School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12

DAILY Teacher EDISON B. BITLENGEN Learning Area Community engagement

LESSON LOG Teaching Dates Quarter 3RD QUARTER
WEEK I, DAY 1-4

I. OBJECTIVES

A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
1. To create a welcoming environment for students and encourage in them a positive attitude towards the subject; &
C. Learning Competencies / Objectives
2. Build a sense of community among the students, faculty & staff by providing opportunities for introduction, communication & interaction.
CONCEPTS AND PERSPECTIVES OF COMMUNITY
II. CONTENT
Importance of understanding community dynamics and community action
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
A. Establishing the purpose of the
lesson
B. Presenting exampes / instances of
the new lesson
C. Discussing new concepts &
practicing new skills # 1 Getting Started: presentation of the content standards, performance standards & the
Mouthfull Ideas – Individual sharing of expectations (Leveling of Expectations)
D. Discussing new concepts & learning competencies of the learning area and highlighting the exit point of the lesson
1. What are your expectations in the subject area? the teacher? the school?
practicing new skills # 2 1. What is significance of the lesson in your future career?
E. Developing Mastery (Leads to
Formative Assessment)
F. Finding practical applications of
concepts & skills in daily living
G. Evaluating learning
H. Additional activities for
application or remediation

VI. REMARKS
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C.1 Specific Learning Objectives
II. CONTENT
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
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK 2, DAY 1-4
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
The learners will develop / affirm sense of shared identity and willingness to contribute to the
The learners will recognize diversities in communities.
attainment of the common good.
A. Concepts and Perspectives of
A. Concepts and Perspectives of
Community:
Community:
3. Elements
A. Concepts and Perspectives of Community 3. Elements
Meaning of Diversity
 Share sense of identity and attainment of common good. Dynamics and Processes
a. structure
 Community power
 socio-political
 Leadership
 cultural
 economics
Powerpoint presentation Powerpoint presentation
Modules on Good Citizenship Values, pages 73-76 and 137 video presentation
Activity: Label the Picture The teacher Sharing: sentence comletion How do you understand a common good? Teacher reviews the question asked and
will show 4 pictures on the board each What happened is/are class responses from session 1.
picture represents the concept of the ________________________
community according to the context of I have learned that ____________ Say/ask: yesterday, we learned about the
social sciences, institution, civil society State liitle things yo can do to help achieve meaning and the different structures of teh
or the grassroots level and briefly common good. community.
explain their answer. (2 min)
(3-5) min
What is the imporatnce of the community?
Option 2: Matching Type Meaning to
 category.( 5mins) (2 min)
Song analysis Mabuting Pilipino-Noel Concept Sketches Activity
Cabangon What is the message of the
song? Based on the song what are the A picture/sketch is shown and lets the
characteristics of a good citizen? Do you student give short statements that describe
possess these characteristics? the processes, concepts, and
interrelationships shown in the sketch.

SCRAMBLED LETTERS Sketch to Stretch Activity Draw/sketch a

symbol or an object about a community
Community Song Process Question/s: without a leader. Students shall draw the
WORDS: DIVERSITY, COMMUNITY
1.What is the message of the song? concepts learned individually and presented
B. Establishing the purpose of the
Presentation of the competencies. in class.
lesson What is your idea with the word community?
(5 mins) What is your idea of word diversity?
Ask the student: Where do you think is the
center based located? Do you think leaders
( 2-3 mins) 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 exampes / instances of
the new lesson
I am the Architect and Engineer of my
dream Community. Mechanics: -Group
the class into your desired number of
groups. -Each group will be provided1
whole illustration board, clay, and
coloring materials. -They will be given
3minutes to gather organic and
recyclable materials within the vicinity. -
In the illustration board, they will make a
(2 min)
diorama or a miniature of their dream
community. -Each group member is
expected to contribute to the group
effort. -One of the group members will
be assigned to document the process
and list down the contribution of each
and every member. -Groups will be
given a total of 15 minutes to finish the
work and 5 minutes to explain the
output.
How does being a good citizen affect
our country?
(5 mins.)
The learners will be divided into three TRUST WALK ACTIVITY Working in pairs,
groups. In five minutes the learners will be blindfolded participants are led on a walk
asked to post pictures (provided by teh around the surrounding area or a course by
teacher) according to the assigned topics their partners. Participants walk through a
about community structures. course blindfolded and lead by a partner.
One partner to be the navigator (guide), and
Group 1: Socio-political the other to be blindfolded. When the
Group 2: cultural; blindfolded partner id ready, slowly spin
Group 3: economics around the person a few times so that they
do not know which direction thay are
Socio- Cultural Economics
headed. From this point on, the guide should
political
not touch the partner at all, but rely solely on
verbal cues.
Afetr the activity ask the student:
(5 min)  What was it like to be the guide,
responsible for the safety of your
partner?
 Did you have any difficulty trusting
your partner while blindfolded?
Why or why not?

D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
Process Questions: 1. How are you able
to come up with your output? Who plays
the vital role in accomplishing your
work? 2. Did every member of your
group cooperate in your work? How
does it affect the output of your work? 3.
After you have finished your work how
do you feel?(explain your answer)
(25 mins.)
Song analysis Magkaisa Process Question:
How can you relate the song to our activity?
Values Integration: Unity Discussion of
saying and a bible excerpt. “Together we
stand, Divided we fall.” John F. Kennedy “As
a body is one though it has many parts and
all the parts of the body Though many are
one body, so also as Christ.”1 Corinthians
12:12 -Each part of the body is unique and
important. Like us each of us is unique and
our uniqueness can help strengthen our
community.
(10 mins )
What talent or ability do you have that you
think can help your community?
(2 mins.)
What is common good and how can I
contribute to attaining it?
(3 mins.)
Twelve little Things a Filipino can do to help
our Country. Atty. Alexander Lacson 1.
Follow traffic rules. 2. Whenever you buy or
pay for anything, always ask for an official
receipt. 3. Do not buy smuggled goods. Buy
local, buy Filipino. 4. When you talk to others
especially a foreigner, speak positively of our
race and our country. 5. Respect your traffic
officer, policeman, soldier and other public
servants. 6. Do not litter, dispose of your
garbage properly: reduce, recycle and reuse.
7. Support your church. 8. During election do
your solemn duty to vote. 9. Pay your
employees well 10.Pay your taxes 11. Adopt
a scholar or adopt a poor child. 12. Be a
good parent teaches your kids to follow the
law and to love our country. The teacher will
explain how these acts can contribute to the
attainment of common good (15mins)
Give your personal experiences where you
were able to promote common good.
(3 mins.)
PROCESSING QUESTIONS:
1. Why do you think these show
sociopolitical structure, cultural structure,
economics structure?
2. Is it possible that these elements of the
community create differences in the lives of
the people in the community? How? And
Why?
3. Do these pictures contribute to the
development of society?
4. Do you think these elements can exist on
their own without the others?
(10 min)
Discussion of the structure of the community
and how it creates diversity?
(20 min)
The learners will make a journal.
1. what are the diversities i have observed
in our classroom and how it affects ou small
community ( the class)?
 Why is trust in your teammates
important?
Ho did it feel when you and your teammates
successfuly trusted each other to accomplish
something challenging?
Teacher presents the topic by using power
point presentation
And elucidate the topic about community
power and its importance, leadership, and
types of leadership. (Reciprocal Questioning)
(10 mins.)
Guide Questions: a. What is community
power? b. What is the importance of
community power? c. What is a good
leadership? d. What are the types of
leadership? e. What type of leadership is
suitable in your community? (Reciprocal
Questioning)
As a member of the community, what is the
best contribution that you can give? How?
(3 min)
 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
How can you help attain your dream everybody and not only for you is
community? Expected students response: I common good.
will use my talent, abilities, knowledge,
H. Evaluating learning
strength to help attain my dream community. (5 mins.)
(3 mins.)
Making of journal Mini task: my pledge of commitment -group
the class into 3 -instruct them to make a
Essay: Me as part of my community and my composition in a form of poem, spoken
community as part of my life. poetry, flip top rap stating their commitment
in contributing to the attainment of common
good.
Rubrics: Content 50%- the composition is
unique and clearly expressing the ideas of
1. Additional activities for the group on how they can contribute to the
application or remediation attainment of common good. Commitment
Criteria wrote is attainable and realistic. Presentation
Content: 10 pts Organization: 5 pts 30%- the group was able to present the
Relevance 5 pts Total 20 pts output in an organized and artistic manner.
All the members of the group participated.
(10 mins.) Relevance 20%- the contents are relevant
and promoting values.
(15 mins.
VI. REMARKS
How does structure of the community a. How can we obtain the optimum
create diversity? 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.
(5 mins.)
Recitation Recitation: Choose 2 any of the following
1. What is diversity? questions:
2. Name one structure of the community and
explain. 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? 5. What type of leadership is
suitable in your community?
(10 mins.)
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area Community engagement
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 3, DAY 1-4

I. OBJECTIVES

A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
The learners will analyse functions of
The learners will recognize diversities in
C. Learning Competencies / Objectives communities in terms of structures, The learners will compare and contrast typologies of communities.
communities
dynamics & processes.
Concepts and Perspectives of Community Concepts and Perspectives of Community Concepts and Perspectives of Community
Elements (structure, dynamics, and Typologies (e.g., formal-informal, ruralurban,
II. CONTENT processes) local-global, sectors, social spaces, etc.) UNIT TEST

III. LEARNING RESOURCES

C. References
Introduction to Sociology and Anthropology,
elements and functions of society, Dr.
D. Other Learning Resources Epitascio Palispis
https://www.youtube.com/watch?v=xVO0c
WlbCOc
IV. PROCEDURES
The students will be asked, What you can Before going into today’s discussion, the The learners will answer questions: 1. What
A. Reviewing previous lessons / remember about our lesson yesterday. Ask 2 class will go back to the previous lesson are the elements of community? 2. How UNIT TEST
Presenting the new lesson or 4 students to enumerate them. through the use of pictures prepared by the structure, dynamics, and processes affect
teacher. our life in the community? (5 mins.)
The students will view a video The learners will be given a puzzle
presentation regarding the composition activity which is entitled as FIT IT
of a community. RIGHT! Wherein, students will be
divided into three groups and each
After viewing the presentation, teacher group will need to put puzzle pieces as
will ask: What composes the fast as they can. (Note: Each group
I. Establishing the purpose of the
community? How do they work? Do puzzle will form a picture showing Rural,
lesson
they help one another for the purpose of Urban and Suburban Community)
co-existence? (5 mins.)

The learners will give his/her observation

regarding the puzzle they made.

J. Presenting exampes / instances
of the new lesson
K. Discussing new concepts &
practicing new skills # 1
L. Discussing new concepts &
practicing new skills # 2
M. Developing Mastery (Leads to
Formative Assessment)
Mapping/ Flowcharting Objective: To analyze
how organization works
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 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.
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?
As per the video, identify what comprises the
community.
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?
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.
The learner will be provided graphic
organizer post in the board. The learner will
be group according to: Birth Month Height
Feet Size
The learner will write similarities and the
contrasting factor they observe based on the
picture that has been formed in their puzzle
activity.
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?
(5 mins.)
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.)

N. Finding practical applications of
concepts & skills in daily living
O. Evaluating learning
P. Additional activities for
application or remediation
VI. REMARKS
Prepared by:
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
Write a short essay identifying the change in
your way of life from junior high to present.
Identify at least 10 changes.
Is good relationship in the community bring
change in the dynamic and processes
towards its development? Yes. How can you
contribute to it?
Comments / Suggestions:
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 teacher will ask: In brief, how could you
explain what community is?
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.)
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.)
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 11
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 4, DAY 1-4

I. OBJECTIVES

A. Content Standard/s
The learners demonstrates an understanding of the integration of social science perspective and community action.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
B. Performance Standard/s
C. Learning Competencies / Objectives Recognize the value of undertaking community action modalities.
C.1 Specific Learning Objectives

II. CONTENT
III. LEARNING RESOURCES
1. References
C. Other Learning Resources Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
IV. PROCEDURES
Warm-up: Show students a video Ask: Why community action is important Warm up: First, ask students what they Balik Tanaw: (Concepts and Perspective of
presentation within a community? already know about the idea of being a Community:
A. Reviewing previous lessons /
citizen. What are the duties associated with
Presenting the new lesson
citizenship?

What is the benefit of this community Peer Interview: What if there is no Individual Practice: Enumerate at least three What is community action?
B. Establishing the purpose of engagement? community action within the society? (3) duties and obligation of citizenship
the lesson

C. Presenting exampes / Review of conduct during summative

instances of the new lesson assessment of learning
Partner Talk: Analysis of Impact of the Group Activity: ‘Balloon Frenzy’ (See Guided Practice: ‘Civil Society and Skill Practice: During Assessment
D. Discussing new concepts & Project What is the impact of the project? Appendix B4.2.3) Skill Practice: Citizenship’ (See Appendix B4.3.5) Skill Information recall Making Connections
practicing new skills # 1 Skill Practice: Critical Thinking Collaboration Practice: Critical Thinking and Collaboration

Class Sharing: Impact of the Community Processing the Experience (See Appendix Individual Sharing: ‘Civil Society and Interpreting information Knowledge
E. Discussing new concepts &
Project Skill Practice: Public Speaking Skills B4.2.3) Citizenship’ (See Appendix B4.3.5) Application
practicing new skills # 2

Group Activity: Make a skit about a Processing (See Appendix B4.3.5)

F. Developing Mastery (Leads community action and how it made impact to
to Formative Assessment) lives within community
 G. Finding practical applications
of concepts & skills in daily
living
H. Evaluating learning
How does this relate in your own life? What is the application of citizenship towards
growth and development?
Student will give abstraction about their In life, is it easier to juggle life’s challenges Deepening: Give student summary of the
performed community action and impact alone or with the help of others? Why? lesson

2. Additional activities for

application or remediation

VI. REMARKS

Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 5, DAY 1-4

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
2. References
1. Other Learning Resources
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences
Acknowledge interrelationship of self and community in undertaking community action
B. Community Action: Overview (2nd Part)
Community Tool Box (2016). Section 7. Sirico, R. A. (2010). Solidarity: The Maguigad, L. (2012). National Service Making a Difference: How to Become
Involving People Most Affected by the Fundamental Social Virtue. Religion and Training Program (NSTP): Civic Welfare and Remain Active in Your Community.
Problem. Retrieved 10 May 2017 from Liberty, 11(5). Retrieved from Training Service. Manila, Phl: Libro Retrieved from
http://ctb.ku.edu/en/table- https://acton.org/pub/religionliberty/volu Filipino, pp.15-17 PowerPoint http://www.state.sc.us/dmh/client_a
ofcontents/participation/encouraging - me-11-number5/solidarity-fundamental- Presentation Rubrics ffairs/volunteer_guide.pdf PowerPoint
involvement/involve-thoseaffected/main socialvirtue PowerPoint Presentation Presentation Survey Questionnaire
PowerPoint Presentation Graphic Rubrics Rubrics Activity Template
Organizer Rubrics

IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
Triple Venn Diagram: - 5 mins. Determine
the similarities and differences of community
engagement, solidarity, and citizenship (See
Appendix B5.1.1).
.
Ask: Can you give ways on how to be Ask: Can you give ways on how to promote Ask: Can you give a role that a citizen like
involved in community engagement? - 2 solidarity in community action? - 3 mins. you should play in community action? - 3
mins mins.

B. Establishing the purpose of the
lesson
Words of Wisdom Activity: - 2 mins. 1.
Service to others is the rent you pay for your
room here on earth. – Muhammad Ali 2.
Only a life lived in the service to others is
worth living. – Albert Einstein 3. The
happiest people I know are those who lose
themselves in the service of others. –
Gordon B. Hinckley
Picture Analysis (See Appendix B5.2.8): - 3
mins. The teacher will present
pictures/images with one commonality/one
message. The students should be able to
identify the main message of the presented
pictures/images by the teacher.
A citizen is a member of a political
community who enjoys full social, political
economic and cultural rights. The teacher
individually asks for the learners about their
participation in the following community
activities. Examples: A. Sangguniang
Kabataan Election B. Tree Planting C.
Cleanliness of the Community - 4 mins
Music Video Clip
(https://www.youtube.com/watch?v=
elLpWbvBBqg) – 3:20 mins.
Instruction: Kindly observe the role of
“I”, “U”, and “Us” in the community.

C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
Focus Question: - 3 mins. What do the said
quotations talk about one’s engagement in
the community?
Video Clip Presentation about
Unity/Solidarity - 5 mins. (See Video Clip at
https://www.youtube.com/watch?v=R
NNOYQoFB1I) – 1:37 minutes
Group Activity (Tableau): - 10 mins.
1. The class will be divided into 2 groups.
Topic: Self-Involvement to Community
Engagement (See Appendix B5.1.2).
2. The output will be presented in 5 minutes.
3. Analysis and critiquing follow after each
presentation. The teacher presents
additional inputs (See Appendix B5.1.3).
4. The presentation will be graded using
rubrics (See Appendix B5.1.4).
Situational Analysis: - 25 mins. In each
group, the students will be asked to analyze
at least one activity that shows community
engagement using the SWOT Analysis (See
Appendix B5.1.5). The teacher will provide
the template.
Ask: As a student, how can you show active
community engagement? How will you do
that? How will you benefit from that? - 4
mins.
Processing Questions: 1. What is the video
clip all about? 2. Based on the video, how is
unity/solidarity important to each individual
and to a group? 3. What is the fruit of
solidarity based on the video clip?
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
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.
Group Activity: - 25 mins. 1. The class will be
grouped into 3. 2. Each group will do a to-do-
list on how students involve themselves in
the solidarity with the community.
Ask: Can you give an experience wherein
communal solidarity is being expressed as a
social virtue? How will you benefit from that?
- 4 mins.
Process Questions: - 3 mins. 1. What activity
do you participate in? 2. Why you
participated in that particular activity? 3.
How do you find it?
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.
-10 min
The teacher will add inputs on the
presentations.
Group Activity: - 25 mins. In an infomercial,
each group will be asked to show ways on
promoting the roles of citizens in community
action. The performance will be graded
using rubrics (See Appendix B5.1.4).
The learners will give instances proving that
in every right, there must be a corresponding
duty. Moreover, the learners should be able
to identify the obligations of a citizen in a
given situation. Ask: How will you benefit
from that? - 4 mins.
Processing Questions: - 3 mins. 1.
What the video is all about? What does
it say in the community? 2. What is the
role of “I” in the community? 3. What is
the role of “You” in the community? 4.
What is the role of “Us” in the
community?
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 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).
Individual Activity: Graffiti Wall The teacher
will ask volunteers to write on the Graffiti
Wall (See Appendix B5.4.12), their pledges
to involve themselves with the realization of
community action. – 10 mins.
Ask: Why there is a need to deeply involve
ourselves with community action? How will
you benefit from that? - 4 mins.
 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).
H. Evaluating learning
Quotation Interpretation: - 6 mins. In 3
Essay: - 6 mins. In 5 sentences, how can
Paper and Pencil Test (See Appendix sentences, explain the quotation “With Great
you as a citizen be actively involved in
B5.2.9): - 6 mins. Identification Test. How Power Comes Great Responsibility” given by
community action? The essay will be
does solidarity express in: A. Family B. Spider-Man. Relate it to your role and
assessed using rubrics (See Appendix
School C. Church D. Community responsibility in community action. The
B5.1.6).
essay will be assessed using rubrics (See
Appendix B5.1.6).

The teacher will give pointers to review or The teacher will give pointers to review or The teacher will give pointers to review or The teacher will give pointers to review or
3. Additional activities for concepts that will be tackled on the next concepts that will be tackled on the next concepts that will be tackled on the next concepts that will be tackled on the next
application or remediation lesson. - 1 min. lesson. - 1 min. lesson. - 1 min. lesson. - 1 min.

VI. REMARKS

Prepared by:
Comments / Suggestions:
EDISON B. BITLENGEN
Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 6, DAY 1-4

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
3. References
2. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
The learners an understanding of the integration of social science and community action initiative
The learners shall be able to synthesize the integrative experience of implementing community - action initiative applying social sciences' ideas and methods
Identify opportunities to contribute to community development through solidarity
Understand the problems that are common
Identify the basic structure of the societal Establish commonality of the problems faced Identify where the youth can engage in
and can be solved through community action
problems. by the family. community action.
and solidarity.
Major Issues affecting the poor and Major Issues affecting the poor and The Role of the Youth in Community action The Role of the Youth in Community action
marginalized communities marginalized communities in: a. Socio-
cultural
b. political
c. economic
Graphic Organizing: (10 mins.) The teacher will ask: (3 mins.) The teacher will ask: (2 mins.) The teacher will ask: (2 mins.)
The Students will complete the table of What are the problems of our society and What are the problems faced by Filipino 1) What are the various issues and
socio-political, cultural and economic. After categorize them based base on different family nowadays? concern that beset our barangay
doing so the students will be asked to make categories? concerning youth? 2) What are the people
the appropriate adjustment when there is in the barangay address the problem?
any.
1) Students will be asked why he/she
place the word under that categories.
2) Why is it socio- political, culture or
economic?

See Appendix B6.1.1

lesson
Picture Analysis: (5 mins.)
The students will be shown IMAGES
showing the problems society is facing
B. Establishing the purpose of the
today. They will be instructed to identify the
lesson
problems shown.
See Appendix B6.1.2
Video Clip: (5 mins.)
The student will watch a video clip of Sa
Kambas ng Lipunan of a marginalized family.
(https://www.youtube.com/watch?
V=Oz9OCk4GDnS)
Group Activity: (10 mins.)
The student will be group into three and
The teacher will ask: (3 mins.)
write individually the activities
1) What the video about?
concerning youth in their barangay.
2) What are the involvement of the youth in
1) List at least three
the project
2) What is the goal of such activities?
3) What is the role of the youth in the
https://www.youtube.com/watch?v=Fw
community? The students will watch a
QdyCsj0DE
video of the activity of Habitat for
Humanity mostly by the youths

C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
After showing the images. The teacher will
ask: (5 mins.)
1) What are those images you just
watched?
2) Can you be more specific?
Under the Chair: (10 mins.)
The students will reflect:
1) How would you categorize those
problems into socio-political, cultural or
Economic
2) Write your answer in the tabular chart
provided to you.
See Appendix B6.1.3
The students will be asked: (5 mins.) What
is the importance of knowing where the
problems belong?
The students will analyze the graphic
organizer and make appropriate adjustment.
(5 mins.)
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.)
After watching the film, the teacher will ask:
(10 mins.)
To what extent did the film 1) engage
you?
2) interest you?
3) captivate you? Why? Paper Tower: (10
mins.)
Analyzing Survey: Pie Graph (15 mins.)
The students will be divided into 3 groups
and they will tally the result of their survey.
They will also construct a graph or a chart.
The Students will analyze their just
concluded activity.
Group Presentation: (10 mins.) The
groups will present the result of their
activities to the class and explain the result
of their work
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 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.
Out of the processed activity the students
will construct a paper tower using the bond
paper where they wrote the observed
community activities
See Appendix B6.3.5
The teacher will ask: (10 mins.)
1) How did you come up with the
teamwork?
2) How would you feel when working
alone? 3)
What is Solidarity?
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
explained by the teacher. See attached
Brainstorming Guide
See Appendix B6.3.6
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 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 the students to
reflect on the following: (2mins)
1) What is the mood of the people in
the video? 2) Are they
happy, sad or angry? 3) Why is
volunteering fun?
The students will be given 10 mins. to
prepare and finalize their performance. The
role of the youth
1, Other youth
2. Family
3. Community
4. Barangay
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 composition, poster making, slogan,
tableau and infomercial as preferred by the
group. Provided rubrics for the activity
See Appendix B6.4.7
The students will explain their chosen
performance. (Max. of 2 mins. every group
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?
 Identify the basic structure of the social The student will:
problems whether it is sociopolitical, cultural, 1) Identify the problems of the family in a
or economic. (10 mins.) given situation and its connection to the
Essay: (10 mins.) community. 2) Analyze the major issues
and situations concerning poor
H. Evaluating learning /marginalized family and their connection
to the community
The students will present how they can In two to three sentences explain the
actively involve in the following program: (3 importance of your participation in school
mins.) 1. Sports Program improvement activities.
2. Clean and Green Program
3. Others

See Appendix B6.2.4

See Appendix B6.4.8

The student will be given a list of problems Make a list of community activities that you The Students will be grouped into 4 adn they The teacher will ask the students to identify
and they will ask their parents to rank them observed being done by the youth in your will be required to present a performance or a specific groups or organizations involved in
according to importance. barangay. activity showing how the youth can community action in the baranggay.
1. Unemployment contribute for the betterment of the
4. Additional activities for
2. Malnutrition community. They may choose to do a
application or remediation
3. Sending their children to school poster/slogan, tableau, jingle composition,
4. Health/Diseases poster making or Infomercial. They will be
5. Shelter performing it in the class the next day.

VI. REMARKS

Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates DEC. 5 - 6, 2018 Quarter 3RD QUARTER
WEEK 7, DAY 1-4

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
4. References
The learner demonstrates an understanding of the integration of social science perspective and community action initiatives.
The learner shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods. C. Learning Competencies/
Recognize the importance of solidarity in
Passed the summative assessment in
socio-political processes in promoting Assess selected community action initiatives. Assess selected community action initiatives.
Community Action.
national and global development.
Importance of solidarity in socio-political
Characteristics of Short and Long Term Survey on assessing selected community
processes in promoting national and global Written summative assessment
Community Action Initiatives action initiatives
community development

3. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
Based on our previous discussion, how What is the importance of solidarity in Give the characteristics of short term and
will you define solidarity? community development? long term community projects.
Use graphic organizers in presenting
students answer.

Assign 5 students to assemble the pieces of

B. Establishing the purpose of the
lesson
the puzzle on the board, while keeping one
piece of the puzzle. Ask. 1. Is the puzzle
complete? 2. What makes the puzzle
incomplete? 3. How important does a piece
of the puzzle in the picture we are solving?
See Appendix B7.1.1
Tableau: The class will be divided into four
groups. Each group will make a tableau of
one of the following scenarios” 1. Feeding
Program 2. Clean Up drive 3. Livelihood
Projects 4. Disaster Management
The teacher will ask the students: 1. Have
you tried answering a survey form? 2. What
was the survey form all about? 3. What is
the purpose of that survey?

The teacher will show a video presentation

C. Presenting exampes / instances of
the new lesson
Pictures of different community activities 1. Present an infographic showing the results
depicting solidarity in the community.
Feeding Program 2. Clean Up drive 3. from a community survey.
Livelihood Projects 4. Disaster Management
See Appendix B7.1.2

D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
Analysis: The teacher will ask the students
the following questions: 1. What are the
animals involved in the video? 2. What is the
video all about? 3. How do you see the value
in this video into our community?
Discuss to the learners the importance of
solidarity. See Appendix B7.1.3
Importance of Solidarity 1. Solidarity Is More
Than Unions 2. Solidarity Is Defying
Boundaries 3. Solidarity Is From
Communication To Action
Analysis: The teacher will ask the students
Analysis: The teacher will ask the students
the following questions: 1. Have you
the following questions: 1. What do you see
experience or participated in any of the
in the infographics? 2. How did they come
community activities? 2. How do you see the
up with those results in the infographics? 3.
importance of these activities in the
Can they plan a community action with these
community?
data? How?
Enlist the characteristics of short and long Explain the content of survey form assessing
term community action initiatives in terms of: the selected community action initiatives.
1. Budget 2. Resources 3. Impact 4. Scope
See Appendix B7.3.5
See Appendix B7.2.4

Using the survey form in hardcopy and/or

G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
5. Additional activities for
application or remediation
How important is solidarity in sociopolitical
processes in promoting national and global
community development?
Essay: In 10 sentences discuss the
importance of solidarity in the classroom.
How do you see the importance of
community projects in your respective
barangay?
Give at least 3 examples of longterm and
short-term community projects.
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.
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.

VI. REMARKS
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates Semester 2nd SEMESTER
WEEK 8, DAY 1-4

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
The learners demonstrate an understanding of… The integration of social science perspective and community action initiatives.
The learners shall be able to… Synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Appraise the value of social equity and
Explain the core values of community action Promote awareness of human rights in Appraise the value of social equity and
gender equality in the context of participatory
initiatives HUMSS_CSC12-IIIh-j-12 communities among the learners. gender equality in the context of participatory
development. (HUMSS_CSC12-IIIh-j-14)
HUMSS_CSC12-IIIh-j-13 development. HUMSS_CSC12-IIIh-j-14
Explain the principle of right to life
Understand the concept of social equity as
Explain the principle of right to liberty Explain the principle of right to property
core values and principles of community
action initiatives
Core Values and Principles of Community Core Values and Principles of Community Core Values and Principles of Community
action Initiatives Sub-Topics: Human Rights action Initiatives Sub-Topics: Human Rights action Initiatives Sub-Topics: Human Rights
Social Justice
(Right to Life) (Right to Liberty) (Right to Property)

III. LEARNING RESOURCES

5. References

https://www.google.com.ph/?gfe_
rd=cr&ei=qr0bWY
_FJsvd8AfOg66QDg&gws_rd=ssl #q=righ
https://www.slideshare.net/satyav
rat1994/ppt-human-rights
https://www.youtube.com/watch?
v=APkV40vUhWs
4. Other Learning Resources
https://www.slideshare.net/satyavra
t1994/ppt-human-rights Book/s: De La Salle University Printing
https://www.slideshare.net/christian Press,
cel/human-rights2-35516073 History, Social Justice, Dr. Emerita S.
https://www.youtube.com/watch?v= Quito, pp. 48- 49.
PCJHq9iDr1k
https://www.google.com.ph/search?q=so
cial+justice&rlz=1C1CHBD_enPH692PH
692&oq=SOCIAL+justice&aqs=chrome.
0.69i59l3j69i61j69i60l2.4709j0j4&sourcei
d=chrome&ie=UTF-8
IV. PROCEDURES
Review od community actionn initiatives
When we do community actions, what do we
consider?

Community

sssss

Who will bebefit when we all work together?

The learners wil review rights discussed in Before going to today’s lesson, the teacher
Ans. Community Review yesterday’s lesson. Call a student
A. Reviewing previous lessons / the lesson (by assigning a student to do the will ask the students:
What isCore Values? and give a recap of yesterday’s lesson. (5
Presenting the new lesson recap.) So far what basic human right do Based on our previous discussion, can you
Ans. It is the source of strength in the mins.)
community you remember (5 mins. please give some example of human rights
What are theseValues?
Ans. These are Core values in CAI

1. Human rights
2. Socail Justice
3. Empowerment and Advocacy
4. Participatory Development
5. Gender Equality
(5 minutes)
The teacher will post pictures of people
being deprived in life – both economical and
The learner will watch video clip about humanitarian, to some extent.
HUMAN RIGHTS See Appendix C8.1.1 (see PowerPoint presentation for pictures)
Listen to the song “Ang Bayan Ko” After viewing the pictures, the teacher will
Challenge the learners with the question, ask: What can you see in the pictures? o
(4 mins.) after watching the video, the
Learners answer the questions. 1. What is The teacher will ask the learner: what things Expected Responses: We see people
teacher will ask: 1. What have you observed
the message of the song? Ans. Freedom of they possessed and they can call it their suffering from poverty. How do you feel
on the video? Ans. It talks about Human
B. Establishing the purpose of the the country from oppressors. 2. What basic own. seeing these photos? o Expected
rights 2. Which is the most basic of the rights
lesson right is stressed in the song? Ans. Right to Responses: Feeling lucky, blessed, sad,
presented in the video? Ans. The right to
liberty (5 mins.) The teacher List the answer on the board (5 responsible, etc.
life, liberty, and property. (2 mins.)
mins.)
See Appendix C8.2.3

C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
6. Additional activities for
application or remediation
VI. REMARKS
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
Learners answer the following questions. 1.
What constitutes life that makes the Right to
Life the most important Human Right? Ans.
clean air, accessible of health facilities,
accessible food, right to be born {write the
answer on the board} From among these
which is the one you need to protect the
most? Why? 2. What are the things you
enjoy because you have life
GROUP ACTIVITY
Ask the learners the question. What do you
feel if the privileges you are enjoying at the
The right to property. Activity. A Human
moment will be removed from you? (like:
Rights Tree The learners, working in small
going to place you want to go, do what you
groups will draw a tree on a paper and in the
enjoy doing, etc.)
form of leaves, fruits and branches or flowers What do you think the picture portray? o
are those human rights that they think all Expected Responses: Poverty inequality,
Teacher gives the definition of Right to people need to live in dignity and justice. injustices.
Liberty It connotes absence of restraint from Give the tree roots label needed for the tree
state interference. It also embraces the right to flourish like healthy economy, rule of law, After soliciting the student’s response, the
of man to use his faculties and achieve to universal education, etc. (5 mins.) teacher will introduce the topic: Social
perfection his personality and be master of
Justice.
his own identity. Liberty however is not a
Each group will present their trees and D
license or an unlimited freedom to act
explain its reasons for the items they have
according to one’s will, as there may be acts
included.
that might violate the law or the rights of
others. (15 mins.)
See Appendix C8.3.5
Discussion about properties 1. When can
The learners will reflect: 1. How does it feel
you call thing/s a property? 2. How The teacher will discuss the concept of
to be free? 2. How important is freedom to
property/ies can be yours?3. is owning social justice and equity. The video
you? 3. What are the things your parents
things important to you ? why? 4. Is owning documentary entitled “Burak at Pangarap”
and teachers allow you to do at home and in
thing/s of others good? 5. Can you give will be played. (See the powerpoint
school? (5 mins.)
example presentation for the video )
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
6. References
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK 9, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community actiion initiatives..applying social scciences adies and methods.
Recognize the value of undertaking community action modalities
Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
Warm up: First, ask students what they
Warm-up: Show students a video Ask: Why community action is important already know about the idea of being a
Balik Tanaw: (Concepts and Perspective of
presentation (See Appendix B4.1.1) within a community? citizen. What are the duties associated with
Community:
citizenship?
What is the benefit of this community
engagement? Peer Interview: What if there is no Individual Practice: Enumerate at least
community action within the society? three(3) duties and obligation of What is community action?
citizenship
Partner Talk: Analysis of Impact of the Group Activity: ‘Balloon Frenzy’ (See Guided Practice: ‘Civil Society and
Project What is the impact of the project? Appendix B4.2.3) Skill Practice: Citizenship’ (See Appendix B4.3.5) Skill Skill Practice: During Assessment
Skill Practice: Critical Thinking Collaboration Practice: Critical Thinking and Collaboration Information recall Making Connections
Class Sharing: Impact of the Community Processing the Experience (See Appendix Individual Sharing: ‘Civil Society and
Interpreting information Knowledge
Project Skill Practice: Public Speaking Skills B4.2.3) Citizenship’ (See Appendix B4.3.5)
Application
Group Activity: Make a skit about a Processing (See Appendix B4.3.5)
community action and how it made impact to
lives within community
What is the application of citizenship towards
How does this relate in your own life?
growth and development?
The teacher will make use of performance Essay: Why collaboration important within a True or False: Five (5) Items (See Appendix
rubric (See Appendix B4.1.2) community? (See Appendix B4.2.4) B4.3.6) Enumeration (See Appendix B4.4.7)
Summative Test: MCQ, True or False,
7. Additional activities for
application or remediation
VI. REMARKS
DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
7. References
6. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Quarter 3RD QUARTER
WEEK 8, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences.
Acknowledge interrelationship of self and community in undertaking community action
B. Community Action: Overview (2nd Part)
Community Tool Box (2016). Section 7. Sirico, R. A. (2010). Solidarity: The Maguigad, L. (2012). National Service Making a Difference: How to Become and
Involving People Most Affected by the Fundamental Social Virtue. Religion and Training Program (NSTP): Civic Welfare Remain Active in Your Community.
Problem. Retrieved 10 May 2017 from Liberty, 11(5). Retrieved from Training Service. Manila, Phl: Libro Retrieved from
http://ctb.ku.edu/en/table- https://acton.org/pub/religionliberty/volu Filipino, pp.15-17 PowerPoint http://www.state.sc.us/dmh/client_a
ofcontents/participation/encouraging - me-11-number5/solidarity-fundamental- Presentation Rubrics ffairs/volunteer_guide.pdf PowerPoint
involvement/involve-thoseaffected/main socialvirtue PowerPoint Presentation Presentation Survey Questionnaire
PowerPoint Presentation Graphic Rubrics Rubrics Activity Template
Organizer Rubrics
Triple Venn Diagram: - 5 mins. Determine Ask: Can you give ways on how to be Ask: Can you give a role that a citizen like
Ask: Can you give ways on how to promote
the similarities and differences of community involved in community engagement? - 2 you should play in community action? - 3
solidarity in community action? - 3 mins.
engagement, solidarity, and citizenship (See mins. mins.
Appendix B5.1.1).
Words of Wisdom Activity: - 2 mins. 1. Picture Analysis (See Appendix B5.2.8): - 3 A citizen is a member of a political Music Video Clip
 lesson
C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
Service to others is the rent you pay for your
room here on earth. – Muhammad Ali 2.
Only a life lived in the service to others is
worth living. – Albert Einstein 3. The
happiest people I know are those who lose
themselves in the service of others. –
Gordon B. Hinckley
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.
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 social justice? 7. Why is it
important to practice social justice?
mins. The teacher will present
pictures/images with one commonality/one
message. The students should be able to
identify the main message of the presented
pictures/images by the teacher.
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
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
community who enjoys full social, political
economic and cultural rights. The teacher
individually asks for the learners about their
participation in the following community
activities. Examples: A. Sangguniang
Kabataan Election B. Tree Planting C.
Cleanliness of the Community - 4 mins
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.
(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?
(https://www.youtube.com/watch?v=
elLpWbvBBqg) – 3:20 mins.
Instruction: Kindly observe the role of
“I”, “U”, and “Us” in the community.
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
(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?
 practicing new skills # 2
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
F. Developing Mastery (Leads to
Formative Assessment)
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
G. Finding practical applications of
community? 2. As learners what are the
concepts & skills in daily living
ways to ensure practicing social justice in
your home, school, and community? 3. How
can you influence your fellow learners to
practice social justice?
The learner will have a modified true or false
test 1-5. (10 pts.) 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 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.
H. Evaluating learning
Practicing equal treatment to each and
everyone 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 important of social justice.
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?
Ask the learners: How can they show
support for an advocacy (specify) in their
everyday lives?
Reflection Essay: In 8-10 sentences
only.(10pts) Considering your status as a
student, Explain the importance of
participation in pursuit for the development of
the community.
(10 min)
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.
(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? 3. Have you or someone you know
ever acted differently from how your gender
is "supposed" to act?
5 mins.) Write a short essay on the
importance of youth participation in
community projects promoting gender
equality. (Teacher will provide the rubric)
30 min
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
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?
GRASPS: 5 minutes Group Activity: 3
Groups Based on the previous task on social
justice and Human Rights
Goal: To explain the core values of
community action initiatives. Role: The
Barangay Captain/youth advocate
Audience: Community & other relevant
stakeholders based on the advocacy
Situation: There will be a midyear assembly
meeting in your community that will happen
next month to address different
issues/problems in your community. Being
the Barangay Captain / Youth Leader of the
community you are tasked to make a
proposal of an advocacy regarding the issue
happens in your community that promotes
empowerment.
 Product: A proposal of your advocacy
explaining only the Rationale of the
advocacy

Standards: Analytic Rubrics (shown in the

appendices)

Assignment: The learner will draw what kind Ask learners: Does participatory
8. Additional activities for of community he/she wanted to. Justify your development to achieve social justice
application or remediation work recognizes gender?

VI. REMARKS

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
8. References
7. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
C. Presenting exampes / instances of
the new lesson
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK 10, DAY 1-4
The learners demonstrates an understanding of the integration of social science perspective and community action initiatives.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Develop commitment and conviction to
Application of community action/participatory
participatory development for community To assess the learning of the students.
development.
well-being
Participatory Development Core Values and Principles Community-Actions Initiative
https://www.slideshare.net/marijanereye s/participatory-development http://youtube/ufQpgYSDRdU
Based on the graphics presented, how does
The learner will answer questons about the it show the connection of each core values to
previous lesson:(3 mins.) our community
1. Do you think having advocacy will help
you grow as a person? 2. How will it help In the interrelationships/connections of five
you grow? core values, what do you think is your part
as a member of community?
The learner will view some pictures/words
and give reactions about the pictures.(3 Presentation of the video:
minutes) see appendices for the pictures
What do the pictures tell you? See Appendix Inspirational: “Be Kind To Others, It Will Pay
C10.1.1 Off”
The learners will have a group activity. (10
mins.).
Process Question:
Group yourselves into 3 according to your
Discuss with the students the directions
birth month then select a leader, secretary In the video, what does it convey?
in answering the Summative Test.
and a presenter in each group.
Students should be able to answer and
It conveys kindness, cooperation and finish the Test in 1hour
List down 5 things that the pictures tell you commitment
and the presenter will discuss their group
output.

The learner will answer the question. (5
mins.) Based on the pictures and answers
presented, what do you think is our lesson
D. Discussing new concepts &
for today? Possible answers: 1. Active
practicing new skills # 1
Participation 2. Communication 3.
Empowerment
The teacher will discuss the following: What
is active participation? How to achieve
E. Discussing new concepts &
effective communication? Why is
practicing new skills # 2
empowerment important to attain
development?
The learners will make a graphic organizer
(semantic web) about the strategies of
empowerment through community action in
15 minutes. Choose a leader then discuss it
in front of the class.
F. Developing Mastery (Leads to
Formative Assessment)
Activity: Tower Making - Group the class into
your desired number of groups. - Provide
them BBQ sticks, straw - Give each group 3
minutes to gather recyclable and organic
materials. - Each group will make a tower
using the materials that they have. - The
tower must be artistically made, durable and
tall (the taller, the better). Each member of
the group should cooperate in the making of
this task. The leader will monitor the process
of the tower making and he/she will list down
the participation of each member. Each
group has 5 minutes to do the task. Process
Having Summative Test about the Core
Question: 1. Based on the output that you
Values and Principles Community-Actions
have, can you say that your task was
Initiatives.
successfully accomplished or not? Why? Or
Why not? 2. If you are going to rate your
commitment and performance for the
accomplishment of the task what will it be
and why? 3. What are your contributions to
the activity? 4. What are the things that you
have to do but you are not able to do during
the process of doing your work? 5. If you will
be given another chance to do the work what
are the things that you are going to do? 6.
Give 3 important lessons that you have
gained from the activity.
Song analysis: Magagawa natin ang lahat ng
Bagay PQ: what is the message of the
song? The lesson of a broomstick. Together
Everyone Achieve More Lecture: each and
every one of us can contribute for the
development of our community because
each of us has a talent, knowledge and
abilities. By sharing our 3Ts’ (Time, Talent
and Treasure) we can make a difference in
other people’s life, in our community and
while doing this we will find out that we are
also making difference in our own life. The
commitment of each and every one of us is

G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
The learner will answer the question. (5
mins.)
Why do we need to understand community
action and the essence of having involved in
it?
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.)
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.”
In everything we do why do we need to be
committed?
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 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 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)

As a learner, what would be your reasons

why will you involve yourself in community
empowerment/development?
9. Additional activities for
application or remediation
List 5 reasons in your journal (personal)

VI. REMARKS

Prepared by:
Comments / Suggestions:
EDISON B. BITLENGEN
Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II
 School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
DAILY Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
LESSON LOG Teaching Dates DEC. 5 - 6, 2018 Semester 2nd SEMESTER
WEEK I1, DAY 1-4

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Explain the processes, methodologies, and Explain the processes, methodologies, and
Apply systematic social research methods in Apply systematic social research in
approaches in applied social sciences approaches in applied social sciences
conducting a community study conducting a community study
related to community action. related to community action.
HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18
HUMSS_CSC12IVa-d-17 HUMSS_CSC12IVa-d-17
Methodologies and approaches of
Methodologies and approaches of
community actions and involvements across
community actions and involvements across
Preparing to Write a Community Action Plan discipline
Writing a Community Action Plan discipline
Partnership building with local groups
Partnership building with local groups III

III. LEARNING RESOURCES

9. References
8. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
https://www.training
forchange.org/tools/village-game
https://www.isixsigma.com/traini
ng/training-materialsaids/change-game-
engaging exercises-teach-change/
http://www.aarp.org/livablecommunities/n
etwork-agefriendly-
communities/info2014/how-to-create-
acommunity-action-plan.html
Review of the methodologies and
approaches of community actions and
involvements across disciplines
Change Game: Cross Your Arms Duration: 5
minutes Number of participants: unlimited
Materials required: none
Description/Process: For practitioners facing
a large class and not a lot of time, this
exercise really gets the point of change
across. After the introduction of the "change"
Review of he previous lesoon
1. Pre-planning activities in community
action planning 2. Elements of community
action plan
The teacher will write the word “PLAN” on
the board and will ask the students what
comes to their mind or any word that
connects or affiliates with it. The students
are allowed to speak/recite freely or write
their answers on the board.
Common/_download_pub.cfm?id= http://www.jsi.com/JSIInternet/Inc
14333&lid=3 /Common/_download_pub.cfm?id
https://en.wikipedia.org/wiki/Local_ =14333&lid=3
community
Activity 1: Video Presentation: (Caring for the
environment___ Process questions: 1. What
do you see in the video? 2. How do you feel
after seeing the video? 3. What do you think
will be your contribution in order to address
those problems? 4. Can you identify
agencies/groups that initiate to solve those
 subject, ask the audience to "cross their Process questionnaires: (Notice lists) problems? (5 mins.)
arms." My operational definition of "crossed"
is folding their arms together, as if they were 1. Notice the negative words in the list 2. See Appendix D11.3.3
bored or waiting for something. Once they Notice the positive words in the list 3. Are
have completed this task, ask them to "fold there any steps or process in a planning
their arms the other way," reverse of what stage
they just performed. I guarantee that 90
percent of the class will struggle with it.
Discussion Questions How did it feel when
you were asked to cross your arms the other
way? Did it come naturally or did you have
to stop and think about it? Were you
comfortable with doing this differently from
your normal process? What are some
things that make people resistant to change?
What can you do to make it easier for
people in your organization to accept the
changes associated with Lean and Six
Sigma? What kind of support is necessary
to maintain the changes associated with
Lean and Six Sigma? Facilitator Notes When
people cross their arms, they do so naturally,
without even thinking about it. When they are
asked to fold them the other way they, for
the most part, stop, refold their arms again
and then try to figure out which arm was on
top, which arm moves first and so on. Try
this yourself and see. Encourage participants
to consider and share their own personal
emotions related to making changes.

Activity 1: My Ideal Community

The students will be grouped into 4 groups

C. Presenting exampes / instances of
the new lesson
Group Activity
and will be asked to draw their ideal
community.
The teacher will post on the board the
scrambled parts of the Community Action
(The activity will help the students to
Plan written in meta-cards. The students will
brainstorm first and sift the ideas collected
unscramble the parts and post it in order.
collaboratively)
(Each of the parts, of course, do not have
Present in front of the class
Roman numerals)
Activity 2: Brainstorming: The learners will
Activity 1. Open discussion: The
cite an example of local groups and their
learners will give their ideas regarding
importance within the community. Process
the methods and approaches in
questions: 1. What strategies did you apply
building partnerships in the local
in identifying local groups in your
groups. Process questions: 1. What do
community? 2. What importance do you
you think are the ways on how to build
think are
a partnership in your community?

Process Questionnaires 1. What are the

things you consider to come with an ideal
community? 2. (The teacher will ask why and

D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
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
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
By groups from the first activity
List issues in the community that needed an
action
A continuation of developing mastery
Write issues found in the community that you
can be part of the solution in a daily basis.
Make a bullet list of the things needed to
consider in writing a community action plan
The teacher will discuss the following parts
and its reason why it is needed in a
community action plan.
Parts of Community Action Plan
The teacher will ask the students about the
I. Cover Page II. Executive Summary III. identified groups as to: (10 mins.) The teacher will ask:
Table of Contents IV. Community Profile V. Community-based Government-based
Introduction to the Plan a. How was the plan Faith-based 1. What are the best approaches
developed? b. Who was involved in the to building a partnership?
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
Discussing the font style, size, margin,
minimum and maximum number of pages,
etc.
Activity 3. Graphic Representation: The Activity 2. Skits. The students will do the
teacher will present 10 pictures then, action about the best approaches to be done
the students will be asked to get a ¼ in building a partnership in their community.
sheet of paper to identify the given (Rubrics)
picture as to whether community-
based, government based and faith- See Appendix D11.4.4
based.
The students will reflect: “Given my The students will identify at least three
capacity, which group am I going to methods and approaches that are
render my service?” present in their community.
Write a community action plan
The teacher will ask the students to identify
specific group/s existing in their community
See Appendix D11.2.2
and how can they enhance for the Recitation
betterment of the situation.

10. Additional activities for
application or remediation
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. REMARKS

Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
10. References
9. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
School MOUNT DATA NATIONAL HIGH SCHOOL
Teacher EDISON B. BITLENGEN
Teaching Dates
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
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.
Methodologies and Approaches of
Community actions and involvements across
Disciplines
Community Profiling
Module 3: “Doing the Community
Profile.”
http://www.fao.org/documents/show_c
dr.asp?url_file=/DOCREP/006/
Y5084E/y5084e06.htm.
How do you build a partnership with local
groups
Grade Level GRADE 12
Learning Area COMMUNITY ENGAGEMENT
Semester 2nd SEMESTER
WEEK I2, DAY 1-4
Explain the processes, methodologies, and Explain the processes, methodologies, &
approaches in applied social sciences approaches in applied social sciences
Apply systematic social research methods in
related to community action. related to community action
conducting community action. Employ the
HUMSS_CSC12-Iva-d-17 Give the function HUMSS_CSC12-Iva-d-17 Define
methods of community profiling and needs
of needs assessment in doing a leadership and decision making Explain
assessment in selecting community priority
community-action plan Explain the steps in five levels of leadership, examine the
issues. HUMSS_CSC12-Iva-d-18
doing needs assessment. Formulate a process and different decision-making
needs assessment form. models
II
Methodologies and Approaches of Methodologies and Approaches of Methodologies and approaches of
Community actions and involvements across Community actions and involvements across community actions and involvements across
Disciplines Discipline disciplines
Needs Assessment Needs Assessment Working with a core group of
leaders/leadership development
http://ctb.ku.edu/en/table- https://www.slideshare.net/Todd_
ofcontents/assessment/assessingcommu Grivetti/leadership-training...
nity-needs-andresources/conducting- https://www.youtube.com/watch?v
needsassessment-sur =JNfKrKQdG-c
https://www.ukessays.com/essays
/general-studies/decision-
makingprocess.ph IV
Puzzle: students will put together pieces of
the puzzle given to them. (Puzzle:
Community Profile)
Teacher will ask the students to differentiate
How is community different from community
community profile from community needs
1. What picture have you made from the needs assessment?
assessment
puzzle? 2. What is a community profile?

B. Establishing the purpose of the
lesson
C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
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.)
“ See Appendix D12.4.4
Brainstorming: The students will be divided
into groups according to their
barangay/purok/street. Each group will
consolidate the data from the survey 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
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 of how to develop a community
profile using a graphic organizer.
See Appendix D12.1.1
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.)
Assessment Students will answer a simple
selfassessment form. Make a reflection,
answer the question: What did you find out
about the things that help you learn?
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?
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.
Video viewing (Five Levels of
Leadership)(5min.) After viewing the video
ask: What did you understand from the
video presented to you?
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
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 decision making?

F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
11. Additional activities for
application or remediation
VI. REMARKS
Students will accomplish a worksheet given
by supplying different aspects of community
and their availability/presence to its people.
“. • Community structure (gender
composition and age structure, different
social, economic, ethnic, and cultural
groups) Natural Resources Livelihood
Local organizations and associations
Community infrastructure Community
history (culture)
What have you included in each aspect?
.
What is the importance of community profile
in community action initiatives?
In your group, develop your own community
profile form for your barangay/purok/street.
See Appendix D12.1.1
Have the community members answer the
community profile form? Consolidate the
answer and make a profile of your
community.
.
A Walk on Needs Assessment” A toolkit on In groups, consolidate and brainstorm Each group will be picking a topic (5
assessing community needs is posted on the on the result of the assessment tool levels of leadership, decisionmaking
wall of the classroom on a step by step employed in the community process & decision making model).
format Students will walk around the steps One representative from the
and relate them to their own community.
Each group will be assigned with one step in
which they will list and explain to the class
the things to prepare and do in each step.
Guide Questions: 1. What are the things
needed in each step? 2. What would you do
in each step?
As students, what can you do to help your . How can you benefit from attending
community (Cite specific answers)? leadership training? (5 mins.) 2. If you
How can a needs assessment help the will be faced a situation in your life that
community? needs a major decision, how will you
apply the lesson we discussed? Or
what particular decision-making model
you are going to use?
Five item quiz: True or False (5 mins.) 1.
Leadership is the ability to influence others,
with or without authority. 2. A real leader
Select and state the priority issue (or issues) knows the difference between being the
to be addressed by the group. Write an boss and being a leader. 3. A decision
In your group, write a needs assessment
essay about the prevalent issues in the making is a logical, step-by-step approach to
survey for your target community?
community and relate it in the core values decision making w/ a thorough analysis of
discussed last week. alternatives & their consequences. 4. The
See Appendix D12.2.2 cognitive process leading to the selection of
See Appendix D12.3.3 a course action among alternatives is the
bounded rationality model. 5. The rational
model theory contends that decisions in
organizations are random & unsystematic.
Have the community members answer the
needs assessment form
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
11. References
10. Other Learning Resources
School MOUNT DATA NATIONAL HIGH SCHOOL
Teacher EDISON B. BITLENGEN
Teaching Dates
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
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.
Methodologies and Approaches of
Community actions and involvements across
Disciplines
Resource Mobilization Cycle
ARTICLES http://ctb.ku.edu/en/table-
ofcontents/analyze/where-
tostart/participatoryapproaches/main
http://www.sswm.info/content/com
munity-action-plan
http://www.fao.org/docrep/006/ad
741e/ad741e01.htm
https://www.ifad.org/documents/1
0180/c6b0e7cb-d70f-4f92-
b17b6d56e110bd03
https://www.kent.ac.uk/careers/sk/
skillsactionplanning.htm
http://www.chs.ubc.ca/archives/fil
es/Participatory%20planning%20f
or%20sustainable%20developme nt.pdf
Grade Level GRADE 12
Learning Area COMMUNITY ENGAGEMENT
Semester 2nd SEMESTER
WEEK I3, DAY 1-4
Explain the processes, methodologies, and
Explain the processes, methodologies, &
approaches in applied social sciences
Apply systematic social research methods in approaches in applied social sciences
related to community action.
conducting community action. Employ the related to community action
HUMSS_CSC12-Iva-d-17 Give the function
methods of community profiling and needs HUMSS_CSC12-Iva-d-17
of needs assessment in
assessment in selecting community priority Define leadership and decision making
doing a community-action plan Explain
issues. HUMSS_CSC12-Iva-d-18 Explain five levels of leadership, examine
the steps in doing needs assessment.
the process and different decision-making
Formulate a needs assessment form.
models .
Methodologies and approaches of
Methodologies and approaches of
community actions and involvements across Methodologies and approaches of
community actions and involvements across
disciplines. community actions and involvements across
disciplines.
disciplines
Types of Social Action and Example of
Social Action and Elements of Social Action
Social Action Sub-topic: Evaluation
www.fao.org/docrep/016/i2699e00.p df

IV. PROCEDURES
I. Reviewing previous lessons /
Presenting the new lesson
A. Establishing the purpose of the
lesson
B. Presenting exampes / instances of
the new lesson
C. Discussing new concepts &
practicing new skills # 1
http://archive.unu.edu/hq/library/C
ollection/PDF_files/CRIS/PMT.pdf
http://ctb.ku.edu/en/table-ofcontents
http://www.aarp.org/content/dam/
aarp/livablecommunities/documents2015/
AARP%20Action%20Planni
ng%20Webinar%20on%20Age%2
0Friendly%20%20Communities%
20v5.pdf VIDEOS Permaculture
Community Project:
https://www.youtube.com/watch?v
=5CqgfH55U-Y Women, Work, and
Climate Justice
https://www.youtube.com/watch?v
=iif1MYQfUu8 Equality Fest
https://www.youtube.com/watch?vf18kLQ
77VTc Mutual Aid in the Philippines
https://www.youtube.com/watch?v
=26siIKFSFvM
The teacher will ask; 1. What are the things
you consider to do or bring before you go to
school today? 2. How important is it to plan?
Brainstorming in 5 minutes. The teacher will
separate the students into two group. One
group will consist of the classroom officers
and the other will be the rest of the class.
Working Topic: Suggest to-do-list in
managing the cleanliness of the classroom.
Present it in the class (minutes per group)
Discuss the following 1. Participatory Action
Planning - Rationale of Participatory Action
Planning - The need for Participatory Action
Planning 2. Levels of Participatory Action
planning
Group Activity Students will be divided into 4.
Each group will be given an issue and list
The teacher will ask; 1. What is the
difference of the results between the two
given groups? 2. Would it be possible that a
community could be part of a plan to be
developed?
The teacher asks the students: What are the
things that come into their mind when they
hear the word “RESOURCE/S” (2 mins.)
Teachers will be dividing the class into 6
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 teacher discusses Resource
mobilization and its importance. (15 mins.)
The teacher review the class about
Resource mobilization and Importance of
resource mobilization. (3 mins.)
The teacher will show a picture of a luggage
bag and will ask the students If they are to
go on a trip, what are the three important
things that they will include in their luggage
and why? (5 mins.)
See Appendix D13.3.2
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)
Processing Questions: 1. What are the
things that you consider during the decision-
The teacher will be placing cutouts of the
resource mobilization cycle on the board
and students will have to arrange it properly
and give a brief explanation about it. (3
mins.)
Teachers will ask questions for the class to
answer. 1. What is your idea about social
action? 2. What are the things being
considered in doing the social action? (5
mins.)
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 min)
Teacher asks: 1. Can you now read the word
you made and the opposite explanation of it?
 possible activities and needed persons for making phase? 2. How did you deal with the 2. Why do you think the word and
the project. 1. Youth Empowerment 2. See Appendix D13.2.1 situation? How do you feel after? ( explanation go with each other? (20 mins.)
Pollution within the community 3. 5mins.)
Malnutrition 4. Out of School Youth

D. Discussing new concepts &

practicing new skills # 2
List reasons for the importance of Group Activity The teacher asks the students The teacher will present Fig.1.The students Say/Ask: 1. Explain the meaning of social
Participatory Action Planning to show their insights about resource will discuss each phase of the Resource action. 2. Identify and describe the different
mobilization by using any graphic organizer Mobilization Cycle by the group. (Teacher elements of social action.
E. Developing Mastery (Leads to (20 mins.) will input information if necessary…) (15
Formative Assessment) mins.)

See Appendix D13.3.2

Within (our) community who are the key
leaders to be involved in a participatory
F. Finding practical applications of
action planning
concepts & skills in daily living
The teacher will ask the students, as a Ask: Outside the school, in what other
The teacher asks the student, "In their senior high school student, what contribution simple situations can you apply social
opinion what are an essential resource to be can you offer as part of the resource action? (5 mins.)
mobilized in your community?" (10 mins.) mobilization in your community? (10 mins.) H

A 5-item quiz will be given to check

Follow and accomplish the prepared the Formative Test (see appendices) (10 mins.) Formative Test (See appendices) (5 mins.)
understanding. Modified True or False (5
table for Participatory Action Plan found in
G. Evaluating learning mins.)
the appendixes. See Appendix D13.3.2 See Appendix D13.2.1
See Appendix D13.4.4
12. Additional activities for
application or remediation

VI. REMARKS

Prepared by: Comments / Suggestions:

EDISON B. BITLENGEN
Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
12. References
11. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
C. Presenting exampes / instances of
the new lesson
School MOUNT DATA NATIONAL HIGH SCHOOL
Teacher EDISON B. BITLENGEN
Teaching Dates
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Develop a community action plan using
participatory approaches HUMSS_CSC12-
IVa-d-19
Methodologies and approaches of
community actions and involvements across
disciplines Sub-topic: Evaluation
https://www.atsdr.cdc.gov/community
engagement/pce_program_approach
es.html
https://www.atsdr.cdc.gov/community
engagement/pce_program_methods. html
https://www.atsdr.cdc.gov/community
engagement/pce_program_process.h tml
Present pictures related to different elements
of social action. Students will have to identify
it. See attached appendix D14.1.1
Video Clip on “Why Youth Social Action
Make Sense” 1. What is the video all about?
2. Do you agree with what the video is
showing or saying? Why? See attached
appendix D14.1.1
Students will be grouped into 4 and each
group will have to answer the question “What
are your basis or consideration in doing
social action in relation to community
involvement?” The teacher will have to
Grade Level GRADE 12
Learning Area COMMUNITY ENGAGEMENT
Semester 2nd SEMESTER
WEEK I4, DAY 1-4
Apply systematic social research methods in Apply systematic social research methods in
Develop a community a community action
conducting a community study conducting a community study
plan using participatory approaches
HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18
HUMSS_CSC12-IVa-d-19
Preparing to Write a Community action Plan
Writing a Community Action Plan Present of a develop community action plan
https://www.isixsigma.com/training/traini https://www.isixsigma.com/training/traini https://www.youtube.com/watch?v=
ng-materials-aids/change-gameengaging- ng-materials-aids/change-gameengaging- 5ZTm-iYUpm4
exercises-teach-change/ exercises-teach-change/
http://www.aarp.org/livable- http://www.aarp.org/livable-
communities/network-age- communities/network-age-
friendlycommunities/info-2014/how-to- friendlycommunities/info-2014/how-to-
create-a-community-action-plan.html create-a-community-action-plan.html
The teacher will show or flash images
showing the different types of social action.
The students will identify the images and line
up on the marker/station indicating the
different kinds of social action.
Students will browse the draft proposals of
the community action plan of the other
groups.
The teacher will ask the students to recall or
revisit the previous plans that they created
for whatever purpose and ask to share the
top 3 things that they did before
implementing the plan

D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
process it by making columns in the
blackboard and (taking note of the student's
report) and use it as a springboard for
discussing the topic.
Each group will have a representative to
discuss the output.
Ask: What made the group answer such? In
one word, how would you summarize the
words or phrases I wrote on the board in
each column?
Say/Ask: 1. Describe the four types of social
action and the possible actual situation
related to it.
#1 Define Program Evaluation 1. The
learners will be asked to answer the
following questions regarding the activities
that they planned before: a. What went well
in their respective plans? b. What went
wrong in their respective plans?
2. The learners will be grouped and will be
asked to create a Semantic Web about the
term “Evaluation”.
3. The teacher will introduce “Program
Evaluation” inductively.
4. The learners will be asked to identify the
things that are important to make the plan
more successful?
#2 Present the Evaluation Phases and
Processes 1. The learners will be grouped
with 5 members each. The teacher will
provide specific instructions to each group
for them to follow.
2. The teacher will introduce the Evaluation
Phases and Processes: Planning,
Implementation, Completion and
Dissemination and Reporting.
3. The students will browse the draft
proposals of the other groups; the students
will simply check if the essential parts of
action planning are in place.
See Appendix D14.2.2
1. What is Program Evaluation? 2. What are
the Evaluation Phases and Processes?
 Ask. As a youth of today so active, vibrant
and full of ideas, in what ways can you assist
G. Finding practical applications of The learners will be asked to state the ways
your own community to act socially for the
concepts & skills in daily living where the evaluation can be used.
benefits of others?

Essay: Out of the 4 types of social action,

which of it will you give emphasis on in Each group will be tasked to do a
engaging yourself in the community? Justify The learners will be asked to check if the
comprehensive program evaluation of the
your answer. Evaluation Phases and Processes is
propose community-action plan of the other
observed in the draft proposal of the Presentation of a develop community action
H. Evaluating learning group that will be assigned to them, using
community action plan. plan See Appendix D14.4.3
Rubrics will be provided. the evaluation forms for modification and
elements of community action plan
See Appendix D14.1.1

13. Additional activities for Prepare for the presentation of the develop
application or remediation community action plan

VI. REMARKS

Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
13. References
12. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK I5, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
Discuss the rationale on community action initiatives.
Community – action initiatives: Field practicum Partnership with local communities and organizations.
Curriculum Guide (HUMSS)
http://www.eric.ed.gov/?id=EJ4222 09
www.onlinecollege.org/2012/06/27/ 12-
reasons-community-serviceshould-be-
required-schools/
Reading Materials:
Youth Development: An Action Plan
Guide for Community- Based Initiatives,
Vincent T. Francisco, Ph. D., et al
The teacher will cite the main objectives of
the lesson. The teacher will give guide
questions to ponder/ reflect. And these are
as follows: 1. Do you consider yourself as a
part of the community? Why? The teacher
will collate ideas of the learners then start
the lesson by an introduction as stated: Let
us think, let us get involved and be found
prepared. Young people like you should Prayer Attendance Grouping Prayer Attendance Grouping Prayer Attendance Grouping
come together as a community to take
collective action and generate solutions to
common problems. Community wellbeing
(economic, social, environmental and
cultural) often evolves from this type of
collective action being taken at a grassroots
level. And it is our responsibility to get
involved as part of the solution. That’s why
 the lesson for today talks about the rationale
on community action initiatives.
The teacher will present a video-clip entitled
“ULAT PANGMULAT: Kariton”, a video
presentation showing community action The teacher will remind the students of: The teacher will remind the students of: a.
initiatives of Efren Peñaflorida, NCC Hero of a. common courtesy b. safety measures c. common courtesy b. safety measures c.
the year. After watching, the teacher will ensuring that the materials needed are ensuring that the materials needed are
B. Establishing the purpose of the Discuss the rules and regulation in
process the video by asking the following complete (letters, receiving copies, and other complete (letters, receiving copies, and other
lesson conducting community integration activity.
questions: necessary documents) (See Appendices necessary documents) d. pointers taken
1. What did you observe in that video? 2. E.15.2.2 - E.15.2.7) from their experiences the previous day?
What does the video want to portray? 3.
What is the specific community initiative
seen in the video?
After processing the video, the teacher will Distribution of Letters and other necessary
Distribution of Letters and other necessary documents
ask the learners: HOW WILL YOU MAKE The teacher will remind the group about their
C. Presenting exampes / instances of documents
SURE THAT THE ACTION IS assigned task.
the new lesson (See Appendices E.15.2.2 - E.15.2.7)
SUSTAINABLE LONG ENOUGH TO HAVE (See Appendices E.15.2.2 - E.15.2.7)
DESIRED IMPACT IN THE COMMUNITY?
The teacher will define and discuss the
following: 1. Community Action Initiatives 2.
D. Discussing new concepts &
The Rationale/ Importance of conducting
practicing new skills # 1
community- action initiatives

E. Discussing new concepts &

practicing new skills # 2
The teacher will group the class into four.
Each group will brainstorm about the
rationale of community action initiatives. The
outcome of the group’s brainstorming
session must be presented using concept
mapping (i.e. word web). See attached
F. Developing Mastery (Leads to
rubrics for group work (Appendix E.15.1.1)
Formative Assessment)
Guide Questions: 1. What are the words that
you’ve encountered after brainstorming? 2.
Based on your group ideas, how can you
define the word rationale? 3. What is
rationale of community initiatives?
The teacher will contextualize the topic by Ask: What are the rules and regulation
asking situational question “LOOK AROUND in conducting the community integration
THE ROOM AND CONSIDER WHAT KIND activity?
G. Finding practical applications of
S OF ACTIONS ARE FEASIBLE WITH
concepts & skills in daily living
THOSE PRESENT- COULD THE ACTION
YOU ARE CONSIDERING INVOLVE
YOUTH? HEALTH? AND EDUCATION
 SECTORS? HOW?

In your journal, reflect about the given

question: IF YOU WERE TO INITIATE A
PROGRAM, WHAT KIND OF ACTION Remind the student about the things they
H. Evaluating learning
COMMUNITY INIATIVES WILL YOU DO? need to know on their integration.
WHY?

14. Additional activities for

application or remediation

VI. REMARKS

Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
14. References
13. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK I6, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20) Discuss the rationale on community action initiatives.
Community-action Initiatives: Field Practicum Community-action Initiatives: Field Practicum
Community-action Initiatives: Field Practicum (Consolidation of Data Gathered)
(Data Gathering) (Interpretation of Data Gathered)
Practical Research I Esther L. Baraceros Practical Research I Esther L. Baraceros Pages 121-122 Practical Research I Esther L. Baraceros
Pages 94-96, 101-115 https://youtu.be/RA47NcuKKaQ (The Bizarre Filipino Community that Lives in a Pages 127-129
https://youtu.be/QeKtCwaMM28 (Families Graveyard) https://youtu.be/DPGInmMYYM (Iskwater)
in Navotas Live on the Cemetery out of https://scholar.google.com.ph/scholar?q=community+based+monitoring+syste
Poverty) m+household+profile+questionnaire&hl=en&as_sdt=0&as_vis=1&oi=scholart&
sa=X&ved=0ahUKEwiVgaT13fTTAhXEVZQKHQLlBzoQgQMIHjAA
3 minutes The teacher will ask the learners 3 minutes The teacher will ask the learners
to share their knowledge about to share their experiences during the time of 5 minutes Student Reflection 3 minutes
methodologies and approaches of data gathering in the community.
community actions and involvements across
Teacher will ask the learners about the Teacher will ask the learners what is the next
disciplines. 1. Partnership building with local
Learners will share confidently what they major issues in community affecting poor steps they need to do after consolidation of
group. 2. Community Profiling 3. Needs
experienced during the time of gathering and marginalized people in the community. data?
Assessment 4. Working with a core group of
data.
leaders / leadership development
participatory action planning.
Video Presentation (5 minutes) Video Presentation (5 minutes) 2 minutes
Teacher will present a video clip about Teacher will present video clip showing Picture Analysis
major issues affecting poor and marginalized students helping one another in
people in community. consolidating the data gathered used in their Teacher will present picture showing
research. different scenario in the community and

C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
Teacher will ask the following questions to
the learners.
1. What are the major issues in the
community affecting poor and
Marginalized people? 2. What are the
possible reason why this things happen?
3. How will you show your sympathy
with them? Teacher will connect the video
presentation to their lesson.
Group Activity (5 minutes) Teacher will
divide the class into five (5) groups and each
group will assign to discuss the following
data collection method. 1. Observation 2.
Interview 3. Survey through questionnaires.
Teacher will give additional information on
data collection method. (See Appendices
E.16.1.1 - E.16.1.2)
Teacher will ask the learners what will be the
best data collection method they can use to
gather data in community.
Learners will defend their answer I the class.
Class Activity (1 hour) Teacher will allow the
learners to check their survey questionnaire
before gathering data from the community.
After checking the survey questionnaire the
teacher will divide the class into 5 groups for
the division of labor. Group 1 -
Communication letter to the
School Principal and Barangay
Captain. Group 2 - Data Collection Group 3 -
Data Collection Group 4 - Transportation
Group 5 - Documentation
7 minutes Group Activity
Teacher will divide the class into five (5)
groups and each group will describe the
community they visited in terms of: 1.
Strength 2. Weakness 3. Opportunity 4.
Threats
(See Rubrics on Appendix E.15.1.1)
Teacher will ask the students how they
should consolidate the data they have
gathered.
35 minutes
Class Activity
The teacher will instruct the learners to start
consolidating the data they have using
survey questionnaires answered by the
respondents.
3 minutes
Teacher will guide the students on how they
consolidate the data properly
35 minutes
Class Activity
Teachers will instruct the learners to start
consolidating the data they have using
survey questionnaires answered by the
respondents.
students will react on it.
Learners will identify major issues affecting
poor and marginalized people in community.
5 minutes Teacher will ask the learners how
they describe their community in terms of 1.
demographic characteristics of
household; 2. Educational background; 3.
Health and Nutrition; 4. Community
Leadership; and 5. Family monthly
Income
Teacher will ask the learners how they
connect the demographic characteristics of
household, educational background, health
and nutrition, community leadership, and
family monthly income to the present
condition of the community.
20 minutes
Class Activity
Teacher will allow the learners to present the
result of data consolidation.
Teacher will instruct the learners to interpret
the data presented on the board.

Class Activity (3 hours)
Teacher will allow the learners to start
collecting data using survey questionnaires
G. Finding practical applications of modified by the students.
concepts & skills in daily living
(See attach Communication Letter to the
School Principal and Barangay Captain and
Survey Questionnaires)
Reflective Journal (5 minutes)
Teacher will instruct the learners to write
what they observed in the community using
SWOT Analysis. 1. Strength 2. Weakness 3.
H. Evaluating learning Opportunity 4. Threats
(See Appendix E.16.1.4)
)
15. Additional activities for
application or remediation
VI. REMARKS
Prepared by: Comments / Suggestions:
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
10 minutes
Group Presentation
Based on the data collected, teacher will ask
the learners what are the existing issues
affecting poor and marginalized people on
the community. What are the possible
reasons why those things happen?
(See Appendix E.15.1.1
5 minutes Essay
Teacher will ask the learners to give one
example of major issues in community
affecting poor and marginalized people and
think the possible way on how they can help
them using the knowledge and skills learned
in Community Engagement, Solidarity, and
Citizenship (CSC) lesson.
(See Appendix E.16.1.4
10 minutes
Group Presentation
Based on the data collected, teacher will ask
the learners what are the existing issues
affecting poor and marginalized people on
the community. what are the possible
reasons why those things happen?
(See Appendix E.15.1.1)
5 minutes Essay
Teacher will ask the learners to give one
example of major issues in community
affecting poor and marginalized people and
think the possible way on how they can help
them using the knowledge and skills learned
in Community Engagement, Solidarity, and
Citizenship (CSC) lesson.
(See Appendix E.16.1.4)
20 minutes
Class Activity
Teacher will group the class into 5 groups
and instruct them to make a list of possible
community engagement activities
appropriate on that community.
(See Appendix E.15.1.1)
5 minutes
Reflective Journal Based on the result of
data analysis, what are the things needed to
consider to improve the present condition of
the community.
Planning for community engagement
activities

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
15. References
14. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Semester 2nd SEMESTER
WEEK I7, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
Discuss the rationale on community action initiatives.
Community-action initiatives: Field Practicum
http://www.fao.org/docrep/003/x5996
e/x5996e03.htm
http://ctb.ku.edu/en/table-
ofcontents/structure/strategicplanning/de
velop-action-plans/main
The teacher will facilitate a game called
“Build a Pyramid”. (See Appendix E.17.1.1) The committee group in-charge for
registration will facilitate the listing and
Preliminary activities: Prayer Attendance Preliminary activities: Prayer Attendance
Processing Question: 1. What are the the attendance of the participants. The
Grouping Grouping
strategies that your group made to build the committee group in-charge will start the
pyramid? 2. What are the difficulties that program (i.e, singing of national anthem
your group encounter while building the and prayers, opening remarks )
pyramid ?
The teacher will remind the student: a. The teacher will remind the student: a.
The teacher will ask the students: 1. What do Next, will be the welcome remarks given by
common courtesy b. safety measures c. common courtesy b. safety measures c.
you think will happen if there is no planning the Baranggay Captain followed by the
ensuring that the materials needed are ensuring that the materials needed are
and tasking in doing your task? 2. Is representatives of Purok, School
complete (letters, receiving copies, and other complete (letters, receiving copies, and other
planning and tasking are important in doing a Administrators and Students.
necessary documents) necessary documents) d. pointers taken
certain task? Why?
from their experiences the previous day
The students will be divided into 5 groups.
Distribution of Letters and other necessary Distribution of Letters and other necessary
documents documents The representative of the group will deliver
Each group will make a plan and tasking on his/her message citing the objectives of the
how to implement a community activity. After
(See Appendix E 17.2.2 - E.17.2.7) (See Appendix E 17.2.2 - E.17.2.7) activities, its vision and mission.
the activity the students will present it to the
class.
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
16. Additional activities for
application or remediation
VI. REMARKS
Prepared by:
EDISON B. BITLENGEN
Teacher
Checked by:
RAMIELYN G. BANGAO
Master Teacher II
There will be a critiquing of the plan and
tasking made by each group.
.
The teacher will ask the students: As a
student, how can you be a big help the
community to achieve the goal of the
community? How can you use the planning
and tasking as a help to your community?
The students will make a reflection about the
Planning and Tasking for community
engagement activities.
Comments / Suggestions:
Ask: What are your positive and negative
experiences during letter distribution? Using
these experiences, what would you suggest
to make the process better for tomorrow’s
activity?
(Reminders for tomorrow’s activities.)
Ask: What are your positive and negative
experiences during letter distribution? Were
the suggestions from yesterday’s experience
followed? Were they helpful in the letter
distribution process?
(Reminders for tomorrow’s activities.)
The speaker will conduct the seminars in line
with the topics given
The Speaker will facilitate group
dynamics to strengthen the knowledge
and skills acquired in the discussion
One of the students will be given the tasks to
spearhead the review of the seminars by
highlighting the different important views of
the given topics.

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies / Objectives
C. 1 Specific Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
16. References
15. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons /
Presenting the new lesson
B. Establishing the purpose of the
lesson
School MOUNT DATA NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher EDISON B. BITLENGEN Learning Area COMMUNITY ENGAGEMENT
Teaching Dates Quarter 3RD QUARTER
WEEK I8, DAY 1-4
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Appreciate the value of applying social
Synthesize the integrative experience of implementing community action initiatives
sciences in community action initiatives
(HUMSS_CSC12IVe-h-21)
Experiences in community engagement, solidarity and citizenship III
Curriculum Guide (HUMSS)
http;//www.rcampus.com/rubrics
Reading Materials: Youth Development:
An Action Plan Guide for Community-
Based Initiatives, Vincent T. Francisco,
Ph. D., et al. Communtity Action Plan,
Saskatchewan Alliance for Youth
Community Well Being (SAYCW)
DAILY ROUTINARY ACTIVITIES The
teacher will cite the main objectives of the
lesson.
The teacher will give guide questions to
How is your experience in implementing the
ponder/ reflect.
community projects/program? Teacher will ask the students how they
1. Are you done in finalizing your Socio
consolidated the data they gathered
Reconnaissance Report? 2. What are the
difficulties that you’ve encountered? And
what are the remedies that you’ve done to
solve that difficulties?
Show the photos from the conducted The teacher will ask each group if they Teacher will ask all the leaders of each
community integration? Guide question 1. are ready to present their Socio group of the class to ready their
What do you feel before, during and after the Reconnaissance Report. presentations.

C. Presenting exampes / instances of
the new lesson
D. Discussing new concepts &
practicing new skills # 1
E. Discussing new concepts &
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Evaluating learning
17. Additional activities for
application or remediation
VI. REMARKS
immersion? 2. What are the obstacle that
you’ve encounter before, during and after the
immersion? 3. What are the solution that you
do to overcome these obstacles?
The teacher starts the lesson by discussing
the structure of Socio Reconnaissance
Report
From the given data each group will plot the
data from the given structure.
Each group will present the output and the
teacher will process the presentation by
asking comprehensive question
Socio Reconnaissance Report output to be
assess using Rubrics
(See Appendix E. 18.2.1)
Student revised the corrected report
The teacher will ask the students of the
importance of their Socio Reconnaissance
Report in their community.
Teacher will present the all the needed
output to be presented by the class.
The group of students will present their
Socio Reconnaissance report. Guide
Questions: 1. What did you set out to do?
How did you do it? Who was involved? 2.
What challenges and opportunities did you
run into along the way? How did you handle
them? 3. What changes did you see as a
result of your action or initiative?
How will you make sure that the action or
initiative is sustainable long enough to have
the desired impact?
After analyzing your report of Socio
Reconnaissance, what do you plan to do
next? Then why?
Each group shall only be given 10 minutes to
present their presentation for implemented
project/program following the prescribed
format for the class.
(See Appendix E.15.1.1
The teacher will ask the learners/ group of
the point that really need to emphasize
based on their presentation with the
corresponding rubrics to be followed
(See Appendix E.18.4.2)
The learner will start interpreting the
data gathered.
The learners are evaluated based on their
participation
(See Appendix E.18.4.3)
Prepared by:

EDISON B. BITLENGEN Comments / Suggestions:

Teacher

Checked by:

RAMIELYN G. BANGAO
Master Teacher II