School Grade: SHS Grade 11

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

DAY 1 DAY 2 DAY 3 DAY 4

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

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

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

C. Learning The learners: The learners:

Competency Clarify the relationships between Social Sciences and Cite differences among Applied Social Sciences
Applied Social Sciences HUMSS_DIASS12-Ia-1 HUMSS_DIASS12-Ia-2
II. CONTENT
I. Course Introduction (Applied Social Sciences)
1.1. Definitions of Social Sciences
1.2. Definitions of Applied Social Sciences
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide CG pg. 1 CG pg. 1 CG pg. 1 CG pg. 1
Pages
2. Learner’s Materials n/a n/a n/a n/a
pages
3. Text book pages Discipline and Ideas inApplied Social Sciences
Authors: Dela Cruz A.R.; Fernandez C.; Melegrito M.L. Valdez
Phoenix Publishing House
Pages 1-3
4. Additional Materials Cartolina, Colored strips of Cartolina, Power point n/a puppets
from Learning paper,
Resources
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review: Recapitulation Review: Cite differences of Applied
lesson or presenting Review Social Sciences 1. What are the Social Sciences
the new lesson Discipline through: disciplines under Social Explain the relationship between
Picture Drill: Identify disciplines Sciences? Social Science and Applied Social
in social sciences through Sciences
2. What are related Time: 3 minutes
presented pictures
Anthropology disciplines in Applied
Economics Social Sciences?
Time: 3 minutes
Geography
Time: 3 minutes
History
Linguistics
Political Science
Psychology
Sociology and Demography
Time: 3 minutes
B. Establishing a Word Map Activity: Relative to the learners output Uncovering: Arrange the jumbled letters
purpose for the lesson (first day activity), the facilitator Arrange the letter to produce (EINRAPOASLT)
 The class will be divided further gives ideas by providing the following related key
into two groups. concepts about disciplines concepts: Use concept map to expound
 Each group will be under Social Sciences and 1. Counseling the term.
given a task to create Applied Social Sciences 2. Social work
word maps by writing on 3. Communication Time: 3 minutes
color coded strips of Time: 5 minutes 4. Services
paper to be posted on 5. Practitioners
 the cartolina: Social 6. Arts
Science and Applied 7. Government
Social Sciences 8. Schools
 Assign a group 9. Community
representative 10. News
 Brief explanation will Time: 5 minutes
follow
Time: 10 minutes
C. Presenting Concept Map : The teacher will provide more “4 pics-1 word” “Puppet Show”
Examples/instances of Social Science and Applied examples of Applied Social The class will be divided into
new lesson Social Sciences Sciences. The teacher provides instances three groups, the teacher will
Time: 5 minutes of new lesson through a game give the different disciplines of
“Can you make a guess?” applied social sciences and
The words to be guessed are: each group will be assigned to
S.S A.S counseling, social work and make a simulation showcasing
communication the differences of the three
Applied Social Sciences
Provide examples of Social Time: 5 minutes
Sciences and Applied Social (The learners will be graded
Sciences. according to the prepared
rubrics)
Time: 10 minutes Time:20 minutes
D. Discussing new Discussion on the definition of The teacher facilitates the Comparing Concepts: After the presentation of puppet
concepts and Social Science and Applied discussion on the relationship of The teacher will compare show, the learners will give their
practicing new skills Social Sciences through power Social Science and Applied concepts own evaluation, comments and
#1 point presentation Social Science. suggestions on the
Provide an example performance of each group
Time: 12 minutes (Psychology and Sociology) using rubrics.
Time: 13 minutes
How are they alike?
Time: 3 minutes
Time: 10 minutes
E. Discussing new Further discussion through T- Further discussion on the What is the difference between: The teacher provides cases/
concepts and chart technique. relationship of Social Science A. Counseling and situations for each group.
practicing new skills and Applied Social Sciences Social Work Group 1: Case 1
#2 Cite differences through Social through Venn Diagram: B. Social Work and Group 2: Case 2
sciences and Applied social 1. Psychology and Communication
sciences Counseling C. Communication Guide questions:
2. Sociology and and Counseling Identify area of Applied Social
Social Work Time: 10 minutes Sciences that could best handle
3. Communication and it. Explain your answer.
4. Linguistics
 Time: 10 minutes
F. Developing mastery Analysis on the relationship of
(Leads to Formative Social Sciences and Applied
Assessment) Social Sciences
1. Is there a relationship
between Social
Sciences and Applied
Social Sciences?
Time: 5 minutes
G. Finding Practical Reflection:
applications of Which discipline of Social
concepts and skills Sciences were you able to find
helpful in your current career?
Time : 5 minutes
H. Making Two learners will be asked to
generalizations and summarize the topic discussed
abstractions about
the lesson Time : 5 minutes
I. Evaluating Learning Matching Type:
Math column A, Disciplines in
Social Sciences with column B,
definitions if the disciplines
A B
Disciplines Definitions
J. Additional activities Homework: The facilitator will
for application or write the course requirement
remediation on the board entitles:
“PORTFOLIO of SOCIAL
SCIENTIST IN THE MAKING”
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners
Time: 14 minutes Time: 5 minutes
Analysis on the relationship of What are the implications of Venn Diagram
Social Sciences and Applied Applied Social Science in dealing
Social Sciences with different situations such as:
1. Bullying
1. Analyze the relationship 2. Child Development
between Social Sciences 3. Media Choose two Applied Social
and Applied Social Time: 10 minutes Sciences and cite relationship
Sciences between the two.
Time: 5 minutes Time: 5 minutes
How can the disciplines of Which Applied Social Science is Which among the Applied
Applied Social Sciences be best applicable in proper use of Social Sciences would best
used in the development of the media? Why? deal with concerns about life?
students? Time: 7 minutes Time: 3 minutes
Time: 10 minutes
Reflection: What is the significance of What is the relevance of
Upon knowing, what is the different Applied Social Sciences? knowing the differences among
importance of Social Sciences Time: 5 minutes Applied Social Sciences to
and Applied Social Sciences? different concerns of society?
Time: 5 minutes Time: 3 minutes
In two simple sentences, the Cite differences among the three Formulate situations depicting
learners will describe the Applied Social Sciences. differences among applied
relationship between Social Time: 5 minutes social sciences.
Sciences and Applied Social Time: 5 minutes
Sciences.
Time: 5 minutes
Assignment: Homework: Assignment: (Short Bond
Which among the Social Is there a social worker in your Paper)
Sciences and Applied Social community? Know his/her Cut and paste 3 photos of
Sciences is the most perception about social work. situations related to
interesting? (150 words essay) Counseling.
Briefly describe each photo.
who require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with
other teachers?

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

Checked and Reviewed:

LOVELLA G. PARAGAS, Ph.D

Principal I/Facilitator

Approved:

ENGELBERT B. AGUNDAY, Ph.D

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

Day 1 Day 2 Day 3 Day 4

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

II. CONTENT The disciplines of counseling: The disciplines of counseling: The disciplines of counseling:
1.1 Counseling 1.1Counseling (continuation) 1.1Counseling (continuation)
1.1.1 Definitions 1.1.4 Core Values 1.1.5 Principles --Group Performance--
1.1.2 Goals
1.1.3 Scope
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7
2. Learner’s Materials
pages
3. Textbook pages Dela Cruz, A. R. D., et.al., (2016). Disciplines and Ideas in the Applied Social Sciences. Phoenix Publishing House, Inc., pp. 19-34
Sampa, E.M., (2017) Disciplines and Ideas in the Social Sciences. Rex Book Store, Inc. pp. 11-18
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students to accomplish a Fact or Bluff: Definitions, Call a student to enumerate Ask a student to enumerate
lesson or presenting the Venn Diagram differentiating the Goals, and Scopes of the different core values of the principles of counseling
new lesson social sciences from the applied counseling. counseling.
social sciences. (5mins.) (4mins.)
What have you searched
about the principles of
counseling?
(2mins.)
B. Establishing a “Student Feud” Game Ask the students to recite “Prinsipyo Mo, Isulat Mo” Present the mechanics and
purpose for the lesson  Common problems among the core values of the rubrics for the evaluation of
senior high school students school. (2mins.) Instructions: the group presentation.
 Common misconceptions 1. In a piece of paper,
about counseling. students will write their
(5mins.) DepEd Core Values: principle in life.
2. All papers will be collected
Common Common  Maka-Diyos and placed in a box.
problems Misconceptions  Makatao 3. Three papers will be picked
1. Relationship 1. A person  Makabayan from the box.
problems seeing a  Makakalikasan 4. Let the students read and
2. Family counselor discuss their principle.
problems has mental (10mins.)
3. Academic illness
problems 2. Counseling
4. Financial means giving
problems advice
5. Personal 3. Counseling is
problems part of the
6. Etc. discipline
board
4. A counselor
is a problem
solver
5. Counseling is
brain
washing
C. Presenting some Group Activity: “Kailangan Ko’y The teacher will present Processing question: Preparation for Group
examples and/or Ikaw” examples of core values 1. What transpires you to presentation (10mins.)
instances of the new from different organizations have these principles?
lesson Make a concept map showing the (e.g., other government 2. How do these principles
persons they turn to in times of agencies, business affect your life as a
troubles and uncertainties and institutions, etc.) student? (8mins.)
present it to the class (7mins.)
Example: Examples:

Chowking
 Appreciate other
people’s interest beyond
YOU
work

Cebu Institute of Technology

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

Guide Question:

Why is there a need for an

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

What core values should a Principles of Counseling:

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

1. Cases of students suffering from

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

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

applications of concepts
and skills in daily living
If you have a friend who’s thinking of
dropping or cutting classes from your
class, how will you help him/her
using the different concepts of
counseling? (10mins.)
Why should counselors (15mins) “Be My
imbibe the core values of
counseling? (7mins.) Counselor”
Note: The teacher will only
choose through draw lots 3
pairs to present in the class.
Instructions:
1. Through a role-playing
(dyad), demonstrate how
the counseling principles
can be exhibited in a
counseling session.
2. Pair up with a classmate.
Assign which of you will
act as a counselor and a
counselee.
3. In five minutes, the
counselee thinks of a life
issue to bring up with the
counselor and the
counselor applies the
principles of counseling.
4. Start the role-play.
5. After five minutes, reverse
roles.
H. Making / Asking Call a student to summarize the Give the core values of Ask: Give feedbacks to each
generalizations and topic. (3mins.) counseling and the 1. What are the principles of group presentation.
abstractions about the importance of these to the counseling?
lesson Expected answer: field and its members. 2. How these principles help
(5mins.) to achieve effective
Counseling is a professional counseling? (5mins.)
relationship that empowers diverse Expected Answer:
individuals, families, and groups to 1. Respect for human Expected Answer:
accomplish mental health, wellness, dignity 1. Reassurance
education, and career goals. The 1. Partnership 2. Release of emotional
primary goal of counseling is to help 2. Autonomy tension
people utilize their prevailing social 3. Responsible caring 3. Clarified thinking
skills and problem solving skills more 4. Personal integrity 4. Reorientation
functionally, or to cultivate new 5. Social justice 5. Listening skills
surviving and coping skills. 6. Respect
7. Empathy and positive
regard
8. Clarification, confrontation,
and interpretation.
9. Transference and
countertransference
I. Evaluating learning Short Quiz about the topic True or False type of quiz. Assignment/ Journal Writing: The students will be graded
discussed. (5mins.) Justify your answers using Write an essay elucidating according to the rubric.
what you learned in the how the principles of
1. Define counseling in two to three lesson. (1 mins.) counseling can be applied to
sentences. daily dealings.
2. Give at least five goals of 1. Counselors act with care
counseling. and respect for individual
3. Give at least five scope of and cultural differences.
counseling. 2. Counselors can harm
their clients provided with
valid and legal reasons.
3. Counselors can divulge
information regarding
their clients.
4. Counselors can make-up
stories to protect the
interest of his or her
profession.
 5. Counselors practice
within the scope of their
competence.
J. Additional activities for Prepare a group demonstration of a Advance Reading: (Look for Prepare for group
application or remediation situation in which practitioners of different sources, i.e., books, presentations.
counseling work together to assist internet, etc.) about the
individuals, groups, or communities Principles of Counseling.
involved in difficult situations which
will be presented at the end of the
week.

The class will be grouped into three

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

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

Rubrics will be presented to the

class. (5mins.)
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked and Reviewed by: Approved by:

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

Mr. JOSEPH I. ANDAGAN, LPT

SHS T-III, Division of Bulacan

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

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

Day 1 Day 2 Day 3 Day 4

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

A. Content Standards Professionals and Practitioners in Counseling

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

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

III. LEARNING
RESOURCES

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

IV. PROCEDURES

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

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

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

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

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

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

unique roles and
functions?
J. Additional activities (3 minutes)
for application or Additional Activity:
remediation The students will interview a
counselor working in different
settings (Clinical, Industrial, and
School settings).
Guide Questions:
1. How do you find yourself
working as a
Counselor?
2. Why do you choose to
work as a Guidance, or
Industrial or Clinical
Counselor?
3. What do you love most
about your roles and
functions as
Counselor?
which specific work areas
counselors are usually
employed (Clinical,
Industrial and School
settings).
1. Make an inventory of
students” behavior
profile.
2. Interview and do the
criteria for the screening
of applicants.
3. Provide a diagnosis of
a person with personality
problem. Etc.
(2 minutes)
Assignment:
Instruction: Do the
following
1. research on the
different career
opportunities
for counselors.
2. In your journal list
down at least 5
to 10 career
opportunities for
counselors.
3. Attach some
pictures of work
place of
counselors.
something about the
picture on how
he/she can relate to
it.
3. Students will write a
short narrative about the
reason why they choose
the picture and how they
find it important on the
basis of the career
opportunities only
counselors can do.
(2 minutes) (5 minutes)
Assignment: Additional Activity:
Instruction: Make an advanced The students will interview a
reading and follow the guide registered guidance counselor
questions: and ask the following
questions:
1. search on the code
of ethics for 1. What is the grimmest
counselors experience he/she
2. review the code of encountered to his/her
ethics for counselors. client?
Reference: Magna Carta for Licensed
Guidance Counselor book or any 2. How did you handle the
search engines.
situation?
4. What do you think are your
competencies unique to
other professions?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked and Reviewed by: Noted by:

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

3rd Day
Erlinda C. Cortez
Neptune A. Solar

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

1stDay 2ndDay 3rdDay 4th Day

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

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

Books: Cleofe, M., Liquigan, B., Madrigal, C.; DIWA Senior High School Series: Discipline and Ideas in Applied Social Sciences Module
[Diwa Learning Systems Inc. pages 37-38, 2016 ; UCSP, Diwa Senior High school Series pp. 48-52
4. Additional
Materials from
Learning
Resource(LR)po
rtal
B. Other Learning Others: Laptop, projector, Box/ Bowl, Meta Cards, Appendices; Job Roles For COUNSELOR– Counseling,School,Apprenticeship,Private
Resource organization,Psychology https://www.counseling.org/PublicPolicy/WhoAreLPCs.pdf
II. PROCEDURES
A. Reviewing previous What are the roles and Enumerate and briefly Review of the previous lesson: Review of the previous lesson:
lesson or functions of a counselor? describe the 3 types of A student will give a recap from Q: What are the different settings where
presenting the new Identify the work areas and clientele and audience in the previous lesson by sharing counsellors may be found?
lesson career opportunities. counseling. his/her experience in conducting a Time: 3 minutes
Enumerate the Code of (5 minutes) survey (3 minutes)
Conduct in Counseling.
(5 minutes)
B. Establishing a Activity: “Hugot-in Mo Ako.” Describe your experiences Activity: “Kilala mo ba Ako?” Sharing:
purpose for the The teacher will ask in the following: Picture Analysis Share with the class your first and
lesson students to pick a piece of
paper in the box containing
“hugot lines”. These hugot
lines represent problems
encountered by people
under the following
categories: 1. Individuals 2.
Groups and Organizations
3. Community.
Instructions:
1. There should be (5 minutes)
5 volunteers for
the said activity.
2. Students will pick a
piece of paper
containing hugot
lines. These hugot
lines represent
concerns of different
groups of
individuals.
3. The volunteer will
read it aloud and the
rest of the class will
guess who they
think is being
represented the
hugot line.
4. All correct answer
will be written on
the space provided.
Sample Hugot Lines:
1. “Hithit ka nang
hithit, baka ikay
magipit”
2. “Papunta ka pa
lang, pabalik na
ako.”
1. While you Instructions: second encounter with a school
were looking 1. The teacher will present a picture counsellor.
for your of the school guidance counsellor Time: 5 minutes
respondents and ask the student the following
2. While you were questions:
gathering data a. what his/her name.
from your b. what he/she do at the school.
respondents c. what is the role of the
3. While you were guidance counselor?
interpreting
your data 2. The teachers will present pictures
and will ask what the pictures have
to do with a counselor
 (a picture of an ear) it
involves "listening."
 (a picture of a closed
mouth) “they don't tell your
secrets, and you talk about
your problems to them."
 (a picture of friends) "they
help when you have problems
with friends”
 (a picture of people
"meeting) "they might meet
with your parents, they might
meet with teachers, and they
might talk to the principal."
(8 minutes)
3. “Laklak ka ng
laklak baka ikaw ay
 lumagapak.”
4. “Hindi ako sa
palagay na isang
bagay, lalong hindi
rin ako isang
hayop, ako ay tao.”
5. “Hindi ako ‘Na
ano lang’”
(5 minutes)
C. Presenting Recall an instance/s or
examples/Instances experience/s wherein you
of the new lesson were able to help somebody
who has personal troubles
and difficulties. Describe
what you did in order to be
of help to that person.
Specifically:
a.)How did you help
him/her?
b.)What made you realize
that he/she really needs
your help?
(5 minutes)
The teacher will ask the
students to present the
result of the data gathering
activity from the structured
questions through power
point presentation or visual
aids.(2 minutes)
Activity: “Saan mo ako Unlocking:
Mahahanap?” What do we mean when we say:
Group Activity and Sharing Process and Method?
Instructions: Graphic Organizer:
1. The learners will be divided into 4 Through a concept map, present your
groups. Each member will be given ideas regarding the processes and
a 5x8 inch card methods of counselling.
2. Learners will print their name on Time: 7 minute
the center of the card. Directly
under their name they will write the Counselling
quality that they most value in
people.
3. Write the following on the sides
of leaner’s index card. Methods Processes
 Upper left- the place
where you spent your
happiest summer vacation
 Lower left- the person who
taught you important beliefs
in your life
 Lower right- the year
when you had a big trip
 Upper right- three things
you do well
4. After the group
Processing questions:
1. What have you learned about
the activity?
2. Why do think is it important for the
members of the community to have

D. Discussing new The teacher will discuss the
concepts and characteristics and types of
practicing new skills clientele and audiences in
#1 counseling according to
Cleofe, et.al (2016):
1. Individuals
2. Group/ Organizations
3. Community
E. Discussing new The teacher will present and
concepts and identify the different types of
practicing new skills special counseling
#2 population according to
(Gibson and Mitchell, 2003).
The teacher will give
instructions on how the
students will present their
researches.
The rubrics will be
discussed in order for the
students to know how their
presentation will be
graded.
(5 minutes)
The students will present
and provide a descriptive
discussion of their survey
results.
(5 minutes)
an opportunity to share
information about themselves?
3. Why is it necessary for you
to understand the members of
the class?
(8 minutes)
Interactive Class Discussion InteractiveDiscussion with
Different Settings Where PowerPoint Presentation:
counsellors are found Processes in Counselling
a. Government setting 1. Relationship Building
b. Private Sector 2. Assessment and Diagnosis
c. Civil Society 3. Goal Setting
d. Schools setting 4. Intervention and Problem-Solving
e. Community setting 5. Termination and Follow-up
6. Evaluation
“SELF-ASSESSMENT TOOL” Methods in Counselling
From the Survey(hypothetical result) 1. Psychodynamic Approach
How can your guidance counselor 2. Experiential Approach
help you? 3. Cognitive-BehaviouralApproach
Academic 10 4. Eclectic Approach
Love Life 12 Time: 15 minutes
Choosing my Career 15
Relationship 25
Spiritual Growth 7
Work 10
Finances 5
Relationship with my self 30
Guide question:
Identify suitable counseling setting
that will address the needs of the
respondents
( 15 minutes)
Processing of Needs Assessment.
Present the results of the survey
given in the previous session.
1. Enumerate the needs of
individuals, groups,
 1. People Who 2. Give suggestions on how the
Abuse Drugs identified needs can be
2. People Who effectively addressed.
use Tobacco “SELF-ASSESSMENT TOOL”
3. People Who From the Survey(hypothetical result)
Abuse Alcohol How can your guidance counselor help
4. Women you?
5. Older Adults
6. People with AIDS Academic 10
7. Victims of Abuse Love Life 12
8. Gay Men and Choosing my Career 15
Lesbian Relationship 25
Women Spiritual Growth 7
(10 minutes) Work 10
Finances 5
Relationship with my self 30

F. Developing mastery Who are the individuals and
(leads to Formative groups who needs
Assessment 3) counseling?
What are their needs and
demands?
(10 minutes)
Guide question:
Identify suitable counselling methods
that will address the needs of the
respondents
Time: 15 minutes
From among the survey Activity: “Saan Ba Ito Activity: Sort and Decide
questions, are there any Patutungo?”Group Work On colored strips of paper, write known
additional question/s that Instruction: processes and methods. Sort these
you can suggest that Learners will work in group and strips of paper on the posted chart.
needs to be included in identify which setting is described Time: 5 minutes
order to address the 1. Counselors working on this setting Processes Methods
issues at hand. focus on the client’s academic and
(5 minutes) personal needs.
2. Preventive activities such a drug
awareness, career information, and
sex education are provided in this
setting to provide clients with greater
understanding on certain issues.
3. Guidance counselors working in
this setting work in partnership with

G. Finding practical PRACTICAL RESEARCH
application of ACTIVITY
concepts and skills Instructions:
in daily living 1. The teacher will provide
a Needs Assessment Tool.
This assessment tool will be
used by the students to
address the needs and
concerns of the following
respondents:
A. Grade 10 students
B. Grade 11 students
C. Grade 12 students
D. Teaching Personnel
E. Non- teaching
Personnel
2. After the data gathering
activity the students will
consolidate/ tally the
results of the survey.
3. From the result of the
survey, the students will
come up with
conclusions
and recommendations on
the prevalent counseling
social workers to promote
psychological well-being of clients.
4. Working in this setting allows the
guidance counselors to work in a
part-time or full-time basis.
5. In this setting, counselor work in
parishes or churches to provide
services to various groups, such as
those with moral or spirituals issues
and concerns.
(8 minutes)
PERFORMANCE WORK: If you are going to be a guidance Guide Question: Why do you think is it
ORAL PRESENTATION counselor, which setting would you important for students and the
prefer to work in? community to know the processes and
The teacher will ask the Guide questions: methods of counselling?
students to present the 1. Why did you choose that setting?
result of the data gathering 2. What factors did you consider
activity through power in choosing that particular setting?
point presentation or visual  skills
aids. Based from the result  interest
presented, the teacher will  hobbies
ask the following (8 minutes)
questions.
1. What are the most
prevalent
concerns that you
have gathered?
2. What are the top 3
programs needed
by the respondents?
3. What do you think
are the reasons
why the
respondents
checked those
item/s?
4. As a student, what
program/s can you
 needs of the respondents.
They will present it in the
class through a powerpoint
presentation/ visual aids.
See attached appendix A:
Self-Assessment Tool
(10 minutes)
H. Making Why is it important to help
generalizations and individuals or group of
abstractions about individuals address their
the lesson needs and discover their
potentialities?
(5 mins)
To capitalize on their
potentialities
I. Evaluating learning True or False (5 items)
Direction: Write TRUE if the
statement is true, and write
FALSE if the statement is
incorrect.
1. The counselor does
not deal with a mixture
of people with different
concerns and issues.
2. The guidance and
counseling services
deals with students’
concern, most of which
are behavioral.
recommend to
address their
concerns?
(Each group will be given
8 minutes to present the
result and answer the 4
questions above.)
How does a guidance Call a student and ask to summarize Call a student and ask to summarize the
counselor deals with the the lesson and answer the following lesson.
problems and concerns of guide questions: GQ:What new learning did you acquire
an individuals, groups and 1. What new learning did you acquire about the different processes and
organization, and about the different processes and methods in counselling?
community? ( 5 minutes) methods in counselling? Expected Generalization 1: The
Students will be encouraged to give processes of counselling should be
From the result of their their reflections about the importance done in order.
survey, the students will of counselors in different setting: Expected Generalization 2:The
answer how a guidance 1. What will happen if there are no method to be used in counselling should
counselor could address counsellors in schools? be based on the needs of the client.
their concerns of the (5 minutes) Time: 5 minutes
individuals, groups, and
organization.
The teacher will use a Paper and Pen: Paper and Pen:
rubric to evaluate the Paper and Pen: 1. Illustrate the processes and
written report and oral 1. Enumerate the different the methods in counselling
presentation of the settings where counselors are found Time: 5 minutes
students. [6 items]
Time: 5 minutes
*See attached
Appendix B : Practical
Research Rubric
Appendix C: Oral
Presentation Rubric
After the evaluation, the
teacher will announce
the scores of the
students. (3 minutes)
 3. The counselor deals
with individuals who
suffered from
mental
illness/problems.
4. The counselor can
assess and assist any
kinds of problems
and concern of
individual and group.
5. The Guidance
Counselors can also
work in partnership
with other members of
the school community.
(10 minutes)
J. Additional activities Assignment: The students Assignment: What are the Assignment: Research for: Assignment: Research about the
for application or will conduct a survey settings, processes, 1. Counseling services Social Work definition, goals, scope,
remediation addressing the counseling methods and tools in 2. Counseling Processes core values and principles.
needs of various types of counseling? 3. Counseling Methods
clientele and audiences.
The result of the data The students will write
gathering activity will be their answers in a whole
presented on the next sheet of paper.
session.

III. REMARKS
IV. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
 have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared:

1st and 2nd Day:

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

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

4th Day:
Jacqueline Joy A. Lising- Senior High School Teacher III- Olongapo City: Mabayuan Senior High School
Felinor G. Abellanoza – Senior High School Teacher II- Pampanga: Masantol High School
Clark Vencci H. Pelayo- Senior High School Teacher I- Pampanga: Pasig National High School

Checked and Reviewed:

DR. LOVELLA G. PARAGAS, EPS I

Facilitator/Trainor SHS HUMSS

Approved by:

DR. ENGELBERT AGUNDAY

EPS-CLMD
 Grades 1 to 12 School Bula National High School Grade Level GRADE 12
DAILY LESSON Teacher Learning Discipline and Ideas in the Applied Social
PLAN BLANCADA JAY MARK D. Area Sciences

Teaching Dates and Semester 2nd

Time

Day 1 Day 2 Day 3 Day 4

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

A. Content Standards Discipline of Social Work

The learners emonstrate a high level of understanding of the basic concepts of social work through a
B. Performance Standards group presentation of a situation in which practitioners of social work collaborate to assist individuals,
groups, or communities involved in difficult situations (e.g. post-disaster, court hearing about separation
of celebrity couple, cyber bullying.
C. Learning Competencies/ identify the goals and demonstrate comprehension of the principles of discuss the core
Objectives scope of social work social work. values of social work.
Write the LC code for HUMSS_DIASS12-Ie-16 HUMSS_DIASS12-Ie-17Competency will be taught HUMSS_DIASS12-
each for 2 days Ie-18
Definition, Goals and Principles ofSocial Work Core Values of
II. CONTENT Scope of Social Work Social Work
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum guide p3 Curriculum guide p3 Curriculum guide p3 Curriculum guide p3
2. Learner’s Materials pages
3. Textbook pages Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store, (pp. 63-74)
4. Additional Materials from 1. https://www.youtube.com/watch?v=Dr0Vn5QBMtM
Learning Resource (LR) 2. Powerpoint
portal Presentations 3.
B. Other Learning Resources Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store

IV. PROCEDURES

A. Reviewing previous What professional career Give the scope and Recap the principles Recap the principles
lesson or presenting the is likely to havethis goals of social work of social work of social work
new lesson picture? through the discussed. (3 minutes) discussed. (3
different pictures.(5 1.Anybody who can minutes)
minutes) recap the principles of 1.Is there anyone
social work? who can recap the
principles of social
work?
4Pic1word – Values,
Core, Social Work
B. Establishing a purpose for Picture Analysis:  Students will look at their Activity: Fast Talk Activity: Text Twist
the lesson The teacher will show research assignment in Representative of Game ( 5 minutes)
pictures of different presenting the each group should What are the words
scenarios in relation principles. stand in front for the that you noticed in
to social work.  Enumerate the different fast talk activity. the text twist game?
Learners will describe the Principles of Social Work 1. Give or receive How are those words
picture.  The students’ will be 2. Self or others related to our topic?
Guide Questions: asked to express 3. Equality or equity
What can you depict from insights in each 4. Wealth or
the picture/s. What principle. Activity: integrity
makes it social work? Cabbage Game 5. Charity or salary
Directions: Pass the
cabbage to every
 Scenario 1: Community student as the music
immersion stops, read the situation Students will now
Scenario 2: Typhoon in the leaf of the process the principles
victim cabbage. of social work. (5
Scenario 3: Nursing (10 minutes) minutes)
homes
Scenario 4. Street
Children
(5 minutes)

What would be the

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

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

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

W
L

OR
Students will now statement-
have an idea on Feeling _
K

principles of social (using the core

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

and management Explain.

5. International
social work The students will
6. Social work as post the assigned
community values.
organizer
7. Women welfare
8. Crisis intervention
9. Criminal Justice
E. Discussing new concepts Group Activity: Simulation Activity: (Continuation) Group Activity :
and practicing new skills Students will be given Deepening of Deepening of Tableau (15 minutes)
#2 meta-cards that include Understanding (with Understanding through “Show me a picture
the four (4) areas of rubrics). Simulation Activity (with of social work”
Social Work in Philippine  Group 1 – TV Rubrics). Each group will be
perspective to be Advertisement (Human given a core value
presented using DI. Rights)  Group 3 – Pantomime and the three groups
1. Family and  Group 2 – News (Professional will come up with a
Community Reporting Integrity) tableau.
(rap); (Social Justice) o 5 minutes Other groups will
2. Child, Youth and o 5 minutes instruction instruction and guess the core
Women and rubric rubric reiteration, values portrayed.(5
(simulation/tableau) presentation group preparation minutes group)
; o 10 minutes group o 10 minutes group
3. Disaster, risks and preparation preparation
reduction (spoken
poetry) and;
4. Person with
Disability (PWD)
and Senior
Citizen (song).
Ask:
1. What are the
problems faced by
the different areas
of social work?
2. How would social
work be of service
to these groups?
(20 minutes)
F. Developing mastery Merry-go-round pause  What are the principles  What are the I-Hash Tag mo. (5
(leads to Formative and answer manifested in the principles being minutes)
Assessment 3) Based on the discussion, group 1 presentation? shown in group #CoreValues
the student will identify (5 minutes) 3 presentation? #SocialWork
the goals of social workas  What are the principles o Explain Pictures will be
to care, cure and change. of social work comprehensively. shown and give a
(5 minutes) displayed o 10 minutes core values that best
1. Embrace a world in the presentation discussion fits the picture in a
of Group 1 & 2
 view of human form of hashtag.
issues and Give a short
solutions to discussion.
problems. # Dignity and Worth
2. Empower of the Person
people, #Service
individually and #Integrity
collectively, to #Importance of
utilize their own human relationships
problem-solving #socialjustice
and coping
capabilities more
effectively.
3. Uphold the
integrity of the
profession in all
aspects of social
work.
4. Promote social
justice and
equality of all
people with regard
to full participation
in society.
5. Contribute to the
development of
knowledge for
social work
profession
through research
and evaluation.
6. Help the family to
make decisions
about their pattern
of reproduction
towards enhancing
the family’s quality
of life.
 7. Offers adoption
services to
unmarried parents,
foster care,
residential care
and protective
services.
8. Establishes
linkages between
people and
societal
resources to
further social
functioning.
9. Facilitate the
responsiveness of
the institutional
resource systems
to meet health
and human
service needs.
10. Treating people
with problems in
social
functioning.
G. Finding practical Choose among the As a student how can you Reflect upon: Do you see yourself
applications of concepts discussed professional be an advocate of human A: Give your insights as a social worker by
and skills in daily living services for social work rights in your own little “Social Worker in the profession in the
they believed they can ways? (5 minutes) Making” future? (5 minutes)
engage actively. Why? Journal Writing B.Journal Writing What particular core
Ask: Make your own title values of social work
What will motivate you to of that you are willing to
consider engaging in your own advocacy as a apply in your life?
social work? social worker and how Why?
What traits must you will it be implemented.
have to become an (10 minutes)
effective social worker?
(5 minutes)
H. Making generalizations Let the student Make generalizations Discuss in the class the
and abstractions about summarize the goals and about the principles of three principles of
the lesson scope of social worker in social work. social work ;
2-3 sentences. (3 minutes) 1. Self-
(5 minutes) Determination
Ask: 1.Identify and discuss the 2. Client’s
What are the goals and principles of social work participation
scope of social work? 3. Confidentiality

Expected answer: (5 minutes)

GOALS
1. Care
2. Cure
3. Change

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

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

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
Evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
Remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 Grades 1 to 12 School Angeles City Senior High Grade Level 12
DAILY LESSON School (Division of Angeles
LOG City), Bilad High School
(Division of Tarlac), Pamibian
Integrated School (Division of
Zambales), Akle high School
(Division of Bulacan)
Teacher Reggie O. Cruz, Ed.D., Onelia Learning Area Disciplines and Ideas in the
J. Lagrada, Glieza E. Adora, Applied Social Sciences
Jemie Anne R. Estoesta
Teaching Dates and Time Week 6 Day 1 - 4 Quarter 1st

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

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

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

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

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

Professionals and Practitioners Professionals and Professionals and Professionals and

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

III. LEARNING RESOURCES

A. References Curriculum Guide DIASS page 3

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

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

The students will

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

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

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

E. Discussing new The teacher gives a situation/ The teacher will group The teacher will group The students will
concepts and case about the roles and students according to their the students into two have a group
practicing new skills functions of a social work. birth month. groups. reporting regarding
#2 the topic .
The students are task to 1st group – January to march 1. The first group
discuss using Formulate- 2nd group – April to June will give the Group 1 –
Decide-Illustrate (FDI Scheme) 3rd group – July – September career Responsibility of a
4th group – October – opportunities Social Worker
Formulate your own job December of social Group 2 – Duties
description indicating the major workers. of a Social Worker
function/task you will perform General instruction to the 2. The second Group 3 –
students: group will give Accountabilities of
Based on the needs of your its a Social Worker
barangay a barrio, what Mimic the different areas of explanation of
possible indicators will you look specialization in which social career Group 4 – Ethical
at to determine whether the workers work. opportunities Behavior of a
objectives of your work are (15 minutes) that the first Social Worker
achieved? group have
mentioned. Group 5 –
Act on how you will work with Unethical Behavior
other client systems such as (10 minutes) of a Social Worker
individuals and groups.
(Role Play/ Simulation) ( 9 minutes)
(15 minutes)

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

(5 minutes) Social workers

ethical
responsibilities

(4 minutes)

G. Finding practical The teacher will ask if they have

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

(3 minutes)
H. Making Call 2 to 3 students to The selected students will The selected students The student will
generalizations and summarize the lesson discuss some concepts that will repeat the career enumerate the
abstractions about the according to the following guide they learned regarding opportunities in social following
lesson questions: specializations of social works workers.
Give at least three
( 5 minutes) Expected answers: Codes of Ethics as
1. Give the functions and
roles of a social
worker.
2. Describe the
competencies of a
social worker.
(5 minutes)
Expected answer:
There are specific functions,
roles and competencies of
social work which provide
social protection of the
socially disadvantaged
people of the community.
Health board social a Practitioners of
Expected answer: Social workers Social Workers.
workers has social work Medical social workers
specialties namely: child Working for the local Give at least one
family and school social authorities rights,
worker, community social Working for the responsibilities
worker, hospice and palliative department of justice and
care social worker, medical Working for voluntary accountabilities of
health social worker, medical agencies a social worker.
health social worker and Working in industry
mental health and social (4 minutes)
substance abuse social ( 7 minutes)
worker, military and veterans Expected answer:
social worker and psychiatric
social worker. Social workers
2. Social workers can be should promote
required to aid with issues social justice,
directly caused by trauma, Social workers
disability, poor family should keep
circumstances, abuse, mental accurate records
and emotional problems, and social workers
addiction, and acute, chronic, should undertake
or terminal illnesses. Some research ethically.
social workers prefer to focus
their skills on one area of Rights – right to
expertise by going into live by its values
specific fields.
Responsibility – to
help children
Accountability – for
their actions
regarding values
and principles of
the professions
 I. Evaluating learning Paper-Pencil Test: Essay Test: Essay Test:
Enumerate the functions of a Explain Comprehensively What are the career
Social Worker? “ A social worker’s job is never opportunities of social Write an essay
done, but the most successful workers? regarding the
Explain each function. professionals relish the Explain each career Ethical and
(5 minutes) challenge” opportunities of social unethical Behavior
(5 minutes) workers of a Social
( 8 minutes) Workers in relation
with their duties
and
responsibilities,
duties and
accountabilities.
J. Additional activities for Conduct an interview to your Reflection: Cut out pictures of Compile the
application or municipal/city/provincial/national other career following in your
remediation social worker and ask the Do you see yourself to opportunities of social portfolio
following questions: become a social worker work practitioners.
1.What social problems did someday? Why or Why not? a. Interview
he/she encounter in the Paste it on a short sheet
barangay? bond paper and b. Reflection
describe its scope of Paper
3. What interventions did work. c. Cut out
he/she give to help solve pictures
the problem.

V. REMARKS

VI. REFLECTION
 A. No. of learners who
earned 80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which
I
wish to share with
other teachers?
Prepared by

Dr. Reggie O. Cruz Mrs. Onelia J. Lagrada Mrs. Glieza E. Adora Jemie Anne R.
Estoesta
Angeles City SHS Bilad HS Pamibian IS Akle HS
Checked and Reviewed by: Noted by:

Dr. Lovella Paragas Dr. Engelbert B. Agunday

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

Day 1 Day 2 Day 3 Day 4

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

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

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

Clientele Characteristics and 4. Settings, Processes, Social Work Services, Processes,

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

III. LEARNING
RESOURCES

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

IV.
PROCEDURES

A. Reviewing Ask: Can you give Present the result of Based from the survey What are the settings in which
previous the roles, your survey and conducted, what are the social workers are found? (2 mins.)
lesson or functions and analyse. needs of the respondents
presenting competencies of (5 mins.) which are addressed by
the new social workers? the practitioners and
lesson (3 mins.) pertinent institutions?
(2minutes)
B. Establishin Teacher will Video Presentation: The teacher will show a “ Haybol Rambol”
ga posts on the A Video clip of short documentary video The class will be given set of meta
purpose for board a copy of Yolanda Victims in of social workers in cards to arrange and derive with
the lesson Jose Abad’s Leyte particular setting. the processes and methods of
Painting). Ask: How can you be social work services. (5 mins.)
Ask: What comes of help in a situation Guide Questions: Guide Question:
to your mind upon like Yolanda What do you think is the most
looking on the typhoon? Write your What can you say about important process? Why?
painting of Jose answer in a one the video?
Abad – “Hapag whole sheet of What particular activities
ng Pag-asa” (5 paper. are they involved?
mins.) (5mins.) (5mins)
C. Presenting Elaborative Ask : Is it right to The teacher will show Interactive Discussion with
examples/i learning: help every person photos of different power point presentation on Social
nstances of Are you asking for help settings of social work Work Services, Process and
the new compelled or especially financial and will ask the students Methods
lesson obliged when you assistance ? why to give their insights. (10 mins.)
see a person in ?(5min.) Photo 1: (Home for
need of help? the aged)
Why? (5 min) Photo2: (Hospitals)
Photo 3: (Correctional)
Show a short Photo 4: (Public School)
video clip about Photo 5: (Slum area)
the life of Jesus Photo 6: (DSWD)
Christ. Photo 7: (Rehabilitation)
Photo 8: (Home for the
Describe these girls)
people Photo 9: (Home for
surrounding the elderly)
 Jesus based on
their Then the class will cluster
appearance. the following photos
according to the five
settings where social
workers are found. These
are as follows:
a. Government
b. Private sectors
c. Civil society
d. School
e. Community
(5mins)
D. Discussing Exploration with discussion. ThDeiscclaussisohnaollf be dividSecdeninatorios:ix groups.
Group new Brainstor Ask: In your different A three-year-old
con ming locality, can you settings of boy was lost. You
cept Activity: identify the social work find him crying in
s (10 needs and and giving despair, roaming
and mins.) characteristics of examples. around the street
prac the following looking for his
ticin Three clientele of social a.Governm mother. As a
g types of work. (10 mins.) ent- concerned citizen,
new what will you do to
skill help child? (3
s
#1 d o ke ? around the
i u r 2. street?
c e n to hat (5 min.)
li n e he you
e c e lp going
n e d so to do if
t s to m you
e . b eo see a
l e ne mentall
e Guide a in y
a Questions:
so ne derang
n 1. ci ed ed
d D al ? woman
a o w W roamin
u y or hy g
C ubCN F He n gm
li sthe o alt al hoi
e anae s h f mn
n cerd t car a ess
t deas e e ci ))
e pec r set lit b.
l ndt c tin ie Pr
e ee a gs, s iv
ntri r incl S at
Ses e udi e e
A xut a ng tt S
b allic g co i ec
a ys e m n to
n ab n mu g r-
d us c nity s (A
o ed i - t dv
n Ba e ba h oc
e tte s se a ac
d re ( d t y,
b d C clin s co
a wo h ics e ns
b m il an r ult
i en d d v an
e Pe r ho e cy
s op e spit o se
H le n als, l rvi
o wit Sc d ce
m h a ho e s,
e Di n ols r e
l sa d Fe a m
e bili der d pl
s ty f al, u oy
s a sta lt ee
e m te, s
l il or (
d i loc n
e e al u
rl s cor r
y ) rec si
S , tio n
 assistance
program,
counselling,
policy and
program
development)
c.Civil Society-
(child caring and
child placing
social welfare
agencies,
offering services
for adoption,
foster care etc.)
d.School- Public
and Private
Schools
e.Community-
LGU’s on each
barangay, local
council, church,
people’s
organization)
(10mins)
E. Discussing Think-Pair-Share Debate: Is it The students will be Deepening of Discussion: Video
new Photo-essay unlawful to give grouped into 5. Each clip “Sa Kambas ng Lipunan” by
concepts about clientele in money to the group will be assigned to Joey Velasco; Part 2. After
and the social work. beggars? (5mins.) explain a setting where watching reflect on the life of each
practicing social workers are found. of the client.
new skills Guide Question.
#2 Group 1: Government Evaluate what method of social
Group 2: Private sectors work can be applied best as well
Group 3: Civil society as the tool needed for each. (15
Group 4: Schools mins.)
Group 5: Community

Each group will be given

3 minutes to present their
output.
 (19mins)

F. Developing Test Your KnowledgMeatching Type: Using a graphic organizer Group Presentation: Analysis of
mastery Class shall be dividMedatinchtoColumn the students will identify the video clip to be shared to the
A with
(leads to four groups. Column B on what the unique needs that class.
are
Formative 1. Ask: Describe at pleaartsict recognized and (Will be graded using a rubric). (5
Assessmen ular agency of three types of addressed in each setting mins.)
t 3) clientseoleciianl workers a terms of of social work.
his/her ageclientele fits in. Write (5mins)
bracket of social wotrhke. Letter of
your
Clientele Aagneswer on the
blank Bprocvkideed
before the tnumber.
1. Individual Column A
2. Groups and 1. Drug
organizations dependent
3. Communities 2. Neglected
children
2. Ask: How these Insane
factors3. affect the Rape
4.
clientele’s normal way of
livingv?ictims
(10 mins.) 5. Homeless
family
s of for whom the needs of Column B
concepts said clientele are to be A. Mental Hospital
and met. B. Rehabilitation center
skills in C. DSWD
daily D. Women’s Desk
living E. Gawad Kalinga (5 mins.)
What group or organization where you can share the
assistance to the people in need?
G. Finding Draft a proposal to a Select 3 students to answer the question.
practical specific group of
application people or individuals
 w v
a e
s n
h ot
o hi
s n
pi g
ta to
If you were a S li s
social worker, i z p
what setting t e e
would you u d n
choose? Explain a a d
why? (2mins) t n fo
i d r
o di th
n a e
g m
A n e
n o di
a s c
l e at
y d io
s of n.
i a Guide Questions:
s s 1. Who will you
: er approach?
io 2. What are the
Y u steps or
o s process
u ill
r n
e
m s
o s.
t Y
h o
e u
r h
a
 Follow the
simplified
proposal format.
Objec- Actions
tives to be
taken

(10mins.)
H. Making Ask: Identify the Ask: Identify the The teacher will ask a The teacher will call 1 or 2
generalizati different types of needs of the volunteer student to students to summarize the lesson.
ons and clientele and following clienteles: summarize the lesson. Guide Question:
abstraction audiences of 1. Abandon babies (2mins) 1. What are the processes
s about the social work and – foster parents, involved in conducting
lesson specify their adoptive home social work of the DSWD
needs. 2. Homeless elderly particularly among abused
1. Individual – Adoptive home, children?
2. Groups and medical care, 2. How do you find the
Organizations nutritional needs method and process of
3. Community 3. Substance doing social work? (5 mins.)
(5mins.) dependent –
rehabilitation,
counselling,
proper education
4. Battered women
– protection,
counselling,
empowerment
5. People with
disability –
nutritional needs,
training and
equipping for
employment,
recognition
(8mins.)
I. Evaluating Post Pictures What will you do if Quiz. Essay: Describe the monitoring
learning Say: Categorize you found a baby in a Direction: Identify two phase within the process of social
the pictures garbage can? settings where social works. (10 mins.)
posted to what (5 mins.) workers are found. Give
 type of clientele in one example on each
social work they and describe.
belong and give (10mins)
their
characteristics.
(5mins.)
J. Additional Conduct a survey Research on the Assignment: Assign. Identify an NGO involved
activities in your own procedures of DSWD Interview a social worker in social work? How does it
for community in catering street in your barangay or conduct social work in times of
application following the children. Write your community. Find out the calamity?
or questionnaire output in your specific setting to which
remediatio provided. notebook. he/she has rendered
n service, and then
describe the setting.
Write an analysis of the
interview. Use the table
below to organize your
interview notes.
(See attachment on
separate sheet for form
and rubric)

V. REMARKS

VI. REFLECTION

A. No. of
learners
who
earned
80% in the
evaluation
B. No. of
learners
who
require
additional
 activities
for
remediatio
n
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
 innovation
or localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?

Prepared by: Checked and Reviewed by: Approved by:

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

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

ISAGANI Z. VILLAMAR
Division of San Jose City

MA. CAROLINA R. CUANICO

Division of Cabanatuan City

JOCELYN ZOLINA
Division of Nueva Ecija

CHRISTOPHER P. CAPULONG
Division of Angeles City

NESTOR C. PARAGAS
Division of Zambales

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

C. Learning Competencies / 1. The students identify the 1. The students demonstrate 1. The students discuss the 1. The students
Objectives goals and scope of comprehension of principles of core values of describe the elements
communication communication communication and levels of
(HUMMS_DIASS 12-Ih-28) (HUMMS_DIASS 12-Ih-29) (HUMMS_DIASS 12-Ih-30) communication
processes.
(HUMMS_DIASS
12-Ih-31)
II Content Definition and Goals of Principles of Basic Elements of Levels of
Communication. Communication. Communication Process Communication
III Learning Resources
A. References
1. Teacher’s Guide DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. DIASS Curriculum
Pages of 7 of 7 4 of 7 Guide p. 4 of 7
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional materials
from learning resource (LR)
portal
B. Other Learning Communication Principles of Communication Basic Elements of The Process of
Resources Communication Process Communication
https://en.wikipedia.org/wiki/C http://www.helpguide.org/articl
ommunication es/relationships/effective-com http://www.yourarticlelibrary. http://www.yourarticleli
http://www.skillsyouneed.com/ munication.html com/business-communicatio brary.com/business-co
general/what-is-communicatio n/7-major-elements-of-com mmunication/7-major-e
n.html h munication-process/25815/ lements-of-communica
ttp://www.wikihow.com/Devel tion-process/25815/
o p-Good-Communication-
Skill s
IV Procedures
A. Reviewing previous Ask the students to illustrate Ask the students about the Ask the students about the Ask the students about
lesson or presenting the the different processes and definition, scope, goals of functions and principles of the core values and
new lesson methods involved in communication. communication previously barriers of
undertaking social work (5mins.) discussed. communication.
through a graphic organizer (5mins.) (5mins.)
(5mins.)
B. Establishing a purpose Movie Lines Hugot: S kit: Message Relay: The Communication
for the lesson Process:
Present via video clips the Ask for volunteer students that Divide the students into four
different classical movie lines will pair for a conversation in groups. Illustrate the
and let the students to realize front of the class. communication cycle
the following, to wit: Ask the leader of the group using cut-outs from
The volunteers will be given a to pick a short message cartolina, magazines
 Identify the title of the topic as well as a scenario that (e.g. tongue twisters and or any other recyclable
movie. they will talk about or make a famous quotations). Each materials. Put captions
 Analyze the different skit in front of the class group will be given three to better illustrate the
goals of (5mins.) sets of messages. cycle.
communication based
on their observation. The following tongue
(5mins.) twisters and quotation will
be utilized in the game, to
The following movie lines will wit:
be presented to the students:
1. Palakang Kabkab,
1. “Walang himala! Ang kumakalabukab,
himala ay nasa puso ng kaka-kalabukab pa
tao, nasa lamang,
puso nating lahat! Tayo ang kumakalabukab na
naman.
gumagawa ng himala, tayo
 ang gumagawa ng mga
sumpa at ng mga Diyos,
walang himala!"
- Nora Aunor in Himala
2. "Ayoko ng tinatapakan ako!
Ayoko ng masikip, ayoko ng
mainit! Ayoko ng walang
tubig! Ayoko ng mabaho!"
- Maricel Soriano in Kaya
Kong Abutin Ang Langit
3. Vilma: Ako ang asawa,
kasama sa buhay, kasiping sa
kama.
Maricel: At ako naman ang
anak. Ang anak, hindi
napapalitan. Pero ang asawa,
nahihiwalayan.
- Yesterday, Today and
Tomorrow
(5mins.)
C. Presenting examples / Brainstorming
Instances for the new Ask the students about their discussed topic and whether
lesson ideas / knowledge about
communication.
Use the students’ answers
for introducing Introduce the principles of
communication to the communication to the students.different roles in the
students.
(3mins.)
2. Pinaputi ni Tepiterio (5mins.)
ang pitong puting
putong patong
patong.
3. Kalabit ng kalabit si
Alabit na may bitbit
sa balikat ng kanyang
kalapit-kabalikat
kapitbahay.
(5mins.)
Ask the students about the Collaborative Learning: Dyad Activity:
1. Introduce the
these are common subjects Ask the students about their communication
among conversation between experiences about the process to the
them and their fellow students. game. students.
2. Show them how the
Ask the students on their elements of
communication play
communication process. their role in the
Use the skits / conversations communication
made by the volunteers earlier 1.What are the external and process.
as an example. internal factors they 3. Ask them if they
(10mins.) encounter while relaying the have different
messages? perceptions on how
(5mins.) communication flows.
4. Let the students
compare and analyze
their

D. Discussing new Interactive Discussion:
concepts and practicing 1. Discuss the definition of ways of communicating with 1. Provide examples to the
new skills #1 communication to the
students.
2. Ask the students for
different instances of
communication to the
students.
3. Present different ways of classmates.
saying a message to the
students using different
means.
(15mins.)
E. Discussing new concepts Think-Pair-Share-Post:
and practicing new skills #2 Think of the goals of
communication and share it
with a partner. Then post on
the board ideas from your
discussion using sticky notes.
(10mins.)
answers.(10mins.)
1. Ask the students about their Situational Analysis:
their classmates. students of situations
2. Ask the students for wherein the elements of
instances where they communication take place.
experienced misunderstanding 2. Let the students share
or miscommunication in their answers to the class.
communicating with their 3. Let the class analyze the
different elements they
3. Introduce the principles encounter during the
communication to the class. pre-activity.
4. Make the students analyze (15mins.)
the given answers of their
classmates about their
instances of misunderstanding
and see whether which
features of good
communication are best fit for
the instances of
misunderstanding.
(20mins.)
B rainstorming: Let the students
( Scripwriting) analyze the given
communication
1. The students will make process.
a short script to the
given scenarios, let
them analyze the script
of the scenarios and
determine what
principle of
communication gets
utilized by the given
scenarios.
Scenario 1: Your mother
asking you to do household
chores. (5 mins.)
Scenario 2: Friends talking
 about your crush.

Guide Questions:
2. What are the specific
conversation in your
scene that conveys the
different principles of
communication?
3. Which principles
show conversation in
your scene that
depicts the different
principles of
communications?

4. How did you

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

V. Remarks

VI. Reflection
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 Grades 1 to 12
DAILY LESSON
LOG
Teaching Dates and Week 1 Day 1-4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
School San Nicolas High School ( Grade Level 12
Division of Gapan )
Teacher Gio B. Jimenez Learning Area Discipline and Ideas in the
Applied Sciences
Quarter Second Quarter
Time
Day 1 Day 2 Day 3 Day 4
A. Understand the role and functions of communicators and journalists
B. Articulate understanding of the areas of specializations, roles and functions of communicators
and journalists
C. Appreciate the roles and functions of ccommunicator practitioners
Professionals and Practitioner in Communication
Undertake partcipant observation (e.g., a day in life of a communicator/journalist) to adequately
document and critique their roles, functions, and competencies
The learners show understanding of The learners identify specific work areas
the roles and functions of in which communicators and journalists
communicators and journalists. work.
HUMSS_DIASS12-IJ-32 HUMSS_DIASS12-IJ-33
Roles, Functions Roles, Functions Areas of Areas of
and and Competencies specialization specialization
Competencies of of coomunicators communication in communication in
coomunicators and journalists which which
and journalists communicators and communicators
journalists work and journalists
work
Curriculum Guide p. 4
 3. Textbook pages Discipline and Discipline and Discipline and Ideas Discipline and
Ideas in the Ideas in the in the Applied Ideas in the
Applied Sciences Applied Sciences Sciences , pp.123- Applied Sciences
, pp.122-123 , pp.122-123 124 , pp.123-124
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
https://www.youtu https://www.youtub
be.com/watch?v= e.com/watch?v=C
U-yTNp3dDGw GHmlIfUY9U

IV. PROCEDURES

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

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

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

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

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

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

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

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

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

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Gio B. Jimenez

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

DAY 1 DAY 2 DAY 3 DAY 4

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

1. identify career opportunities of communicators and journalists;

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

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

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

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

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

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

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

III. LEARNING
RESOURCES
References
Teacher’s Guide
Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4
pages
2. Learner’s
Materials pages
3. Textbook Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
pages Applied Social Sciences Applied Social Sciences Applied Social Sciences Applied Social Sciences pp.
pp. pp. pp. 191-202
191-202 191-202 191-202
4. Additional
Materials from
Learning
Resource (LR)
portal
Other Learning Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016.
Resources Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
Applied Social Sciences. Applied Social Sciences. Applied Social Sciences. Applied Social Sciences.
 Phoenix Publishing House, Phoenix Publishing House, Phoenix Publishing House, Phoenix Publishing House,
Inc. Quezon City, Inc. Quezon City, Inc. Quezon City, Philippines. Inc. Quezon City, Philippines.
Philippines. Philippines.
https://www.slideshare.net/ke
https://www.slideshare.net/cin gill/ethics-in-journalism
dytozky/responsible-journalist
III.
PROCEDURE
A. Reviewing Ask: Give work areas where Ask: What are the career Ask: What are the rights and Ask: What are the
previous communicators or opportunities of responsibilities of accountabilities of
lesson or journalists work. communicators and communicators and communicators and
presenting journalists? journalists? journalists?
(2 minutes)
the new
(2 minutes) (2 minutes) (2 minutes)
lesson
B. Establishi WHO’S WHO? TELL ME WHY SINO ANG DAPAT THINK BEFORE YOU CLICK
ng a SISIHIN?
Show pictures of journalists. Show magazines. Ask the Present different statements
purpose (Tell me who)
Let the class identify them learners: which are either with basis or
for the
and imitate their way of Present different situations without basis. Then ask the
lesson
1. What is the purpose of the
communication delivery. which show the effects of learners to analyze the
magazine?
malpractice of duties among flashed statement. If they
(4 minutes)
different professionals. Let think the statement has a
1. Why was it made?
the learners identify the reliable basis they will answer
(5 minutes) professionals accountable to POST and if it is NOT they
 the given situations and will answer DELETE. (
explain their answers. 3 minutes)

(5 minutes)

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

(4 minutes)

Journalist

D. Discussin Discuss the career Discuss the rights and Discuss the accountabilities Discuss the codes of ethics of
g new opportunities of responsibilities of of communicators and communicators and
concepts communicators and communicators and journalists through a concept journalists. (10 minutes)
and journalist.(5 minutes) journalists. (5 minutes) map. (5 minutes)
 practicin
g new
Accountability
skills #1

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

(Call some learners to

present to the class their
partner’s answer. )

(20 minutes)
F. Developin Present a case about a Ask: Present a case on bribery - Ask:
g mastery specific person and tell to hide true information.. Ask:
 (leads to his/her personality --his/her
1. Enumerate the rights 1. As a student, what 1. Identify which one exhibits
Formative skills and characteristics.
of journalists. was the ethical behavior ethical behavior.
Assessme Then ask the class to identify
2. How do you find the job manifested by the 2. Identify which one exhibits
nt 3) which career opportunity fits
and functions of a journalists? unethical behavior. (5
for him. And ask the learner
journalist? (5 minutes) 2. What was the unethical minutes)
to explain their answer. (10
behavior shown in the
minutes)
situation? (10 minutes)
G. Finding Ask: Ask: Ask: Ask:
practical
What is the importance of If you were a journalist, how If you were a journalist, If you were a journalist, how
applicatio
knowing the career would you handle a call of would you accept the bribe would you resist temptations
ns of
opportunities where you duty coincide with personal in exchange of a large sum in your work?
concepts
should go? needs? of money?
and skills
in daily
(3 minutes) (3 minutes) (3 minutes) (3 minutes)
living
H. Making Ask: How would a journalist Ask: How would you think a Ask: How do responsibility Ask: How can a behavior of a
generaliza know that the career he journalist practice his/her and accountability affect the communicator or journalist be
tions and has chosen fits him/her? rights and responsibilities? work of a journalist? said as ethical or unethical?
abstractio
(3 minutes) (2 minutes) (2 minutes) (2 minutes)
ns about
the lesson
 I. Evaluating QUIZ: ESSAY: ESSAY.: QUIZ.:
learning
Ask: 1. WHY it is important to know a Ask: 1. Ask: 1.
Give the career opportunities person, such as that of a What makes a journalist Tell whether each of the
for communicators and journalists’ rights and accountable? following behaviors of the
journalist. responsibilities in his field of practitioners is ethical ethical
(10 minutes)
work? or unethical.
2. Describe each career
opportunity you have listed. ( 10 minutes) (10 minutes)
(15 minutes)

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

V. REMARKS
VI.
REFLECTIO
N

No. of learners
who earned 80%
in the evaluation
No. of learners
who require
additional
activities for
remediation
Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
No. of learners
who continue to
require
remediation
Which of my
teaching
strategies
worked well?
Why did these
work?
What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:

ROBERTO DELA CRUZ MANUEL

Teacher 1, JRLMHS
Schools Division of Gapan City

Checked and Reviewed by:

DR. LOVELLA G. PARAGAS

Trainer/Facilitator

Approved by:

DR. ENGELBERT B. AGUNDAY

EPS II, CLMD
 ESSAY SCORING RUBRIC

TARGET ACCEPTABLE UNACCEPTABLE

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

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

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

Grammatical Accuracy out of 15 points Appropriate level of Confined to simpler sentences Errors frequently affect Message is largely incomprehensible due to inaccurate
complexity or comprehensibility, or very grammar, which alters or obscures it, OR reader must
in syntax with very few errors, structures with very few errors basic types of errors know English to comprehend much of the message.
if any. OR shows variety and (subject-verb agreement;
complexity in syntax with errors noun-adjective agreement,
that do not affect etc.)
comprehensibility.
 13-15
Vocabulary/ Word Choice out of 15 Uses sufficient, appropriate,
points and varied vocabulary;
English influence not
apparent; rich variety of
Spanish idioms; no literal
translation from English.
5 4
Punctuation, Spelling, and out of 5 points Correct spelling (including
Presentation accents) and punctuation;
neatly typed with correct
format as specified (MLA).
Total out of 50
points
11-12
Usually uses appropriate
vocabulary with some variety;
some errors in usage that do
not affect the message;
occasional appropriate use of
Spanish idioms.
Occasional mechanical errors. Frequent mechanical errors.
9-10 7-8
Often uses inappropriate, or non- Uses only elementary vocabulary; creates nonexistent
specific vocabulary; lack of variety words from English OR uses words in English; translates
in word choice; avoids use of English idioms verbatim.
Spanish idioms; English-influenced
word choice.
2-3 0
English spelling and punctuation: no accents;
mechanical errors in most sentences.
 School SENIOR HIGH SCHOOL Grade: SHS Grade 12
Teacher Senior High School Teachers Learning DIASS (Disciplines and Ideas in the Applied Social
Area: Sciences
Date Quarter: Second Quarter 2017-18

DAY 1 DAY 2 DAY 3 DAY 4

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

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

Pictures Slideshow Presentation, Graphic Organizer,

Manila Paper and markers Slideshow

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

Rubrics: See attached file

Using the graphic

organizer, the students will
give the characteristics of 2. New media and Social media
audiences and clienteles in
communication.

3. Telecommunication

(5 mins.)
G. Finding If you were a journalist, The teacher will provide
Practical would you have a specific situations wherein
applications of preferred type of communication is needed
concepts and skills audience? Who would it by individuals, groups,
be and why? organizations and
communities. The students
will identify the needs of
each type of clienteles and
audiences of
communication.
Collaborative/ Graphic
Organizer – 13 min
Explain how the desired
communication can be achieved.
Present your answer using a
diagram.
Situation A: A super typhoon is
expected to hit your area
Situation B: A case of food
poisoning was reported in a large
chain restaurant
Situation C: An NGO wants to
encourage healthy food
habits among children.
Processing Questions:
1. How can students be
responsible to use the
communication now a
days?
2. How can you use these
communication skills
effectively?
3. Which among the channels of
communication you mostly use?
(10 mins)

Guide Questions:
1. What information/
messages should be
communicated?
2. Who should be the
source of the message?
3. What communication
channel/s should be
used?
4. Who should be
the receivers of
the messages?
H. Making Why is it important to know What are the different needs 3 min Ask the learner: what new
generalizations and the characteristics of the of the clienteles and Ask: learning did they develop about
abstractions about clienteles and audiences of audiences of  What is the significance of the communication media
the lesson communication? communication? establishing settings, channels?
Expected answer: Expected Answer: Different process and methods in 1. What is the importance of
Communication can only individuals, groups and communication? different communication media
be effective when communities have distinct channels in mass media, new
 communicators take into communication needs. Expected Answer: media and social media and
consideration the Individuals for personal and 1. Good communication telecommunications?
characteristics of their professional advancement, ensures that you are 2. How do you use it effectively?
intended clientele and groups and organizations in being heard; Expected Answer:
audiences. accomplishing group tasks, 2. Presents a strong point Communication is a dynamic
lastly, communities consider of view and developing process in which humans strive
communication as a form of mutual understanding; to convey to one another. It also
empowerment. 3. Delivers efficient serves to understand the
decisions and solutions by people, environment, animals or
providing accurate, timely an object.
and relevant information; (5 mins.)
4. Enables mutually
beneficial
solution;
5. Builds healthy
relationships by
encouraging trust and
understanding taking
control of the
communication
process
I. Evaluating 1. Give at least 5 Distinguish the needs of the ESSAY - 10 min Evaluation: Performance using
Learning characteristics of different clienteles and rubrics
audiences and clienteles audiences of 1. What are the methods Mass Media – Radio
of communication. (5 communication. of communication used Broadcasting, TV Broadcasting
points) 1. Individual in different settings? 1-5 Social Media – Making Blogs
2. Group and Organization 2. How vital is the process of Telecommunication – Cellular
2. Which among these 3. Community good communication in phone conversation in marketing
characteristics of times of solving issues businesses
clienteles and audiences and concerns. (7 mins.)
in communication is the
most important thing to
consider? Why? (5
 points)

J. Additional The class will be divided Write a reflection paper Agreement: How do social media influence
activities for into three (3). Each group explaining why is it If you were a professional you in connecting with
application or will conduct a survey important to address the communicator, what setting different groups of people?
remediation research about the needs needs of the clienteles and would you choose? Why would
of the audiences and audiences of you choose it? Describe the Post your answer in our social
clienteles (young adults communication. process and methods you expect media group.
ages 18 – 21) in to be in chosen setting.
communication. Students
are advised to observe
proper research protocols
Group A : Individuals
Group B:
Group/Organizations
Group C: Community
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:

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

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

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

Approved by:

Dr. LOVELLA G. PARAGAS

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

Picture Analysis Comedian and the crowd

Best friends talking to each other

President/Mayor and his constituents

Teacher and students during class discussion

Manager and employees

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

Day 1 Day 2 Day 3 Day 4

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

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

C. Learning Competencies/ HUMSS_DIASS12-IIb-d42 HUMSS_DIASS12-IIb-d-43 HUMSS_DIASS12-IIb- HUMSS_DIASS12-IIb-d-43

Objectives
d43
Write the LC code for
each
II. CONTENT Art and Entertainment News and Information Organizing advocacy and mobilization

III. LEARNING
RESOURCES

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

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

Ppt. Ppt. Ppt. / Manila Paper/

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

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

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

5 mins. 5 mins.
5 mins.
C. Presenting Continuation of the topic Discuss key concepts on Discuss key concepts on organizing advocacy, and
examples/instances of Video clip presentation. Functions of Applied Social functions of applied social mobilization.
the new lesson (The international Science (Art and sciences on news and
recognition of Paolo Entertainment) information.
Ballesteros as the best
actor in the movie “Die
Beautiful”
The teacher will discuss
 the video that was
presented.

5 mins. 3 mins.
5 mins. 5 mins.
D. Discussing new Discuss the Function of The students will compare the Group Sharing. Present and define the meaning of advocacy groups and
concepts and Social Sciences in Art and 2 television network regarding Guide questions: work related activities.
practicing new skills Entertainment. the functions of applied social 1. Do you see yourself
#1 sciences on art and delivering the news and Ask: How do you understand the meaning of advocacy
entertainment. information in groups?
television? If yes. Why?
2. In what way do Group sharing (small & big).
you think that a
certain journalist 1. Cite some works and doings that have an advocacy in the
delivered a balanced community and in school.
news and
information?

12 mins.

10 mins. 10 mins. 10 mins.

E. Discussing new Graphic Organizer: The Group presentation: The class News Clip: Group activity: Divide the class into 3 groups.
concepts and class will be grouped into will group into 2 and they will
practicing new skills two and will identify the discuss how the program Mechanics: Each group Mechanics:
#2 characteristics of how influences one’s self or will report on the 1. The class will identify the importance of having
they can achieve that character. following news. an advocacy of a certain group.
kind of recognition. Group 1 Group 1Community (No to Drugs)
Communication in a Group 2 Environment (No To Mining)
remote area Group 3 Family Planning
Group 2 2. List down atleast 3 pros and cons of the reasons
War on Drugs behind specific advocacy campaign.
Group 3 3. Develop a 3 item checklist answerable by Yes or No
Issues on Gender in terms of how you favor or not.

Guide Questions:
 1.What are the 15 mins.
contents presented by
the clips?
2. What do you think
are
highlighted/silenced?
3. What do you think
may be the
consequences of the
15 mins. 15 mins. framing made to the
receiver or clientele?

15 mins.
F. Developing mastery How do arts and Ask: What is your most Ask: Why do you think an advocacy group must consider the
(leads to Formative entertainment influence significant learning about needs of its target population (group of people)?
Assessment 3) you as an individual? the function of social
science in news and
information? 5 mins.

5 mins. 5 mins.
5 mins.
G. Finding practical What do you think is the Do you think that watching or Ask: Ask:
applications of best characteristic of an following a certain teleserye or In what ways news and 1. Have you been a member of an advocacy group?
concepts and skills in actor / actress that you drama can affect your own information help you How does an advocacy group help the community to be
daily living can apply in your daily perspective? understand the veracity aware on one’s issues and concerns?
life? of issues in your society? 2. If no, what particular advocacy group would you like to
be a member? Why?

5 mins.

5 mins. 5 mins. 5 mins.

H. Making Ask one or two students In summarizing the topic, an Ask a student to Ask one or two students to summarize the lesson discussed.
generalizations and in the class to summarize oral check up to the students. summarize the lesson in functions of applied social sciences in organizing
abstractions about the the topic. discussed in functions of advocacy and mobilization.
lesson The students are applied social sciences in
expected to come up with news and information. 3 mins.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
the concepts discussed
3 mins. 5 mins. 5 mins.
Quiz 1-5 items. True or Q and A Q and A Quiz 1-5 items. Modified True or False
False Ask: How do you think (Written)
watching teleserye can be
useful to help you relate on How do the following
situations almost the same as social media influence
those presented in the you as a user or viewer:
teleserye? a. television
b. social networking sites
c. youtube
7 mins.
7 mins. 5 mins. 5 mins.
Assignment: What do you Assignment: Additional activity:
think is the main function Watch or listen to more By watching a news
of applied social sciences stories about family life and program in 3 consecutive Read an article regarding functions of applied of social
on art and entertainment? relationship. days. Analyze the type/ sciences on education.
Instructions: kind of news is being
In your journal answer the shown.
following:
Guide Questions:
1. What is the most common 1. Do you think they
issue a family has in general delivered a
for keeping a harmonious balanced type of
family relationship? news and
2. How do you find your current information?
relationship with your family?
3. Do you think you have a 2. Do you believe
happy and loving family? Yes, that a certain
if No, why? network has a
position in some
political
aspects?
Why?
Continuation of the lesson
on the next day.
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by:
Grace G. Mayoralgo Dr, Lovella G. Paragas
Teacher II, Division of Bulacan Facilitator/Trainor SHS HUMSS

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

1. In the service of the Filipino People

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

Organizing advocacy and mobilization.

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

(5 minutes)

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

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

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

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

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

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

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

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

1. Social Science can influence by arts and entertainment.

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

DAY 1 DAY 2 DAY 3 DAY 4

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

A. Content Standards Functions of applied social science

Assess objective through an individual project how the functions of the applied social sciences have been
B. Performance fulfilled in:
Standards 1. Comparison of the programming of any two television networks
C. Learning Explain the functions of
Competencies/ applied social sciences
Objectives HUMSS_DIASS12-IIb-
Write the LC code for d- 42
each
II. CONTENT Self-development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide P. 5-6.
pages
2. Learner’s Materials
pages
3. Textbook pages Sampa, Elias M. Disciplines
and Ideas in the Applied
Social Sciences. Quezon:
Rex Book Store Inc. 2017.
P.159.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https://www.google.com.ph/search?q=c
ounseling&source=lnms&tbm=isch&sa=
Resources X&ved=0ahUKEwj13MrW5-
TTAhVGGJQKHexoCCMQ_AUIBigB&b
iw=991&bih=533&dpr=1.1
Others: PPT Slides
IV. PROCEDURES
A. Reviewing previous Drill: FACT OR BLUFF
lesson or presenting on Communication Media
the new lesson Channels.
1. Communication
involves the giving and
receiving information and
ideas. (F)
2. Communication is not
Identify situations that would Explain the functions of
require or necessitate the
performance of the various
functions in local/Philippine
settings HUMSS_DIASS12-
IIb-d-43
Sampa, Elias M. Disciplines
and Ideas in the Applied
Social Sciences. Quezon:
Rex Book Store Inc. 2017.
P.160.
https://www.youtube.com/w
atch?v=NJ1wEE2xCE4
Review on the functions of
applied social sciences
(counseling, social work and
communication) to one’s
self-development.
Call a student to give the
functions of applied social
sciences.(3 mins)
applied social sciences
HUMSS_DIASS12-IIb-d-42
Persuasion
Dela Cruz et al. Disciplines
and Ideas in Applied Social
Sciences. Quezon City:
PHOENIX Publishing House.
2016. Pp. 240.
https://www.youtube.com/w
atch?v=7K3JoftacwM
Select a student to present
his/her assignment on
editorial cartooning and ask
them about what they have
learned yesterday.
Identify situations that
would require the
performance of the
various functions in
local/Philippine settings
HUMSS_DIASS12-IIb-
d-43
Dela Cruz et al.
Disciplines and Ideas
in Applied Social
Sciences. Quezon City:
PHOENIX Publishing
House. 2016. Pp.240.
https://www.youtube.c
om/watch?v=7K3Jofta
cwM
Call 2 or 3 students to
present the
advantages and
disadvantages of
persuasion to one’s
beliefs, attitudes and
behavior.
 an interest-based. (B)
3. In mass media,
audience are obliged to
pay attention or give
feed backs. (B)
4. Blogging and social
networking are the most
prominent forms of
social media. (F)
5. Mass media does
not contain much of the
sender, message and
receiver. (F)
(3mins.)
B. Establishing a “Name Game”: “ Video Clip Analysis” “Commercial Showing” Video Clip showing a
purpose for the A video clip will be viewed salesman promoting a
lesson Describe what is being by the students. AMA Senior High TVC feat product to potential
portrayed in the following Coco Martin 30s customers.
pictures. Guide Questions: Guide Questions:
1. Counseling 1. What does the Guide Questions: 1. Did the salesman
2. Social Work video want to convey? a. What did you observe able to persuade the
3. Communication 2. What issues have you in the video? customers to buy his
Guide Question: seen in the video that b. Why do you think Coco product?
1. How important are you think need to be Martin has been chosen 2. What do you think
these pictures in one’s addressed? (6 mins) to be the endorser for are the traits
development? AMA? displayed by the
(3 mins) salesman?
C. Presenting Self-development “Yes or No” Give words or phrases that Presenting other
examples/instances of describes influence of examples of traits of a
the new lesson Activity: Write YES if the following media to people. (5 mins) person who is good at
“(+) or (-)” sentences require the persuading people.
Identify the following whether functions of the applied
it contributes to one’s self-
social sciences if otherwise, 1. Politician
development or not. Mass
1. Studying write NO. 2. Showbiz
Media personality
2. Personal hygiene
3. Socialization 1. A student who has failing 3. Lawyer
4. Smoking grades in science and math. 4. Teacher
 5. Enrolling to summer
classes
(5mins)
D. Discussing new Small Group Discussion
concepts and The class will be divided
practicing new skills into five groups for
#1 brainstorming. Functions
of applied social sciences:
a. Counseling
b. social work and
c. communication
Question:
1. What is the importance
of the functions of
applied social sciences?
(10 mins)
E. Discussing new Group Reporting
concepts and Discuss the functions of
practicing new skills applied social sciences
#2 to self-development
Group A: Counseling
Group B: Social Work
Group C: Communication
(10 mins)
(YES) 5. Priest
2. There is an increase on
the number of street (5 mins)
children in Lazatin
Avenue. (YES)
3. A student is not
talking for almost a
quarter in a class. (YES)
4. Mr. and Mrs. Cruz have
a happy family. (NO)
5. Richard is assertive in
his ideas and feelings in
class in a nice manner.
(NO)
(4 mins)
An in-depth discussion on Interactive Discussion Discussion on the role
various situations that of mass media in
demand the performance of a. Explain the functions of persuading people
the functions of social mass media to using power point
sciences. persuasion presentation.
(10 mins.) b. Give the factors that
contribute to the success
of persuading people. (10
mins)
Group activity: Role Play “Concept Mapping “Commercial
(3 Groups) Analysis” Analysis”
Apply the effective functions Students will create their Group Work
of counseling on own concept map on the Choose a commercial
absenteeism; social work on functions of applied social or an advertisement
families affected by typhoon sciences to persuasion and that you like most and
and communication on mass media why?
cutting classes. (5 mins.) (5mins.)

F. Developing mastery Situational Analysis
(leads to Formative 1. Identity crisis
Assessment 3) 2. Family problems
3. Childhood trauma
How can counseling,
social work and
communication
address such problem?
(Choose one from the above given
situations)
(7 mins)
G. Finding practical Journal Keeping: Write
applications of your experience of
concepts and skills in counseling.
daily living 1. How significant it is to
you?
2. How this activity
affects you as a person?
(Counseling may come
from parent, teachers or
friends)
(5 mins)
H. Making Questions:
generalizations and 1. What are the functions
abstractions about the of the ff. applied social
lesson sciences to his/her self-
development:
A. Counseling
B. Social Work
(10 mins.)
“ Picture Analysis”
Describe the picture
whether the functions of
applied social sciences are
“NEEDED” or “NOT
NEEDED”. Justify.
(5 mins)
a) If you were in this
situation (flash a photo) how
are you going to deal with
the problem encountered?
(5 mins)
Call 3 students to answer
the following question:
1. How important are
the functions of applied
social sciences in the
different situations
Monologue: Choose among “Hikayatin Mo Ako”
the following situations:
The class will be
1. Courting a girl/boy divided into 3 groups.
2. Applying for a job They are going to
3. Presenting your platform make their own
during a school campaign commercial along the
areas of:
Suggestions: 1. Product
1. Randomly select Advertisement
students who will 2. Business
monologue the following Advertisement
situations. 3. Advocacy
2. Choose a partner Campaign
and perform the (15 mins.)
following situations.
(10 mins)
Ask a student, how can you How important is
regulate the strong mass media to you as
persuasion of mass media a student?
to your behaviour, attitudes (5 mins)
and beliefs?
(5 mins)
Call a student to summarize Call some students to
the lesson. sum up the lesson of
the day.
a. What are the functions of
applied social sciences to 1. What are roles of
mass media and mass media in
persuasion? persuading people?
 C. Communication discussed? (3 mins.) The heart of persuasion is
 In counseling it the ability to understand Persuasion energizes
offers guidance to Applied social sciences well one’s audience and its itself to move
individuals in such as counselling, social complexity. audiences to desired
varying situations, work and communication (5 mins) and immediate action.
conflicts, have distinct contributions (5 mins)
confusion and in services they put out for
crisis and provides self-development.
the tools for the
individual to
address issues of
self-development.
 Social work offers a
wide range of
services particularly
in the aid of
emancipating the
marginalized
individuals.
 Communication
empowers the
individual with
listening and
speaking skills.
(3 mins)
I. Evaluating learning Quiz: Modified True or Recall a situation in your life Print out the editorial Situational Analysis
False when you needed the help cartooning (internet) or cut Quiz: Analyze each
(5 mins) of others. Describe the help out the editorial cartooning commercial carefully
that was given to you. (newspaper) in a short bond and identify what type
1. Communication foster Integrate the concepts paper. of commercial is being
the listening and that you learn from the portrayed.
speaking skills of an session (5 mins) Guide Question: (5 mins)
individual. (TRUE) 1. Explain how guidance
2. Counseling is offer to and counselling, social work 1. Mang Inasal
individuals with and communication can be (Business Ad)
problems only. (to all applied in mass media and 2.Rexona (Product
individuals) persuasion? Ad)
3. Counseling Cite examples. 3. BDO (Business Ad)
provides solution to
individuals
 seeking help. (provides
guidance and
assistance)
4. Social work is
intended for the rich
people. (marginalized
individuals)
5. Counseling provides
the individual the tools to
address issues for sefl-
development. (TRUE)
J. Additional activities for Reflect on the song
application or entitled “Estudyante
remediation Blues” by Freddie Aguilar.
1.How do you relate
yourself to this song?
2.How can you address
those problems
through counseling,
social work
and communication?
Search editorial cartooning
on the internet and
newspaper depicting
situations needing the
functions of applied social
sciences.
(5 mins)
Cite the advantages and
disadvantages in relation to
persuasion to one’s beliefs,
attitudes and behaviour.
4. Lucky Me with the
song of “Isang taon pa
lang ako…(Advocacy
Campaign)
5. Lucky Me with the
scene of the father is
scolding his son,
“Gabi ka na naman…”
(Advocacy Campaign)
Analyze the
commercial on
RiteMed. If you were
the consumer, are you
going to buy the
product? Why?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
 Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

CHIENE T. GUIBONG SALLY T. MARICANI

Division of Nueva Ecija Division of Aurora

Checked and Reviewed by:

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

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

Day 1 Day 2 Day 3 Day 4

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

II. CONTENT EDUCATION SOCIALIZATION

III. LEARNING
RESOURCES
A. References

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

pages

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

IV. PROCEDURES

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

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

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

Explain: how is this excerpt related

D. Discussing new INTERACTIVE DISCUSSION.
concepts and
Group Activity: Brainstorming
practicing new skills #1
Present and discuss the various
functions of applied social sciences
in terms of education.
to the functions of applied social
sciences on education? ( 10
mins)
INTERACTIVE DISCUSSION.
UNESCO Four Pillars of education:
1.learning to know
2. learning to do
3. learning to live together
4. learning to be
ACTIVITY: The teacher will give instructions
as to how the students will
Think Pair Share:
present their case studies.
Give and explain the functions of
applied social sciences in
socialization. The rubrics will be discussed in
order for the students to know
how their presentation will be
graded.

( 10 mins ) Presentation of the performance

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

(Remember the rubrics for this one)

( 5 mins)

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

G. Finding practical Reflection:
applications of concepts
and skills in daily living
How do applied social sciences help
you as a student?
(5 mins)
Oral Quiz:
1. As senior high school
student, what can you
contribute to lessen the
social issues in your
community?
2. How can you apply the
things you have learned in
the school to solve the
Pen and Paper:
Explain briefly: As member of the
society how can you be an agent of
change to improve the present
condition of our country?
PERFORMANCE WORK:
ORAL PRESENTATION
The teacher will ask the
students to present the result of
the case study activity through
power point presentation or
visual aids. Based from the
result presented, the teacher will
ask the following question.

H. Making Call a student to sum up the
generalizations and discussion of the day by focusing on
abstractions about the the following guide question:
lesson
What is your significant
learning in the functions of
applied social science in
education?
Expected generalization:
Students and teachers are important
agents in addressing social issues
through education.
(5 mins)
problem in your
community?
What is the importance of the
functions of applied social sciences
in education?
Expected generalization:
The functions of applied social
sciences in education is
preparation for social praxis in the
present and emerging contexts
inasmuch as it is an essential
means to economic and human
capital development for individuals
and communities.
1. Cite an example of how
socialization has influenced an
individual within the society.
Expected Generalization:
 Socialization plays an
important role in the
development of an
individual.
( 5 mins )
What are the most prevalent
concerns that you have
identified?
Ask a student to summarize the
lesson being discussed.
Expected generalization:
 The functions of applied
social sciences in
education is preparation
for social praxis in the
present and emerging
contexts inasmuch as it
is an essential means to
economic and human
capital development for
individuals and
communities.
 Socialization plays an
important role in the
development of an
individual

I. Evaluating Enumerate the different functions of How can applied social sciences in Essay: The teacher will use a rubric to
Learning applied social sciences. education be used as agent of evaluate the written report and
change? oral presentation of the
IN 5 to 10 sentences explain on students.
how socialization can equip you to
functionally interact with others?
( 5 mins )
( 5 mins ) ( 5 mins)
J. Additional JOURNAL WRITING. SLOGAN MAKING:
activities for application
Assess objectively through an
or remediation
individual project how the functions
In your own understanding, how Make a slogan about the
 applied social sciences can help you
to improve the quality of your life?
importance of applied social
sciences in minimizing social
problems concerning education.
( Rubrics)
of the applied social sciences have
been fulfilled in any of the
following:
1. Case study of a counselee
2. Case study on integrative
social work
3. Comparison of the
programming of any
two television networks

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

VI. REFLECTION

A. No. of learners who

earned 80% in evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover when I wish
to share with other
teachers?

Prepared by:

MARY ANN A. LOMBOY ROCHELLE G. TULIAO

Capintalan HS Cabiao NHS

Checked and Reviewed by: Noted by:

Dr. LOVELLA PARAGAS Dr. ENGELBERT B. AGUNDAY

Facilitator/Trainor SHS HUMSS Regional Education Supervisor II
 School CLASS C Grade Level Grade 12
Grades 12 Teacher AURA LOUELLA M. AGUSTIN Learning Area Discipline & Ideas in the
DAILY LESSON LOG Applied Sciences
Teaching Dates and Time WEEK 6 Quarter II

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES At the end of the lesson, At the end of the At the end of the At the end of the lesson, the
the students are expected lesson, the students lesson, the students students are expected to:
to: are expected to: are expected to 1. identify the role of disaster risk
1.explain the functions of 1. describe the 1.Identify the four reduction during calamities.
applied social sciences; distinctive features of aspects of one’s self 2. cite the roles of disaster risk
2. relate the functions of the most common through the Johari reduction.
applied social sciences to media of mass Window 3. appreciate the importance of
own personal and social communication, print 2. Participate in filling having knowledge of disaster risk
context experiences. and broadcast up the Johari Window reduction.
3. Value the contribution medium, films, and share insights
of the importance of recorded, etc. through group
applied social science 2. explain the sharing.
importance of films and 3. Appreciate how
recorded music. self-understanding
3. Value the contributes in having
contribution of the harmonious
importance of applied relationship
social science communication with
the group.

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

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

Objectives 44 g-45 IIe-h-44
Write the LC code for Analyze the effects of applied social science processes on individuals, groups and society
each
 1. Awareness and CONT. Awareness Awareness and 1. Attitude and Value Change:
II. CONTENT knowledge and knowledge knowledge :  disaster risk
 social media  Social media Self-Understanding reduction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG page 6/7 CG page 6/7 CG page 6/7 CG page 6/7
2. Learner’s Materials pages N/A N/A N/A N/A
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Laptop/projector Laptop/projector Johari Window: Using Laptop/projector
Resources Self Discovery and
Communication to
Build Trust from
www.mindtools.com

Johari Window,
www.cls.utk.edu.pdf

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
Review of the Review of the previous lesson
previous lesson regarding Self-understanding
regarding Social (5mins)
media
(5mins)
VINE BRANCHES K-W-L CHART After dividing the Video clip analysis: “RESCUE” by
Using particular examples 1. What do you know class into 4 groups, Paolo Bediones @ TV 5 on
to reach a general and want to know the teacher will youtube.
conclusion about the about present the Johari
topic. communication Window Activity: Guide Question:
media channels? 1. Teacher presents What can you say about the video?
2. The first column the Johari Window How should we deal with disaster
list the different activity as a tool for as shown in the film? (5mins)
medium. Self Understanding.
3. In the second
column write what you
 already know about the 2. Teacher
respective media. Distributes the Johari
4. In the third column Window
indicate what you want photocopies…
to know about these. 3. Teacher Explains
After completing this the Contents of the
lesson , answer to this Johari Window:
chart and write what a.Open-Things that
you have learned we know about
about the topic in the ourselves and
third column others as well.
b. Blind-Things
that we do not
know but others
do.
c.Hidden-Things
that we know about
ourselves but others
don’t.
d. Unknown-
Things that we do
not know and
others as well. (10
mins)
C. Presenting FIND YOUR MATCH PASS THE MESSAGE (Teacher can share Showing different pictures of
examples/instances of Collaborative work this part of himself/herself calamities that normally take place
the new lesson Hand out one card to would need at least 4 that he/she wants to in our country.
each student in the class group. Each group will disclose
and then have them get nominate a person to Guide Question:
up and find the other say something in a 1) How do these calamities
student with the matching sentence to a second affect us?
card. Words / definitions. person’s ear as if it is 2) How should we deal with these
INFORMATION a secret so on and so calamities?
CORRELATION forth. What actions do we need to
CONTINUITY The last person then undertake to avoid the effect of
ENTERTAINMENT says what he/she has these calamities?
MOBILIZATION heard out loud.
Chances are , if the
message went through
 many people , it
became distorted by
the time it reached the
last person. It is fun
tracing the point where
it changed.
D. Discussing new concepts 1. Discuss further what is 1. Art of Questioning : A. The students will T- Chart:
and practicing new skills meant by -print media be given time to fill up 1. Students will be group into two.
#1 “communication as a -broadcast media the windows. (3 Using the T-Chart, explain how
practical social science.” -new media / social mins.) individuals undergo changes of
2. What is meant by media their attitude/value toward a
communication used for -film and recorded calamity.
correlation? for 2. Taking down notes.
continuity Calamity Before After
? 1. Counselling
2. Social
Worker
3.Communcation

1. What agency will likely assist

in times of calamity?
2. What applied social science
processes would the disaster risk
reduction usually used?

E. Discussing new concepts 1. Provide examples of Mind Mapping having B. MOVE-AROUND Have the learners cross-analyze
and practicing new skills situations that illustrate group activity. Students will move the role of counselling, social
#2 the different functions around to allow 4 to 6 worker and communication on
tasks of media provide by classmates write on disaster risk reduction and its
McQuail. the “Blind” window. effect to individuals:
(2mins)
C.DIAD – For the Role Calamity
“Hidden” Window, Disaster
students will approach Risk
1 classmate whom he Reduction
or she is comfortable
with. Note that
 students will only have
to disclose what they
want to. (3 mins)

F. Developing Think Pair Share Thumbs Up Thumbs Class will be asked : Guide Question:
mastery (leads to Ask a question that Down 1. What did you
Formative students must first -Instruct the students feel before, during, 1) How does Disaster Risk
Assessment 3) CONSIDER by to put their thumbs and after the Johari Reduction affect the
themselves , then down if they disagree Window Activity?. attitudes and values of
DISCUSS with classmate and thumbs up if they 2. What level/levels humans toward a calamity?
, and then SHARE with agree of communication
the entire class used during the (5mins)
process of Activity?
3. What do you
think is the best
form of social work
that employs
methods such as
this? Why?
SELF-
UNDERSTANDING
and How Counselling
helps…

G. Finding practical .A-Z Topic Summary Write the three facts Each group will be Simulation/Tableau
applications of concepts Students can do this they learned about the assigned to answer
and skills in daily living either as individuals o in topic. the following Demonstrate how the following
pairs. Have them WRITE Next, two questions questions: applied social science processes
a sentence which has they still have about GROUP 1: How does appropriate attitude and values
something to do with the the topic that might not the Johari Window towards calamities;
LESSON for each letter have been covered in contribute to the 1. Couselling
of the ALPHABET. the class. Finally, have awareness and 2. Social worker
your students write knowledge of one’s 3. Mass Media
one opinion they have self?
about the material. GROUP 2: Why does
self-understanding
important in relating

H. Making generalizations Ask the students about
and abstractions their learnings by
about the lesson answering the following
questions.
After being familiarized
with the roles of disaster
risk reduction, ask two
students at least to
summarize the roles of
disaster risk reduction and
how it changed their
attitudes and values?
I. Evaluating learning Paper and Pen.
In ¼ sheet of paper.
within a particular
group?
GROUP 3: How does
counselling then
contribute to the
society?
Ask the students GROUP 4: Make an Ask the students about their
about their learnings analysis of the effect learnings by answering the
by answering the of a particular following questions;
following questions? counselling method in After being familiarized with the
After being familiarized self-understanding roles of disaster risk reduction, ask
with the roles of and come up with a two students at least to summarize
disaster risk reduction, generalization of its the roles of disaster risk reduction
ask two students at importance in relating and how it changed their attitudes
least to summarize the within a group and and values?
roles of disaster risk society
reduction and how it
changed their attitudes “Applied Social
and values? Sciences, particularly,
counselling, contribute
to Awareness and
Knowledge of Self”
Write an essay about Teacher will evaluate Write an essay
the pros and cons of students’ sharing As an individual, what is your
social media. using the following participation in your community
rubric: during a calamity?
5- Excellently
expressed ideas with
relevant examples.
4- Very Satisfactorily
expressed ideas with
relevant examples
3- Satisfactorily
expressed
 J. Additional activities for Research on different Read about risk What is climate change
application or remediation types of Mass media reduction Present pictures of examples
management. of
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other
teachers?

Prepared by: Checked and Reviewed by: Noted by:

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

Division of Tarlac Trainer/Facilitator SHS HUMSS EPS II, CLMD

Grades 1 to
12 DAILY
LESSON LOG
Teaching Dates and Time WEEK 7
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
School CLASS C Grade Level 12
Teacher Jose M. Calma Learning Area Discipline and Ideas in the
Applied Social Sciences
Quarter II
Day 7 Day 8 Day 16
To identify and handle conflict as To understand the process To recognize the importance of
they arise. of peacebuilding. community life as learners begins
List the different strategies of List the processes in peace their journey towards their career
conflict management. building To value friendship and life.
To have a positive outlook of the unity amidst diversity of List down the components of
aspects of conflict. personalities community life.
To value individual’s worth as member
of a community.
Effects of Applied Social Sciences Processes
Participate in a one-day exposure trip to an existing development program and write a sincere
Analyze the effects of Applied Social Sciences processes on individuals, groups, and society HUMSS_DIASS 12 – IIe
– f 44.
Conflict Management Peacebuilding Process Community Life
HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44
Curriculum Guide HUMSS_DIASS page Curriculum Guide HUMSS_DIASS Curriculum Guide HUMSS_DIASS page
6 of 7. page 6 of 7. 6 of 7.
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Discussing new concepts and
practicing new skills #1
C. Discussing new concepts and
practicing new skills #2
D. Developing mastery (leads to
Formative Assessment 3)
E. Finding practical applications
of concepts and skills in daily
living
F. Making generalizations and
Recall of the topic “Power
and Corruption” (5 mins)
Picture Presentation:
By presenting a picture in the class,
the learners will be asked to observe
and give their point of views about
what they see. What can you say
about the presentation?
(5 mins)
Pin-It
The learners will be asked to pin in
the board the Do(s) to avoid
conflict and Don’t(s) to initiate
conflict. (5 mins)
Ask: What is conflict management
and its strategies? (5 mins)
Focused Group Discussion:
Ask: How Do You Resolve
Conflict? (10 mins )
How To Give an APOLOGY?
I am sorry……
Next time I promise……
How can I make it better……….
(10 mins)
Often, a conflict presents opportunities for
Drill: Ask one or two learners about
what they have learned about conflict
and how you have managed to
resolve
t? (5 mins)
Working in
Teams (Puzzle
Solving)
Each team will be given puzzles to
complete in the board.
First team to win gets the reward
and additional points. What did you
do to solve the puzzle instantly? How
did you do it?
(10 mins)
BIG IDEAS
(gRAhic Organizer)
TRUTH PEACE
JUSTICE MERCY
(5 mins)
Say/Ask: Peacebuilding-What is it
and why is it important? (5 mins)
Sustainable Peacebuilding Process
(input –process-output)
Can you say processes are more
important than inputs and outputs in
peacebuilding? If yes, how? If no,
why?
Ven Diagram presentation (5 mins)
Poster Making Contest regarding
peacebuilding process with the theme
"United with One World" (with
rubrics) (15 mins)
Does peacebuilding strengthen
RECAP
Concept mapping on how
peacebuilding creates an ideal
community living.
(5 mins)
BAHAY, BAGYO, TAO
(Dynamics)
The class will be asked to play this
dynamic in order to show what
community life is all about. What do
you think the dynamic is all about?
(15 mins)
Discuss:
Ask: What makes a community? How
do you think these component parts
of innumerable cells and inhabitants
play a vital role in the lives of the
people in that community?
(5 mins)
DEEPENING!
Discuss/Analogy: Why do you think the
Body is a Community made up of its
innumerable cells and inhabitants?
(10 mins)
Given the concepts being discussed,
how can you help your community as
a Senior High Student?
(5 mins)
As learners ,why is it a necessary
abstractions about the improvement. So is it important a society's capacity to to have a firm grasp of their
lesson to understand (and manage conflict in significant
apply) various conflict
 resolution techniques? non-violent ways? (4 mins) roles towards nation building?
(5 mins) (5 mins)
G. Evaluating learning Mind MAP Practice Quiz: Essay
Followed by a short quiz Followed by Essay Briefly: What makes up community and
(15 mins) Question (with rubrics) how does it contribute to the individual’s
(11 mins) worth?
(15 mins)
H. Additional activities for Search about the importance of
application or remediation peacebuilding and how it
helps countries that are in
conflicts.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other
teachers?
 School HUMMS CLASS C Grade Level Grade 12
Grades 12 Teacher ETHELRINE A. VILLANUEVA Learning Area Discipline & Ideas in the
DAILY LESSON Applied
LOG Sciences
Teaching Dates and WEEK 8 Quarter II
Time
Day 9 Day 10 Day 11 Day 12
I. OBJECTIVES At the end of the lesson, the students are At the end of the At the end of the
expected to: lesson, the students lesson, the students
1.To describe structural change on are expected to: are expected to:
personal development 1. The learners be 1. To become aware
2. The students will be able to trace their able to describe of the influx of
family genealogy gender as a factor overseas migration of
3. To value the importance of family of structure change. OFW.
genealogy 2. Distinguish 2. Participate in the
gender and sex. discussion of OFW
3. To appreciate the as an agent of
importance of Structural Change.
gender equality. 3. To value the
importance Overseas
Filipino Workers.

Effects of applied social sciences processes

A. Content Standards

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

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

IV. PROCEDURES
A. Reviewing previous lesson or PASS THE MAGIC Present snop-shot ( Word Symbols Where are you
presenting the new lesson BOX Video Review) The students will from?
1. What is bahala na highlights of the make an Acronym For a class of
habit lesson yesterday. about the word internationals , give
2. How did the (5min) FAMILY. each students a
applied social post-it not flag to
science processes (5min) place on their home
affected the way country on your
individuals perceived classroom world
“bahala na”habit ? map. After
Instruction: Pass the everyone has
Magic box to the placed their post –
class . it , students try to
(5 min) guess whose
note is whose.
(5min)
B. Establishing a purpose for GET TO KNOW YOU Student will be PICTURE Video Presentation
the lesson The teacher will asked to evaluate about Overseas
choose five students the video clip on Filipino Workers.
that will described the commercial of
themselves through “LUCKY ME”
draw lots.
Guide Question:
(5min) What is the ANALYSIS
message of the (5min) (5min)
 commercial?
(5min)

1. What can you say

about the picture?

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

(5min)

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

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

F. Developing mastery (leads Write a short essay The class will define a. How is Homo Students will write
to Formative Assessment that will explain the Nuclear and Sexual differ from atleast 5 amazing
3) functions and Extended Famliy. heterosexual? facts about
purpose of (5min) b. Are there laws Overseas Filipino
personal life and promulgated to Workers.
career growth. protect them>
(5min)
G. Finding practical applications Select two students Do you consider 3rd Day ROLE PLAY
of concepts and skills in daily to give testimony your family as practical create a The students will
living about their personal extended or slogan depicting make a short role
development. nuclear? gender equality ? play about Overseas
(5min) (5min) (5min Filipino Workers.
(5min
H. Making generalizations and What is the EVALUATING Call 2 students in HIDDEN
abstractions about the importance of Self- MIND MAP the Gender roles of TREASURE
lesson Awareness in Have students mind men and women. Write several
developing your map what they (5min icebreaker
personal relations? remember all questions on the
throughout the sticky side of post –
(5min) lesson. Let them it- notes and stick
remember their way. them to to the
(5min) board. Each
students takes turns
choosing 1 sticky
note and answering
the questions on the
back. He then
chooses another
student to answer
the question.
(5min
I. Evaluating learning What is importance of Essay : Do a formal True or False. Write Write a short essay
self awareness on essay regarding T if the statement is about Overseas
personal relations? family relations. True F if its not. Filipino Workers.
(10min) (10min) 1-2. Two spirited
people believe they
hold the soul of a
man and a woman. (10min)
3-4. Sociologist
believe that sex and
gender are
essentially the same
thing.
5-6. Abused children
 always become
abusive partners or
parents.
7-8. There is no
difference between
gender and sex.
9-10. Gender Only
has two categories
Male and Female.
(10min)

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

VI. REFLECTION
A. No. of learners who earned 80%
in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me
solve?
G. What innovation or localized
 materials did I use/discover which I
wish to share with other
teachers?

Prepared by

Ethelrine A. Villanueva
Morong National High School

Checked and Reviewed by

Dr. Lovella Paragas

Facilitator Trainor SHS HUMSS

Noted by

Dr. Engelbert B. Agunday

Regional Education Supervisor II
 School
Grades 12 Teacher
DAILY LESSON
LOG Teaching Dates and Time WEEK 9
Day 13
a. Define Domestic Violence
I. OBJECTIVES and its different types
b.Understand that cases of
domestic violence come
into many forms.
c. Increase awareness of
Domestic violence through the
use of media.1.Analyze the
effects of applied social
sciences processes on
individuals, groups, and
society.
Effects of applied social sciences processes
A. Content Standards
Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the processes on the
B. Performance Standards clientele.
C. Learning Competencies/ HUMSS_DIASS 12-IIe-f-44
Objectives
Write the LC code for
each
7.4 Structural change :
II. CONTENT Domestic Violence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG page 6/7
2. Learner’s Materials
pages
HUMMS CLASS C Grade Level Grade 12
ARVIC O. BALDOZA Learning Area Discipline & Ideas in the
Applied Sciences
Quarter II
Day 14 Day 15 Day 16
a.Identify ways how 1. Identify the ways on 1.Recognize the importance
Social work can be of of community life as learners
how applied social
help to victims and science processes begins their journey towards
perpetrators of domestic contribute in dealing their career life.
violence 2. List down the
with single parenthood.
b.Appreciate the role components of community
of social work in 2. Value the struggles life.
reducing domestic experienced by single 3. Value individual’s worth
violence parents and the as
c.Simulate situations importance of having a member of a community.
were role of social complete family.
worker help reduce 3. Participate in the
domestic violence group sharing.
HUMSS_DIASS 12-IIe- HUMSS_DIASS 12-IIe-h-44 HUMSS_DIASS12-IIe-i-45
g-45
7.4 Structural change: Structural Change: Single 7.4 Structural change ,i.e.,
Domestic Violence Parenthood community life
CG page 6/7 CG page 6/7
 3. Textbook pages Discipline and Ideas in Applied
Social Social,---------
4. Additional Materials from Ppt. presentation/videos from
Learning Resource (LR) social networks
portal
B. Other Learning “1. Breaking the Silence: The
Resources Realities of Family Violence in
the Philippines” taken from
http://www.hdn.org.ph/wp-
2.“Ever Heard of Battered
Husbands?” f taken from
http://www.gmanetwork.com/news/l
ifestyle/content/80412/ever-heard-
of-battered-husbands/story/
3.“Kim” by Eminen downloaded
from Youtube.
4.Short Film about VAWC by
Mark Henry downladed from
https://www.youtube.com/watch?v=
xXRLFdRS6jY
5.“Domestic Violence and its
Tyoes “ from
https://www.justice.gov/ovw/domes
tic-violence
IV. PROCEDURES
A. Reviewing previous Review Overseas migration of
lesson or presenting the OFWs
new lesson
B. Establishing a purpose 1. The Class will be divided into
for the lesson four groups. Each group will
be given different forms of
media
Ppt. presentation
“4 Social Service
Interventions for
Domestic Violence”
https://www.nap.edu/rea
d/5285/chapter/6
‘ “PSYCHOLOGICAL
COUNSELING
SERVICES”http://pcw.g
ov.ph/sites/default/files/d
ocuments/resources/psa
ts_dswd.pdf
“In DSWD launches
counseling services for
domestic violence
offenders”ttp://www.ugn
ayan.com/ph/gov/PIA/Ar
ticleView/3CE4
Self-defense against
Domestic Violence by
ABS-CBN
https://www.youtube.co
m/watch?v=9A5feZvzO-
Q
Review domestic
violence (5 MINS)
Note: Students must Shortfilm Viewing: ““Naano
also be reminded of the lang” Remarks by Tito Sotto
roles of social worker as: downloaded from
Solo Parents’ Welfare
Act and work benefits to
solo- parent employees
By Atty. Lorna Patajo-
Kapunan
- September 13,
2015http://www.businessmirro
r.com.ph/solo-parents-welfare-
act-and-work-benefits-to-solo-
parent-employees/
“The Hardships of Solo
Parents “
https://www.youtube.com/watc
h?v=SUiVcSlZ97c
“Naano lang” Remarks by Tito
Sotto downloaded from
https://www.youtube.com/watc
h?v=LyDvZkR46EI
“Failon Ngayon Solo Parents’
Act “
https://www.youtube.com/watc
h?v=qQXo6o1uAUg
Review the previous RECAP
lesson… Concept mapping on how
peace building creates an
ideal community living.
(5 mins)
BAHAY, BAGYO, TAO
(Dynamics)
 containing about domestic violence 1. Educator https://www.youtube.com/watc The class will be asked to
cases: 2.Facilitator h?v=LyDvZkR46EI play this dynamic in order to
GROUP A-Domestic Violence 3.Advocate show what community life is all
from a news paper 4.Case Manager Students will be asked: about. What do you think the
GROUP B-Domestic Violence 5.Counselor dynamic is all about?
from a scholarly source 1.What are the connotation/s (15 mins)
(EXCERPT) GROUP C- SIMULATION: about single parenthood
Audio/Video Clip of “KIM” by From your assignment, which the short film
Eminem Create a simulation on expressed?
GROUP D- Short Film about how social workers deal
Domestic Violence with the domestic 2.What are the other
2.Five minutes will be given violence. negative implications that is
to each group to analyse GROUP1: EDUCATOR commonly attached to
their materials. GROUP2. single parenthood? Why?
3.In a piece of paper (or FACILITATOR (8-10 mins)
provided by teacher) students GROUP3. ADVOCATE
will fill up the chart with three GROUP4. CASE
columns which contain the ff: MANAGER
COLUMN A: WHAT ABOUT? GROUP5:
(This is where they will write COUNSELOR
what they understand from (5 MINS TO
their material) PREPARE)
COLUMN B: I AM DISTURBED
(This is where they write
disturbing facts they have found
from their material)
COLUMN C: WHAT CAN I DO?
(This is where they can write
what can they do at their
stage)
(5 MINS)

Presentation Follows: (20 mins)

C. Presenting Teacher will ask the following:
examples/instances of 1.“If you were an alien from
the new lesson outer space and witnessed
these violence, what would
you think about humans?
2.How do you feel about the
victims? How about the
abusers?
(What do you think is our lesson
for today? (5 mins)
STUDENTS WILL HAVE Presenting the Struggles of Discussion:
THEIR SIMULATION the Single Parents: Ask: What makes a
(15 MINS) “The Hardships of Solo community? How do you think
Parents “ these component parts of
https://www.youtube.com/watc innumerable cells and
h?v=SUiVcSlZ97c inhabitants play a vital role in
the lives of the people in that
community?
(5 mins)

D. Discussing new Teacher discusses DOMESTIC
concepts and practicing VIOLENCE. He or she can share
new skills #1 the following:
Domestic violence as a
pattern of abusive behavior in
any relationship that is used by
one partner to gain or maintain
power and control over another
intimate partner.
Domestic violence can be
physical, sexual, emotional,
economic, or psychological
actions or threats of actions that
influence another person. This
includes any behaviors that
intimidate, manipulate,
humiliate, isolate, frighten,
terrorize, coerce, threaten,
blame, hurt, injure, or wound
someone.
1.What are the hardships
single parents do
experience according to
the film?
2.What do you think are
the challenges being faced
by students with a single
parent?
3.Do single parents deserve
the negative remarks from
the first activity? Why? Why
not? (8-10 mins)
Teacher will process the SINGLE PARENTHOOD and DEEPENING!
activity with the following EFFECTS ON CHILDREN Discuss/Analogy: Why do
questions: you think the Body is a
1.How do social Single parenthood, or the Community made up of its
workers contribute to act of raising a child or innumerable cells and
the change in the children with only one parent inhabitants?
society in dealing with in the house. (10 mins)
domestic violence?
2.Do applied social NEGATIVE EFFECTS OF
sciences such as SINGLE PARENTHOOD
counselling, social 1.Financial Troubles
work and 2.Low-Parenting Qualities
communication play 3.Adjustment problems
important role in 4.Emotional Problems
reducing cases of 5.Loneliness
domestic violence?
Why? POSITIVE EFFECTS OF
SINGLE PARENTHOOD
1.Strong Mother/Father and
Child bonding
2.Strong sense of
Community
3.Shared Responsibility
4.Maturity
5.Parental Role Model
6.Lack of Parental
Conflicts (10 mins)
(http://www.momjunction.com/
articles/effects-of-single-
parenting_00373930/#gref)
Note: Teacher must
emphasize that single
parenthood is a social
phenomenon that goes

E. Discussing new 1.Physical Abuse: Hitting,
concepts and practicing slapping, shoving, grabbing,
new skills #2 pinching, biting, hair pulling, etc
are types of physical abuse.
This type of abuse also includes
denying a partner medical care
or forcing alcohol and/or drug
use upon him or her.
2. Sexual Abuse:
Coercing or attempting to
coerce any sexual contact or
behavior without consent.
Sexual abuse includes, but is
certainly not limited to, marital
rape, attacks on sexual parts of
the body, forcing sex after
physical violence has occurred,
or treating one in a sexually
demeaning manner.
3. Emotional Abuse:
Undermining an individual's
sense of self-worth and/or self-
esteem is abusive. This may
include, but is not limited to
constant criticism, diminishing
one's abilities, name-calling, or
damaging one's relationship with
his or her children.
4.Economic Abuse: Is defined
as making or attempting to
make an individual financially
dependent by maintaining total
control over financial resources,
withholding one's access to
money, or forbidding one's
attendance at school or
employment.
5.Psychological Abuse:
Elements of psychological
against the traditional
marriage and united family.
However, no one has the right
to discriminate.
Social Work Having accepted the reality Given the concepts being
Intervention by DSWD of discussed, how can you help
for Domestic Violence Single Parenthood, what could your community as a Senior
1.PSYCHOLOGICAL be the role of Counseling, High Student?
COUNSELING Social Work and (5 mins)
SERVICES Communication over this
2.WOMEN’S DESK matter that leads to structural
3.REPORTING OF change?
CASES
4.COUNSELING FOR GROUP SHARING:
OFFENDERS 1. Group A- COUNSELLING
2.Group B – Social Work
3. Group C-
COMMUNICATION
(3 MINS. Brainstorming, 10
mins for sharing)
In the Philippines, because of
Applied Social Sciences
Processes, the Single Parent
Act was enacted as a Law.
Video Presentation: “Failon
Ngayon Solo Parents’ Act “
(5 mins)
abuse include - but are not
limited to -
 causing fear by intimidation;
threatening physical harm to
self, partner, children, or partner's
family or friends; destruction of
pets and property; and forcing
isolation from family, friends, or
school and/or
work.
F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations At least 3 students will be asked
and abstractions about to summarize the discussions
the lesson or make generalizations.
“Domestic Violence is a pattern
of abusive behaviour to gain
power over the other and it
comes into many forms and it
can happen to
anyone.”
As learners, why is it
1.What is single necessary to have a firm
parenthood and its grasp of their significant roles
effects? towards nation building?
2.How did the applied (5 mins)
social sciences contribute
to structural change?
3.What are the rights
entitled to single parents?
Do they deserve these
rights? Why?
Students will be asked: Quiz: Essay
Briefly: What makes up
Students will watch a 1. Is there a significant community and how does it
short video clip on Self- change in your point of contribute to the individual’s
defense against view on single parents? worth?
Domestic Violence by 2.Will you be more (15 mins)
ABS-CBN understanding to people
https://www.youtube.co who are part of single-
m/watch?v=9A5feZvzO- parent family? Why?
Q
With the knowledge of Students will write three
domestic violence and sentences in a ¼ sheet of
the help one can get, paper capsulizing the content
each group will of the discussion:
generalize or make a
summary of how applied
social sciences reduce
cases of domestic
violence in 3
sentences.
I. Evaluating learning IDENTIFICATION: Teacher will
post images and students will
identify them by writing their
answers on a ¼ sheet of
paper. Possible images can be
the clue pertaining to:
1.Economic Abuse
2.Psychological Abuse
3.Physical Abuse
Short quiz.
At the back of of the 1/4th
Students will present sheet of paper, answer the
their following:
summary/generalization “What is your greatest
in three sentences. learning for todays’ lesson?
Explain why.
 4.Sexual Abuse
5.Emotional Abuse
6.Domestic Violence
J. Additional activities for Assignment: Assignment : Teacher will close the class Assignment:
application or 1. What can social with the following saying:
remediation processes such as
counselling,social work and “No family is perfect. We
communication do to reduce if ague, we fight. We even stop
not irradicate domestic talking to each other
violence? sometimes. But in the end,
2.Search on incidents where family is family.
these 3 social science processes Love will always be there.”
became of help to people
suffering from
Domestic Violence.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
 wish to share with
other
teachers?

Prepared by: Checked and Reviewed by: Noted by:

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

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

Day 17 Day 18 Day 19 Day 20

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

Effects of applied social sciences processes

A. Content
Standards

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

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

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

Figure 1 Pyramid of Task/Graphic Organizer/Ladder

of
Activities

Learners will be asked to come up with

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

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

VI. REFLECTION
A. No. of learners
who earned
 80% in the
evaluation
B. No. of learners
who
require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked and Reviewed by: Noted by:

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

DAY 1 DAY 2 DAY 3 DAY 4

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

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

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

J. Additional activities Prepare for the synthesis on Prepare for the synthesis on Write a reflection paper on the Prepare for the quarterly
for application or social work. communication exposure trip examination. Review the ff:
remediation Goals and scope of
communication up to Effects of
applied social sciences,
processes on individual,
groups and society
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of Learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

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

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

Checked and Reviewed : Approved by:

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

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

Directions: Your essay will be

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

Traits 4
Focus & There is one clear, well- Ther
Details focused topic. Main focu
ideas are clear and idea
are well supported by not w
detailed and deta
accurate
information.
Organization The introduction is The
inviting, states the main state
topic, and provides and
an overview of the over
paper. Information is A co
relevant and presented inclu
in a logical order. The
conclusion is strong.
Voice The author’s purpose The
of writing is very clear, of w
and there is strong clear
evidence of attention some
to audience. The atte
author’s extensive The
knowledge and/or know
experience with the expe
topic is/are evident. topic
Word Choice The author uses vivid The
words and phrases. The word
choice and placement choi
of words seems of w
accurate, natural, and at ti
not forced. over
Sentence All sentences are well Most
Structure, constructed and have well
Grammar, varied structure and have
length. The author and
Mechanics, &
makes no errors in mak
Spelling
grammar, mechanics, gram
and/or spelling. and/
they
with

Reviewer’s
Comments
 APPENDICES

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

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

Day 3

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

Instruction:

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

1. Make an inventory of students’ behaviour profile.

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

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

4. Provide assistance through group counselling and group guidance.

5. Consider diversity in enhancing educational perspective

6. Emphasize on educational placements in course and programs.

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

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

9. Refers to the process of reaching out to students with concerns on drugs,

family, peers or gang involved.

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

ANSWERS:

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

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

1. Roles and Functions of counselor.

 Appendix B

PRACTICAL RESEARCH RUBRICS

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

RESEARCH TITLE:

Researchers:

Rating Scale Verbal Description

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

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

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

TOTAL SCORE:
 Appendix C

ORAL PRESENTATION

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

RESEARCH TITLE:
Researchers:

GROUP PERFORMANCE (30%) Rating

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

INDIVIDUAL PERFORMANCE (70%)

RESEARCHER’S NAME:

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

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

Name (Optional): Grade/Position:_

SELF-ASSESSMENT TOOL

How can your guidance counselor help you?

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

2. What program or activity would you like us to have in order to

assist you in your concerns?
Family Problems
Study Habits
Courting & Dating
Difficulty in making friends/ Social
Adjustments
Others (Please specify)

3. Are your needs or concerns addressed effectively by your

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

Teacher Name:

Student Name: _ _ Grade:

Period: _

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

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

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

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

TOTAL /32

Rubric Made Using:

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

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

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

Addressing Questions Questions Speaker made a Speaker lacked

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

Product Date
Start Time End Time

3 2 1 Total

Creativity The commercial is The commercial is The commercial

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

Visual aids The commercial The commercial The commercial

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

Comments:

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

Name of Social Worker

Barangay

Barangay Address

Describe the specific setting

to which you have rendered
your service.

What are the problems you

encountered in your job?

What solutions did you find

for these?

Do you find your job to be

self- fulfilling?

Signature over printed name of Social Worker

Interview format:
Introduction
Analysis
Summary
 Interview Rubric

Criteria Low Average Above Average Exemplary (10 Score

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

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

Assessment:

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

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

Intervene:

Intervening in the client involves both the planning and implementing

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

Review and Evaluate:

The Evaluation stage is executed throughout the intervention stage and

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

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

Primary methods (direct helping method)

1) Social case work

2) Social group work.

3) Community organization.
Secondary methods (Auxiliary methods)

4) Social work research.

5) Social welfare administration.

6) Social Action
 Assessment Rubric for Class Presentation

CATEGORY 5 4 3 2 1

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

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

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

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

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

Level R Level One Level Two Level Three Level Four

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

COMMENTS
 Radio or TV Broadcast

Teacher Name:

Student Name:
Score:
CATEGORY 8 6 4 2
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Does NOT speak
distinctly all of the distinctly all of the distinctly most of the clearly and distinctly
time and time but time and most of the time
mispronounces no mispronounces 1 or mispronounces no AND/OR
words. more words. words. mispronounces more
than 1 word.

Point of View-- Broadcast establishes Establishes a purpose The purpose is It was difficult to
Purpose a purpose at the at the beginning, but somewhat clear but figure out the
beginning and occasionally wanders many aspects of the purpose of the
maintains that focus from that focus.ly broadcast seem only broadcast.
throughout! slightly related.

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

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

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

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

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

Begins talking Says hello but either Says hello in a

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

States name, but

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

Asks for at least 3

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

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

1. In the service of the Filipino People

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

Organizing advocacy and mobilization.

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

(5 minutes)

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

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

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

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

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

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

Political dynamics.

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

1. Social Science can influence by arts and entertainment.

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

LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-42

Explain each of the functions of applied social sciences

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 1

NAME GAME

COUNSELING SOCIAL WORK COMMUNICATION

FUNCTIONS OF APPLIED SOCIAL SCIENCES TO SELF-DEVELPMENT

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

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

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

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

 Communication – empowers the individual with listening and speaking skills

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

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

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 2

PICTURE ANALYSIS

NOT NEEDED NEEDED

NOT NEEDED
NEEDED

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

CONTENT: Functions of Applied Social Sciences to Self-Development

DAY 4

RUBRIC FOR ROLE PLAYING

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

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

Additional Criteria:

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

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