Davao Wisdom Academy

F. Torres St. Davao City

Tel. Nos. 082-2250164 / 082-2224225

Subject: Discipline and Ideas in Applied Social Sciences Grade Level: Grade 12
Teacher: Cindy Fulvadora-Juntong Strand: Humanities and Social Sciences

CURRICULUM MAP

Performance Institutional
Term Content Content Standard Competencies Assessment Activities Resources
Standard Core Values
1. Course The learners The learners should The learners ... Discipline and
Introduction demonstrate an be able to… Chapter Pre- Ideas inApplied
(Applied Social understanding of… Test Social
Sciences) social sciences and explain clearly clarify the Sciences
Q1 applied social public perceptions relationships and Anticipation Reaction
Week 1 1.1 Definition of sciences about the work of differences Comparing Guide Authors: Dela
social sciences social sciences and between social Concepts Cruz A.R.;
Intelligence
applied social sciences and Fernandez C.;
1.2 Definition of science practitioners applied social Chart Completion Melegrito M.L.
applied social sciences Valdez
sciences Phoenix
Publishing
House
Pages 1-3
1. The Discipline of disciplines of demonstrate a high Reviewing KWL Chart Intelligence
Counseling counseling level of identify the goals new lesson
understanding of the and scope of
1.1 Counseling basic concepts of counseling Concept
1.1.1 Definitions counseling through mapping
1.1.2 Goals a group presentation Integrity
1.1.3 Scope of a situation in explain the Establishing Fact or Bluff
1.1.4 Core values which practitioners principles of purpose of the
of counseling work counseling lesson “Sigmund Freud” Game
together to assist
 individuals, groups,
or communities
involved in difficult
situations (e.g.,
postdisaster, court
hearing about
separation of
celebrity couple,
cyber bullying)
2. Professionals https://www.yo
and Practitioners in utube.com/
Counseling 2.1 4. discuss roles Picture watch?v=8wAS
Individual Activity: Word
Roles, functions, and functions of Conceptualiza NE6UebM
Identification
and competencies counselors tion
Q1
of counselors 2.2 magna carta of intelligence
Week 2 undertake
Areas of counselors
participant
specialization 5. identify specific Modified KUD Chart intelligence
observation (e.g., a
where counselors work areas in
day in a life of a
work 2.3 Career professionals and which counselors
counselor) to
opportunities of practitioners in work
adequately
counselors 2.4 counseling 6. value rights, Count me in, count me Integrity
document and
Rights, responsibilities, Open on: Will I give my job or
critique their roles,
Responsibilities, and comprehensio not?
functions, and
Accountabilities, accountabilities of n questions
competencies
Q1 and Code of Ethics counselors
Week3 7. distinguish Industry
between ethical
and unethical problem-solution chart
behaviors among
counselors
3. Clientele and use acceptable 8. describe the Dela Cruz, et.al Integrity
Audiences in research protocols, clientele of picture Interactive Class “DIASS”,
Counseling conduct a survey counseling analysis Discussion Different Phoenix
clientele and among young adults Settings where Publishing
Q1
3.1 Characteristics audiences in (i.e., ages 18–21) on 9. illustrate the Counselors are found House Inc.,
Week 4
and needs of counseling their counseling different processes 2016, pp.47-50
various types of needs present and methods
clientele and results and involved in Developing
audiences 3.1.1 recommendation for counseling mastery JOB roles for
 Individuals class discussion Oral Presentation COUNSELOR -
3.1.2 Groups and 10. distinguish the Counseling,Sc
Organizations needs of Performance hool,Apprentice
3.1.3 Communities individuals, Work Graphic Organizer ship,Private intelligence
groups, organization,Ps
organizations, and ychology
communities Formative https://www.co
Assessment unseling.org/Pu
blicPolicy/Who
AreLPCs.pdf

demonstrate a high
level of
understanding of the
basic concepts of
social work through Video Analysis
Video presentation
1. The Discipline of a group presentation
1.identify the presenting roles of
Social Work of a situation in
goals and scope social worker
which practitioners Situational
of social work https://www.yo
1.1 Social Work of social work Analysis
disciplines of social utube.com/wat
1.1.1 Definitions collaborate to assist
work 2. explain the ch?v=Dr0Vn5Q
1.1.2 Goals individuals, groups,
principles and core Fast Talk BMtM
1.1.3 Scope or communities Think-Pair intelligence
values of social
1.1.4 Core values involved in difficult Share
work
Q1 1.1.5 Principles situations (e.g., post
Text Twist
Week 5 disaster, court
hearing about
separation of
celebrity couple,
cyber bullying)
Professionals and professionals and undertake 3. explain the roles
Practitioners in practitioners in social participant and functions of
Social Work 2.1 work observation (e.g., a social workers
Essay Test
Roles, functions, day in a life of a
and competencies social worker) to 4. identify specific debate integrity
of social workers adequately work areas in
Role play
2.2 Areas of document and which social
specialization in critique their roles, workers work
which social functions, and
 workers work 2.3 competencies 5. value rights,
Career responsibilities,
opportunities of and
social workers 2.4 accountabilities
Rights,
Responsibilities, 7. distinguish
Accountabilities, between ethical
and Code of Ethics and unethical
behaviors among
practitioners
3. Clientele and clientele and use acceptable 9. describe the
Audiences in Social audiences in social research protocols, clientele of social
Work work conduct a survey work
3.1 Characteristics among young adults
Self- Graphic organizer
and needs of (i.e., ages 18–21) on 10. distinguish the
assessment
various types of their social work needs of
Venn Diagram industry
clientele and needs present individuals,
Completion
audiences 3.1.1 results and groups,
Individuals recommendation for organizations and
3.1.2 Groups and class discussion communities
Organizations
3.1.3 Communities
4. Settings, using the results of Disciplines and
Processes, the survey Ideas in the
Methods, and Tools conducted, critically Applied Social
in Social Work evaluate whether Science pp.
the needs of the 11. illustrate the 104-
Q1
4.1 Settings respondents are different processes 109
Week 6 settings, processes,
addressed by the and methods Interactive
methods, and tools in “haybolrambol” intelligence
3.1.1 Government practitioners and involved in discussion
social work
3.1.2 Private Sector pertinent institutions undertaking social
3.1.3 Civil Society propose work
3.1.4 Schools suggestions on how
3.1.5 Community needs can be
effectively
addressed
1. The Discipline of demonstrate a high 1.identify the goals Message Relay https://en.wikip
Q1 disciplines of
Communication 1.1 level of and scope of brainstorming edia.org/wiki/C intelligence
Week 7 communication
Communication understanding of the communication ommunication
 1.1.1 Definitions basic concepts of http://www.skill
1.1.2 Goals 1.1.3 communication 2.explain the Skip writing syouneed.com/
Basic elements of through a group principles of general/what-
communication presentation of a communication is-
process 1.1.4 situation in which communication
Levels of practitioners of 3. describe the .html
Communication communication work elements and
(from intrapersonal together to assist levels of the
to individuals, groups, communication
or communities processes
involved in difficult
situations (e.g., post
disaster, court
hearing about
separation of
celebrity couple,
cyber bullying)
2. Professionals 5. explain the roles
and Practitioners in and functions of
Communication communicators
and journalists
2.1 Roles,
functions, and 6. identify specific Discipline and
undertake
competencies of work areas in Ideas in the
participant
communicators and which Applied
observation (e.g., a
journalists communicators Sciences
day in a life of a
and journalists reflective Video presentation , pp.122-123
professionals and communicator/
2.2 Areas of work writing and
practitioners in journalist) to
Q1 specialization in true or false intelligence
communication adequately
Week 8 which 7. explain the items Picture analysis https://www.yo
document and
communicators and rights, utu
critique their roles,
journalists work responsibilities, be.com/watch?
functions, and
and v=
competencies
2.3 Career accountabilities U-yTNp3dDGw
opportunities of
communicators and 8. distinguish
journalists between ethical
and unethical
2.4 Rights, behaviors among
 Responsibilities, practitioners
Accountabilities,
and Code of Ethics
3. Clientele and use acceptable 10. describe the Disciplines and
Audiences in research protocols, clientele and Ideas in the
Communication conduct a survey audience of oral recitation WHO’S WHO? Applied Social
among young adults communication Sciences pp.
3.1 Characteristics (i.e., ages 18–21) on
and needs of their social work 11. distinguish the 191-202
various types of needs needs of
clientele and
Q1 clientele and individuals,
audiences in
Week 9 audiences present results and groups, intelligence
communication
recommendation for organizations, and
3.1.1 Individuals class discussion communities

3.1.2 Groups and

Organizations

3.1.3 Communities
4. Settings, 12. illustrate the
Processes, different processes
Methods, and Tools and methods
in Communication involved in
undertaking
4.1 Settings communication
using results of
4.1.1 Government Student-
survey conducted, Discipline and
4.1.2 Private Sector 13. distinguish the teacher 4 pics 1 word
critically evaluate Ideas in the
4.1.3 Civil Society settings, processes, appropriate conference
Q2 whether the needs Applied Social
4.1.4 Schools methods and tools in communication integrity
Week 1 of the respondents Sciences
4.1.5 Community communication media channel(s) Graphic organizer
are addressed by (Phoenix
to use in different
the practitioners and pages 210-218
5. Communication settings and
pertinent institutions
media channels 5.1 situations
Mass media 5.2
New Media and
Social media 5.3
Telecommunication
s
Q2 6. Functions of functions of applied assess objectively 1. explain BAHAY, BAGYO, TAO industry
Week 2 Applied Social social sciences through an each of the
Sciences individual project functions of
how the functions of applied
6.1 Self- the applied social social
development sciences have been sciences Quiz (15 Essay
6.2 Persuasion fulfilled in any of the points)
6.3 Art and following: 1. case 2. identify
Entertainment 6.4 study of a counselee situations that
News and 2. case study on would require or
Information 6.4 integrative social necessitate the
Organizing work 3. comparison performance of the
advocacy and of the programming various functions
mobilization of any two television in local /Philippine
6.5 Education networks settings
6.6 Socialization
7. Effects of participate in a one- 3.analyze the Johari Window:
Applied Social day exposure trip to effects of applied Using
Sciences an existing social sciences Self Discovery
processes development processes on and
program and write a individuals, Communication
7.1 Awareness and sincere reflection groups, and to
knowledge, i.e., report on the effects society Build Trust
Informal
social media, self of the processes on from
presentation PASS THE MAGIC
understanding effects of applied the clientele 4. evaluate the www.mindtools
BOX
social sciences effects of certain .com
intelligence
7.2 Attitude and processes program or Johari Window,
questionnaire T- Chart
Q2 value change, i.e., projects on www.cls.utk.ed
Week 3 disaster risk knowledge, u.pdf
reduction and attitude, and
climate change, the behavior of
bahalana habit individuals,
groups, and
7.3 Behavioral society
change, i.e., power
and corruption, Video clips Presenting the https://www.yo
submit a portfolio of
conflict submit a portfolio of 5. synthesize the Struggles of utube.com/wat Industry
output from the
management and output from the learning from the the Single Parents: c
course applications
peace building course course and its “The Hardships of Solo h?v=SUiVcSlZ
to the learner
process, risk Parents “ 97c
 assessment
behavior

7.4 Structural Mapping “FailonNgayon Solo Integrity

Change, i.e., Scale Parents’
personal and family Act “ https://www.yo
relations, gender, utube.com/wat
overseas migration c
of OFW, domestic h?v=qQXo6o1
violence, single uAUg
parenting,
community life,
criminality,
substance abuse

Prepared by: Reviewed by: Approved by:

Cindy Fulvadora-Juntong Cristine Q. Ihalas Dr. Luzminda O. Onor

DIASS Teacher Academic Coordinator Basic Education Director
 RUBRICS FOR ORAL PRESENTATION
5 3 2
Organization No apparent The presentation has a The presentation is carefully
organization. Evidence is focus and provides some organized and provides
not used to support evidence. convincing evidence to support
assertion conclusion
Content The content is inaccurate The content is generally The content is complete and
or overly general accurate, but incomplete accurate

RUBRICS FOR VENN DIAGRAM

5 3 2
Text support of comparison All statements are Most statements Few or none of the statements
statements supported by the are supported by are supported by the text.
text. the text.
Placement of statements within All statements Most statements Few statements are placed in
the Venn diagram noting similarities are placed in the the correct circle.
are placed in the correct circle, but
center circle and all student mixed up a
statements that few statements.
note differences
are placed in the
correct outer circle.
Number of quality statements Student can make Student can make Student makes two or fewer
five or more 3–4 comparison comparison statements in
comparison statements in each each circle.
statements in each circle.
circle.
 RUBRICS FOR ESSAY
Criteria Unsatisfactory Needs Improvement Satisfactory Outstanding
2 3 4 5

- Content is
- Content is
- Content is not accurate and
comprehensive,
comprehensive and persuasive.
accurate, and
- Content is /or persuasive. - Major points
persuasive.
incomplete. - Major points are are stated.
- Major points are
- Major points addressed, but not - Responses are
Content & stated clearly and are
are not clear. well supported. adequate and
Development well supported.
-Specific - Responses are address topic.
- Responses are
examples are not inadequate or do not - Content is
excellent, timely and
used. address topic. clear.
address topic.
-Specific examples -Specific
- Content is clear.
do not support topic. examples are
-Specific examples are
used.
used.

Organization & - Organization - Structure of the - Structure is -Structure of the paper

Structure and structure paper is not easy to mostly clear and is clear and easy to
detract from the follow. easy to follow. follow.
message. - Transitions need - Transitions are - Transitions are logical
- Writing is improvement. present. and maintain the flow
disjointed and - Conclusion is - Conclusion is of thought throughout
lacks transition of missing, or if logical. the paper.
thoughts. provided, does not - Conclusion is logical
flow from the body of and flows from the
the paper. body of the paper.
Grammar, - Paper contains - Paper contains few - Rules of - Rules of grammar,
Punctuation & numerous grammatical, grammar, usage, and punctuation
Spelling grammatical, punctuation and usage, and are followed; spelling is
punctuation, and spelling errors. punctuation are correct.
spelling errors. followed with
minor errors.
Spelling is
correct.
 RUBRICS FOR GRAPHIC ORGANIZERS
0 1 2 3
Concepts and Shows no Makes many Makes some Shows an
Terminology understanding mistakes in mistakes in understanding
of the topic’s terminology terminology or of the topic’s
concepts and and shows a shows a few concepts and
principles lack of misunderstandings principles and
understanding of concepts uses
of many appropriate
concepts terminology
and notations
Knowledge of Fails to use Makes many Identifies Identifies all
the any incorrect important the important
Relationships appropriate connections concepts but concepts and
among concepts or makes some shows an
Concepts appropriate incorrect understanding
connections connections of the
relationships
among them
Ability to Produces a Places only a Places almost all Constructs an
Communicate final product few concepts concepts in an appropriate
through that is not a in an appropriate and complete
Concept Maps graphic appropriate hierarchy and graphic
organizer hierarchy or assigns linking organizer and
uses only a words to most includes
few linking connections; examples;
words; produces a places
produces a graphic organizer concepts in an
graphic that is easy to appropriate
organizer that interpret hierarchy and
is difficult to places linking
interpret words on all
connections;
produces a
concept map
that is easy to
interpret
 RUBRICS FOR ESSAY
Criteria Unsatisfactory Needs Satisfactory Outstanding
2 Improvement 4 5
3
Content & - Content is
Development incomplete. - Content is not - Content is accurate
- Major points comprehensive and and persuasive. - Content is comprehensive,
are not clear. /or persuasive. - Major points are accurate, and persuasive.
-Specific - Major points are stated. - Major points are stated
examples are addressed, but not - Responses are clearly and are well
not used. well supported. adequate and supported.
- Responses are address topic. - Responses are excellent,
inadequate or do not - Content is clear. timely and address topic.
address topic. -Specific examples - Content is clear.
-Specific examples are used. -Specific examples are used.
do not support topic.

Organization & - Organization - Structure of the - Structure is mostly -Structure of the paper is
Structure and structure paper is not easy to clear and easy to clear and easy to follow.
detract from follow. follow. - Transitions are logical and
the message. - Transitions need - Transitions are maintain the flow of thought
- Writing is improvement. present. throughout the paper.
disjointed and - Conclusion is - Conclusion is - Conclusion is logical and
lacks transition missing, or if logical. flows from the body of the
of thoughts. provided, does not paper.
flow from the body of
the paper.
Grammar, - Paper - Paper contains few - Rules of grammar, - Rules of grammar, usage,
Punctuation & contains grammatical, usage, and and punctuation are followed;
Spelling numerous punctuation and punctuation are spelling is correct.
grammatical, spelling errors. followed with minor
punctuation, errors.
and spelling Spelling is correct.
errors.
 RUBRICS FOR INFOMERCIAL
Criteria 3 2 1
Creativity The commercial is The commercial is The commercial
and creative and somewhat creative shows little
presentation effectively written and and effective and/or creativity or
is presented well. the presentation is effectiveness and/or
adequate. is not well
presented.
Need for The commercial clearly explains the The commercial The commercial
product need for the product somewhat explains does not adequately
the need for the explain the need for
product the product

Visual aids The commercial makes The commercial The commercial

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