Community Engagement Solidarity and Citizenship - Q2 - Las 1

12
COMMUNITY
ENGAGEMENT,
SOLIDARITY AND
CITIZENSHIP
Second Quarter
LEARNING ACTIVITY SHEETS
Note: Practice Personal Hygiene protocols at all times.

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in Community Engagement Solidarity and Citizenship
(Grade 12)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
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are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : ORLANDO E. MANUEL, PhD, CESO V
Asst. Schools Division Superintendent(s): CHELO TANGAN
WILMA BUMAGAT
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO PASINOS
Development Team
Writers : Joshua-Dave A. Domingo (Calaoagan Dackel NHS), SDO CAGAYAN
Dianne M. Riazonda (Afusing NHS), SDO CAGAYAN
Jerwin Miguel (Gadu NHS), SDO CAGAYAN
Wendel Bunuan (Hacienda INHS), SDO CAGAYAN
Frances Mae Durian (Gadu NHS), SDO CAGAYAN
Mary Helen Agarpao (Aparri SAT), SDO CAGAYAN
Arlene Balanay (Sta. Teresita NHS), SDO CAGAYAN
Michelle Asistores (Namuccayan IS), SDO CAGAYAN
Gilmar Orpilla (Lallo NHS), SDO CAGAYAN
Angel Seguro (Licerio Antiporda NHS), SDO CAGAYAN
Content Editors : Rose M. Macapulay, SSP II (Baybayug NHS), SDO CAGAYAN
Benito C. Ricardo, SSHT IV (Baybayug NHS), SDO CAGAYAN
Richard C. Esguerra, (Malalinta NHS) SDO Isabela
Novalyn Cuaresma, (Cauayan City NHS) SDO Cauayan
Merilyn Manango, (Divisoria HS) SDO Santiago
Layout Artists/Illustrator : Wendel Bunuan, (Hacienda INHS), SDO CAGAYAN

Printed by: DepEd Regional Office No. 02
Regional
Regional Learning Area Center, Carig Sur, Tuguegarao City
Supervisor
Regional LR Supervisor

TABLE OF CONTENT
Week 1:
Explain the core values of community action initiatives 1-8
a. human rights
b. social equity
c. gender equality
d. participatory development
Week 2:
2:1 Analyze strategies of empowerment and advocacy
of a community action initiative 9-15
2:2 Explain the importance of commitment and action in
participatory development for community well-being 16-27
Week 3:
Assess selected community-action initiatives
based on its core values and principles 28-37
Week 4:
4:1 Explain the methodologies and approaches
in community action 38-45
4:2 Apply systematic methods of community action
in understanding community 46-53
Week 5:
Formulate a community action 54-58

Week 6:
Plan using participatory approaches 59-65
Week 7:
Implement community-action plan 66-74
Week 8: Synthesize the insights gained in conducting the

community action plan that applied the methods
of social sciences 75-82

COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
Name of Learner: _____________________________________ Grade Level: __________________

Section: ______________________________________________Score: ______________________
LEARNING ACTIVITY SHEETS (LAS)

CORE VALUES AND PRINCIPLES OF COMMUNITY-ACTION INITIATIVES
Background Information for Learners:
Community action is any activity that increases the understanding, engagement, and empowerment of
communities in the design and delivery of local services. It is about putting communities at the heart of their
own local services which involves helping the community to share, knowledge, skills and ideas. Community
action involves the different core values and principles which include human rights, social equality, gender
equality, and participatory development.
Human rights are universal and inalienable in nature, which means all people around the globe are
entitled to these rights. According to Nickel (1992), “they exist and are available standards of justification and
criticism whether or not they are recognized or implemented by the legal system or officials of a country.”
Hence, these aim to identify the basis for determining the shape, content, and scope of fundamental public
norms. For example, human rights involve the three basic rights- right to life, right to liberty, and right to
property. Right to Life is a moral principle based on the belief that a human being has the right to live and in
a particular should not be killed by another human being. Example Abortion, every babies deserved to live
they have also a heartbeat. Right to Liberty is the right of all persons to freedom of their person - freedom of
movement and freedom from arbitrary detentions of others. Liberty may be deprived in terms of administrative
authorities wherein it is necessary as in the case of mentally disturbed persons. During state of emergency or
of disarray, right to liberty may legally be limited while intending to preserve life. And lastly Right to property
or right to own property is often classified as a human right for natural persons regarding their possessions. A
general recognition of a right to private property is found more rarely and is typically heavily constrained
insofar as property is owned by legal persons and where it is used for production rather than consumption.
Example slavery and the exploitation of others.
Another principle of action involves social equity. Social equity is defined as the equality and fairness
in terms of the treatment of human beings, access to resources, and life chances. According to Global Issues
Pilot Team (2011), social justice is “a societal value which guides human interaction and in particular, the fair
distribution of society’s benefits, advantages, and assets, not just by law and in the courts by all aspects of
society.” This involves the fairness in distributing financial aids to the needy and impoverished. Here is an
example of a scenario in showing social equity.
 Olivia was teacher at a school. She is a lesbian and began regularly experiencing homophobic
taunts and abuse by pupils at the school. This mainly took the form of oral abuse, including the
use of words such as “dyke”. These incidents were reported to the headteacher, who told her that
taunts from pupils were an accepted part of the job and she was in the wrong job. The abuse
continued and Olivia took sick leave suffering from stress. She never returned to work and
eventually had to take ill-health retirement. https://www.personneltoday.com/hr/equality-act-
2010-ten-example-dual-discrimination-scenarios/
Next is gender equality. Gender equality, also known as sexual equity, is the state of equal ease of
access to resources and opportunities regardless of gender. It also includes the state of valuing different
behaviors, and aspirations. Example of this is the existence of gendered comfort room.
Note: Practice Personal Hygiene protocols at all times. 1
Participatory development is also included in the principles of action. As to the definition of Tekman
et al. 2012, participatory development elicits the involvement of local population in creating policies and in
planning, implementing, monitoring, and evaluating development programs and projects that are designed to
empower and help people make effective choices. One concrete example of participatory development is the
attendance and participation of the community during meetings and assemblies.
To sum up, community action initiatives must be guided by principles and core values of social justice,
human rights, gender equality, and participatory development. These community actions have a purpose,
which is to enable people to work in solidarity in addressing social problems. However, it is important to
involve the Filipino youth in addressing these issues so that their communities may benefit from their
contributions, ideas, and energies. By the participation of the youth it can help organize, identify and remove
practices that hinder the them to participate in community development initiative.Doing so will allow the
transition from non participatory practices toward a more meaningful and higher level of youth participation.
Learning Competency with Code: HUMMS_CSC12-IId-g-1

Explain the core values of community action initiatives.
a. Human rights
b. Social equity
c. Gender equity
d. Participatory Development (Quarter 2, Week 1)
Activity 1. Diving Deeper
Directions: Explain the different principles of community action based from your understanding on the topic.
Be able to give example for each principle.
Core Values and Principle of Understanding Example

Community Actions
Initiative
Human rights belong to Right to life
Human Rights everyone, regardless of their Right to liberty
circumstances. They cannot be Right to know
taken away from you by Right to work and education
anybody. Freedom of opinion and
expression.
Social Equality is not only ⚫ Fair distribution of public

Social Equality about obtaining rights and service
protecting rights but also about ⚫ Non-discrimination against
responsibilities and their individuals with
consequence. disabilities in employment
applications, contrast,
Social equity reflects ideas of dismissals, compensations
“fairness” and “justness’ and conditions
Gender Equality is having the When giving vitamin

Gender Equality same rights, status, and supplements, gender equity
opportunities as others, requires women to be given
regardless of one’s gender. more of iron and folic
supplements than men, since
the former need such
supplements more due to their
menstrual cycles and
childbearing capacity.
Participatory development ⚫ Community involvement

Participatory Development includes the involvement of in social issues that affect
people in studying their own the community.
situation and in deciding on the ⚫ Knowing your interest and
distribution of resources to agenda as a community.
ensure equitable sharing.
Core Values and Principle of Understanding Example

Community Actions Initiative
Human Rights
Social Equality
Gender Equality
Participatory Development

Activity 2. Poster Making. Create a poster concerning or showing the different principles of community
action initiative. Put it in a short bond paper.
Poster Rubrics
1 2 3 4
Coverage of the The poster does The poster quite
The poster The poster shows
Topic not include the include the
includes good exceptional
central idea of central idea ofamount of idea understanding of
the topic. the topic. about the topic. the topic.
Use of Graphics Graphics do not All graphics
All graphics are All graphics are
relate to the relate to the related to the related to the
topic. topic. topic and most topic and make it
make it easier to easier to
understand. understand.
Attractiveness The poster is The poster is The poster is The poster is
untidy and not attractive though attractive in exceptionally
attractive. it may be a bit terms of design, attractive in
untidy. layout, and terms of design,
neatness. layout, and
neatness.
Activity 3. Sigaw Ko. Pakinggan Mo. Based from what is happening nowadays, create an advocacy (slogan)
on how to prevent and eliminate injustices. Write your advocacy in a short bond paper.
Slogan Rubrics
1 2 3 4
Craftmanship The slogan is The slogan is The slogan is The slogan is
untidy. quite attractive. attractive in exceptionally
terms of attractive in
neatness. terms of
neatness.
Creativity The slogan is not The slogan is The slogan is The slogan is
creative. quite creative creative and exceptionally
and some exhibit good creative and the
thought was amount of thoughts are
visible. thoughts. clearly.
Originality The slogan does Average use of Good use of new Exceptional use
not use new new ideas and ideas and of new ideas and
ideas and quite originality. originality. originality.
originality.

ctivity 4. Compose a poem (at least three (3) stanzas with four (4) lines each stanza) explaining the different
core values and principles of community action initiatives. Provide your own title.
__________________________________________________________
Title
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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___________________________________________________________________

Poem Rubrics
1 2 3 4
Organization The sequencing The sequencing The sequencingThe sequencing
of words and of words and of words and of words and
phrases is phrases is very phrase is
phrases is logical
random. confusing. somewhat and the reader is
logical. able to follow the
ordering of ideas
easily.
Word Choice & The poem uses The poem uses The poem uses The poem uses
Main Idea general or general or several many precise,
ordinary terms to ordinary terms to descriptive vivid, and
describe the idea. develop a main words to develop descriptive
idea/ message. a main idea/ words to develop
The words do not message. a main idea/
develop a main message.
idea or message.
Originality No use of new Average use of Good use of new Exceptional use
ideas and new ideas and ideas and of new ideas and
originality to originality to originality to originality to
write a Poem write a Poem write a Poem write a Poem
Activity 5: Based from your readings and from the previous activities, answer the following questions. Use
the space provided for you.
1. Why should core values in community exist?

_________________________________________________________________________________
These coe values shaped a community by helping the community to share, knowledge,
_________________________________________________________________________________
skills_________________________________________________________________________________
and ideas towards greater and stronger community.
_________________________________________________________________________________
___________________________________.
2. In your community, write down 3 problems that need to be addressed.

Gender inequality
*________________________________________________________________________________
_____________________________________________________________.
Racial Injustice
*________________________________________________________________________________
_____________________________________________________________.
Unprioritized Health Workers
*________________________________________________________________________________
______________________________________________________________.
3. Does social justice exist? How?

Social Injustice is as common today . Daily people are discriminated against due to race, wealth
_________________________________________________________________________________
or social status. Injustice happens in our lives so frequently that we have become immune to the
_________________________________________________________________________________
injustice to individuals around us. Even though, it is socially and politically incorrect to treat
_________________________________________________________________________________
others unjustly due to race, wealth or social status, we as a society have embraced it as the norm
_________________________________________________________________________________
.___________________________________.
These types of injustices are wrong immorally and socially. We are all human beings with the
same rights regardless of race, wealth or social status.
4. Cite a situation showing that gender inequality still exists.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________.
5. In your locality, describe the participation of your community in eliminating cases of Covid 19 . Cite
at least three (3) programs in preventing Covid 19.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________.
Reflection:
What significant learning did you gain from the topic (core values and principles of community-action
initiatives) .
My upbringing taught me to be fair and not to judge. But after reading and researching it has brought to
_______________________________________________________________________________________
my attention, I am as guilty as the next person when it comes to social injustice. I often make reference
_______________________________________________________________________________________
to basketball players race without realizing this is a form of social injustice. After further examination of
_______________________________________________________________________________________
my actions as well as others around me I realize social injustice still exists today.
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________,
References:
Books
Melegrito, M. and Mendoza, D., 2016. Community, Engagement, Solidarity, And Citizenship. 927 Quezon
Ave., Quezon City: Phoenix Publishing House, Inc.
Abenir, M.A, et al., 2017. Community, Engagement, Solidarity, And Citizenship. 4/FSEDCCO 1 Bldg. 120
Thailand corner Legazpi Streets Legaspi Village, 1229 Makati City, Philippines: Diwa Learning Systems,
Inc.
Prepared by:
DIANNE M. RIAZONDA
Writer


Section: ______________________________________________Score: ______________________

EMPOWERMENT AND ADVOCACY OF COMMUNITY-ACTION INITIATIVES
Empowerment is a capacity of individuals to make choices that can produce the desired changes in their
social, economic, and political lives. It is important that people be empowered so that they will not be
depending on others for charity. Empowerment, in varying degrees, also involves the interplay between the
agency and the opportunity structure. Furthermore, empowerment encompasses 1) having the ability to make
one’s own decisions, to control, to gain further control, to fight for one’s rights, and to say something and be
listened to; and 2) being free, independent, recognized and accepted as equal citizens, who can make a
difference (WHO 2010). These are the strategies of empowerment: self confidence, positivity, meditation, the
people around you and priorities.
Advocacy, on the other hand, involves fighting for the rights of others and having their concerns
addressed by targeting people in position of power. It is an act of supporting a cause. There are three types of
advocacy: systematic, individual, and self-advocacy. Systems advocacy focuses on effort that shall change
policies at the local, national, or international levels so that lasting changes will be brought to the lives of
groups or individuals who share similar problems. Individual advocacy focuses on efforts that will change the
situation of an individual and protect his or her right. And lastly Self-advocacy focuses on strengthening an
individual’s ability to communicate with other people, and at the same time persuading and convincing the
individual to address his or her own needs and rights. What is common among these advocacies is their goal
of changing the status quo by targeting decision-makers, leaders, or policymakers who can affect positive
change. Lastly, advocacy work requires a carefully detailed advocacy campaign, which follows a cyclical
procedure:
➢ Identifying a priority problem

➢ Gathering information
➢ Developing achievable aims and objectives
➢ Identifying the level of advocacy
➢ Identifying target people or groups
➢ Developing advocacy messages
➢ Identifying allies
➢ Identifying available resources
➢ Creating an action plan
➢ Monitoring and evaluating advocacy work.
Advocacy strategies:
◆ Raising public awareness
◆ Use the media
◆ Eight questions that will guide your advocacy strategy
◆ Remember the relationship between online and offline activities.
◆ Consider the impact.
◆ Ensure your action step is front and center.
◆ Contact in the best way possible.
◆ Keep your friends close.
◆ Be crystal clear.
◆ Continously grow your supporter list
However, aside from human beings, it is also possible to have an advocacy on other beings such as
plants and animals, especially when their existence is endangered or threatened by human acts.
Learning Competency with Code:

Analyze strategies of empowerment and advocacy of a community action initiative.
HUMMS_CSC12-IIIh-j-15
Activity 1. True or False: Read each statement below carefully. Write T on the line if the statement is TRUE
and F if FALSE.
_______1. Empowerment involves the capacity of an individual to make choices that can make changes in his
life.
_______2. Empowerment does not involve interplay of different agency and opportunity structure.
_______3. Participation of everyone is important in making effects decision.
_______4. In promoting advocacy, there is no need to persuade people to believe in you.
_______5. Advocacy promotes changes in status quo of individual’s perspectives.
Activity 2. Empowerment or Advocacy: Read carefully the statements belowand determine whether the
statement being described is Empowerment or Advocacy. Write E for Empowerment and A for Advocacy
on the blank before each number.
______1. It is the ability to make one’s own decision.

______2. It involves enhancing the capacity of an individual or group to make purposive outcome.
______3. The act of pleading or arguing in favor of something.
______4. It involves fighting for the rights of others.
______5. It has three types: systemic, individual, and self.
______6. The goal is to change the status quo of people.
______7. It requires a carefully detailed advocacy plan.
______8. The process of becoming stronger and more confident, especially in controlling one’s life and
claiming one’s right.
______9. Example of this is a non-profit organization that works to help women of domestic abuse who feel
too afraid to speak for themselves.
______10. It includes five kinds of skills: Life Coping, Manipulative,Intellectual,Communicative, and
Artistic.

Activity 3. VENN DIAGRAM: Compare and Contrast the different strategies used in empowering people
and promoting advocacy. Use the Venn diagram for your answer.
Activity 4. Essay: Based from your readings and from the previous activities, answer the following
questions. Use the space provided for you.
Clarity 10
Relevance of the topic 10
Total 20
1. What are the factors that you consider before making your decision? Explain.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
2. Is it really important to empower people? Why?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
3. What steps do you undertake in order to influence or help shape local governance in your area of operation?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
4. What are the expected result of advocacy?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.

5. What social issue would you advocate for? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
Activity 5. Video Analysis: Analyze the video given and answer the questions below.
If you cannot access the video I provided copy of the story.
Clarity 20
Relevance of the topic 30
Total 50
http://www.endthecycle.info
My nanme is Zolekha
My name is Zolekha Khatun and I am 18 years old.

I live with my 6 sisters and my parents,
In a village of Gaibandha districts.
I have a vision impairment and when I was a child,
My parents tried to support me as much as they could.
When I first started going to school,
The teacher said that I wouldn’t be able to read or write.
He said, ‘There’s nothing here for you.’
But I told them that I’d memorize it and I managed to keep going, up to grade 4.
The other students at the school wouldn’t call me by my name at all.
Instead day called me ‘kana’ which is very negative slang word for a person who is blind.
My friends would often say that I was too much of a burden to go out with them.
They didn’t want to have to do things like help me with steps.
They would say, Hey!, why do you want to come with us?
You will just cause problems!
They had negative attitude towards me,
I am involved in a self help group, with 12 other people,
And two of us have received some training
Because of the training I save enough money to get some ducklings,
Then when they are old enough, I sold them and brought a cow.
My family now earns a little from the milk we sell.
I used to be very shy and quite,
But now because of the training I am not afraid to talk to anybody.
I realize that we are all human and no one should be afraid to anyone else.
We received training about our rights, as people with disabilities.
Before, we didn’t know about things like social security, or our legal rights.
And, out of the 12 of us in the group,
11 didn’t have official disability documentation which allows access to government benefits.
We confronted the deputy director of the district social service office.
And he finally gave us a commitment to give us the card.
When I think about my future, ill be ok, as long as my cow is generating an income.
I’d also love to learn Braille so that I could read and write.
Because if I go anywhere, and somebody ask me,
I’d be able to write my parents name and also my address.
I could even get a job sowing, or work with a computer.
Is there any limit of what I could do?
1. What features of individual empowerment can you find in Zolekha’s story?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
2. Discuss Zolekha’s social participation, education experiences, and livelihood. What care and support did
Zolekha receive (or not) from her family and the community?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
3. At the end of the video, Zolekha asks,”Is there no limit to the things I can do?” What role did advocacy
organizations play in Zolekha’s story? How did their collective stand create change?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
4. How can we support Zolekha and her families, friends and teachers?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.
5. How can we advocate for inclusive change in the way that organizations work?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________.

Reflection:
What significant learning did you gain from the topic (Empowerment and Advocacy)?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________.
Answer key
Exercise 1
1. T
2. F
3. T
4. F
5. T
Exercise 2
1. E
2. E
3. A
4. A
5. A
6. A
7. A
8. E
9. A
10. E
Exercise 3: Answer my vary
References:
Books
Abenir, M.A, et al., 2017. Community, Engagement, Solidarity, And Citizenship. 4/FSEDCCO 1 Bldg. 120
Thailand corner Legazpi Streets Legaspi Village, 1229 Makati City, Philippines: Diwa Learning Systems,
Inc.
WEB
Post Production
Content Supervision & Sign off: Nazmul Bari
Producer: AJ Clifford
Produced by Room3 for CBM Australia
https://collaborating4inclusion.org/zolekhas-page/
http://www.endthecycle.info
https://operationmeditation.com/discover/5-empowerment-strategies-that-will-help-in-your-personal-
growth/ by Operation/Meditation
https://www.salsalabs.com/blog/advocacy-campaign-strategies-techniques by Mark Kelly, on December 18,

2017
Prepared by:
DIANNE M. RIAZONDA
Writer

Name of Learner: ______________________________ Grade Level: _________________

Section: _______________________________________Score: ______________________

PARTICIPATORY DEVELOPMENT IN COMMUNITY-ACTION INITIATIVES
Participatory development has become widespread as one of the established community-action

initiatives to achieve a self-reliant community and sustainable growth and development across the political
spectrum. This approach aims to empower individuals by providing equal and appropriate opportunities and
allowing them to take part in the development process. Also, the social movement and institutional
perspectives are being used to clearly define the ideas of participatory development.
The concept of participatory development is essential, particularly in the Philippine setting,

considering that we are a developing country. Hence, the need for the locals especially the marginalized to
join in the development process is vital to improve their quality of life. Furthermore, participatory
development, once achieved, could redound to a more meaningful partnership from the higher hierarchy down
to grass root level.
The government including the Non-Government Organizations have made an effort to introduce
participation on programs such as poverty alleviation, agrarian reform, solid waste management, medical
missions, and other relevant activities that further addresses the problems inside the community. "When people
share a strong sense of community they are motivated and empowered to change problems they face, and are
better able to mediate the negative effects over things which they have no control," Chavis et al., (1990, p. 73)
write. Moreover, "a sense of community is the glue that can hold together a community development effort"
(Chavis et al., 1990, p. 73-74). This concept suggests that programs that "...foster membership, increase
influence, meet needs, and develop a shared emotional connection among community members" (Chavis et
al.,1990, p. 73) can serve as catalysts for change and for engaging individuals and the community in health
decision-making and action.
Let’s try to understand deeper about participatory development by answering series of activities.
Learning Competency with Code:
Explain the importance of commitment and action in participatory development for community well-
being. HUMSS_CSC12IIIh-j-16

ACTIVITY 1. PHOTO GALLERY
Directions. Based on the following pictures, list down at least five (5) benefits of participatory development.
Picture 1. A Landsgemeinde, or assembly, of the canton of Glarus, Picture 2. UNHCR staff provides training on rights to a group of
on 7 May 2006, Switzerland. People are enjoined to participate in a indigenous women displaced by the long-running conflict on
direct democracy. Mindanao Island.. ( Source:
(Source:https://en.wikipedia.org/wiki/Direct_democracy#/media/File:Landsgemeinde_Glarus_2 https://www.unhcr.org/news/latest/2011/10/4e92fc216/mindanaos-indigenous-people-ask-
006.jpg) unhcrs-help-gain-rights.html)
Picture 4. SSG Officers of Hacienda-Intal NHS picking up garbage

Picture 3. Baggao, Cagayan Billion Tree Planting and Growing around the community. A synchronized clean-up drive initiated by
Project launched on October 11, 2019. LGU-Baggao conducted every third Friday of the month. Photo by:
(Source: https://pia.gov.ph/news/articles/1030214) Wendel C. Bunuan
1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
_______________________________________________________________________
4. _______________________________________________________________________
_______________________________________________________________________
5. _______________________________________________________________________
_______________________________________________________________________
RUBRIC FOR THE ACTIVITY

POINTS
CRITERIA DESCRIPTION POINTS
OBTAINED
Content Data gathered is accurate and aligned to the benefits
10
of participatory development.
Analysis Analysis was clear and concise based on the data
6
presented.
Presentation Data gathered and the analysis were presented in an
4
organized manner.
TOTAL 20
ACTIVITY 2. NEWS READING

Directions. Read the article and answer the questions provided.
Environmental groups raise alarm on Nickelodeon threat to sustainability of Palawan
Manila – Environmental groups, together with members of the academe and representatives from
Palawan, called for intensified efforts to safeguard the sustainability and environmental viability of Palawan
in light of apparent lobby efforts to push through with plans for a Nickelodeon theme park in Coron. The
groups blasted corporate collusion with some government agencies that threatens the environment.
This came a few days after Department of Tourism (DOT) Secretary Wanda Tulfo Teo said in an
interview on CNN Philippines that the controversial project would “push through.”
The groups sent a letter to the DOT reiterating their opposition to the project, on behalf of the more
than a quarter million signatories in the online petition site Bataris.org.ph.
The letter reminded the agency of the Tourism Act of 2009, which states that the agency should
‘promote a tourism industry that is ecologically sustainable, responsible, participative, culturally sensitive,
economically viable and ethically and socially equitable for local communities,’ and how the proposed project
and “the excitement of DOT Secretary Teo clearly goes against this mandate.”
“The DOT cannot promote a project that destroys the very attraction you are promoting, which is the
beauty of the healthy marine ecosystem of Coron, among others,” the group said in the letter.
While Teo said Coral World Philippines (CWP) personally assured her that the project will not cause
irreparable damage to Coron’s marine ecosystem, particularly its coral reefs, the group told Teo that “we
cannot risk any of the potential damage that the Attraction would cause on what we consider as the last
ecological frontier of the Philippines.” The groups find it distressing that Teo made a public endorsement
without undertaking environmental impact studies or any scientific basis to rule out the damage that the
proposed attraction would wreak.

Signatories of the letter include Greenpeace Philippines, Save Philippine Seas, Conservation
International Philippines, Environmental Legal Assistance Center (ELAC), among others.
“The people in the Philippines and all over the world do not want an artificial structure built in
Palawan, the country’s last ecological frontier. For us, Palawan is beautiful as it is,” said Anna Oposa, co-
founder of Save Philippine Seas.
Meanwhile, Greenpeace Philippines said the situation is another example of corporate interest and
profiteers seeking to trash and destroy the environment for money that will only benefit the few.
“Even if the developer says the structures will be floating, these will still be anchored somewhere and
potentially destroy. Again, we are faced with the dilemma of putting profit over our environment and the rights
of our people. When will we ever learn?” said Vince Cinches, Oceans Campaigner of Greenpeace.
On January 9, 2017, Viacom International Media Networks, the global media company that owns
Nickelodeon, announced its plan to build a tourist attraction in Coron, Palawan, with CWP as the project’s
developer. According to the original press release, the structure would “feature one-of-its-kind resort dining
experience with CWP’s trademark underwater restaurants and lounges, which will be located about 20 feet
below sea level with vivid views of the world beneath the ocean.”[2]
The proposal immediately met strong opposition from individuals and environmental NGOs. The
Bataris petition gathered over 200,000 online signatures within a few days, with the #CoronisnotBikiniBottom
trending on various social media channels for several days.
Despite this, CWP submitted a letter of intent to invest in Coron to its Mayor, Jerry Barracoso,
on January 25. On January 27, CWP’s Marketing Director, Susan Lee, told the environmental news portal
Mongabay that the master plan would be published “in another two months.”
More than four months later, the master plan has not been made available to the public, nor to the local
government
“Building a structure in Palawan needs to go through due process. In addition to securing permits from
the local government, the developers also need to conduct an Environmental Impact Assessment, secure an
Environmental Compliance Certificate from the Department of Environment and Natural Resources; clearance
from the Palawan Council for Sustainable Development, a multi-sectoral and intergovernmental body
mandated to enforce Republic Act 7611 or the Strategic Environmental Palawan (SEP) Act; and clearance
from the National Commission on Indigenous Peoples, because Coron and Calamianes Islands are ancestral
domain,” emphasized Atty. Gerthie Mayo-Anda, Executive Director of ELAC Palawan.
The proposed structure could also have negative environmental impacts. “There are at least two coral
species in Coron and Busuanga that are globally endangered,” said Dr. Wilfredo Licuanan, coral reef scientist.
“The proposed structure could restrict access of local people to marine resources, affect other marine habitats
such as seagrass meadows and mangrove forests, and affect ecosystem services that they provide.”
Source: https://www.greenpeace.org/philippines/press/1475/environmental-groups-raise-alarm-on-
nickelodeon-threat-to-sustainability-of-palawan

1. What perspectives of participatory development are used by the locals in fighting the construction of
Nickelodeon Theme Park in Coron? Explain your answer briefly.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________.
2. What do you think is/are the positive impacts to the communities if the Nickelodeon Theme Park
proposed structure pushed through?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________.
3. Identify the negative effects on the lives of the people in Coron as well as the island, if a park is
established there.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________.
4. What does the action of the environmental groups and the people of Coron reflect/imply?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________.

POINTS
OBTAINED
Content Important points were clearly stated and supported
10
by relevant facts.
10
presented.
Presentation Answers was well-written with ideas easily
5
conveyed to readers.
TOTAL 25
ACTIVITY 3. MY COMMUNITY SERVICE LIST
Directions: Make a list of programs and activities you have participated in your community last 2019. Explain
how these activities brought about social change and development in your locality. Use the following table
for this activity.
Explain briefly how these activities
Programs/Activities
brought about social change and Insights
Attended
development in your locality
Tree Planting Through planting, we are helping the I was able internalized the
nature to regenerate itself. Trees help significance of this activity
clean the air we breathe, filters the considering of the current
water we drink, and provide habitat to situation of our mother
different species of flora and fauna. nature. This is timely
With this activity, we are making a because we now experienced
community that preserves biodiversity massive flooding, strong
and equilibrating tourism industry as typhoons and other natural
well. calamities, and tree planting
is a ‘must’ thing to do.
Explain briefly how these

Programs/Activities activities brought about
Insights
Attended social change and
development in your locality
1.
2.
3.
4.
5.

Example:
*use separate sheet if necessary

POINTS
OBTAINED
Content and The content was well-founded with facts. The social
Social value was clearly presented 10
Value
5
presented.
5
organized manner.
TOTAL 20
Activity 4. LET’S COMPOSE

Directions: Compose a poem (at least three (3) stanzas) reflecting the importance of participatory
development for community well-being. Provide your own title.
_______________________________________________________
Title
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

RUBRIC FOR SCORING
CRITERIA 4 3 2 1
Focus on The entire poem Most of the Some of the No attempt has
Assigned Topic is related to the poem is related poem is related been made to
assigned topic to the assigned to the assigned relate the poem
and allows the topic. The poem topic, but the to the assigned
reader to wanders off at reader does not topic.
understand one point, but learn much
much more the reader can about the topic.
about the topic. still learn
something
about the topic.
Creativity The poem The poem The poem There is little
contains many contains a few contains a few evidence of
creative details creative details creative details creativity in the
and/or and/or and/or poem. The
descriptions that descriptions that descriptions, but author does not
contribute to the contribute to the they distract seem to have
reader's reader's from the poem. used much
enjoyment. The enjoyment. The The author has imagination.
author has author has used tried to use his
really used his his imagination. imagination.
imagination.
Spelling and There are no There is one There are 2-3 The final draft
Punctuation spelling or spelling or spelling and has more than 3
punctuation punctuation punctuation spelling and
errors in the error in the final errors in the punctuation
final draft. draft. final draft. errors.
Title Title is creative, Title is related Title is present, No title
sparks interest to the poem and but does not
and is related to topic. appear to be
the poem and related to the
topic. poem and topic.
Imagery Many vivid, Some vivid, The reader can
The reader has
descriptive descriptive figure out what
trouble figuring
words are used. words are used. to picture in the
out what
The reader can The reader can poem, but the
imagery the
picture the somewhat author didn't
poem is using
imagery in the picture the supply much
and what the
poem. imagery in the detail.
author wants
poem. him/her to
picture.
Source:http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1107387&PHPSESSID=d8
b44a2c1fbc1d391bae0bcc394c5529

ACTIVITY 5. I PLEDGE!
Directions: Write a commitment/pledge of commitment about participatory development.
PLEDGE OF COMMITMENT
I pledge that….
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________
Name: _____________________________
Date: _____________________________
Guide Questions:
1. Why is participatory development considered as a form of people-oriented development?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________.
2. As a student, what is your role in participatory development and why is there a need to be an active
key player in your community?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________.

POINTS
OBTAINED
Content Important points were clearly stated and supported
10
by relevant facts.
10
presented.
Presentation Answers was well-written with ideas easily
5
conveyed to readers.
TOTAL 25
Reflection: Complete the statement:
I learned
that
I realized
that
I value
that
References:
Book
Journal
Gdrc.org. n.d. Participatory Development And Good Governance. [online] Available at:
<https://www.gdrc.org/u-gov/doc-jica_gg.html> [Accessed 25 May 2020].
Thomas, P., 2013. Challenges For Participatory Development In Contemporary Development Practice.
[online] https://crawford.anu.edu.au/. Available at: <https://crawford.anu.edu.au/rmap/devnet/devnet/db-75>
[Accessed 25 May 2020].
Prepared by:
WENDEL C. BUNUAN
Writer
Name of Learner: _____________________________ Grade Level: __________________

Section: ______________________________________Score: _______________________

CORE VALUES AND PRINCIPLES OF COMMUNITY-ACTION INITIATIVES
Community-Action Initiatives is an effort to involve residents, local groups and other organizations
pursue common goals as guided by the core values and principles of community engagement, solidarity, and
citizenship. Putting the people together makes a community prosper because we allow them in the creation,
designing, and implementing varied programs and activities for the benefit of all. The concept of human rights,
social justice, empowerment and advocacy, participatory development, and gender development are vital to
strengthen our knowledge on how community works.
In the past lessons, we have learned the importance of community-action as a way to solve issues in
our communities and those affecting the marginalized group of people. The different initiatives undertaken in
every corner of our community have transcended beyond the unraveling of the problems of human rights,
social equity, gender equality, and participatory development.
As a member of the youth sector, you are presumed to be the “hope of nation”. As such you must
actively take part in all the affairs of your community. By doing so, you are not just contributing to the success
of your community but for the entire community as well. The need to engage yourself into different projects
whether it is a long-term or short-term is indispensable which could radiate positivity among all the youth in
your community. Furthermore, you should also be the first one to initiate projects. Thinking of what project
that can be done in your community? Are you planning for a long-term or a short-term project? Short-term
projects take a few hours, days, or weeks to complete. Long-term projects take months or even years to finish.
Sometimes that action needs to be confrontational, to improve the lot of one group relative to another, and
sometimes it needs to be conciliatory, taking down the walls and bringing people together as equals.
Let us try to activate your views about community-action initiatives by doing this set of activities.
Learning Competency with code:
Assess selected community-action initiatives based on their core values and principles. HUMSS_CSC12IId-
g-11
ACTIVITY 1. PROJECT IDENTIFICATION

Directions. On the blank, write LTP (Long Term Project) if the given project is long term and write STP
(Short Term Project) if it is short term.
____________ 1. Medical and Dental Mission

____________ 2. Community Gardening
____________ 3. Sports Festival
____________ 4. Feeding Program
____________ 5. Disaster Preparedness Program
____________ 6. Waste Management Program
____________ 7. Tree Planting and Growing Project
____________ 8. Family Recreational Activities
____________ 9. Community Livelihood Projects
____________ 10. Learning Tutorial for Street Children
ACTIVITY 2. COMMUNITY-ACTION INITIATIVES SURVEY

Directions. Tell whether the given activities or projects are undertaken in your respective barangay by putting
a check in the column opposite each. Then, Answer the succeeding questions.
Projects/Activities Evident Not Evident

1. Clean-Up Drive
2. Livelihood Program
3. Seminar Program (e.g. Teenage Pregnancy, Family
Planning, Information drive about COVID-19, etc.)
4. Drug and Crime Prevention
5. Gender and Development Program
6. Tree Planting
7. Ecological Solid Waste Management Program
8. Feeding Program
9. Disaster Preparedness
10. Youth Development Program
Follow-Up Questions:
1. Based on the survey, what program in your barangay has been developed with sustainability?
Explain your answer briefly.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What do you think are the challenges faced by your community in dealing with the programs or
activities that are not undertaken or implemented?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________

POINTS
OBTAINED
Content The content was well-founded with facts. 10
5
presented.
5
organized manner.
TOTAL 20
ACTIVITY 3. PROGRAM FOR THE COMMUNITY

Directions. Select one program or activity enumerated from the survey in exercise 2. Discuss the advantage
and disadvantage of your choice by using the following table for your answer.
___________________________________________________
Name of Program/Activity
Advantage Disadvantage
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
*Note: use additional sheet if necessary

POINTS
OBTAINED
Content and The content was well-founded with facts. The social
Social value was clearly presented 10
Value
5
presented.
Presentation Data and the analysis were presented in an
5
organized manner.
TOTAL 20

ACTIVITY 4. COMMUNITY PROJECT EVALUATION
Directions. Reflect on how your community uses resources for the different community-action initiatives
implemented in your community. List down 2-3 projects and explain your responses below.
Programs/Activities that display the Programs/Activities that display the misuse

sustainable use of resources. of resources.
Example: Example:
Installation of Material Recovery Facility The use of bamboo as road fence
-Recycled materials are used to produce -Bamboo to be used as road fence cannot last
another product. long.
Follow-up Questions:
1. What mechanism/s should your community adopt in order not to misuse resources?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. How can you help your community in making those implemented projects sustainable?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

POINTS
OBTAINED
Content The student was able to give a content and was well-
10
founded with facts.
5
presented.
5
organized manner.
TOTAL 20
ACTIVITY 5. SING IT OR WRITE IT?

Option 1: Compose a jingle reflecting on the core values and principles of community-action initiatives in
your locality. Record your output using your mobile phones and submit it to your subject teacher for
evaluation.

Option 2: Write an essay reflecting the core values and principles of community-action initiatives in your
locality. Your essay will be graded based on the rubric below.
Rubric for Scoring (JINGLE)
Exceeded Met most Met some Did not meet

Criteria Expectations Expectations Expectations Expectations
4 pts 3 pts 2 pts 1pt
Lyrics The song lyrics are The song lyrics are The song lyrics are The song lyrics are
outstanding. The good. The words somewhat not coherent. The
words are are memorable. coherent. The song words are not
memorable. The The song lyrics are lyrics are well memorable.
song lyrics are enthusiastically received by the
enthusiastically received by the audience.
received by the audience.
audience.
Creativity The student The student The song The song

composed an composed an composed is not composed is not
original song with original song but very original, but very original. The
a clear theme. there are some there are some message is not
elements that are elements that are conveyed.
not excellent. not excellent.

Information The writer The writer The writer The writer
expressed factual expressed factual expressed factual expressed factual
information and information in a information in information in
incorporated at creative manner manner that manner that
least three and incorporated 2 showed little effort. showed no effort.
problems and one problems and a The performance
solution in a solution showing of the song did not
creative manner, acceptable effort. meet expectations.
showing acceptable The performance
effort. The of the song meets
performance of the expectations.
song was excellent.
Organization The writer clearly The writer lacked The writer lacked The song was
organized one of the two of the unorganized and
information, used following: clearly following: difficult to follow.
mostly correct organized clearly organized
grammar and information, information,
spelling and used correct grammar correct grammar
legible and spelling usage, and spelling usage,
handwriting. and/or legible and/or legible
handwriting. handwriting.
Mechanics The essay contains The essay contains The essay contains The essay contains
few, if any, errors some errors in the numerous errors in serious errors in
in the conventions conventions of the the conventions of the conventions of
of the English English language, the English the English
language, but does little to language, but may language which
understanding that interfere with interfere with the interferes in the
slang may be used understanding. understanding. understanding.
in song or rap.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N47X82&
Rubric for Scoring (ESSAY)
TRAITS 4 3 2 1
Focus & There is one clear, There is one clear, There is one topic. The topic and
Details well focused well focused Main ideas are main
topic. Main topic. Main somewhat clear. ideas are not clear.
ideas are clear and ideas are clear but
are well supported are
by not well supported
detailed and by
accurate detailed
information. information.
Organization The introduction The introduction The introduction There is no clear
is states states introduction,
inviting, states the the main topic and the main topic. A structure,
main provides an conclusion is or conclusion.
topic, and overview included.
provides of the paper. A
an overview of the
paper. Information conclusion is
is included.
relevant and
presented
in a logical order.
The
conclusion is
strong.
Voice The author’s The author’s The author’s The author’s
purpose purpose purpose purpose of
of writing is very
of writing is of writing is writing is unclear.
clear, somewhat somewhat
and there is strong
clear, and there is clear, and there is
evidence of some evidence of
attention evidence of attention
to audience. The
attention to audience. The
author’s extensive
to audience. The author’s
knowledge and/or
author’s knowledge
experience with
knowledge and/or experience
the and/or experience with
topic is/are with the topic is/are
evident. the topic is/are limited.
evident.
Word Choice The author uses The author uses The author uses The writer uses a
vivid vivid words limited
words and words and that communicate vocabulary.
phrases. The phrases. The clearly, but the Jargon or clichés
choice and choice and writing may
placement placement lacks variety. be present and
of words seems of words is detract
accurate, natural, inaccurate from the meaning.
and at times and/or
not forced. seems
overdone.
Sentence All sentences are Most sentences Most sentences Sentences sound
Structure, well are are well awkward, are
Grammar, constructed and well-constructed constructed, but distractingly
Mechanics, & have and they repetitive,
Spelling varied structure have varied have a similar or are difficult to
and structure structure understand. The
length. The author and length. The and/or length. The author
makes no errors in author author makes makes numerous
grammar, makes a few several errors
mechanics, errors in errors in grammar, in grammar,
and/or spelling. grammar, mechanics, and/or mechanics,
mechanics, spelling that and/or spelling
and/or spelling, interfere that interfere with
but with understanding.
they do not understanding.
interfere
with
understanding
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
Reflection:
State a legacy that you want to leave in your community. Place it in a placard either in the form of a
sentence, quote, etc.
Answer Key:
Exercise 1:
1. STP
2. LTP
3. STP
4. STP
5. LTP
6. LTP
7. LTP
8. STP
9. LTP
10. STP
Exercise 2: Answer may vary
Exercise 3: Answers may vary
References:
Books
Journal
BRYANT, R., 1972. Community Action. [online] https://www.jstor.org/stable/23692532. Available at:

<https://www.jstor.org/stable/23692532?seq=1> [Accessed 28 May 2020].
Prepared by:
WENDEL C. BUNUAN
Writer

Name of Learner: ____________________________ Grade Level: __________________

Section: ____________________________________ Date:_________________________

METHODOLOGIES AND APPROACHES IN COMMUNITY ACTION

Methodologies and approaches in community action will help you understand the purpose of each
phase and its implication to the society such as partnership and how it promotes development to the community
as a whole.
The following are the phases of Community Action:
⚫ Establishing links and partnership building with local groups
Establishing links is a process of identifying and locating different actors and players
within a community who share a common interest, purpose and goals.
Individual engaged in the different types of partnership depends on their goals and
interests. For example if you participate in community activities, that is a community-based
partnership, another type of partnership is the government-based, wherein the individual
engaged in the activities of the government as a stakeholder, and lastly, the faith-based.
Coordination, cooperation,collaboration and partnership are just some of the methods and
approaches in building partnership.
⚫ Community profiling
Social research method which involves building up a picture of the nature, needs and
resources of a locality or community, with the active participation of its members, he aim being
to create and implement an action plan to address the issues unearthed. It matters that you
know who are living in the community for you to assess what type of community you have.
⚫ Needs and resource assessment
It is used to assess the resources or skills that exist among the people or communities
with which a project plans to work. For eaxample, before you formulate an action plan, you
have to assess the needs of the community.
⚫ Participatory action planning and leadership development
It is a process by which a community undertakes to reach a given socio-economic goal
by consciously diagnosing its problems and charting a course of action to resolve those
problems. Experts are needed, but only as facilitators. As a sequence in undertaking
participatory planning, the group involve themselves in gathering information, consultation,
deciding together, acting together, and support independent community initiatives.
⚫ Resource mobilization
It is the process of getting resources from the resource provider, using different
mechanism, to implement an organization’s predetermined goals. Example, you are going to look
possible stakeholders/organizations that could help you provide the necessary needs in your
action plan.
⚫ Plan implementation
It is designed to document, in detail, the critical steps necessary to put your solutions
into practice. It is a step-by-step list of task with assigned owners and due dates, and helps the
project team stay on track. For example, you have to make a timeline for the activity.
⚫ Monitoring and evaluation
Used to assess the performance of projects, institutions and programme set up by
governments, international organizations and NGO’s. Its goal is to improve current and future
management of outputs, outcomes and impact. For example, evaluate and monitor how far have
you gone with your plan.
Learning Competency with Code

Explain the methodologies, and approaches in community action.
(Week 4)
Activity 1: Picture Analysis (mix&match)

Direction: Arrange the jumbled letters and match with the different pictures below.
1. PIHSRENTRAP -________________________
2. YTIUMMO GNILIFORP - ________________
3. SDEEN TNEMSSESSA - _________________
4. YROTAPICITRAP NOITCA GNINNALP- __________________________
5. ECRUOSER NOITAZILIBOM - __________________________________
6. NALP NOIATNEMELPMI - _____________________________________
7. GNIROTINOM DNA NOITAULAVE - ____________________________
PIHSRENTRAP YTIUMMO GNILIFORP SDEEN TNEMSSESSA

YROTAPICITRAP NOITCA GNINNALP ECRUOSER NOITAZILIBOM
NALP NOIATNEMELPMI GNIROTINOM DNA NOITAULAVE
Activity 2. LIST ME DOWN!

Direction. Supplement the information needed.
2.1. Types of Partnership
__________________________
__________________________
__________________________
2.2. Different methods and approaches in building partnership in the community

__________________________
__________________________
__________________________
__________________________
2.3. Provide corresponding information for community profiling. (Sample sheet)

Name: ______________________________________ Date: _______________________ Complete
Address: ________________________________________________________
Religion: __________________ Sex: _____ Male ______ Female
Age: _____ 15-16 ______ 17-18 _______ 19 and above
Type of family ____ Nuclear ______ Extended ____ Single Parent

Number of Siblings: ______________________
Family Income per month: ______ Php 2000 ______ Php 5000 ______ Php 8000 _____ Php
10000 _______ Php 15000 ______Php 16000 and above
Name some business establishments in your community:____________________________

__________________________________________________________________________
Do you have schools in your community? ____ Yes _____None
If yes, ____ Day Care Centers _____Elementary ____ High School ___College
Are health services available in your community? ____ Yes _____ No If yes, ____ Health Center ___
Clinic____ Public Hospital ___ Private Hospital
2.4. Compare and contrast community profile and needs assessment using the Venn diagram.
COMMUNITY NEEDS
PROFILING ASSESSMENT
2.5. Give the sequence of Participatory Planning.

Activity 3. REMEMBER ME!
Direction. Based from the pictures in activity 1, complete the table and explain briefly the purpose of each
phase of community action.
1. Establishing links and partnership building

with local groups
2. Community profiling
3. Needs Assessment
4. Participatory action planning and

leadership development
5. Resource mobilization
6. Plan Implementation
7. Monitoring and evaluation
Activity 4. ESSAY!
Direction. With this activity, in 300 words, discuss the implication of the different methodologies and
approaches in the implementation of community action.

Activity 5. ENGAGED!
Applying the different phases of community action in relation to pandemic COVID 19 or known as
corona virus, discuss how the government can minimize the spread of the pandemic in the country. What are
the phases in community action are to be employed?
Ex. The government organized the Inter-Agency Task Force or the IATF (Example of participatory action
and leadership development) etc. Discuss how the IATF works to prevent the spread of Covid 19).
___________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________.
RUBRIC FOR SCORING
5 4 3 2
EXCELLENT VERY AVERAGE NEEDS
GOOD IMPROVEMENT
This paper is This paper is the writer is topic is well-
clear and mostly focused, beginning to defined and/or
focused. It and has some define the topic, there are too many
Ideas holds the good details and even though topics.
reader’s quotes. development is
attention. still basic or
Relevant details general.
and quotes
enrich the
central theme.
The Paper (and The Sentences within
organization paragraphs) are organizational paragraphs make
enhances and mostly structure is sense, but the order
showcases the organized, in strong enough of paragraphs does
central idea or order and makes to move the not.
Organization theme. The reader through
order, structure sense to the the text without
of information reader. too much
is compelling confusion.
and moves the
reader through
the text.
The writing has The writing The text hums The text seems
an easy flow, mostly flows, along with a choppy and is not
rhythm, and and usually steady beat, but easy to read orally.
cadence. invites oral tends to be
Sentences are reading. more
Sentence well-built, with businesslike
Fluency strong and than musical,
varied structure more
that invites the mechanical than
expressive oral fluid.
reading.
Reflection: Complete this statement:

What I have learned in this activity
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________.
I enjoyed most
on_____________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________.
I want to learn more
on_____________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________.
References:
Websites:
-Losabia, Kay G. “Phases of Community Action.” 2020. https://www.coursehero.com>file (Date accessed:
July 2020)
https://moodle.digital-campus.org>
-B.P. Maithani. “Training Module on Participatory Planning and Management.” www.fao.org (Date
Accessed: July 2020)
“Resource Mobilization.” https://en.m.wikipedia.org (Date accessed: July 2020)
A Compendium of Daily Lesson Plans and Resource Materials in Community Engagement, Solidarity, and
Citizenship
Answer Key:
Activity 1.
1.1 Partnership
1.2 Community Profiling
1.3 Needs Assessment
1.4 Participatory action planning
1.5 Resource Mobilization
1.6 Monitoring and evaluation
Activity 2.
2.1
Community-based
Government-based
Faith-based
2.2
Coordination
Cooperation
Collaboration
Partnership
2.3
Answers may vary.
2.4
Answers may vary.
2.5
• Information
• Consultation
• Deciding together
• Acting together
• Supporting independent community initiatives
Activity 3.
Answers may vary.
Activity 4.
Answers may vary.
Activity 5.
Answers may vary.
Prepared by
FLOR ANGELIE S. UDARBE
Writer

Name of Learner: _____________________________Grade Level:________________

Section: _____________________________________ Score:_____________________

SYSTEMATIC METHODS OF COMMUNITY ACTION IN UNDERSTANDING COMMUNITY

Community action is an alternative research method that uses the community as the unit of analysis. This
approach forges research alliances with relevant stakeholders in the community to explore and develop
solutions to local problems. Community action includes a broader range of activities and is sometimes describe
as “social action” or ‘community engagement’ that increases the understanding, engagement and
empowerment of communities in the design and delivery of local services including:
• Building community and social capacity-helping the community to share skills and ideas.
• Community resilience-helping the community to support itself.
• Prevention- a focus on early access to services or support, engagement in design, cross-sector
collaboration and partnerships.
• Maintaining and creating wealth- for example helping people into employment or developing
community enterprise.
Action research makes a reasonable resolution or accurate evaluation more probable in two ways. First,
by involving the people directly affected by the issue or intervention, it brings to bear the best information
available about what’s actually happening. Second, it encourages community buy-in and support for whatever
plans or interventions are developed. If people are involved in the implementation of solutions to community
issues, they’ll feel they own the process, and work to make it successful. (e.g. community engagement in
decision making- through public engagement events where the community helps to decide local priorities, co-
design or co-commission services).
In the previous lesson we discussed the different methodologies and approaches in community action in
understanding community. A researcher conducting community action should apply systematic methods to
understand community such as partnership, community profiling which is a process of creating a series of
information that is applied to something or someone through techniques of date elaborations, needs
assessment, participatory action planning, resource mobilization, implementation plan, and monitoring and
evaluation.
It is also figured out by tapping the participatory and interactive process between the community and the
support groups or institutions.
Another method to be used in conducting community action is the need assessment that identifies the strengths,
weakness, needs, and resources which could help tear down the barriers and resistances that prevent the
community from achieving their goals. Community profiling and needs assessment are the most basic methods
used in conducting community action.
This toolkit provides guidance for conducting assessments of community needs and resources.

1. Describe the makeup and history of the community to provide a context within which to collect data on its
current concerns.
a. Comment on the types of information that best describes the community (e.g., demographic,
historical, political, civic participation, key leaders, past concerns, geographic, assets)
b. Describe the sources of information used (e.g., public records, local people, internet, maps, phone
book, library, newspaper)
c. Comment on whether there are sufficient resources (e.g., time, personnel, resources) available to
collect this information
d. Assess the quality of the information
e. Describe the strengths and problems you heard about
2. Describe what matters to people in the community, including a description of:
a. Issues that people in the community care about (e.g., safety, education, housing, health)
b. How important these issues are to the community (e.g., perceived importance, consequences for
the community)
c. Methods the group will (did) use to listen to the community (e.g., listening sessions, public forums,
interviews, concerns surveys, focus groups)
3. Describe what matters to key stakeholders, including:
a. Who else cares about the issue (the stakeholders) and what do they care about?
b. What stakeholders want to know about the situation (e.g., who is affected, how many, what factors
contribute to the problem)
c. Prioritized populations and subgroups that stakeholders intend to benefit from the effort
d. Methods you will (did) use to gather information (e.g., surveys, interviews)
4. (For each candidate problem/goal) Describe the evidence indicating whether the problem/goal should be a
priority issue, including:
a. The community-level indicators (e.g., rate of infant deaths or vehicle crashes) related to the issue
b. How frequently the problem (or related behavior) occurs (e.g., number of youth reporting alcohol
use in the past 30 days)
c. How many people are affected by the problem and the severity of its effects
d. How feasible it is to address the issue
e. Possible impact and/or consequences of addressing the problem/goal
5. Describe the barriers and resources for addressing the identified issue(s), including:
a. Barriers or resistance to solving the problem or achieving the goal (e.g., denial or discounting of
the problem) and how they can be minimized (e.g., reframing the issue)
b. What resources and assets are available and how the group can tap into those resources to address
the issue
c. Community context or situation that might make it easier or more difficult to address this issue.

To build effective community partnership, first, you have to connect with leaders at partner organizations
to promote engagement to a community with the same mind set. Define and prioritize your goal make sure
that goals and directives are clearly defined so everyone is on the same page. Build new partner relationships
and strengthen long-standing ones. Lastly, ensure screening and referral protocols are seamless, designate a
person or group to take ownership of resource collection so team members know who to talk to for those
concerns. There are seven steps for conducting a successful needs assessment: (1.) Clearly define your needs
assessment objectives, when defining objectives, ask yourself why are you conducting the needs assessment
and what do you plan to do with the findings. (2.) Be realistic about your resources and capacity. Consider
how much time, money and staff capacity you can devote to the needs assessment. The availability of
resources will greatly impact the needs assessment activities you are able to conduct. (3.) Identify the target
audiences and data sources. Given your objectives and resources, consider the target audiences and data
resources that will help you assess your needs. Consider, also, the competing priorities of your target audience
and how to encourage them to participate in your needs assessment.(4.) Think small and big when
summarizing results. Upon collecting the necessary data to your needs assessment, it’s time to dig in to that
data, try to summarize and reflect on data for each of your needs assessment objectives individually. (5.) Get
feedback, it is important to engommunity members as equal partners in understanding and translating results
from the needs assessment. This ensures that the people most affected by the program will have power in
determining its design. (6.) Disseminate- this helps ensure that the project stakeholders are on the same page
regarding project priorities and resource allocation and present your finding internally and externally.
(7.) Take action. At the conclusion of the needs assessment process, review your original objectives with
the final results and recommendations. Doing so will highlight what steps are needed to achieve your goals
and most importantly, take action and use those findings to develop your project approaches.
In Participatory action planning it is grounded in the belief that blending local knowledge and expert
knowledge leads to strong outcomes. Here are the steps how we implement participatory action plannin; (1)
Launch- establish a partnership with local stakeholders and lay out an action plan. (2) Understand- Create a
diagnostic portrait of the use of public space. (3) Explore- Identify design scenarios that will meet needs and
resolve issues.(4) Decide- with the various stakeholders, validate and improve upon the developed solutions.
(5) Act- implement the design solutiopns and advocate for citizen vision. (6) Inaugurate-celebrate the project’s
accomplishment.
Tools/Steps for Resource Mobilization:
1. Submitting proposals to typical donor agency is the most conventional way of getting support.
2. Organizing fundraising events where you invite guests and request donations for your organization.
3. Donation boxes where you request small amounts of money from public.
4. Collecting in-kind contribution such as used clothes, books, etc.
5. Volunteer support where volunteers provide their time and resources to support the work organization.
6. Income from busines-oriented projects of your organization like selling publications, offering
consultancies, microfinance, or micro-enterprise-based activites.
All the above listed types of support are essential for NGO’s though all of them do not contribute equally
to the funding needs of an organization.
Apply systematic methods of community action in understanding community.
(Week 4)
Activity 1: TRUE OR FALSE!
Direction: Assess whether the statement is true or false. Write T if the statement is true and F it is
false.
_______1. Conducting community action requires community profiling.
_______2. Needs assessment is a tool to give solution to the problem of community.
_______3. Applying systematic methods in conducting community action promotes positive change in the
community.
_______4. Methodologies and approaches in community action increases understanding, engagement, and
empowerment of communities.
_______5. Different stakeholders are engaged in community action.
Activity 2. COUNT ME IN!

Directions: Among the different methods used in community action choose one that you can apply in
undertaking community action. Enumerate the steps in each method. (e.g. needs assessment- the issue of
Distance learning of the Department of Education in relation to the pandemic Covid 19)
1. Identify one method that you can apply in undertaking community action_______________.
2. Select one method in conducting community action and give the steps of the specific method.
a. ____________________
b.____________________
c.____________________
d. ____________________
e.____________________
f.____________________
Activity 3. ESSAY!
Direction: As method of community action, explain in 300 words the relationship of Community
profiling and needs assessment in understanding community.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
____________________

Activity 4. EXPLORE!
Directions. Based from the toolkits mentioned above, make a community action applying needs assessment
method in relation to pandemic Covid 19 to the different learning modalities proposed by the Department of
Education using the given template below: (Use the example below as your basis).
Sample Action Plan Template
Objective Tasks Success Time Frame Resources
(List of Goals) (What you Criteria (when you need (What or who can help
need to do to (How you will to complete the you complete the task)
achieve the identify your task)
goals ) success)
RUBRIC FOR SCORING
5 4 3 2
EXCELLENT VERY AVERAGE NEEDS
GOOD IMPROVEMENT
This paper is This paper is the writer is topic is well-
clear and mostly focused, beginning to defined and/or
focused. It and has some define the topic, there are too many
Ideas holds the good details and even though topics.
reader’s quotes. development is
attention. still basic or
Relevant details general.
and quotes
enrich the
central theme.
The Paper (and The Sentences within
organization paragraphs) are organizational paragraphs make
enhances and mostly structure is sense, but the order
showcases the organized, in strong enough of paragraphs does
central idea or order and makes to move the not.
Organization theme. The sense to the reader through
order, structure reader. the text without
of information too much
is compelling confusion.
and moves the
reader through
the text.

The writing has The writing The text hums The text seems
an easy flow, mostly flows, along with a choppy and is not
rhythm, and and usually steady beat, but easy to read orally.
cadence. invites oral tends to be
Sentences are reading. more
Sentence well-built, with businesslike
Fluency strong and than musical,
varied structure more
that invites the mechanical than
expressive oral fluid.
reading.
Example:
Toolkit number 1- Describe the makeup and history of the community to provide a context within which to
collect data on its current concerns.
• Describe the strengths and problems you heard about
Toolkit number 2- Describe what matters to people in the community, including a description of:
• Issues that people in the community care about (e.g., safety, education, housing, health)
Toolkit number 3- Describe what matters to key stakeholders, including:
• Who else cares about the issue (the stakeholders) and what do they care about?
• What stakeholders want to know about the situation (e.g., who is affected, how many, what factors
contribute to the problem)
• Methods you will (did) use to gather information (e.g., surveys, interviews)
Toolkit number 4- Describe the evidence indicating whether the problem/goal should be a priority
issue, including:
• How many people are affected by the problem and the severity of its effects
• Possible impact and/or consequences of addressing the problem/goal
Toolkit number 5- Describe the barriers and resources for addressing the identified issue(s),
including:
• Barriers or resistance to solving the problem or achieving the goal (e.g., denial or discounting of the
problem) and how they can be minimized (e.g., reframing the issue)
• Community context or situation that might make it easier or more difficult to address this issue
Activity 5. ENGAGED!
Direction: Applying systematic method, identify the problems/issues in your respective community, who are
directly affected? What describe the population your respective community, and think how you give solution
to the problem by applying the need assessment method using the template below.
Note: same Rubrics will be used for this activity.
Who
What
Why
Where
When
Reflection: Complete this statement:

What I have learned in this activity
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________.
I enjoyed most
on_____________________________________________________________________________________
_______________________________________________________________________________________
_________________________________.
I want to learn more
on_____________________________________________________________________________________
_______________________________________________________________________________________
_________________________________.
References:
Websites:
-Minemyer, Paige. “ 4 Steps to Build Effective Community Partnership.” December 13, 2016.
https://www.fiercehealthcare.com
-O’Donnel, Emily. “ Steps for Conducting Successful Needs Assessment.” https://www.nichq.org
-“ Guidebook –Participatory Planning PDF.” https://www.participatoryplanning.ca.
(Date accessed: July 2020)
“What is Resource Mobilization?-Funds for NGO’s.” https://www.fundsforngos.org
-“Resource Mobilization.” https://en.m.wikipedia.org (Date accessed: July 2020)
Community Engagement Solidarity and Citizenship module
Answer Key:
Activity 1.
1. C
2. C
3. C
4. C
5. C
Activity 2.
2.1 Answers may vary.
2.2 Answers may vary
Activity 3.
Answer vary
Activity 4.
Answer may vary
Activity 5
Answers may vary
Prepared by
FLOR ANGELIE S. UDARBE
Writer

Name of Learner: ____________________________ Grade Level: __________________

Section: _____________________________________Score: ______________________

COMMUNITY ACTION PLAN
Community action is any activity that increases the understanding, engagement and empowerment
of communities in the design and delivery of local services. It also includes a broad range of activities and is
sometimes described as 'social action' or 'community engagement'. These activities can vary in their
objective, the role the community plays, the types of activities involved, their scale and their integration within
the council. What they have in common is that they all involve greater engagement of local citizens in the
planning, design and delivery of local services.
A community action plan is a road map for implementing community change by identifying and
specifying WHAT will be done, Who will do it and HOW it will be done. In other words, the action plan
describes what the community wants to accomplish, what activities are required during a specified timeline
and what resources (money, people and materials) are needed to be successful. The community action plan
shall become a framework for implementing sustainable sanitation and water management activities that are
decided by the community itself. It is important to emphasise that the community members should be the main
actors in preparing their own community action plan regarding sanitation and water management.
In writing/ crafting a community action plan these are things to be considered:
What are needed in writing an action plan

1. A clear vision
2. A set of values
3. The strategic framework
4. An overall goal
Elements of an Action Plan

1. Statement of what must be achieved – the goal or output
2. Activities that have to be followed to reach the objective or goal
3. Target date for completion or schedule for when each activity must begin/end
4. Identification of the organization/individual who will be responsible for each activity
5. Clarification of the inputs/resources needed to complete the task
6. Identification of indicators which will allow for measurement of progress towards the goals
Parts of a Community Action Plan

I. Cover Page – style/design of the plan
II. Executive Summary – a brief story of an action plan to be undertaken
III. Table of Contents
IV. Community Profile
V. Introduction to the Plan
a. How the plan was developed
b. Who was involved in the development of the plan
c. Who will manage the implementation of the plan
d. Other information that is important to the plan
VI. Action Plan – cite/list down the task, resources needed to be undertaken and is clearly attainable
applying SMART( SMART,MEASURABLE, ATTAINABLE, RELEVANT AND TIMELY)
TASK ASSIGNED TO DUE DATE
VII. Appendices and Supporting Documentation
For examples visit and read

a. www.slideshare.net/mobile/monadey
b. Waste Management Action Plan
Learning Competency with Code

Formulate a community action (Quarter 2, Week 5) HUMSS_CSC12-Iva-d-19
Exercise 1. Picture Analysis
Direction: Read and analyze the pictures above and answer each question below. Write your answer
on the space provided.
Guide Questions:
What can be seen in the picture?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________
What do the pictures depict?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________
In your own point of view, what is community action? And community action plan?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________
Exercise 2. Explain Me!
Cite 5 examples of community action which you experienced or observed in your community. Share a brief
story in each community action. Write your answers in a whole sheet of paper.
Example : Organizing a Fundraising. In the recent situation of Cagayan and Isabela a lot of people with good
heart gathered and donated in kind and in cash to help and rescue the constituents of the different towns
affected by the flood.
Rubrics:
Content-------------------------4
Organization of thought-----4
Presentation--------------------2
Total 10 points
Exercise 3. Essay Writing
Directions. In not more than 500 words explain why community action plan is important? Write your
answer in the box.
Rubrics:
Content-------------------------5
Organization of thought-----5
Mechanics---------------------5
Total 15 points
Exercise 4. Graphic Organizer Making
Direction: Create/ design a graphic organizer showcasing the chronological procedure of the elements of
community action plan. Use a bond paper for your final output.

Scoring Rubrics:
Criteria 5 4 3 2 1
Ideas Many original Several Some original Few original No original
• Originality ideas in original ideas ideas in ideas in ideas in
• Interest material and in material/ material material/ material
display are display are /display are display are /display are
evident and evident to evident to evident evident and
stimulate a stimulate a stimulate some stimulate stimulate
great deal of much of interest interest interest
interest interest
Relevance of Material Material Some material Little material Material
material selected is all selected is selected is selected is selected is not
• connected to relevant and mostly relevant and relevant and relevant and
main idea clearly relevant and somewhat rarely rarely
connected to clearly connected to connected to connected to
the main idea connected to the main idea the main idea the main idea
the main idea
Visual Impact Overall visual Overall visual Overall visual Overall visual Overall visual
• effectiveness impact is very impact is impact is impact is impact is not
of overall effective effective somewhat limited evident
presentation effective
Total Score _______/15
Exercise 5 My Community Action Plan
Direction: Create or make a community action plan based on the current situation/s of our society (Covid-19
or any issues and concerns).
Rubrics for Scoring
Component Description Excellence Good Fair Needs Fail

Improvement
Plan The plan is feasible, 5 4 3 2 1
viability can be implemented
and not a burden to the
society.
Content and The data are presented 5 4 3 2 1
Organization logically and there is a
clear relationship
between and among
ideas.
Clarity of The ideas are explained 5 4 3 2 1
Presentation well in clear, audible,
and impactful manner.

Teamwork There is clear evidence 5 4 3 2 1
of teamwork and
division of labor.
Total 20
Reflection
Complete this statement:
What I have learned
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________
References for learners

Community Engagement Solidarity and Citizenship by Diwa Learning Town
ACPHD (2004): A Handbook for Participatory Community Assessments Experiences from Alameda
County. Oakland: ACPHD URL
FAO (2001): Field Level Handbook. SEAGA Socio-Economic and Gender Analysis Programme.
Rome (Italy): FAO URL
Answer Key
Exercise 1 Answer may vary
Community action is about putting communities at the heart of their own local services. Involving
communities in the design and delivery of services can help to achieve a number of objectives, including:
• Building community and social capacity – helping the community to share knowledge, skills and ideas
• Community resilience – helping the community to support itself.
• Prevention – a focus on early access to services or support, engagement in design, cross-sector
collaboration and partnerships
• Maintaining and creating wealth – for example helping people into employment or developing
community enterprises
Exercise 2 Answers may vary

Prepared by:
Michelle T. Asistores
Writer


Section: ______________________________________________Score: ______________________

PLAN USING PARTICIPATORY APPROACH
A participatory planning process - one in which all the stakeholders are involved - is often the most
effective and inclusive way to plan a community intervention. A participatory process provides community
ownership and support of the intervention; information about community history, politics, and past mistakes;
and respect and a voice for everyone. It also takes time, care, mutual respect, and commitment.
1. You have to carefully consider what level of participation is most appropriate under the circumstances.
2. You also must identify the stakeholders, and make sure they all get to the table, using communication
techniques designed to reach them.
Examples of Participatory Approaches
1. Rapid Rural Appraisal (RRA). RRAs were designed to collect first-hand data from the
local people about their perceptions of their local environments and living conditions in
rural areas. RRAs were usually conducted as 1-3 days workshops with villagers in the field
and facilitated by small teams of RRA specialists or researchers. RRA methods were
specifically adapted to respond to local conditions. For example if someone working on an
aquaculture project they may use the guidelines as they are planning their investigation:
a. structured but flexible- careful planning, clear objectives, the right balance of people
involved and a good choice of tools and techniques to be used
b. integrated and interdisciplinary-helps outsiders to learn about rural conditions by looking
at many points of view.
c. awareness of bias-avoid biases by being aware and systematic in taking into account
different point of view and sets of interest
d. accelerating in the planning process-information produced is analyzed on the spot and
presented by planners which is understood by local people themselves
e. interaction with and learning from local people-involve, listen and learn from people
f. combination of different tools-uses combination of communication and learning tools
allowing people to present their knowledge, concerns and priorities to outsiders
g. iterative- what has been learnt is constantly reviewed and analyzed in the field.
2. Participatory Rural Appraisals (PRA). PRAs use similar methods and tools as RRA, but
the most important principles in PRA was the sharing of results of analysis, decisions and
planning efforts among the community members by open and public presentation during
meetings. PRAs strongly supported and facilitated the introduction of more demand-
responsive ways of managing development interaction, and process-oriented thinking.
Examples: Surveying and sampling, Focus group discussions, community mapping etc.
3. Participatory and Integrated Development (PID). In order to overcome the casual
application of participatory methods here and there, PID seeks to include workshops and
their results in a broader, long-term frame of institutionalized activities. PID means offering
facilitation support to locals (such as villages, communities, interest groups, associations
etc.) on a demand responsive basis, and assisting them in getting their interests represented.
For example, getting grassroots level planning and action integrated into local and regional
planning approaches. This leads to a more sustainable and better coordinated way of
development. In addition to this vertical integration. Finally, the process must be
maintained over time, so that momentum will not be lost. If you can manage a planning
process that meets all these requirements, the chances are that you will come up with a
successful community intervention, one that truly works and meets the community's needs.
WHAT ARE THE ADVANTAGES OF A PARTICIPATORY PLANNING

APPROACH?
• Participation carries with it feelings of ownership, and builds a strong base for the intervention in the
community. If people are integral to the planning of a community intervention, then that intervention
will be theirs. They have a stake in it not only as its beneficiaries or staff or sponsors, but as its
originators. They'll do what they can to see their work succeed.
• It ensures that the intervention will have more credibility in all segments of the community because it
was planned by a group representing all segments of the community. If people know that others with
the same point of view and experience as theirs were instrumental in making the intervention happen,
they'll assume that their interests were attended to.
• Bringing a broader range of people to the planning process provides access to a broader range of
perspectives and ideas.
• A participatory planning approach avoids pitfalls caused by ignorance of the realities of the community
or the target population. If, for instance, Muslims are part of the planning process for an intervention
in a community which includes many followers of Islam, they'll know that lunch meetings during
Ramadan, the Islamic month of daytime fasting, are not likely to work. Long-time community
members will know what has failed in the past, and why, and can keep the group from repeating past
mistakes.
• It involves important players from the outset. If the intervention needs the support of a particular
individual, or that of a particular agency or group, and they've been part of the planning from the
beginning, their cooperation is assured.
• It can provide an opportunity for often-disenfranchised groups to be heard, and teach the community
that they have important things to say.
• It teaches skills which last far beyond the planning process, and can help to improve the community
over the long term. People learn to run meetings, to analyze data, to construct strategic plans - in short,
to become community resources and leaders.
• It can bring together and establish ties among community members who might normally have no
contact. Such relationships - between low-income people and business leaders, for instance - are not
only supportive of the intervention, but may help to create long-term relationships and break down
barriers in the community.
• A participatory planning process builds trust, both between your organization and the community and
among the individuals involved. This trust can serve as a foundation for future community
development and community action.
• A participatory planning process generally reflects the mission and goals of grass roots and
community-based organizations. With its underpinnings of collaboration, inclusiveness, and
empowerment, a participatory approach embodies the ideals that form the foundations of most grass
roots and community-based organizations.
• It implies respect for everyone in the community, and thus sets a standard for community participation
and empowerment that other organizations - and the community at large - may feel compelled to
follow.
• Logically, a participatory planning approach should be effective. The fact that it includes the views
and perspectives of everyone affected by the intervention should work to assure that all assets and
needs are identified and addressed, and that unintended consequences are minimized.
• Finally, it does things the way they should be done. It respects everyone's intelligence, values
everyone's ideas and experience, and affords everyone a measure of control. By empowering the
community, and particularly the target population, rather than just superimposing its own ideas on a
social structure that already exists, your organization can give substance to its ideals. In the final
analysis, some level of participatory approach is almost always the most ethical way to plan a
community intervention.
WHAT ARE THE DISADVANTAGES OF A PARTICIPATORY PLANNING

APPROACH?
It's crucial to understand and anticipate these considerations, and to decide when and how a participatory
planning approach can work in your situation.
• A participatory process takes longer. A diverse group always takes longer to make decisions and come
to conclusions than does an individual or small group.
• Members of the target population or the community may not agree with the "experts " about what is
needed.
• Education may be needed, for community members and the organization. Members of the target
population and the community may not have important technical knowledge or experience, and may
need to understand some theory or past practice in order to see what the organization is trying to do.
Some may need new skills in order to participate fully in the planning process. The organization, on
the other hand, may need to learn more about local culture, political issues, and community history in
order to tailor the intervention to the community and avoid past errors. Education takes time.
• One determined individual can wreck the whole process if he's not handled well. Someone who has a
particular axe to grind, or who's convinced that only he knows what's right for the community can
make a participatory process very difficult. Handling this situation can take both tact and toughness.
• It may be difficult to assure that all the right people get to the table. Some key people may simply not
want to participate. Factions in the community, a history of failed attempts at communication or at
dealing with problems, ignorance of which groups or individuals are important, or just basic mistrust
may complicate the task of creating a participatory planning process. Overcoming this barrier,
however, can have profound positive consequences in the community over the long term.
• A participatory planning process takes patience and commitment on everyone's part. People have to
maintain their commitment over time, remain civil while discussing issues about which they may have
strong feelings, and be willing to compromise. A few misplaced words, or one or a small number of
key people losing interest can upset the whole process.
While these disadvantages present potential or real challenges to the success of a participatory planning
process, overcoming them may tremendously increase the possibility of designing and carrying out an
effective community intervention.

Plan using participatory approaches (HUMS_ CSC12-Iva-d-19)

Activity: Build Me Up!
Draw a tower using the space provided. Videotaped your work and post it in your facebook account for a day.
Process Questions:
What did you do before making/designing a tower?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Is it important to have members in doing the activity? Yes or No. Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What did you learn while making and after doing the task?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Exercise 2: Board Work
Using the graphic organizer below, write down the 2 advantages and 2 disadvantages of participatory planning
approach.
Figure 2 Advantages Figure 1 Disadvantages
Exercise 3: Discuss Mo Ako Please!

Directions. Discuss each question on the space provided inside the box.
What are the levels of participatory planning? When is participatory planning appropriate?
Who should be involved in participatory planning process? What are the levels of participatory planning?
What do you need to do to get participatory planning process up and running?

Exercise 4: Slogan/Poster Making
Directions. Create a SLOGAN or POSTER that will establish how participatory planning can be applied in
our daily lives. Take a picture of your output and submit it to your teacher via gmail/messenger/email/etc.
The activity will be scored with the following rubrics:
10 - Relevance to the Topic
5 – Creativity
5 – Neatness
20 points
Exercise 5: “One-sentence summary”

Directions. Summarize the definition of participatory planning by doing “one- sentence summary”
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Scoring Rubrics:
4 - Content
4 - Organization
2 - Sentence fluency-
10 points
Reflection:
I have learned
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Answer Key
References
Community Engagement Solidarity and Citizenship by Diwa Learning Town
https://ctb.ku.edu/en/table-of-contents/analyze/where-to-start/participatory-approaches/main
Google .com/google search
Prepared by:
Michelle T. Asistores
Writer


Section: ______________________________________________Score: ______________________

IMPLEMENT COMMUNITY-ACTION PLAN
The implementation of the community-action plan serves as the terminal satisfaction of the discipline. It
focuses on the engagement of the students in a real community in contrast with the classroom discussion of
theories and assumptions.
Students are expected to immerse themselves as guided by the core values of human rights, social justice,
empowerment and advocacy, gender equality, and participatory development.
The community-action plan aspires to stir the sense of belongingness and initiatives in the pursuit of
community changing actions for the realization of a better community while integrating the different concepts
and theories of Social Sciences.
Through the initiatives of the students, it will make them realize of their value as a citizen which is to be
part of the problem-solving group and not the other way around. The visions of the students through this
activity will make them more responsible and effective members of the community because of their fruition
that everyone can be an active voice of the community through implementing a long-lasting help to the
community where they are directly involved with.
Learning Competency with Code: HUMMS_CSC12-IVe-h-21
Implement community action plan (Quarter 2, Week 1)

Exercise 1. The Propaganda
Directions: By choosing at least one of the following activities stated hereunder, make a
propaganda on how to make a better community amidst the existence of numerous problems.
(Note: This activity is individual )
A. Vlog
-at least 2 and a half minutes
B. Song
-at least 1 minute with minus one or accompaniment
C. Poem
-at least 4 verses

D. Slide Presentation
- at least 12 slides presented creatively

Exercise 2.Interview
Directions: In your own community, interview at least two locals; a Barangay Official and an
ordinary one, and ask the following questions concerning the different aspects of the community.
NOTE: If you have an access to the internet you may chat or have a video call on your
chosen locals but in case you don’t, you may speak with your parents.
A. Political Answer
1. What are the recent effective

programs of your barangay?
2. How does this program affect

the community as a whole?
B. Economical Answer
1. What are the major sources of

livelihood in your community?
2. Where there some barangay

interventions in the livelihood
of the locals?
C. Social Answer
1. What are the active civic

groups in your community?
2. How do they help in the

community building?
(program/projects)
D. Spiritual Answer
1. What are the spiritual

activities that greatly shape the
behavior of the people?
2. How does spiritual leaders

involve themselves in the
betterment of the community

Exercise 3. Community Program Procedures
Directions: After knowing the Condition of your own community through an interview, what
PROGRAM do you think is necessary to help it? how will you implement it through a step by
step procedure? Write your answers on the following arrow box.
Title: FEEDING PROGRAM (example)
Objectives:
1.
2.
Program FLOW
1.
2.
3.
4.
5.
6.
7.
8.

Exercise 4. Reflection
Directions: After having in mind the necessary PROGRAM to be conducted in your community,
make a reflection on the impact of the program to the community. Answer the guide questions
below.
Guide Questions:
1. Who will directly benefit from the program? How will it benefit them?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Does it consider the culture of the people? If Yes/No, how?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. How can it be maintained?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. How can you assure the support of the people?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Exercise 5. Picture Analysis
Directions: In relation with the current social problem on COVID 19, give your evaluation on the
following pictures below.
Note: The Rubrics to be used in evaluating Exercise 4 will likewise be used.
A.
(https://www.google.com/search?q=Pictures+of+People+Helping+one+another+in+times+of+COVID&sxsrf=ALeKk01s9Do_Ddy4Y-1kIuW-
N5hEFlMZsw:1594724844913&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjNyZT_zMzqAhVQHaYKHWGzCa4Q_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=F3CUG4r
gk5abHM)
B.
(https://www.google.com/search?q=covid+19+caricature+philippines&tbm=isch&ved=2ahUKEwiViLHozczqAhViNaYKHQY7DeUQ2cCegQIABAA&oq=caricature
+covid+PHILI&gs_lcp=CgNpbWcQARgAMgYIABAIEB4yBggAEAgQHjoCCAA6BAgAEB46BggAEAUQHlDGIljqOmDmRmgAcAB4AIABlAOIAaoKkgEJMC40LjEuMC4xm
AEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=yZINX9X_IuLqmAWG9rSoDg&bih=657&biw=1366#imgrc=ANTwAGG3oTwxXM)

Rubric for Scoring in Exercises 1
VLOG RUBRIC
Song Composition Rubric

Poem Rubric
Slide Presentation Rubric
Rubric for the answers in Interview

Reflection Paper Rubric
References:
Web
https://sites.google.com/site/missazharclassroom/home/rubrics/blogrubric
https://www.pdffiller.com/79742752--volunteer-acrostic-poem-template-form-
https://www.google.com/search?q=rubrics+for+song+composition&sxsrf=ALeKk00R1iBxhZa2rHQJK
0VkzS_Tsptz7A:1591188953598&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjN2uXi2OXpAhWjyIs
BHfY9AUYQ_AUoAXoECAwQAw&biw=1366&bih=608#imgrc=TS079St5HA9ArM
https://www.google.com/search?q=rubrics+for+poem&sxsrf=ALeKk004UwQTWArFcx_A_30sbE93g
DZgqw:1591189043333&tbm=isch&source=iu&ictx=1&fir=tnbQb5VmvWZPGM%253A%252CVFnuoj
3noDImLM%252C_&vet=1&usg=AI4_-
kTn_yTP5t4MXWrVooE2eriwBH29NQ&sa=X&ved=2ahUKEwi6ysqN2eXpAhVPyYsBHVvTBAsQ9QEwA
HoECAUQKA#imgrc=UL8V2PE4NV6AAM
https://www.teacherspayteachers.com/Product/PowerPoint-Presentation-Rubric-PowerPoint-
Rubric-2878694?st=710ae9abf98bbe1e151ea8fe1dd19b6a
https://www.google.com/search?q=Rubrics+for+Narration&sxsrf=ALeKk03sGQjD9o9qPNk7ZWjK4f
HQYjBl5A:1591190067230&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiCr-
j13OXpAhXZyosBHYrWC4AQ_AUoAXoECA8QAw&biw=1366&bih=608#imgrc=b8Q8HyqDBoV-3M
https://www.google.com/search?q=Rubric+for+short+essay&sxsrf=ALeKk02gZaUUgB5c_pdG-
LMtjVeXGGglIw:1591190672280&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi_yqmW3-
XpAhWrzYsBHZUFCE8Q_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=VM1ex8B5aIij-M
https://pt.slideshare.net/morristont/reflection-paper-rubric-9511153
https://www.google.com/search?q=Collage+rubric&sxsrf=ALeKk01wdKjS7adTfohhEsrHkjmpIXODN
Q:1591192000039&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjC0bmP5OXpAhUHq5QKHaxgDtw
Q_AUoAXoECA8QAw&biw=1366&bih=608#imgrc=Q7jpW4tW_IncPM
Prepared by :
GILMAR C. ORPILLA
Writer

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Name: _____________________ Grade Level: _____________
Section: ____________________ Date: ___________________
LEARNING ACTIVITY SHEET

COMMUNITY ACTION PLAN
• Planning is essential and strategic for any organization. With planning, organizations and communities
become reflexive, dynamic, responsive, and systematic in achieving their vision.
• Community action refers to the collective efforts done by the people directed toward addressing social
problems, (e.g., social inequalities, environmental degradation, and poverty) in order to achieve social
well-being.
• Community engagement refers to the process of developing partnerships and sustaining relationships with
and through groups of people affiliated by geographic proximity or common interests for the purpose of
working for the common good and of addressing issues that affect their well-being.
What is Community Action Plan?
The community action plan is one of the participatory tools used to build the capacity of community members
in taking action in accordance with the problems, needs, and potential of the community.
The community action plan should become a framework for implementing the activities that are decided by
the community itself. The focus is more on the process of understanding and overcoming problems in order
to rebuild the people's lives rather than just physical development such as building houses, providing clean
water or toilet facilities. It is important to understand that the community should be the main actors in
preparing their own community action plan. Producing the action plan helps people to take realistic and
concrete steps toward participatory development planning in order to improve the sanitation and water system.
By bringing everyone together to think and discuss about resources and group involvement, this tool increases
awareness.
Social Science research is fuelled by the desire to find out what makes people tick. There are several diverse
fields that comprise the Social Sciences, including anthropology, economics, sociology, and psychology.
Social scientists use a range of methods in order to examine the phenomena that relate to their field, and the
different methods of carrying out social science research often form the foundation for research in other linked
disciplines as well, such as political science, market research, and media studies.
There are two broad primary categories that comprise social science research.
These are the Quantitative and Qualitative Design Methods.

The methods used in the Quantitative Design category most often rely on statistical analysis, such as the
analysis of numerical data to establish a hypothesis that is provable by mathematical or statistical means.
Experiments use a standard format to generate a hypothesis, provable by mathematical and statistical methods.
Methods used in Qualitative Design rely on direct observation or communication with the participants or the
analysis of words, objects, or artifacts. These are methods to study the behavior and habits of the participants.

➢ Quantitative Design Methods
Experimental – This can be understood as the manipulation of independent variables in each experiment, in
order to generate statistically analyzable data which can be easily understood, such as interpreting a census or
an FBI national crime report. The analysis of this type of statistical study can be best applied when social
scientists attempt to explain the voting habits of citizens in high crime areas, for example.
Sampling – This is information gathering such as through surveys, opinion polling, questionnaires, or focus
groups. These types of research methods can provide the information sought by corporations to help them
decide how to structure advertising campaigns to sell their products or to help politicians to understand the
desires of their constituencies so they can incorporate the information into election campaigns or policy-
making strategies.
➢ Qualitative Design Methods

Observational – This is the observation of phenomena with a minimum of interference, such as case studies
or key informant interviews.
Historical – This includes the researching of historical records such as birth certificates and death certificates
or the collection of data through documentation of primary sources, secondary sources, running records, and
recollections.
Photographs, videos, sound recordings – This is the collection and assembling of visual and audible artifacts,
such as old family photos, videos, films of war scenes, or audio memoirs and testaments.
Learning Competency: synthesize the insights gained in conducting the community action plan that applied
the methods of social sciences HUMSS_CSC12Ive-h-22
Activity 1A. “JUMBLED WORDS”

Directions: Decode the following words related to community action plan and be ready to define the
concepts.
1. PALNINNG _____________________________________________________________
2. YOMUMCINT _____________________________________________________________
3. TLIIEVTAQUA _____________________________________________________________
4. QEUATINTTAVI _____________________________________________________________
5. CATOIN NALP _____________________________________________________________
Activity 1B. “TRUE/FALSE”

Directions: Write True if the statement is correct. Write False if the statement is incorrect.
____1. Community action includes a broad range of activities and is sometimes described as ‘social action' or
‘community engagement'.
____2. The community action plan defines what the community fails to achieve, how they are going to
achieve it, and what resources they need in order to successfully achieve it.
____3. Action planning is important because it provides a reference point with a vague time line and
assignment of accountability for accomplishing tasks along the path to making a difference.
____4. Communication is paramount to continued support and commitment within all sectors of the
community.

____5. Action planning is important because it provides a reference point with a detailed time line and
assignment of accountability for accomplishing tasks along the path to making a difference.
Activity 2. “PICTURE ANALYSIS”

Directions: Identify the problem shown in the picture. After identifying the problem, give possible solutions
to it.
PROBLEM:
_________________________________________________
_________________________________________________
SOLUTION:
_________________________________________________
_________________________________________________
_________________________________________________
PROBLEM:
_________________________________________________
_________________________________________________
SOLUTION:
_________________________________________________
_________________________________________________
_________________________________________________
PROBLEM:
_________________________________________________
_________________________________________________
SOLUTION:
_________________________________________________
_________________________________________________

*Scoring rubrics for Activity 2 and 4
4 3 2 1
The answer The answer The answer The answer does not
explains the explains the attempts to address the student’s
student’s own student’s thinking demonstrate thinking and/or
Reflective thinking and about his/her own thinking about learning.
learning processes, learning processes. learning but is
Thinking as well as the vague and/or
implications for unclear about the
future learning personal learning
process.
The answer is an The answer The answer The answer does not
in-depth analysis explains the attempts to analyse move beyond a
of the learning student’s learning the learning description of the
experience, the experience. experience but the learning experience.
value of the value of the
Analysis derived learning to derived learning to
self or others. self or others is
vague and/or
unclear.
The answer The answer The answer The answer does not
articulates multiple articulates attempts to articulate any
connections connections articulate connection to other
between this between this connections learning or
learning learning between this experiences.
experience and experience and learning
Making content from other content from other experience and
courses, past courses, past content from other
Connections learning, life learning, life courses, past
experiences and/or experiences and/or learning
future goals. future goals. experiences or
personal goals, but
the connection is
vague and/or
unclear.
Activity 3. “FILL ME”

Directions: With the use of the internet or any related books or magazines, gather 5-10 advantages and
disadvantages of conducting community action plan and fill out the matrix below. After completing the table,
prepare a short analysis of the commonality/contrast in the advantages and disadvantages given.

ADVANTAGES DISADVANTAGES SOURCE/AUTHOR
➢ What are the commonality and contrast in the advantages and disadvantages given by the different
authors?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
*Scoring Rubrics for Activity 3

4 3 2 1
Information is very Information is organized Information is Information appears to
organized, factual and and correct. organized but not be disorganized.
Organization accurate. factual.
Gathered 8-10 answers. Gathered 5-7 answers. Gathered 3-4 Gathered 1-2 answers.
answers.
Quality of Information clearly Information clearly Information has
relates to the main relates to the main topic. Information has nothing to do with the
Information topic and includes little to do with the main topic.
supporting details. main topic.
All sources are All sources are Some sources are Too many sources are
accurately documented accurately documented, not accurately not documented
Sources in the desired but a few are in the documented. accurately and no
format.(APA) desired format.(APA) format used.

Activity 4: “ME AND MY COMMUNITY”
Directions: Fill in the graphic organizer with ways on how you could bring success to your community.
ME
Activity 5: “WHAT CAN YOU SAY?”

Directions: Answer the following questions.
1. Why should you develop an action plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
2. What are the essential things that you need to consider when formulating your action plan? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.

3. What are the biggest obstacles that you may encounter in doing your action plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
4. How does action planning help you and the community?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
Reflection: Please ponder on the question below and answer honestly and truthfully.
1. What’s the most important thing that you learned from the topic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
Answer key:
Activity 1A. SCRAMBLED WORDS
1. PLANNING
2. COMMUNITY
3. QUALITATIVE
4. QUANTITATIVE
5. ACTION PLAN
Activity 1B. TRUE/FALSE

1. True
2. False
3. True
4. True
5. False

References:
Unhabitat. (2006). Community Action Planning.

https://www.fukuoka.unhabitat.org/docs/publications/pdf/peoples_process/ChapterIV-
Community_Action_Planning.pdf
Plaut, David. (2019). Quantitative and Qualitative Methods of Social Science Research Explained.
https://www.referencepointsoftware.com/methods-of-social-science-research-explained/
Bridges, Jennifer. (November 2019). How To Make An Action Plan.

https://www.projectmanager.com/training/make-action-plan
Prepared by:
FRANCES MAE B. DURIAN

Writer

Community Engagement Solidarity and Citizenship - Q2 - Las 1

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12

LEARNING ACTIVITY SHEETS

Note: Practice Personal Hygiene protocols at all times.

Layout Artists/Illustrator : Wendel Bunuan, (Hacienda INHS), SDO CAGAYAN

Note: Practice Personal Hygiene protocols at all times.

2:1 Analyze strategies of empowerment and advocacy

of a community action initiative 9-15

2:2 Explain the importance of commitment and action in

participatory development for community well-being 16-27

based on its core values and principles 28-37

in community action 38-45

4:2 Apply systematic methods of community action

in understanding community 46-53

Note: Practice Personal Hygiene protocols at all times.

Week 8: Synthesize the insights gained in conducting the

of social sciences 75-82

Note: Practice Personal Hygiene protocols at all times.

Name of Learner: _____________________________________ Grade Level: __________________

LEARNING ACTIVITY SHEETS (LAS)

Background Information for Learners:

Learning Competency with Code: HUMMS_CSC12-IId-g-1

Activity 1. Diving Deeper

Core Values and Principle of Understanding Example

Social Equality is not only ⚫ Fair distribution of public

Gender Equality is having the When giving vitamin

Participatory development ⚫ Community involvement

Core Values and Principle of Understanding Example

Note: Practice Personal Hygiene protocols at all times. 3

Note: Practice Personal Hygiene protocols at all times. 4

Note: Practice Personal Hygiene protocols at all times. 5

1. Why should core values in community exist?

2. In your community, write down 3 problems that need to be addressed.

3. Does social justice exist? How?

Note: Practice Personal Hygiene protocols at all times. 7

Name of Learner: _____________________________________ Grade Level: __________________

LEARNING ACTIVITY SHEETS (LAS)

Background Information for Learners:

➢ Identifying a priority problem

Learning Competency with Code:

______1. It is the ability to make one’s own decision.

Note: Practice Personal Hygiene protocols at all times. 9

2. Is it really important to empower people? Why?

4. What are the expected result of advocacy?

Note: Practice Personal Hygiene protocols at all times. 10

My name is Zolekha Khatun and I am 18 years old.

1. What features of individual empowerment can you find in Zolekha’s story?

Note: Practice Personal Hygiene protocols at all times. 12

https://www.salsalabs.com/blog/advocacy-campaign-strategies-techniques by Mark Kelly, on December 18,

Note: Practice Personal Hygiene protocols at all times. 14

Name of Learner: ______________________________ Grade Level: _________________

LEARNING ACTIVITY SHEETS (LAS)

Background Information for Learners:

Participatory development has become widespread as one of the established community-action

The concept of participatory development is essential, particularly in the Philippine setting,

Learning Competency with Code:

Note: Practice Personal Hygiene protocols at all times. 15

Picture 4. SSG Officers of Hacienda-Intal NHS picking up garbage

RUBRIC FOR THE ACTIVITY

ACTIVITY 2. NEWS READING

Environmental groups raise alarm on Nickelodeon threat to sustainability of Palawan

Note: Practice Personal Hygiene protocols at all times. 17

Note: Practice Personal Hygiene protocols at all times. 18

RUBRIC FOR THE ACTIVITY

Name of Learner: ___________________ Grade Level:

Name of Learner: ___________________ Grade Level:

Name of Learner: ______________ Grade Level: _

Name of Learner: ___________ Grade Level:

Name of Learner: __________ Grade Level:

Age: _ 15-16 17-18 _____ 19 and above

Type of family Nuclear Extended __ Single Parent

10000 _ Php 15000 Php 16000 and above

Clinic__ Public Hospital _ Private Hospital

Name of Learner: _____________Grade Level: