WEEKLY LEARNING PLAN

S.Y. 2022-2023
Quarter: 1
Learning Area: Community Engagement, Solidarity and Citizenship
Week: 1

UNIT 1: Overview on Community Engagement, Solidarity, and Citizenship

Learning Standard: You will demonstrate an understanding of the integration of social science
perspective and community action initiatives in able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’ ideas and methods.
(P21 SKILLS: Critical Thinking, collaboration and Communication)

Compassion Standard: You will be able to share personal ideas about having advocacy and
plans on how are you going to initiate an active action as a member of the community who cares
about the status quo in the society. (CORE VALUE – Filial Compassion, Accountability,
Enduring Discipleship)

Week 1 (equivalent to a 4-hour session)

Objectives:
1. Compare and contrast the definitions of community using various perspectives.
2. Develop/affirm a sense of shared identity and willingness to contribute to the attainment
of the common good.

Subject Integration:
1. Global and Local Issues
2. Writing in the Discipline
3. Current Events
Instructional Resources/ Materials:

1. DELOS SANTOS, et.al. (2017). Community Engagement, Solidarity, and Citizenship.

Rex Book Store, Inc. Sampaloc, Manila, Philippines
2. ABBENIR, et.al. (2017). Community Engagement, Solidarity, and Citizenship. Diwa
Learning Systems Inc. Makati City, Philippines
3. PowerPoint presentation, laptop, and television

Day 1: Overview on Community Engagement, Solidarity, and Citizenship Date:

1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. The teacher call students to share their personal involvement to their own community.
5. The students answer the following questions:
a. Have you ever asked yourself about what can be your role in society?
b. Have you ever dreamt about changing the society that we have now for the better
future that we can have tomorrow?

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 1
(FIRST QUARTER)
 c. What can you do to contribute something to the community, even simple things at
a very young age?
6. The learners share their thoughts to the class.
7. The teacher will process the answer of the learners by presenting the learning and
compassion standards, including the learning targets for the subject.
8. The students will evaluate the 3 different definitions of community.
a. Community as shared political territory and heritage
b. Community as a network of interpersonal ties
c. Community as profound sharing of spiritual and/or emotional connection.
9. The learners try to depict how these definitions are different from one another.
10. The teacher will process the ideas of the learners by presenting examples related on each
definition of community.
11. PICTURE ANALYSIS: The learners are tasked to observe different pictures and
identify where do those images belong in accordance with the definitions of community
given.
12. The learners share their insights to the class.
13. Closure: The teacher will encourage the learners that their ability to identify which
community they belong is considered to be a modern world skill needed in order to
become effective citizens and that it is their responsibility to contribute to their
community such as participating in the different activities of CREST to promote the
common good.

______________________________________________________________________________
Day 2: Sense of Community Date:
1. The teacher calls some learners to share their learning from the previous discussion.
2. The teacher will process the answer of the learners by asking the learners, “How do you
feel when you are in the community?”
3. The learners share their insights to the class
4. The teacher will process the answer of the learners by presenting the different elements of
the Sense of Community.
a. Membership
b. Influence
c. Integration and Fulfillment
d. Shared Emotional Connection
5. MINI-TRANSFER (ON BECOMING A NETIZEN): After the discussion, the learners
accomplish a series of activities in relation to social media and the different elements of
Sense of Community.
Membership – Among the different relatable things on social media, the learners are
tasked to rank the given relatable things from the most appearing until to the least
appearing in their newsfeed.
Influence - Online, people feel valued as they received likes, comments, and other
reactions. Aside from that, the learners explain how do they feel valued online?
Integration and Fulfillment - Aside from staying connected, the learners explain what
another objective of Facebook do they think they get as they continue to use it?
Shared Emotional Connection – The learners will ponder that whenever they share a
post or status on Facebook, Facebook is keeping it as their history. Whenever they
receive that notification that they have a memory to look back on, do they feel that
emotion that it seems like they have been connected to their past self? How?
6. The learners share their insights and realizations to the class.

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 2
(FIRST QUARTER)
 7. The teacher encourages and reminded the learners of the proper use of social media as an
empowered global citizen, that they may use it responsibly in spreading kind words and
word of God as one of the means in partaking in the CARE program of the school.
8. Closure: The learners share what they have learned/realized from the discussion by
completing the statement: “Today, I have learned that social media is __________”

End of Week 1
Note:

Prepared by:
Nikkie Jane M. Dela Cruz
Subject Teacher

Checked by:
Maureen A. Dulce
Subject Area Coordinator for Sciences

Noted by:
Marissa G. Onosa
IBED Principal

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 3
(FIRST QUARTER)
 WEEKLY LEARNING PLAN
S.Y. 2022-2023
Quarter: 1
Learning Area: Community Engagement, Solidarity and Citizenship
Week: 2

UNIT 1: Overview on Community Engagement, Solidarity, and Citizenship

Learning Standard: You will demonstrate an understanding of the integration of social science
perspective and community action initiatives in able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’ ideas and methods.
(P21 SKILLS: Critical Thinking, Collaboration and Communication)

Compassion Standard: You will be able to share personal ideas about having advocacy and
plans on how are you going to initiate an active action as a member of the community who cares
about the status quo in the society. (CORE VALUE – Filial Compassion, Accountability,
Enduring Discipleship)

Week 2 (equivalent to a 4-hour session)

Objectives:
1. Analyze the functions of communities in terms of structures
2. Differentiate typologies of communities
Subject Integration:
1. Global and Local Issues
2. Writing in the Discipline
3. Current Events
Instructional Resources/ Materials:

1. DELOS SANTOS, et.al. (2017). Community Engagement, Solidarity, and Citizenship.

Rex Book Store, Inc. Sampaloc, Manila, Philippines
2. ABBENIR, et.al. (2017). Community Engagement, Solidarity, and Citizenship. Diwa
Learning Systems Inc. Makati City, Philippines
3. PowerPoint presentation, laptop, and television

Day 1: Date:
1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. Some learners share important concept/s they have learned from the previous discussion
5. CONCEPT MAP: The learners try to evaluate the community in terms of its structure.
Then, the learners provide ideas on what do they think makes up a community.
6. The learners try to explain the words that can be seen in the concept map.
7. The learners accomplish a series of activities in relation with the community structure
COMMUNITY SOCIAL STRUCTURE – the learners identify their future community
structure in terms of their Social Institution, Social Group, Status and Role

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 4
(FIRST QUARTER)
 COMMUNITY CULTURAL STRUCTURE – the learners name other culture and
traditions that they have encountered in the country. The learners answer the question
“What are the traditions that we still have that make you feel uncomfortable or you think
it is not important to practice anymore? Why?”
8. Some learners share their answer to the class.
9. The teacher encourages the learners that their ability to identify and cope up with the
structures of the community will make them accountable members of the society thus
achieving fullness of life.
10. Closure: The learners share what they have learned/realized from the discussion by
completing the statement: “Today, I have learned that understanding the structure of the
community is __________”

______________________________________________________________________________
Day 2: The Community Typologies Date:
1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. Some learners share important concept/s they have learned from the previous discussion
5. QUICK WRITES: The teacher ask the learners to think about their community.
Afterwards, the learners try to describe the community where they belong in a few
sentences.
6. Some learners share their observations to the class.
7. The teacher will process the answer of the learners by presenting the different types of
community.
8. THINK-PAIR-SHARE: The learners will be grouped in pairs. Each pair is tasked to
classify the given community according to its type.
9. Some pairs will share their answers to the class.
10. The learners answer the question “Recall the different locations that you have been to. If
given a chance, where would you want to settle down with your family soon? Is that in
urban, suburban, or rural areas? Why do you think that it will be the best choice for your
future family?”
11. Closure: The teacher encourage the learners that their ability to identify and adopt to the
different type of community is a modern world skill that they can use in their decision
making in the future.
12. The learners complete the statement “Understanding the different types of community
help me to _________”

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 5
(FIRST QUARTER)
 WEEKLY LEARNING PLAN
S.Y. 2022-2023
Quarter: 1
Learning Area: Community Engagement, Solidarity and Citizenship
Week: 3

UNIT 1: Overview on Community Engagement, Solidarity, and Citizenship

Learning Standard: You will demonstrate an understanding of the integration of social science
perspective and community action initiatives in able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’ ideas and methods.
(P21 SKILLS: Critical Thinking, Collaboration and Communication)

Compassion Standard: You will be able to share personal ideas about having advocacy and
plans on how are you going to initiate an active action as a member of the community who cares
about the status quo in the society. (CORE VALUE – Filial Compassion, Accountability,
Enduring Discipleship)

Week 3 (equivalent to a 4-hour session)

Objectives:
1. Recognize the value of undertaking community action modalities
2. Acknowledge interrelationship of self and community in undertaking community action

Subject Integration:
1. Global and Local Issues
2. Writing in the Discipline
3. Current Events
Instructional Resources/ Materials:

1. DELOS SANTOS, et.al. (2017). Community Engagement, Solidarity, and Citizenship.

Rex Book Store, Inc. Sampaloc, Manila, Philippines
2. ABBENIR, et.al. (2017). Community Engagement, Solidarity, and Citizenship. Diwa
Learning Systems Inc. Makati City, Philippines
3. PowerPoint presentation, laptop, and television

Day 1: Understanding Community Action Date:

1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. Some learners share important concept/s they have learned from the previous
discussion
5. QUICK WRITES: Using the concepts learned from the previous discussions, the
learners try to explain and answer the question “Why is it important to the youth
like you to be involved in community action?”
6. Some learners share their answers to the class

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 6
(FIRST QUARTER)
 7. The teacher will process the answer of the learners by presenting relevant concepts
about Community Action
8. MINI-TASK: The learners visit the Facebook page of CREST (Community
Relations Extension Services for Social Transformation) and answer the following
guide questions:
a. Have I done anything yet for my community?
B. Am I a good influence on my fellow youth in our community?
9. The learners share their answers to the class
10. Closure: The learners are encouraged to become an empowered global citizen by
voluntarily engaging in community action through their active involvement in
CREST and apply their learning about the different aspects of community.

______________________________________________________________________________
Day 2: The Self and the Community Date:
1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. Some learners share important concept/s they have learned from the previous discussion.
5. DRAWINGS: The learners are tasked to produce a drawing/sketch that depicts their self
within the community.
6. The learners explain their output and their place in the society to the class
7. The teacher processes the explanation of the learners through thought-provoking
questions.
8. INDIVIDUAL ACTIVITY: Each learner is tasked to think and share of a community
development project they have been involved in the past.
9. MINI-TASK: The learners will be divided into five groups. Each group aims to address
various social problems of today. With this, the learners are tasked to craft a community
development project proposal that will enable people to work in solidarity.
10. Each group will present their output to the class.
11. Closure: The learners are encouraged that their ability to engaged their self in addressing
social problems is a manifestation of being an empowered global citizen and this skill can
be further developed through their active participation in CREST activities.

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 7
(FIRST QUARTER)
 WEEKLY LEARNING PLAN
S.Y. 2022-2023
Quarter: 1
Learning Area: Community Engagement, Solidarity and Citizenship
Week: 4

UNIT 1: Overview on Community Engagement, Solidarity, and Citizenship

Learning Standard: You will demonstrate an understanding of the integration of social science
perspective and community action initiatives in able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’ ideas and methods.
(P21 SKILLS: Critical Thinking, Collaboration and Communication)

Compassion Standard: You will be able to share personal ideas about having advocacy and
plans on how are you going to initiate an active action as a member of the community who cares
about the status quo in the society. (CORE VALUE – Filial Compassion, Accountability,
Enduring Discipleship)

Week 4 (equivalent to a 4-hour session)

Objectives:
1. Explain forms of community engagement that contribute to community development
through solidarity
2. Recognize the importance of solidarity in promoting national and global community
development

Subject Integration:
1. Global and Local Issues
2. Writing in the Discipline
3. Current Events
Instructional Resources/ Materials:

1. DELOS SANTOS, et.al. (2017). Community Engagement, Solidarity, and Citizenship. Rex
Book Store, Inc. Sampaloc, Manila, Philippines
2. ABBENIR, et.al. (2017). Community Engagement, Solidarity, and Citizenship. Diwa
Learning Systems Inc. Makati City, Philippines
3. PowerPoint presentation, laptop, and television

Day 1&2: Forms of Community Engagement Date:

1. The teacher greets the learners.
2. One learner will lead the opening prayer
3. The learners read and understand the learning standard and objectives for the day.
4. Some learners share important concept/s they have learned from the previous discussion.
5. The teacher presents a comprehensive definition of Community Engagement

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 8
(FIRST QUARTER)
 6. THREE-MINUTE-PAUSE: From the definition presented, the learners are given 3-5
minutes to analyze the given definition and identify the key concepts.
7. Some learners share the key concepts that they have identified.
8. The teacher will process the answer of the learners by summarizing the key concepts that
they have identified.
9. TEACH A FRIEND: The learners will be grouped with three members. With the help of
the discussion and their book, each member of the triad will be given 1 form of
community engagement to be studied. Later, each member will share what they have
learned and teach it to their groupmates.
10. The teacher will provide supplementary concepts to support the knowledge of the
learners.
11. Closure: The learners reflect on which Form of Community Engagement do they think is
the most effective way to conduct community action initiative which they can suggest to
the office of the CREST towards the communal work of integral human development.
_____________________________________________________________________________

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP 9
(FIRST QUARTER)