Detailed Lesson Plan (DLP) Format

Date: March 3, 2020 Section/s: HUMSS 12

DLP No.: 35 Learning Area: Community Grade Level: Quarter: 4th Duration:
Engagement, Solidarity, and 12 1 hour
Citizenship
Learning Competency/ies: The learners : Code:
Promote awareness of human rights in communities among the learners. HUMSS_CSC12-IIIh-j-
(Taken from the curriculum guide)
13
Key Concepts/ Understanding
Principle of Right to Liberty
to be Developed

1. OBJECTIVES
Knowledge Define the Right to Liberty
Analyze how the different community structures in local areas function in recognition to the right
Skills
to liberty of the citizens.
Attitude Promote awareness on our Right to Liberty by using the media as its platform.
Values Appreciate the importance of exercising the Right to Liberty in a democratic country.
C. Core Values and Principles of Community-action Initiatives
1. Human rights
2. Social justice
2. CONTENT
3. Empowerment & advocacy
4. Participatory development
5. Gender equality
https://www.slideshare.net/satyavrat1994/ppt-human-rights
3. LEARNING RESOURCES
https://www.youtube.com/watch?v=PCJHq9iDr1k
4. PROCEDURES

 Opening prayer
4.1 Introductory
 Checking of attendance
Activity (_5__minutes)
 Review yesterday’s lesson.

CLASS SINGING: “Bayan ko” – by Freddie Aguilar

4.2 Activity/Strategy The teacher will ask the class to sing along with the song “Bayan Ko” by Freddie Aguilar.
(__5__minutes) Singing is the activity of performing songs or tunes by making musical sounds with the voice.

Note: (the teacher integrates her lesson in MAPEH specifically in Music)

Teacher will ask questions:

1. What type of song is “Bayan Ko”?

Ans. Alternative Song
2. Why is it considered as an Alternative Song?
Ans. Because relays a message about the situation of the society.
4.3 Analysis
3. What is the message of the song?
(__5__minutes)
Ans. Freedom of the country from the oppressor
4. What basic right is stressed in the song?
Ans. Right to liberty
Note: (The teacher integrates her lesson in Contemporary Arts. The teacher also integrates literacy by
unlocking the key word Right to liberty through the meaning of the song)

4.4 Abstraction Ask the learners the question.

(__10__minutes)  How would you define Right to Liberty?
 What are the examples you can give that shows right to liberty?
(Integration of higher-order Thinking Skills)

The teacher will discuss the definition of Liberty, basic rights under the Right to Liberty.
The teacher will also give examples of practices of Right to Liberty in the country basing from the
Philippine Independence and EDSA People Power Revolution.
 (the teacher integrates her lesson in History)

The learners will reflect:

1. How does it feel to be free?
2. How important is freedom to you?
3. What are the things your parents and teachers allow you to do at home and in school?
(Integration of higher-order Thinking Skills)

GROUP ACTIVITY. Mapping Human Rights in Our Community

1. The teacher will divide the class into 10 groups.

2. The learners will be asked to count off from 1 to 10 the look for their group members with the same
number assignment. (Integration of the learner’s numeracy skills).
3. With their assigned group, they will be asked to draw a map of their town (or neighborhood in the
case of larger communities). They should include their homes, major public buildings (e.g., parks,
post office, city hall, schools, places of worship) and public services (e.g., hospitals, fire
department, police station) and any other places that are important to the community (e.g., grocery
stores, cemetery, cinemas, gas stations).
4. When the maps are complete, ask participants to analyze their maps from a human rights
perspective. What human rights do they associate with different places on their maps?
4.5 Application For example, a place of worship with freedom of thought, conscience, and religion; the school with
(__20__minutes) the right to education; the post office with the right to information, to privacy, and to self-expression.
5. Ask each group to present its map to the whole group and summarize its analysis of human rights
exercised in the community.
6. Did any parts of your map have a high concentration of rights? How do you explain this?

Tell them that: Human rights belong to all people regardless of their sex, race, color, language, national
origin, age, class, religion, or political beliefs. They are universal, inalienable, indivisible, and
interdependent. (The teacher integrates gender sensitivity and racial fairness on the topic)

The students will reflect.

(The teacher integrates her lesson in MAPEH specifically in ARTS)

4.6 Assessment ( 5 minutes)

Written Work/Essay:
Guide questions:
Assessment Method
1. Define Right to Liberty.
2. As a student, how important is Right to Liberty to you?
Enriching / inspiring the day’s lesson

The teacher will give an assigned activity to the learners.

Instructions:
As a group, make a short video clip that shows how you promote awareness on our Right to Liberty as
a student and as a citizen of a democratic country. You may compose a song, a poem; create a role
4.7 Assignment
( 5 minutes) play; a photo walk; a dance, or any way you prefer that would best represent your ideas regarding this
advocacy. After creating the video, you upload it through facebook as your media platform in promoting
awareness about this human right.

(The teacher applies ICT integration in her given assignment to the students and applies differentiated
learning for the students to freely use their strength in promoting awareness about the topic )

Final Statement:
“Freedom is not a gift bestowed upon us by other men, but a right that belongs to us by the laws of
God and nature.”
4.8 Concluding
- Benjamin Franklin
Activity
(5 minutes)
(The teacher integrates literacy by letting the learners unlock the meaning and thought of the passage
given )
5. Remarks

6. Reflections
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 learning
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:

Name: NAZHIA M. LAWAS School: Camotes National High School

Position/Designation: SHS T – 2 Division: Cebu Province

Contact Number: 09260541184 Email Address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet….
2. Formative Assessment…
3. Answer Key…
4. Handouts…
5. PowerPoint Presentation…
6. Others

Checked by:

MADELYN H. RODILLA
Mater Teacher 1

MELIA E. CUYACOT
Master Teacher 1

MILA S. SURBANO
Principal 2