School: Sta.

Catalina, National High School Grade Level: 12

GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: January 27 - 31, 2020 Quarter: 3rd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards: The learners demonstrate an understanding of… The learners demonstrate an understanding
The integration of social science perspective and community action initiatives. of the integration of social science
perspective and community action initiatives.
B. Performance Standards: The learners shall be able to… The learner shall be able to synthesize the
Synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. integrative experience of implementing
community action initiatives applying social
sciences’ ideas and methods
C. Learning Competencies/Objectives: Explain the core values of community Promote awareness of human rights in Appraise the value of social equity and gender Appraise the value of social equity and
Write the LC Code for each action initiatives communities among the learners. equality in the context of participatory gender equality in the context of participatory
HUMSS_CSC12-IIIh-j-12 HUMSS_CSC12-IIIh-j-13 development. development. (HUMSS_CSC12-IIIh-j-14)
 Explain the principle of right to life  Explain the principle of right to liberty HUMSS_CSC12-IIIh-j-14  Understand the concept of social equity as
 Explain the principle of right to property core values and principles of community
action initiatives

Core Values and Principles of Community Core Values and Principles of Community Core Values and Principles of Community Social Justice
II. CONTENT action Initiatives action Initiatives action Initiatives
Sub-Topics: Human Rights (Right to Life) Sub-Topics: Human Rights (Right to Sub-Topics: Human Rights (Right to Property)
Liberty)
III.LEARNING RESOURCES Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning PowerPoint Presentation PowerPoint Presentation, PowerPoint Presentation PowerPoint Presentation
Resource (LR) portal
B. Other Learning Resources

Session 1 Session 2 Session 3 Session 4

IV. PROCEDURES
1. Reviewing Previous Lesson or Review of community action initiatives Review yesterday’s lesson. Call a student The learners will review the basic rights Before going to today’s lesson, the teacher
Presenting the New Lesson When we do community actions, what do and give a recap of yesterday’s lesson. discussed in the lesson (by assigning a student will ask the students:
we consider? (5 mins.) to do the recap.) Based on our previous discussion, can you
Community So far what basic human right do you remember please give some example of human rights?
Who will benefit when we all work (5 mins.)
together?
Ans. Community
What is Core values?
Ans. It is the source of strength in the
community
What are these Values?
Ans. These are Core values in CAI
1. Human rights
2. Social Justice
3. Empowerment and Advocacy
4. Participatory Development

GRADES 1 to 12
DAILY LESSON LOG
1. Establishing a Purpose for the Lesson
2. Presenting Examples/Instances of the
Lesson
3. Discussing New Concepts and
Practicing New Skills #1
4. Discussing New Concepts and
Practicing New Skills #2
School: Sta. Catalina, National High School
Teacher: Rolan Ben L. Lorono
Teaching Dates and
Time: January 27 - 31, 2020
5. Gender Equality
( 5 minutes)
The learner will watch video clip about
HUMAN RIGHTS
See Appendix C8.1.1
(4 mins.)
after watching the video, the teacher will
ask:
1. What have you observed on the video?
Ans. It talks about Human rights
2. Which is the most basic of the rights
presented in the video?
Ans. The right to life, liberty, and
property.
(2 mins.)
Teacher presents lesson on the Right to
Life through a power point presentation.
(Key concept: without life, all other rights
are meaningless).
See Appendix C8.1.2
Learners answer the following questions.
1. What constitutes life that makes the
Right to Life the most important Human
Right?
Ans. clean air, accessible of health
facilities, accessible food, right to be born
{write the answer on the board}
From among these which is the one you
need to protect the most? Why?
2. What are the things you enjoy because
you have life?
Brainstorm. Group learners in 5 and they
will share personal observations in their
community that shows preservation of the
Right to Life.
Guide questions.
1. In your community, do you observe
Listen to the song “Ang Bayan Ko”
Learners answer the questions. 1. What is
the message of the song? Ans. Freedom of
the country from oppressors. 2. What basic
right is stressed in the song? Ans. Right to
liberty
(5 mins.)
See Appendix C8.2.3
Ask the learners the question.
What do you feel if the privileges you are
enjoying at the moment will be removed
from you? (like: going to place you want to
go, do what you enjoy doing, etc.)
Teacher gives the definition of Right to
Liberty
It connotes absence of restraint from state
interference. It also embraces the right of
man to use his faculties and achieve to
perfection his personality and be master of
his own identity. Liberty however is not a
license or an unlimited freedom to act
according to one’s will, as there may be
acts that might violate the law or the rights
of others.
The learners will reflect:
1. How does it feel to be free?
2. How important is freedom to you?
3. What are the things your parents
and teachers allow you to do at home and
in school?
(5 mins.)
Grade Level: 12
Learning Area:
Quarter: 3rd
Challenge the learners with the question,
The teacher will ask the learner: what things they
possessed and they can call it their own.
The teacher List the answer on the board
(5 mins.)
GROUP ACTIVITY
The right to property.
Activity. A Human Rights Tree
The learners, working in small groups will draw a
tree on a paper and in the form of leaves, fruits
and branches or flowers are those human rights
that they think all people need to live in dignity
and justice. Give the tree roots label needed for
the tree to flourish like healthy economy, rule of
law, universal education, etc. (5 mins.)
Each group will present their trees and explain its
reasons for the items they have included.
See Appendix C8.3.5
Discussion about properties
1. When can you call thing/s a property?
2. How property/ies can be yours?
3. Is owning thing/s important to you? Why?
4. Is owning thing/s of others good?
5. Can you give example?
COMMUNITY ENGAGEMENT,
SOLIDARITY, AND CITIZENSHIP
The teacher will post pictures of people
being deprived in life – both economical and
humanitarian, to some extent.
(see PowerPoint presentation for pictures)
After viewing the pictures, the teacher will
ask:
 What can you see in the pictures?
o Expected Responses: We see people
suffering from poverty.
 How do you feel seeing these photos?
o Expected Responses: Feeling lucky,
blessed, sad, responsible, etc.
 What do you think the picture portray?
o Expected Responses: Poverty inequality,
injustices.
After soliciting the student’s response, the
teacher will introduce the topic: Social
Justice.
The teacher will discuss the concept of social
justice and equity.
The video documentary entitled “Burak at
Pangarap” will be played. (See the
PowerPoint presentation for the video)
The students will reflect:
 What have you observed in the
documentary?
 Do you experience the same as an
individual?
What you realize?
 School: Sta. Catalina, National High School
GRADES 1 to 12
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono
Teaching Dates and
Time: January 27 - 31, 2020
activities that preserve life? How?
2. Summarize your inputs and let group
leader present the output.
5. Developing Mastery Individual work. Learners list down all the
(Leads to Formative Assessment 3) good things about life has offered them.
Write the answer on a short paper
6. Finding Practical Applications of Ask the learners the following questions.
Concepts and Skills in Daily Living 1. What will you do in order to preserve
your life and the life of others?
7. Making Generalizations and Define human rights
Grade Level: 12
COMMUNITY ENGAGEMENT,
Learning Area: SOLIDARITY, AND CITIZENSHIP
Quarter: 3rd
GROUP ACTIVITY. Mapping Human Rights The learners will identify rights concerns that are Group Activity
in Our Community of particularly concerns to them and in their The group will fill out the concept map as
Divide participants into small groups and community. referred in case of Junjun (viewed on the
ask them to draw a map of their town (or video documentary):
neighborhood in the case of larger
communities). They should include their
homes, major public buildings (e.g., parks,
post office, city hall, schools, places of
worship) and public services (e.g.,
hospitals, fire department, police station)
and any other places that are important to
the community (e.g., grocery stores,
cemetery, cinemas, gas stations). 1. When
the maps are complete, ask participants to
analyze their maps from a human rights
perspective.
What human rights do they associate with
different places on their maps? For
example, a place of worship with freedom
of thought, conscience, and religion; the
school with the right to education; the post
office with the right to information, to
privacy, and to self-expression. 2. Ask each
group to present its map to the whole group
and summarize its analysis of human rights
exercised in the community. 3. Did any
parts of your map have a high
concentration of rights? How do you explain
this? 4. Ask each group to present its map
to the whole group and summarize its
analysis of Tell them that: Human rights
belong to all people regardless of their sex,
race, color, language, national origin, age,
class, religion, or political beliefs. They are
universal, inalienable, indivisible, and
interdependent.
The students will reflect.
See Appendix C8.2.4
As a student, how can you exercise your The learners will classify the different pictures of The students will reflect:
right to liberty and still be responsible at the rights and they’re going to put in a proper “As a student, how can I contribute for the
same time? column (10 mins.) betterment of social justice in my
(5 mins.) community? What is my role in the
attainment of social equity?”
(already integrated in the group activity –
deepening part)
The learner will answer the question. Which The learner will answer the question. The teacher will ask the students:
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: January 27 - 31, 2020 Quarter: 3rd

Abstractions about the Lesson Rights under right to life
1. Right to live
2 Right to safe environment
3. Free access t court
4. No torture, force violence, threat.
5. Right to due process of law
Right to life is the most important rights.
- Absolute and Divine Right
8. Evaluating Learning In this situation, How does Right to life
observed?
Reena is a beggar, she lives in the street
along with her family, when rain comes,
they get wet, she doesn’t go to school,
and she never experienced playing with
her age group. One day, her father was
arrested and was taken to the police
station. She was confused and did not
know what to do. Her body is tired. She
dreams that one day she could play and
sleep in a soft and decent bed with her
family, enjoy the sun and the moonlight at
night.
Which of the right to live was seen in the
story?
1. Right to live
2. Right to safe environment
3. Free access to court
4. No torture, force violence, threat.
5. Right to due process of law
9. Additional Activities for Application or
Remediation
of the different basic rights under right to
liberty taken up you think is very important
to you as student? Right to liberty 1.
Freedom of speech 2. Right against
unreasonable searches and seizure 3.
Right to information 4. Religious freedom 5.
Right to bail 6. Right to form union 7. Right
to political beliefs and aspirations
The learners will define the right to liberty in
their own words on their notebook.
(5 mins.)
How are you going to fight for your rights when “In brief, how do you explain the importance
you feel it is being violated? of social justice and equity? Why is it
(5 mins.) important in the community?”
What would you do to preserve your basic right
as a person and of the others as member of the
community?
The learners will answer the following with the Journal
phrases: “in every case”, in most cases”, and “in The students will stress the importance of
some cases”. the study of social justice and equity, and
1. Killing is wrong. the values they have gathered in the
2. All people should be treated equally. lesson. (see rubrics in the presentation)
3. All people have the right to medical help if
they are ill.
4. All people have a right to education.
5. People should be allowed to travel and leave
the country if they wish.
(10 mins.)
See Appendix C8.3.7
Make a slogan promoting human rights. Read about advocacy. Try to ask yourself, is
See Appendix for Rubrics there any advocacies are you supporting?

IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies work well? Why

did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: January 27 - 31, 2020 Quarter: 3rd

G. What innovations or localized materials did I

used/discover which I wish to share with other
teachers?