School:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
MABILAO NATIONAL HIGH SCHOOL Grade Level: 12
Learning
Teacher: JHEZZIEL A. CABACUNGAN Area: COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
Teaching Dates and Time: March 13-17, 2023 (WEEK 5) Quarter: THIRD
MONDAY WEDNESDAY THURSDAY FRIDAY
(DAY 1) (DAY 2) (DAY 3) (DAY 4)
Demonstrate an understanding of the integration of social science perspective and community action initiatives
Synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods
Acknowledge interrelationship of self and community in undertaking community action
(HUMSS_CSC12-II-d-g-8)
B. Community Action (Overview)
 Community Tool Box (2016). Sirico, R. A. (2010). Solidarity: • PowerPoint Presentation Making a Difference: How to
Section 7. Involving People The Fundamental Social Virtue. • Rubrics Become and Remain Active in
Most Affected by the Problem. Religion and Liberty, 11(5). Retrieved Your Community. Retrieved from
Retrieved 10 May 2017 from from https://acton.org/pub/religion http://www.state.sc.us/dmh/
http://ctb.ku.edu/en/tableof liberty/volume11-numbe5/solidarity- client_affairs/volunteer_guide.pdf
contents/participation/encouragi fundamentalsocial virtue • PowerPoint Presentation
ng • PowerPoint Presentation • Survey Questionnaire
-involvement/involvethose • Rubrics • Rubrics
affected/main • Activity Template
• PowerPoint Presentation
• Graphic Organizer
• Rubrics
Motivational activity: Can you give ways on how Can you give ways on how to Review of the previous lesson
Using the Triple Venn Diagram, to be involved in community promote solidarity in community
ask the students to determine engagement? action?
the similarities and differences
of community engagement,
solidarity and citizenship on the
board.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
The learners will be able to
recognize words of wisdom from
Muhammad Ali, Albert Einstein
and Gordon B. Hinley.
What do the said quotations talk
about one’s engagement in the
community?
Group Activity (Tableau): - 10
mins.
1. The class will be divided
into 2 groups.
Topic: Self-Involvement
to Community Engagement
2. The output will be presented
in 5 minutes.
3. Analysis and critiquing follow
after each presentation. The
teacher presents additional
inputs
Situational Analysis: - 25 mins.
In each group, the students will
be asked to analyze at least one
activity that shows community
engagement using the SWOT
Picture Analysis- 3 mins.
The teacher will present
pictures/images with one
commonality/one message.
The students should be able to
identify the main message of
the presented pictures/images
by the teacher.
Video Clip Presentation about
Unity/Solidarity :
(See Video Clip at
https://www.youtube.com/watc
h?v=R NNOYQoFB1I) – 1:37
minutes Processing Questions:
1. What is the video clip all
about?
2. Based on the video, how is
unity/solidarity important to
each individual and to a
group?
3. What is the fruit of solidarity
based on the video clip?
Discuss the characteristics of
solidarity.
Group Activity: - 25 mins.
1.The class will be grouped
into 3. 2.Each group will do a
to-do-list on how students
involve themselves in the
A citizen is a member of a political
community who enjoys full social,
political economic and cultural rights.
The teacher individually asks for the
learners about their participation in
the following community activities.
Examples:
A. Sangguniang Kabataan Election
B. Tree Planting
C. Cleanliness of the Community
Process Questions: -
1. What activity do you participate
in?
2. Why you participated in that
particular activity?
3. How do you find it?
In 2 group presentations, the
students should be able to discuss
the roles of the students as citizens
in engaging in the community action.
Topic: Citizen’s Social Participation
in the Community.
In each presentation, the teacher
will analyze and/or clarify some of
the aspects of the presentation.
Group Activity:
In an infomercial, each group will be
asked to show ways on promoting
the
roles of citizens in community action.
Music Video Clip
(https://www.youtube.com/watch?v=
elLpWbvBBqg)
Instruction: Kindly observe the role of
“I”, “U”, and “Us” in the community.
Processing Questions:
1. What the video is all about? What
does it say in the community?
2. What is the role of “I” in the
community?
3.What is the role of “You” in the
community?
4.What is the role of “Us” in the
community?
Group Activity:
1. The class will be divided into 3
groups.
2. Each group will be provided with a
survey form to have an initial
assessment on their readiness for a
community action.
3. The leader will consolidate the
answer of the members and will fill up
the final tally sheet of ratings.
4. Each group will present their
consolidated ideas based on the survey
questionnaire. The teacher will add
inputs on the presentations.
Individual Activity: Graffiti Wall The
teacher will ask volunteers to write
on the Graffiti Wall their pledges to
involve themselves with the realization
of community action

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 worked well? Why
did these work?
Analysis. The teacher will
provide the template.
Ask: As a student, how can you
show active community
engagement? How will you do
that? How will you benefit from
that?
Students will be asked to
identify their roles in self-
involvement to community
engagement.
Photo Essay: - 6 mins.
In 2 sentences, using the given
picture, how can you involve
yourself to community
engagement?
The teacher will give pointers to
review or concepts that will be
tackled on the next lesson.
solidarity with the community.
Group Activity: - 25 mins.
1.The class will be grouped
into 3. 2.Each group will do a
to-do-list on how students
involve themselves in the
solidarity with the community.
Students will be asked to give
the characteristics of solidarity.
Paper and Pencil Test - 6
mins. Identification Test. How
does solidarity express in:
A. Family
B. School
C. Church
D. Community
The teacher will give pointers
to review or concepts that will
be tackled on the next lesson.
The learners will give instances
proving that in every right, there
must be a corresponding duty.
Moreover, the learners should be
able to identify the obligations of a
citizen in a given situation. Ask: How
will you benefit from that?
As a Filipino citizen, the individual
person is a member of the basic
institutions (Family, Church, School,
and Government). Being Senior High
School Students, they critically
analyze the community action in
terms of structures and processes in
implications for global citizenship
Essay:
In 5 sentences, how can you as a
citizen be actively involved in
community action?
The teacher will give pointers to
review or concepts that will be
tackled on the next lesson.
Ask: Why there is a need to deeply
involve ourselves with community
action? How will you benefit from that?
Make students narrate the various
ways of involving oneself in
community action
Quotation Interpretation: In
3 sentences, explain the quotation
“With Great Power Comes Great
Responsibility” given by Spider-Man.
Relate it to your role and
responsibility in community action
The teacher will give pointers to review
or concepts that will be tackled on the
next lesson.
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use./discover
which I wish to share with
other teachers?
Prepared by:
JHEZZIEL A. CABACUNGAN Recommending Approval: Approved by:
Substitute Teacher I DEXTER N. FABIA, DBA PERLITA B. SOMINE, PhD
School Assistant Principal II Principal III