreting information Knowledge Application F. Developing mastery Group Activity: Make a skit about a community action and how it made impact to lives within community Processing (See Appendix B4.3.5) G. Finding Practical applications of concepts How does this relate in your own life? What is the application of citizenship towards growth and development? H. Making generalizations and abstractions about the lesson Student will give abstraction about their performed community action and impact In life, is it easier to juggle life’s challenges alone or with the help of others? Why? Deepening: Give student summary of the lesson I. Evaluating learning The teacher will make use of performance rubric (See Appendix B4.1.2) Essay: Why collaboration important within a community? (See Appendix B4.2.4) True or False: Five (5) Items (See Appendix B4.3.6) Summative Test: MCQ, True or False, Enumeration (See Appendix B4.4.7) J. Additional activities for application V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 9 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 10 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Other Learning Resources • Community Tool Box (2016). Section 7. Involving People Most Affected by the Problem. Retrieved 10 May 2017 from http://ctb.ku.edu/en/table- ofcontents/participation/encouraging -involvement/involve- thoseaffected/main • PowerPoint Presentation • Graphic Organizer • Rubrics • Sirico, R. A. (2010). Solidarity: The Fundamental Social Virtue. Religion and Liberty, 11(5). Retrieved from https://acton.org/pub/religionliberty/volume- 11-number5/solidarity-fundamental- socialvirtue • PowerPoint Presentation • Rubrics • Maguigad, L. (2012). National Service Training Program (NSTP): Civic Welfare Training Service. Manila, Phl: Libro Filipino, pp.15-17 • PowerPoint Presentation • Rubrics • Making a Difference: How to Become and Remain Active in Your Community. Retrieved from http://www.state.sc.us/dmh/client_a ffairs/volunteer_guide.pdf • PowerPoint Presentation • Survey Questionnaire • Rubrics • Activity Template IV. PROCEDURES Triple Venn Diagram: - 5 mins. A. Reviewing previous lesson Determine the similarities and or presenting the new differences of community lesson engagement, solidarity, and citizenship (See Appendix B5.1.1). Ask: Can you give ways on how to be involved in community engagement? - 2 mins. Ask: Can you give ways on how to promote solidarity in community action? - 3 mins. Ask: Can you give a role that a citizen like you should play in community action? - 3 mins. Group Activity (Tableau): - 10 mins. 1. The class will be divided into 2 groups. Topic: Self-Involvement to D. Discussing new concepts Community Engagement and practicing new skills (See Appendix B5.1.2). #1 2. The output will be presented in 5 minutes. 3. Analysis and critiquing follow after each presentation. The Characteristics of Solidarity / How Solidarity is Shown in the Community - 10 mins. 1.Creating an environment in which mutual service is encouraged. 2.Creating social conditions in which human rights can be respected and nurtured. 3.Recognizing and accepting the whole range of corresponding In 2 group presentations, the students should be able to discuss the roles of the students as citizens in engaging in the community action. Topic: Citizen’s Social Participation in the Community (See Appendix B5.3.10). In each presentation, the teachers will analyze and/or clarify some of the aspects of the presentation. Group Activity: - 25 mins. 1. The class will be divided into 3 groups. 2. Each group will be provided with a survey (See Appendix B5.4.11) form to have an initial assessment on their readiness for a community action. 3. The leader will consolidate the answer of the members and will fill HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 13 Words of Wisdom Activity: - 2 mins. Picture Analysis (See Appendix A citizen is a member of a political Music Video Clip 1. Service to others is the rent you B5.2.8): - 3 mins. community who enjoys full social, (https://www.youtube.com/watch?v= pay for your room here on earth. – The teacher will present political economic and cultural rights. elLpWbvBBqg) – 3:20 mins. Muhammad Ali pictures/images with one The teacher individually asks for the 2. Only a life lived in the service to commonality/one message. The learners about their participation in Instruction: B. Establishing a purpose for others is worth living. – Albert students should be able to identify the following community activities. Kindly observe the role of “I”, “U”, the lesson Einstein the main message of the presented Examples: and “Us” in the community. 3. The happiest people I know are pictures/images by the teacher. A. Sangguniang Kabataan Election those who lose themselves in the B. Tree Planting service of others. – Gordon B. C. Cleanliness of the Community Hinckley - 4 mins Focus Question: - 3 mins. Video Clip Presentation about Process Questions: - 3 mins. Processing Questions: - 3 mins. What do the said quotations talk Unity/Solidarity - 5 mins. 1. What activity do you participate in? 1. What the video is all about? What about one’s engage ent in the (See Video Clip at 2. Why you participated in that does it say in the community? co m nity? https://www.youtube.com/watch?v=R particular activity? 2. What is the role of “I” in the NNOYQoFB1I) – 1:37 minutes 3. How do you find it? community? C. Presenting 3. What is the role of “You” in the examples/instances of the Processing Questions: community? new lesson 1. What is the video clip all about? 4. What is the role of “Us” in the 2. Based on the video, how is community? unity/solidarity important to each individual and to a group? 3. What is the fruit of solidarity based on the video clip? COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E. Discussing new concepts and practicing new skills #2 teacher presents additional inputs (See Appendix B5.1.3). 4. The presentation will be graded using rubrics (See Appendix B5.1.4). -- duties and obligations that are embedded in our social nature can occur only in an atmosphere enlivened by solidarity. Task: A creative presentation showing the characteristics of Solidarity. The output will be graded using rubrics (See Appendix B5.1.4). The teacher will add inputs on the topic or clarify some aspects of the presentations. -- - 10 mins. The teacher will add inputs on the presentations. -- up the final tally sheet of ratings. 4. Each group will present their consolidated ideas based on the survey questionnaire. The teacher will add inputs on the presentations. The output will be graded using rubrics (See Appendix B5.1.4). H. Making generalizations and abstractions about the lesson Students will be asked to identify their roles in self- involvement to community engagement. - 4 mins. Students will be asked to give the characteristics of solidarity. - 4 mins. As a Filipino citizen, the individual person is a member of the basic institutions (Family, Church, School, and Government). Being Senior High School Students, they critically analyze the community action in terms of structures and processes in implications for global citizenship. Make students narrate the various ways of involving oneself in community action. - 4 mins. - 4 mins. I. Evaluating learning Photo Essay: - 6 mins. In 2 sentences, using the given picture, how can you involve yourself to community engagement? The photo essay will be graded using rubrics (See Appendix B5.1.6 or B5.1.7). Paper and Pencil Test (See Appendix B5.2.9): - 6 mins. Identification Test. How does solidarity express in: A. Family B. School C. Church D. Community Essay: - 6 mins. In 5 sentences, how can you as a citizen be actively involved in community action? The essay will be assessed using rubrics (See Appendix B5.1.6). Quotation Interpretation: - 6 mins. In 3 sentences, explain the quotation “With Great Power Comes Great Responsibility” given by Spider-Man. Relate it to your role and responsibility in community action. The essay will be assessed using rubrics (See Appendix B5.1.6). J. Additional activities for application or remediation The teacher will give pointers to review or concepts that will be tackled on the next lesson. - 1 min. The teacher will give pointers to review or concepts that will be tackled on the next lesson. - 1 min. The teacher will give pointers to review or concepts that will be tackled on the next lesson. - 1 min. The teacher will give pointers to review or concepts that will be tackled on the next lesson. - 1 min. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 14 Situational Analysis: - 25 mins. Group Activity: - 25 mins. Group Activity: - 25 mins. Individual Activity: Graffiti Wall In each group, the students will be 1. The class will be grouped into 3. In an infomercial, each group will be The teacher will ask volunteers to asked to analyze at least one 2. Each group will do a to-do-list on asked to show ways on promoting write on the Graffiti Wall (See F. Developing mastery (leads activity that shows community how students involve themselve in the roles of citizens in community App ndix B5.4.12), their pledges to to Formative Assessment engagement using the SWOT the solidarity with the community. action. involve themselves with the 3) Analysis (See Appendix B5.1.5). The performance will be graded realization of community action. – 10 The teacher will provide the using rubrics (See Appendix mins. template. B5.1.4). Ask: As a student, how can you Ask: Can you give an experience The learners will give instances Ask: Why there is a need to deeply show active community wherein communal solidarity is being proving that in every right, there must involve ourselves with community engagement? How will you do that? expressed as a social virtue? How be a corresponding duty. Moreover, action? How will you benefit from G. Finding practical How will you benefit from that? will you benefit from that? the learners should be able to that? applications of concepts - 4 mins. - 4 mins. identify the obligations of a citizen in - 4 mins. and skills in daily living a given situation. Ask: How will you benefit from that? - 4 mins. COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: RYAN R. PECSON Sta. Cruz High Integrated School JOSE L. VELASCO San Miguel High School KAREN JOY C. BERROY Sta. Perigrina High School Checked by: NATHANIEL G. LULU Division of Pampanga RYAN R. PECSON Division of Pampanga ELSON S. GARINGO Division of Tarlac Province Noted: ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 15 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP See Appendix B6.1.3 E. Discussing new concepts and practicing new skills #2 The students will be asked: (5 mins.) What is the importance of knowing where the problems belong? Group Presentation: (10 mins.) The groups will present the result of their activities to the class and explain the result of their work Brainstorming: (10 mins.) The students will conduct a brainstorming activity on at least 3 community activities they have observed. The brainstorming process and rules will be discussed and Presentation: (Max of 5 mins. each group) The student will perform their prepared performance by the group. Performance for differentiated learning may be done through jingle explained by the teacher. See attached Brainstorming Guide See Appendix B6.3.6 composition, poster making, slogan, tableau and infomercial as preferred by the group. Provided rubrics for the activity See Appendix B6.4.7 F. Developing Mastery The students will analyze the graphic organizer and make appropriate adjustment. (5 mins.) The students will consolidate the results of the survey of the whole class and ask the question Why this problem is the most important concern of the family why the other is least important? (5 mins.) The Students will present their brainstorming activity: (5 mins.) Identify major issues affecting poor families and determine the role of the youth in the problems cited. The students will explain their chosen performance. (Max. of 2 mins. every group) G. Discussing practical application of concepts and skills in daily life The students will relate their personal experience to the problem discussed and the teacher will ask: Is there any problem that we have discussed you can personally relate to? (10 mins.) The teacher will ask: (10 mins.) 1) As a youth how can you contribute to lessening the burdens of your family? 2) Can you cite an example of a problem that your family has? 3) Write a commitment a possible solution in your family to help. The teacher will ask: (5 mins.) Have you joined any community activities in your barangay? How it feels joining the community action? The teacher will ask: If the community or barangay will give you an opportunity to become a youth leader, what activities that you and your fellow youths can engage with and why? H. Making generalizations and abstractions about the lesson The teacher will ask: (5 mins.) 1) How do you evaluate your community nowadays? 2) Do we have a perfect community? What makes it perfect? What makes it imperfect? The teacher will ask: (5 mins.) 1) Are the problems facing the society also the problems of the family? 2) Can you cite an instance? The teacher will ask (3 mins.) 1. What are the roles of the youth in community action? 2. What is the importance of participation in dealing with problems of the community? The teacher will ask: 1) What can you contribute to the good of the community? 2) List down possible activities they can join. I. Evaluating Learners Identify the basic structure of the Essay: (10 mins.) The students will present how they In two to three sentences explain HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 18 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP social problems whether it is sociopolitical, cultural, or economic. (10 mins.) The student will: 1) Identify the problems of the family in a given situation and its connection to the community. 2) Analyze the major issues and situations concerning poor /marginalized family and their connection to the community See Appendix B6.2.4 can actively involve in the following program: (3 mins.) 1. Sports Program 2. Clean and Green Program 3. Others the importance of your participation in school improvement activities. See Appendix B6.4.8 J. Additional activities for The student will be given a list of Make a list of community activities The Students will be grouped into 4 The teacher will ask the students to application or remediation problems and they will ask their parents to rank them according to importance. 1. Unemployment 2. Malnutrition 3. Sending their children to school 4. Health/Diseases 5. Shelter that you observed being done by the youth in your barangay. and they will be required to present a performance or activity showing how the youth can contribute for the betterment of the community. They may choose to do a poster/slogan, tableau, jingle composition, poster making or Infomercial. They will be performing it in the class the next day. identify specific groups or organizations involved in community action in the barangay. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. C. No. of learners who require additional activities for remediation who scored below 80% D. Did the remedial lesson work? No. of learners who caught up with the lesson E. No. of learners who continue to require remediation F. Which of my teaching HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 19 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor can help me solve? Prepared by: JOSEPHINE C. BATO Division of Bataan DANIEL C. ECLEVIA Division of Zambales SHERILYN P. NOCTAL Division of Pampanga Checked by: NATHANIEL G. LULU Division of Pampanga RYAN R. PECSON Division of Pampanga ELSON S. GARINGO Division of Tarlac Province Noted: ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan Grade 12 DAILY LESSON LOG School DepEd Region III Grade Level Grade 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Teaching Week Week 7, Day 1-4 Quarter Third SESSIONS: D A Y 1 D A Y 2 D A Y 3 D A Y 4 I. OBJECTIVES A. Content Standards The learner demonstrates an understanding of the integration of social science perspective and community action initiatives. B. Performance Standards The learner shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods. C. Learning Competencies/ Objectives Recognize the importance of solidarity in socio-political processes in promoting national and global community development. HUMSS_CSC12-IId-g-10 Assess selected community action initiatives HUMSS_CSC12-IId-g-11 Identify the characteristics of short and long term community action initiatives Assess selected community action initiatives HUMSS_CSC12-IId-g-11 Appreciate survey in assessing selected community action initiatives. Passed the summative assessment in Community Action. II. CONTENT Importance of solidarity in Characteristics of Short and Long Survey on assessing selected Written Summative Assessment HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 20 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 3. Solidarity Is From Communication To Action See Appendix B7.2.4 G. Finding practical applications of concepts & skills in daily living How important is solidarity in sociopolitical processes in promoting national and global community development? How do you see the importance of community projects in your respective barangay? Using the survey form in hardcopy and/or online in the internet, the students will answer the survey form on assessing community action initiatives based on the needs and situation of your own community. H. Making generalizations & abstractions about the lesson What is the importance of solidarity in community development? Solidarity means removing the boundaries that prevent us from working together rather it unifies the members of the community to achieve their common goals in community development. Solidarity can also be associated with cooperation and collaboration that is each member of the community is taking and sharing its part or role in fulfilling the targets of the community development. In general, how do the characteristics of short term and long term community projects differs from one another? Short term community projects use lesser budget, minimal resources, limited impact, and scope. While long-term community projects require intensive budget planning, more resources are needed, has a great impact and larger scope. What is the essence of assessing community action initiative? How this assessment plays a vital role in planning community projects? The essence of assessing community action initiatives is to know, identify and validate the current and immediate needs or situations of the community. From this results of assessment members of the community may come up or formulate relevant activities and projects that will address the community’s needs and situation. I. Evaluating Learning Essay: In 10 sentences discuss the importance of solidarity in the classroom. Give at least 3 examples of longterm and short-term community projects. Based on the result of the assessment, Enlist at least 3 community action initiatives that you wish to recommend in your own community. Tests/Items should be lifted from: See Appendix B4.3.6 See Appendix B4.4.7 Additional: Community Initiative Rating (10 points) Choose an existing community initiative in your Barangay. Rate it from 1 – 5, 1 being the lowest and 5 being the highest. Provide some evidences/sound justification. J. Additional activities for application or remediation HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 23 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 24 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Prepared by: ANDRES VERGEL V. SANTOS Division of Pampanga MARKY P. OSORIO City Division of Meycauayan ROSITA B. SALEM Division of Aurora Checked by: NATHANIEL G. LULU Division of Pampanga RYAN R. PECSON Division of Pampanga ELSON S. GARINGO Division of Tarlac Province Noted: ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 25 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources  https://www.google.com.ph/?gfe_ rd=cr&ei=qr0bWY  https://www.slideshare.net/satyavra t1994/ppt-human-rights  https://www.slideshare.net/satyavrat 1994/ppt-human-rights • Book/s: • De La Salle University Printing Press, HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 28 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 29 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Establishing a purpose for the lesson The learner will watch video clip about HUMAN RIGHTS See Appendix C8.1.1 (4 mins.) after watching the video, the teacher will ask: 1. What have you observed on the video? Ans. It talks about Human rights 2. Which is the most basic of the rights presented in the video? Ans. The right to life, liberty, and property. (2 mins.) Listen to the song “Ang Bayan Ko” Learners answer the questions. 1. What is the message of the song? Ans. Freedom of the country from oppressors. 2. What basic right is stressed in the song? Ans. Right to liberty (5 mins.) See Appendix C8.2.3 Challenge the learners with the question, The teacher will ask the learner: what things they possessed and they can call it their own. The teacher List the answer on the board (5 mins.) The teacher will post pictures of people being deprived in life – both economical and humanitarian, to some extent. (see PowerPoint presentation for pictures) After viewing the pictures, the teacher will ask: • What can you see in the pictures? o Expected Responses: We see people suffering from poverty. • How do you feel seeing these photos? o Expected Responses: Feeling lucky, blessed, sad, responsible, etc. C. Presenting examples/ instances of the new lesson Teacher presents lesson on the Right to Life through a power point presentation. (Key concept: without life, all other rights are meaningless). See Appendix C8.1.2 Ask the learners the question. What do you feel if the privileges you are enjoying at the moment will be removed from you? (like: going to place you want to go, do what you enjoy doing, etc.) Teacher gives the definition of Right to Liberty It connotes absence of restraint from state interference. It also embraces the right of man to use his faculties and achieve to perfection his personality and be master of his own identity. Liberty however is not a license or an unlimited freedom to act according to one’s will, as there may be acts that might violate the law or the rights of others. (15 mins.) GROUP ACTIVITY The right to property. Activity. A Human Rights Tree The learners, working in small groups will draw a tree on a paper and in the form of leaves, fruits and branches or flowers are those human rights that they think all people need to live in dignity and justice. Give the tree roots label needed for the tree to flourish like healthy economy, rule of law, universal education, etc. (5 mins.) Each group will present their trees and explain its reasons for the items they have included. See Appendix C8.3.5  What do you think the picture portray? o Expected Responses: Poverty inequality, injustices. After soliciting the student’s response, the teacher will introduce the topic: Social Justice. D. Discussing new concepts and practicing new skill #1 Learners answer the following questions. 1. What constitutes life that makes The learners will reflect: 1. How does it feel to be free? 2. How important is freedom to you? Discussion about properties 1. When can you call thing/s a property? The teacher will discuss the concept of social justice and equity. The video documentary entitled “Burak at HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 30 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP others? life liberty property (5 mins.) See Appendix C8.3.6 community? What is my role in the attainment of social equity?” (already integrated in the group activity – deepening part) H. Making generalizations & abstractions about the lesson Define human rights Rights under right to life 1. Right to live 2 Right to safe environment 3. Free access t court 4. No torture, force violence, threat….. 5. Right to due process of law Right to life is the most important rights. - Absolute and Divine Right The learner will answer the question. Which of the different basic rights under right to liberty taken up you think is very important to you as student? Right to liberty 1. Freedom of speech 2. Right against unreasonable searches and seizure 3. Right to information 4. Religious freedom 5. Right to bail 6. Right to form union 7. Right to political beliefs and aspirations (5 mins.) The learner will answer the question. How are you going to fight for your rights when you feel it is being violated? (5 mins.) What would you do to preserve your basic right as a person and of the others as member of the community? The teacher will ask the students: “In brief, how do you explain the importance of social justice and equity? Why is it important in the community?” HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 33 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP I. Evaluating Learning In this situation, How does Right to life observed? Reena is a beggar, she lives in the street along with her family, when rain comes they get wet, she doesn’t go to school, and she never experienced playing with her age group. One day, her father was arrested and was taken to the police station. She was confused and did not know what to do. Her body is tired. She dreams that one day she could play and sleep in a soft and decent bed with her family, enjoy the sun and the moonlight at night. Which of the right to live was seen The learners will define the right to liberty in their own words on their notebook. (5 mins.) The learners will answer the following with the phrases: “in every case”, in most cases”, and “in some cases”. 1. Killing is wrong. 2. All people should be treated equally. 3. All people have the right to medical help if they are ill. 4. All people have a right to education. 5. People should be allowed to travel and leave the country if they wish. (10 mins.) See Appendix C8.3.7 Journal The students will stress the importance of the study of social justice and equity, and the values they have gathered in the lesson. (see rubrics in the presentation) in the story? 1. Right to live 2. Right to safe environment 3. Free access to court 4. No torture, force violence, threat….. 5. Right to due process of law J. Additional activities for application or remediation Make a slogan promoting human rights. See Appendix for Rubrics Read about advocacy. Try to ask yourself, is there any advocacies are you supporting? V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 34 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Checked by: Noted: ANTONETTE T. MELEGRITO NATHANIEL G. LULU ANN LIZA R. LEPASANA Senior High School Teacher Division of Pampanga Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan JOANNE G. PINEDA RYAN R. PECSON Senior High School Teacher Division of Pampanga BERNARD C. RAMOS Division of Nueva Ecija HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 35 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. Reviewing the previous lesson or presenting the new lesson The learner will make a recap on what are the past lesson is all about, and they will give 1-5 example. (3 mins.) Ask the learners to identify issues in their community that shows social justice. Ask: What are empowerment and advocacy? (3 mins.) Reviewing the previous lesson of Human Rights and Social Justice thru Guided Questions: 1. What is Human Rights and what is Social Justice? 2. What makes human rights and social justice affect the principles of community action initiatives? B. Establishing a purpose for the lesson (Video Presentation) the learner will guest what is the video all about. (5 mins.) The learner will take down note all the important details/ information from the video. See Appendix C9.1.1 The learners will be asked about their sentiments/feelings about the pictures and videos that will be presented. 1. Picture of Violence against Women See Appendix C9.2.5 2. Film Clip of Violence against Children (0.41 secs.) See Appendix C9.2.6 3. Picture of Kilusan Mayo Uno See Appendix C9.2.7 4. Video Feed/News of Freedom from Debt Coalition (1.51 mins.) See Appendix C9.2.8 (5 mins.) (TRANSFORMATION) Imagine that you woke up in the morning and when you entered the bathroom you found out that for some mysterious reason you have been transformed from a girl into a boy or vice versa. You don’t know how much this transformation will last. Ask. 1. Would you want to try something you couldn’t do while you were a girl/boy? 2. What does this transformation allow you to do differently? 3. What do you like about your current situation? (The teacher will ask some students to share their answer) (5 mins.) Game : (4pics1Word) The teacher must show photos portraying the following: 1. Community 2. Problems 3. Empowerment 4. Advocacy Elaborating the motivation leading to new lesson thru questions: 1. What is the main idea portrayed in the: a. First set of photos b. Second c. Third d. Fourth 2. Where did we usually see this scenario? 3. Based on these set of photos, what would you think is our lesson about? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 38 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP C. Presenting examples/ instances of the new lesson The learner will share their ideas, opinions, and perspectives about the video presentation. (5 mins.) The teacher will list on the board all the gathered information that will be shared by the learners. Group Activity: Dama Ko! Sigaw ko! (Slogan Making) See Appendix C9.2.9 Learners will be grouped into 3 groups. Ask the learners for other social injustices they can identify in their community and come up with a corresponding battle cry. 1. In School 2. In Their Barangay 3. In Their Town (10 mins.) 1. Divide the class into five groups. Give each group a manila paper divided into three columns. On the top of the middle column either write “Act Like A Man” or Act Like A Woman. 2. On the left column, ask students to write down what might people “say” or “do” if someone does not act like a man or woman as defined in the middle column. 3. On the right column, ask the student to list the jobs one would choose if they acted like the descriptions listed in the middle column. See Appendix C9.3.11 (10-15 mins.) Group Activity See Appendix C9.4.13 1. The class will be divided into three (3) groups. 2. Each group shall be given only 5 minutes Preparation and 3 minutes presentation. 3. Each group will think of a particular campaign of a community. 4. They will present their advocacy in any of the following ways: A. Tableau B. Skit C. Talk Show D. News Presentation 5. After the presentation, they will give the very concise explanation about their presentation D. Discussing new concepts and practicing new skill #1 Process Question The learner will answer the following question voluntarily. (5 minutes) 1. What is social justice for you? 2. Give example of social justice 3. Site some practices in your community that will show social justice. 4. Give some reasons why in your community did not practice social justice. 5. What are the things you can contribute as a learner to impose practicing social justice in your community? 6. What is the importance of Ask the learners: 1. What kind of development would you like to see in your community? Why? How could your feelings/sentiments can lead to support for existing advocacy? See Appendix C9.2.10 (5 mins.) Process questions 1. How and where do we learn our perception of male and female roles? 2. Do these roles and descriptions limit or enhance us in life choices? 3. Have you or someone you know ever acted differently from how your gender is "supposed" to act? (5 mins.) Processing Questions 1. What is the main idea of the presentation of the group? 2. What are push factors in making these kind of campaign? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 39 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP social justice? 7. Why is it important to practice social justice? E. Discussing new concepts and practicing new skill #2 F. Developing Mastery The learner will analyze the different picture presented in a gallery walk. (25 mins.) The learner will explain their answer in class base on how they understand the existence of social justice and it’s important. See Appendix C9.1.2 Activity: Group the learners into 3 groups and assign 1 question each group. Provide Metacards for their output. The teacher has an option to choose 1 among the following songs: 1. Kapaligiran by: Asin 2. Cotabato by: Asin 3. Walang Hanggang Paalam by: Joey Ayala Ask the learners to analyze a song and answer the following questions: Use Meta cards for their output. 1. Give your own understanding of the song. 2. Does the song mirror your experience(s) in your community until today? 3. What do you think are the causes identified in the song that moved people to participate in their community development? (10 minutes) 1. Divide the class into five groups. Give each group a manila paper divided into three columns. On the top of the middle column either write “Act Like A Man” or Act Like A Woman. 2. On the left column, ask students to write down what might people “say” or “do” if someone does not act like a man or woman as defined in the middle column. 3. On the right column, ask the student to list the jobs one would choose if they acted like the descriptions listed in the middle column. 30 minutes 1. Definition of empowerment thru graphic organizer. (student will give their answer) 2. Definition of advocacy thru graphic organizer. (student will give their answer) 3. The conceptual definition of advocacy and empowerment. 4. Connecting the significance of advocacy in empowerment 5. How empowerment and advocacy can help the principles in community action initiatives. See Appendix C9.4.12 G. Finding practical applications of concepts & skills in daily living The learner will give their perspective on the question below: (7 mins.) 1. What are the things you can contribute as a learner to impose practicing social justice in your community? 2. As learners what are the ways Ask the learners: How can they show support for an advocacy (specify) in their everyday lives? (5 minutes) Process questions 1. How and where do we learn our perception of male and female roles? 2. Do these roles and descriptions limit or enhance us in life choices? Individual School-based situation: If you will be given a chance to be a student leader of our school, what will be the changes that you want to advocate? And why? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 40 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Checked by: Noted: IRENE V. TIGLAO JOY EMMANUEL S. VALLAGAR ANN LIZA R. LEPASANA Division of Nueva Ecija Division of Nueva Ecija Head Teacher III, Regional Facilitator School Division of City of San Jose, Bulacan MERCEDES CECILIA O. ELCA BETH B. MENDOZA Division of Pampanga Division of Bataan MARI ANNE M. TORRES NATHANIEL G. LULU Division of Bataan Division of Tarlac GLENDA LUISA M. TOMANENG HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 43 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Division of Bulacan RYAN R. PECSON Division of Pampanga Grade 12 DAILY LESSON LOG School DepEd – Region III Grade Level 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP Teaching Week Week 10, Day 1-4 Quarter Third SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4 I. OBJECTIVES A. Content Standards The learners demonstrates an understanding of the integration of social science perspective and community action initiatives. B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods. C. Learning Competencies/ Objectives Application of community action/participatory development HUMSS_CSC12-IIIH-J-15 Develop commitment and conviction to participatory development for community well-being HUMSS_CSC12-IIIh-j-16 To assess the learning of the students. II. CONTENT Participatory Development Core Values and Principles Community-Actions Initiatives III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 44 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources https://www.slideshare.net/marijanereye s/participatory-development http://youtube/ufQpgYSDRdU IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson The learner will answer questions about the previous lesson:(3 mins.) 1. Do you think having advocacy will help you grow as a person? 2. How will it help you grow? Based on the graphics presented, how does it show the connection of each core values to our community In the interrelationships/connections of five core values, what do you think is your part as a member of community? B. Establishing a purpose for the lesson The learner will view some pictures/words and give reactions about the pictures.(3 minutes) see appendices for the pictures What do the pictures tell you? See Appendix C10.1.1 Presentation of the video: Inspirational: “Be Kind To Others, It Will Pay Off” HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 45 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP difference in our own life. The commitment of each and every one of us is important in attaining this goal. Just like what Cardinal Gaudencio Rosales said, “Munti man at maliit bastat malimit patungong langit.” If we will be committed to work together we can achieve our dream for our community. Each of us can contribute for the development of our community whatever color, gender, social status we have just like the battle cry of “Gawad Kalinga.” No one is too poor that he cannot share. No one is to poor that he cannot care.” G. Finding practical applications of concepts & skills in daily living The learner will answer the question. (5 mins.) Why do we need to understand community action and the essence of having involved in it? In everything we do why do we need to be committed? H. Making generalizations & abstractions about the lesson The learner will answer the question regarding the pictures viewed by them a while ago. (5 mins.) What do you think these people made them do it? What are the things/concepts you considered developing commitment: 1. Self 2. Community I. Evaluating Learning Situations (others): 1. The grade 12 students are having tree planting project. 2. The street sweepers are cleaning the streets every day. On a ¼ sheet of paper, the learner will give 5 reasons why these people do these things. (5 mins.) Write a commitment / pledge of conviction like the Panatang Makabayan. (100 words maximum) Summative Assessment See Appendix C10.3.2 The Learner will answer the following question below… MODIFIED TRUE OR FALSE Direction: True or False. Read and understand the statement below, write capital letter T if the statement is true and write capital letter F if the HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 48 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP statement is false. Write your answer in the given space before the number. ___1. Social Justice is the reasonable relationship between the individual and society. ___2. Practicing equal treatment to each and every one in a community is an example of existing social justice. ___3. Enjoy being a wealthy man is a form of social justice. ___4. Giving alms to the poor for your political agenda is good practice of social justice. ___5. Having a productive community is the important of social justice. ___6. Advocacy and participatory development seeks to achieve change within a community. GIVE WHAT IS BEING ASKED 7-8 Give two (2) advocacy for community development being pursued today. FILL IN THE BLANK WITH THE CORRECT ANSWER. 9. __________ is a process wherein stakeholders can influence and share control over development. 10. _________ is someone who provides advocacy support when you need it. ANSWER THE FOLLOWING WITH HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 49 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP THE PHRASES “IN EVERY CASE”, “IN MOST CASES” AND “IN SOME CASES” 11. Killing is wrong. 12. All people should be treated equally. 13. All people have the right to medical help if they are ill. 14. All people have a right to education. 15. People should be allowed to travel and leave the country if they wish. ESSAY Direction: Write a commitment / pledge of conviction like the Panatang Makabayan (10 points) J. Additional activities for application or remediation As a learner, what would be your reasons why will you involve yourself in community empowerment/development? List 5 reasons in your journal (personal) V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 50 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP DLPs in Community Engagement, HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 53 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Solidarity, and Citizenship Methodologies and Approaches of Community Actions and Involvements Across Disciplines Grade 12 DAILY School DepEd – Region IIII Grade Level 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Teaching Week Week 11, Day 1 – 4 Quarter Fourth HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 54 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP LESSON PLAN SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. C. Learning Competencies/ Objectives Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18 Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18 Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12IVa-d-17 Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12-IVa-d-17 II. CONTENT Preparing to Write a Community action Plan Writing a Community Action Plan Methodologies and approaches of community actions and involvements across discipline  Partnership building with local groups Methodologies and approaches of community actions and involvements across discipline  Partnership building with local groups III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources • https://www.training forchange.org/tools/village-game • https://www.isixsigma.com/traini ng/training-materialsaids/change- game-engaging- • http://www.jsi.com/JSIInternet/Inc/ Common/_download_pub.cfm?id= 14333&lid=3 • https://en.wikipedia.org/wiki/Local_ community  http://www.jsi.com/JSIInternet/Inc /Common/_download_pub.cfm?id =14333&lid=3 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 55 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP C. Presenting examples/ instances of the new lesson Activity 1: My Ideal Community The students will be grouped into 4 groups and will be asked to draw their ideal community. (The activity will help the students to brainstorm first and sift the ideas collected collaboratively) Group Activity The teacher will post on the board the scrambled parts of the Community Action Plan written in meta-cards. The students will unscramble the parts and post it in order. (Each of the parts, of course, do not have Roman numerals) Activity 2: Brainstorming: The learners will cite an example of local groups and their importance within the community. Process questions: 1. What strategies did you apply in identifying local groups in your community? 2. What importance do you think are Activity 1. Open discussion: The learners will give their ideas regarding the methods and approaches in building partnerships in the local groups. Process questions: 1. What do you think are the ways on how to build a partnership in your community? Present in front of the class Process Questionnaires 1. What are the things you consider to come with an ideal community? 2. (The teacher will ask why and how certain elements in the drawing is drawn) 3. If there is something you want to add what it would be. See Appendix D11.1.1 See Appendix D11.2.2 their contributions in your community? (5 mins.) 2. How could you be of service to your community? (5 mins.) HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 58 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP D. Discussing new concepts and practicing new skill #1 Parts of a Community Action Plan 1. What are needed in writing an action plan 2. Elements of an Action Plan See Appendix D11.1.1 The teacher will discuss the following parts and its reason why it is needed in a community action plan. Parts of Community Action Plan I. Cover Page II. Executive Summary III. Table of Contents IV. Community Profile V. Introduction to the Plan a. How was the plan developed? b. Who was involved in the development of the plan? c. Who will manage the implementation of the plan? d. Other information that is important to the plan? VI. Action Plan VII. Appendices and Supporting Documentation The teacher will ask the students about the identified groups as to: (10 mins.) • Community-based • Government-based • Faith-based The teacher will ask: 1. What are the best approaches to building a partnership? E. Discussing new concepts and practicing new skill #2 Discussing the font style, size, margin, minimum and maximum number of pages, etc. F. Developing Mastery By groups from the first activity List issues in the community that needed an action Activity 3. Graphic Representation: The teacher will present 10 pictures then, the students will be asked to get a ¼ sheet of paper to identify the given picture as to whether community-based, government based and faith-based. Activity 2. Skits. The students will do the action about the best approaches to be done in building a partnership in their community. (Rubrics) See Appendix D11.4.4 G. Finding practical applications of concepts & skills in daily living A continuation of developing mastery Write issues found in the community that you can be part of The students will reflect: “Given my capacity, which group am I going to render my service?” The students will identify at least three methods and approaches that are present in their community. HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 59 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP the solution in a daily basis. H. Making generalizations & abstractions about the lesson In a community, problems occur because of the changing time and practices reason community deteriorates and needed something to be done. Before jumping on that board it needs thorough planning of a certain activity in order to progress. The teacher will capsulate the lesson as to community-based, governmentbased, and faith-based local groups in their community. The teacher will give essential part of the lesson as to giving the methodologies in building partnership: coordination, cooperation, collaboration, and partnership I. Evaluating Learning Make a bullet list of the things needed to consider in writing a community action plan Write a community action plan See Appendix D11.2.2 The teacher will ask the students to identify specific group/s existing in their community and how can they enhance for the betterment of the situation. Recitation J. Additional activities for application or remediation Make a simple research on the methods and approaches used in building a partnership in the community. V. REMARKS Transfer the text electronically Prepare a presentation of the plan on the 14th week of the quarter (Students can choose any mode of presentation) VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 60 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON PLAN School DepEd – Region IIII Grade Level 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Teaching Week Week 12, Day 1 – 4 Quarter Fourth SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. C. Learning Competencies/ Objectives Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12-Iva-d-17 • Define community profile. • Explain the steps in doing a community profile. • Construct a community profile form. Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12-Iva-d-17 • Give the function of needs assessment in • doing a community-action plan • Explain the steps in doing needs assessment. • Formulate a needs assessment form. Apply systematic social research methods in conducting community action. Employ the methods of community profiling and needs assessment in selecting community priority issues. HUMSS_CSC12-Iva-d-18 Explain the processes, methodologies, & approaches in applied social sciences related to community action HUMSS_CSC12-Iva-d-17 • Define leadership and decision making • Explain five levels of leadership, examine the process and different decision-making models II. CONTENT Methodologies and Approaches of Community actions and involvements across Disciplines  Community Profiling Methodologies and Approaches of Community actions and involvements across Disciplines  Needs Assessment Methodologies and Approaches of Community actions and involvements across Discipline  Needs Assessment Methodologies and approaches of community actions and involvements across disciplines  Working with a core group of leaders/leadership development III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 63 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Learning Resources B. Other Learning Resources Module 3: “Doing the Community Profile.” http://www.fao.org/documents/show_c dr.asp?url_file=/DOCREP/006/ Y5084E/y5084e06.htm. http://ctb.ku.edu/en/table-ofcontents/ assessment/assessingcommunity-needs- andresources/conducting-needsassessment- sur • https://www.slideshare.net/Todd_ Grivetti/leadership-training... • https://www.youtube.com/watch?v =JNfKrKQdG-c • https://www.ukessays.com/essays /general-studies/decision- makingprocess.ph IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson How do you build a partnership with local groups? Puzzle: Students will put together pieces of the puzzle given to them. (Puzzle: Community Profile) 1. What picture have you made from the puzzle? 2. What is a community profile? See Appendix D12.2.2 How is community profile different from community needs assessment? See Appendix D12.3.3 Teacher will ask the students to differentiate community profile from community needs assessment (3 mins.) B. Establishing a purpose for the lesson Game: “The Boat is Sinking” The boat is sinking group yourselves according to: a. Number of Siblings b. Occupation of Father/Mother c. Membership in an Organization d. Barangay where you live e. Family Income f. Means of Transportation g. Religion h. Others Question: What are the different categories in which you are classified or grouped? (5 mins.) “That’s Our Community” The teacher will mention a characteristic of a community and the student will say “that’s our community” if their community possesses what is mentioned. At what level is your community now? (5 mins.) Students will be asked to arrange the jumbled letters in order to identify what is being described. (5 mins.) Ask: Based on the activity, the teacher will introduce the lesson by asking the students on what they think the lesson all about. See Appendix D12.4.4 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 64 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP C. Presenting examples/ instances of the new lesson Brainstorming: The students will be divided into groups according to their barangay/purok/street. Each group will consolidate the data from the survey Assessment Students will answer a simple selfassessment form. Make a reflection, answer the question: What did you find out about Video viewing (Five Levels of Leadership)(5min.) After viewing the video ask:  What did you understand from the video presented to you? form given to them and to be combined as one and presented in the class as an example. (The survey forms were given and accomplished ahead of time as an assignment.) 1. What is the result of the survey? 2. What other information can you ask that can add to the description of your community? (5 mins.) See Appendix D12.1.1 the things that help you learn? (5 mins.) D. Discussing new concepts and practicing new skill #1 Inductive Instruction 1. What is a community? 2. What is a profile? 3. What is a community profile? 4. What does needs assessment contain? Discussion: 1. Why do we need to perform an assessment? 2. What does a community assessment measure? 3. When should you do a needs assessment? 4. What does needs assessment form contain? Group Activity (20 mins.) Students will be divided into three groups & will be given a copy of the topic & explain the assigned topic afterward. 1. Why do you think there is a need for leadership training? 2. Teacher further discusses leadership development & five levels of leadership. See Appendix D12.4.4 E. Discussing new concepts and practicing new skill #2 Discussion of how to develop a community profile using a graphic organizer. See Appendix D12.1.1 Arrange the following processes according to your prior knowledge.(5 min) Ask: Did you find it difficult in arranging the processes? 1. What are the things you consider before making a decision? 2. Why are decisions very difficult for many individuals? 3. What are the factors affecting HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 65 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Prepared by: ELIZA T. ALTAR Division of Bulacan ROSELLA B. BALINGIT Division of Pampanga JONNALYN V. BOGNOT Division of Bulacan MAY N. CORDOVA Division of Tarlac Province KEVIN CEDDIE C. GARCIA Division of Nueva Ecija RICHARD R. MAROLLANO City Schools Division of San Jose Del Monte JOCELYN D. PUNDAVELA City Schools Division of San Jose Del Monte ASHER ISRAEL G. QUIMSON City Schools Division of San Jose Del Monte GLENDA LUISA M. TOMANENG Division of Bulacan MARIANNE M. TORRES Division of Bataan MARIA DECILIA P. MIRANDA Division of Bulacan Checked by: RYAN R. PECSON Division of Pampanga NATHANIEL G. LULU Division of Pampanga BERNARD C. RAMOS Division of Nueva Ecija Noted: ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 68 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? COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON PLAN School DepEd – Region IIII Grade Level 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Teaching Week Week 13, Day 1 – 4 Quarter Fourth SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. C. Learning Competencies/ Objectives Explain the processes, methodologies, and approaches in applied social sciences related to community action HUMSS_CSC12-Iva-d-17 Explain the Resource Mobilization Cycle Explain the processes, methodologies, and approaches in applies social science related to community action. HUMSS-CSC12-Iva-d-17 Define social action. Identify elements of social action. Explain the processes, methodologies, and approaches in applies social science related to community action. HUMSS-CSC12-Iva-d-17 Identify types of social action. Recognize examples of social actions Develop a community action plan using participatory approaches HUMSS_CSC12-IVa-d-19 II. CONTENT Methodologies and Approaches of Community actions and involvements across Disciplines Resource Mobilization Cycle Methodologies and approaches of community actions and involvements across disciplines. Social Action and Elements of Social Action Methodologies and approaches of community actions and involvements across disciplines. Types of Social Action and Example of Social Action Methodologies and approaches of community actions and involvements across disciplines Sub-topic: Evaluation III. LEARNING RESOURCES A. References HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 69 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 70 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP community could be part of a plan to be developed? C. Presenting examples/ instances of the new lesson Discuss the following 1. Participatory Action Planning - Rationale of Participatory Action Planning - The need for Participatory Action Planning 2. Levels of Participatory Action Group activity The teacher draws three columns on the board for each type of resources. Every group will write examples for each type of resources (Financial, Human, and Good/ Services) (5 mins.) The students will be given different situations wherein they will talk about the situation and come up with their decision.(e.g. Choosing Tracks in Senior High School, being part of their family) (7 mins) Teachers will be dividing the class into 6 groups and will be giving out one jumbled word/s for each. Students will have to arrange the letters to form a word and will connect it to the definition paste on the blackboard. (15 Planning mins.) See Appendix D13.4.3 D. Discussing new concepts and practicing new skill #1 Group Activity Students will be divided into 4. Each group will be given an issue and list possible activities and needed persons for the project. 1. Youth Empowerment 2. Pollution within the community 3. Malnutrition 4. Out of School Youth The teacher discusses Resource mobilization and its importance. (15 mins.) See Appendix D13.2.1 Processing Questions: 1. What are the things that you consider during the decision-making phase? 2. How did you deal with the situation? How do you feel after? ( 5mins.) Teacher asks: 1. Can you now read the word you made and the opposite explanation of it? 2. Why do you think the word and explanation go with each other? (20 mins.) E. Discussing new concepts and practicing new skill #2 F. Developing Mastery List reasons for the importance of Participatory Action Planning Group Activity The teacher asks the students to show their insights about resource mobilization by using any graphic organizer (20 mins.) The teacher will present Fig.1.The students will discuss each phase of the Resource Mobilization Cycle by the group. (Teacher will input information if necessary…) (15 mins.) See Appendix D13.3.2 Say/Ask: 1. Explain the meaning of social action. 2. Identify and describe the different elements of social action. HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 73 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP G. Finding practical applications of concepts & skills in daily living Within (our) community who are the key leaders to be involved in a participatory action planning The teacher asks the student, "In their opinion what are an essential resource to be mobilized in your community?" (10 mins.) The teacher will ask the students, as a senior high school student, what contribution can you offer as part of the resource mobilization in your community? (10 mins.) Ask: Outside the school, in what other simple situations can you apply social action? (5 mins.) H. Making generalizations & abstractions about the lesson What are the benefits of an inclusive or participatory planning in a community? The teacher asks the students to briefly summarize Resource mobilization and its importance (3 mins.) Relate the Resource Mobilization Cycle in your everyday living. (5 mins.) Ask: In your own understanding, how would you define social action and the elements of it? (5 mins.) I. Evaluating Learning Follow and accomplish the prepared the table for Participatory Action Plan found in the appendixes. Formative Test (See appendices) (5 mins.) See Appendix D13.2.1 Formative Test (see appendices) (10 mins.) See Appendix D13.3.2 A 5-item quiz will be given to check understanding. Modified True or False (5 mins.) See Appendix D13.4.4 J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 74 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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? Grade 12 DAILY LESSON PLAN School DepEd – Region IIII Grade Level 12 Teacher Senior High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Teaching Week Week 14, Day 1 – 4 Quarter Fourth SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. C. Learning Competencies/ Objectives Develop a community action plan using participatory approaches HUMSS_CSC12-IVa-d-19 Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18 Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18 Develop a community a community action plan using participatory approaches HUMSS_CSC12-IVa-d-19 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 75