School SILWAY -8 NHS Grade Level

Grade 12
JOHN JEXTER D. Community
DLL Teacher
ZAPANTA
Learning Area
Engagement
Teaching Date and
May 23, 2022 Quarter
Time 4th Quarter
(ANNOTATIONS)
-PPST
INDICATORS/KRA
OBJECTIVES/RUBRI
I. OBJECTIVES
C INDICATORS TO
BE OBSERVED
DURING THE
DEMONSTRATION
The learners demonstrate an understanding of… The
A.Content Standards integration of social science perspective and community
action initiatives.
The learners shall be able to… Synthesize the integrative
B.Performance
experience of implementing community action initiatives
Standards
applying social sciences ideas and methods.
C. Essential Learning Explain the core values of community action initiatives
Competency HUMSS_CSC12-IIIh-j-12
At the end of the session the students should be able to:
Explain the principle of human rights.
Identify the principle of human rights
D.Objectives
Give the importance of principle of human rights.
Reflect and apply safety health protocols effectively during
this time of Pandemic due to COVID-19.
II. CONTENT
A. Topic HUMAN RIGHTS
B. Key Concepts (Right to Life,Right to Liberty,Right to Property, Social Justice)
C.Pre-requisite Skills Observing, analysing, inferring, sketching skills.
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
PG 405-430
Pages
2.Learner’s Materials
LAS – 6 of the 4th quarter
Pages
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
1. Textbook Pages
Learners materials 443-475
4.Additional Materials Activity sheets
from Learning Resource
(LR) Portal
B. Other Learning
Resources
 https://www.slideshare.net/satyav rat1994/ppt-human-rights
1. Websites
 https://www.youtube.com/watch? v=APkV40vUhWs

2. Books/Journals

LAS week 6
B. Materials LED TV
Images
Video clips

IV. PROCEDURES
A. Reviewing ELICIT (The activities in this section will evoke or draw out prior concepts of or KRA1, OBJ. #4
previous lesson or experiences from the students) T I-III, RUBRIC,
presenting the INDICATOR 3
new lesson Present the Pre-Assessment (via google form quiz) orally. Let the 4. Used effective verbal
 learners analyze each question carefully then let them choose the and non-verbal classroom
letter of the correct answer. communication strategies
to support learner
understanding,
Review of community action initiatives When we do community participation, engagement
actions, what do we consider? and achievement
MOV -- Giving of pre-
Community Who will benefit when we all work together
assessment to learners is
Ans. Community an effective verbal and
non-verbal classroom
What is Core values? Ans. It is the source of strength in the community
communication strategies
What are these Values? Ans.
to support learner
These are Core values in CAI understanding,
participation, engagement
1. Human rights and achievement
2. Social Justice

3. Empowerment and Advocacy

4. Participatory Development

5. Gender Equality

B. Establishing a ENGAGE KRA 2, OBJ #5

purpose for the lesson
Preparatory Activity T I-III RUBIC,
INDICATOR 4
1. Setting of class standards
2. Reading of rubrics 5. Established safe and
3. Distribution of Activity sheet secure learning
4. Let the learners watch and listen the video clip about the environments to enhance
song : ANG BAYAN KO. learning through the
consistent implementation
 of policies, guidelines and
procedures
MOV –Setting of class
ANG BAYAN KO
standards before each
Let the learners answer the Peach and Pit activity via Padlet/ or can be activity will ensure
given orally. learners’ safety. They
are also observed on
Listen to the song “Ang Bayan Ko” Learners answer the questions.
how they follow
1. What is the message of the song? Ans. Freedom of the country from instructions and
oppressors. procedures needed in
the activity
2. What basic right is stressed in the song? Ans. Right to liberty
KRA 1, OBJ. 1
T I-III RUBRIC,
Present the Objectives of the lesson INDICATOR 1
1. Applied knowledge of
content within and across
curriculum teaching areas
MOV-Integrated into
Health and Nutrition,
Mathematics, History,
English Vocabulary

KRA 3, OBJ. #3
T I-III RUBRIC,
INDICATOR 2
3. Displayed proficient use
of Mother Tongue, Filipino
and English to facilitate
teaching and learning
MOV---The Peach
and Pit activity is a
 way of displaying
skillful use of
mother tongue by
the learners, in
filipino or english
C. Presenting EXPLORE (In this section, students will be given time to think, plan, investigate, KRA 2, OBJ. #7
examples/ instances of and organize collected information ; or the performance of the planned/prepared activities
the new lesson from the student’s manual with data gathering and Guide questions) T I-III RUBRIC,
INDICATOR 6

Activity 1: Picture Analysis: HUMAN RIGHTS TREE 7. Maintained learning

environments that nurture
Present the pictures of different parts of tree . Have the
participants identify these structures.
and inspire learners to
participate, cooperate and
collaborate in continued
The right to property. Activity. A Human Rights Tree learning

The learners, working in small groups will draw a tree on a paper and MOV—Picture analysis
is foremost
in the form of leaves, fruits and branches or flowers are those human encouraging and
rights that they think all people need to live in dignity and justice. developing learners
to participate,
Give the tree roots label needed for the tree to flourish like healthy cooperate and
economy, rule of law, universal education, etc. collaborate in
continued learning
 KRA 2, OBJ. #6
T I-IV RUBRIC,
INDICATOR 5

6. Maintained learning
environments that
promote fairness, respect
and care to encourage
learning
MOV---The analysis
and the Juxtaposed
activity is evidently
initiating practices
that manifest fairness,
respect and care to
encourage learning

Analysis

Option A. Answer can be given orally

What are the elements present in each structure of a human

rights tree?

a) Are their structural form are the same? Yes or No?

b) What is the key takeaway that you learners must
understand about these human tree parts?
 Activity 2: Table Completion/ Activity 2 –

Present the table to fill out by the participants. Participants will

have to differentiate the 7 major parts of human rights tree by
supplying the following:
roots Trunk Branch twig

Right to live

Right to
liberty

Right to
safe
environment

Free access
to court

Free from
violence

Right to
court

Divine
rights

D. Discussing new EXPLAIN (In this section, students will be involved in an analysis of their exploration. KRA 1, OBJ. 1
concepts and practicing Their understanding is clarified and modified because of reflective activities)/Analysis of
new skills #1 the gathered data and results and be able to answer the Guide Questions leading to the T I-III RUBRIC,
focus concept or topic of the day)
INDICATOR 1
1. Applied knowledge of
content within and across
curriculum teaching areas
Analysis
MOV-Integrated into
Learners answer the following questions. Health and Nutrition,
 1. What constitutes life that makes the Right Mathematics, History,
to Life the most important Human Right? English Vocabulary
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. 2. What are the things you enjoy because
you have life?

Brainstorm. Group learners in 5 and they will share personal KRA 1, OBJ. 1
observations in their community that shows preservation of the Right
T I-III RUBRIC,
to Life. Guide questions. INDICATOR 1
1. In your community, do you observe activities that preserve life?
E. Discussing new How? 1. Applied knowledge of
concepts and practicing content within and across
2. Summarize your inputs and let group leader present the output
new skills #2 curriculum teaching areas
MOV-Integrated into
Health and Nutrition,
Mathematics, History,
English Vocabulary
F. Developing GROUP ACTIVITY. Mapping Human Rights in Our Community Divide KRA 3, OBJ. 10
mastery (leads to participants into small groups and ask them to draw a map of their town (or
Formative Assessment T I-III RUBRIC,
neighborhood in the case of larger communities). They should include their
#3) INDICATOR 9
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) 10. Adapted and used
and any other places that are important to the community (e.g., grocery culturally appropriate
stores, cemetery, cinemas, gas stations). teaching strategies to
1. When the maps are complete, ask participants to analyze their maps from a address the needs of
human rights perspective learners from indigenous
2. What human rights do they associate with different places on their maps? groups
 For example, a place of worship with freedom of thought, conscience, and MOV-Emphasizing the
religion; the school with the right to education; the post office with the right to importance of
information, to privacy, and to self-expression. biomolecules, and
3. Ask each group to present its map to the whole group and summarize its relating the lesson to
analysis of human rights exercised in the community. the current health
4. Did any parts of your map have a high concentration of rights? How do you crisis due to COVID
explain this? 19 virus addresses the
5. Ask each group to present its map to the whole group and summarize its needs of learners from
analysis of Tell them that: Human rights belong to all people regardless of indigenous groups
their sex, race, color, language, national origin, age, class, religion, or political
beliefs. They are universal, inalienable, indivisible, and interdependent. The
students will reflect.
G. Finding practical ELABORATE KRA 2, OBJ. # 8
applications of concepts
and skills in daily living The students will reflect: “As a student, how can I contribute for the T I-III RUBRIC,
H. Making betterment of social justice in my community? What is my role in the INDICATOR 7
generalizations and attainment of social equity?” 8. Applied a range of
abstractions about the
successful strategies that
lesson
maintain learning
Define human rights Rights under right to life environments that
motivate learners to work
1. Right to live
productively by assuming
2 Right to safe environment responsibility for their own
learning
3. Free access to court
MOV--- The exit Slip: PMI
4. No torture, force violence, threat….. activity is a strategy
5. Right to due process of law Right to life is the most important rights. - upholding learning
Absolute and Divine Right environments that
motivate learners to work
productively by assuming
responsibility for their own
 learning
EVALUATE (This section will provide for concept check test items and answer key KRA1, OBJ. #4
which are aligned to the learning objectives - content and performance standards and
T I-III, RUBRIC,
address misconceptions – if any)
INDICATOR 3
ACTIVITY: Post Assessment 4. Used effective verbal
and non-verbal classroom
The learners will answer the following with the phrases: communication strategies
“in every case”, in most cases”, and “in some cases”. to support learner
understanding,
1. Killing is wrong. participation, engagement
I. Evaluating 2. All people should be treated equally. and achievement
learning 3. All people have the right to medical help if they are ill. MOV -- Giving of post
4. All people have a right to education. assessment to learners is
5. People should be allowed to travel and leave the an effective verbal and
non-verbal classroom
country if they wish. (10 mins.) communication strategies
to support learner
understanding,
participation, engagement
and achievement.

J. Additional KRA 3, OBJ. #9

EXTEND (This sections give situation that explains the topic in a new context , or
activities for application integrate it to another discipline / societal concern) T I-III RUBRIC,
or remediation INDICATOR 8
Make a slogan promoting
ACTIVITY:
9. Designed, adapted and
implemented teaching
strategies that are
human rights. responsive to learners with
disabilities, giftedness and
talents

MOV---The extended
 activity which is creating a
concept map of
biomolecules is a designed,
adapted and implemented
teaching strategies that are
responsive to learners with
disabilities, giftedness, and
talents

 There are ___ boys and ____girls present in the class.

 The lesson was:
_____not realized due to teachers’ meeting and/or school
V. REMARKS activities
_____successfully done
_____finished but needs to be reteach due to low attendance
rate
_____successfully done but needs to be reinforced for learners’
better understanding of the concept
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant question.
A. Number of learners
who earned 80% in the No. of learners who earned 80% and above in the evaluation:
evaluation. _________

B. Number of
learners who require
No. of learners who require additional activities for remediation
additional activities for
who scored below 80%:____________
remediation who
scored below 80%.
C. Did the remedial ____Yes _____No
lessons work?
 Number of learners No. of learners who have caught up with the lesson: __________
who have caught up
with the lesson.
D. Number of
learners who continue No. of learners who continue to require remediation: ___________
to require remediation
E. Which of my Strategies used that work well:
teaching strategies _____Group Collaboration _____Games
worked well? Why did _____PowerPoint Presentation ___Answering Preliminary
these work? Activities
_____Discussion _____Case Method
_____Think – Pair – Share (TPS) _____Differentiated Instruction
_____PHET Simulations _____Role Playing/Drama
_____Discovery Method _____Complete Instructional
Materials
_____Problem Solving/Problem Set
_____Laboratory Activities/Experimentations
_____Group Reporting _____ Audio Visual
Presentation
_____Lecture Method _____ Graphic Organizer
_____Board Works/ Seat Works _____ICT Integration
_____Others (Pls. Specify:
___________________________________________)
Why did this work?
_____Complete IMs
_____Learners eagerness to learn
_____Group members cooperation in doing their tasks
_____Availability of Materials
_____Others (Pls. Specify:
___________________________________________)
F. What difficulties _____Bullying Among Students
did I encounter which _____Internet Connectivity
my principal or _____Students’ Behaviour and/or Attitudes
supervisor can help me _____Additional Clerical Works
solve? _____Colourful Instructional Material
 _____Additional Ancillary Services
_____Unavailable Technology Equipment
_____Students’ Reading Proficiency Level
_____Science/Computer Laboratory
_____Students’ Passiveness on Lessons
_____Students’ Difficulty in HOTS
_____Students’ Lack of Interest
_____Others (Pls. Specify:
___________________________________________)

G. What innovation Planned Innovations:

or localized materials _____Big Book Making
did I use/discover _____Use of PLICKERS Cards
which I wish to share _____Use of Social Media Platforms
with other teachers? _____Paperless Output via EDMODO
_____Educational Chat Group Discussions
_____Online Assessment via KAHOOT!
_____Use of Video Clips/Film Viewing
_____Paper Grading via ZIPGRADE
_____Uploading of Video Outputs in YOUTUBE
_____Local Poetical Composition
_____Localized Videos
_____Use of Course Lab and Wondershare
_____Science Concepts’ as Lyrics Composition to the tune of
RADIO HITS
_____Others (Pls. Specify:
___________________________________________)

JOHN JEXTER D. ZAPANTA

Prepared by:
TEACHER -II/Demo Teacher

NORBERTO SOLIS JR.

Observed by:
MASTER TEACHER II