Group 2-NARRATIVE-REPORT-CULMINATING-ACTIVITY

Republic of the Philippines
Department of Education
REGION IV-ACALABARZON
SCHOOLS DIVISION OF BATANGAS
BALAYAN SENIOR HIGH SCHOOL
CALOOCAN, BALAYAN, BATANGAS
Narrative Report
Introduction to World Religions and Belief Systems
The purpose of this narrative report is to document the process and experience of creating
an infographic that explores the different religions around the world. The infographic activity aims
to provide a visual representation of various religions, their key beliefs, supreme being and
practices. The activity aimed to promote cultural understanding, and appreciation for the rich
introduction of religious traditions across different societies.
The first step in involve selecting the most significant religions to include in the infographic.
The focus was on globally recognized faiths that have a substantial number of adherents.
Religions such as Christianity, Islam, Hinduism, Buddhism, Judaism, Sikhism, and others were
chosen. Each Religion is equally assigned to different groups.
Once the distribution of assigned religion was complete, the next was to conduct thorough
research on different religions. This involved studying academic resources, religious texts, and
consulting reputable sources to gain accurate and comprehensive knowledge. The goal was to
ensure the infographic reflected the essence and nuances of each religion represented.
After determining the content, the infographic's design and layout were conceptualized. A
visually appealing and intuitive design was necessary to engage viewers and effectively
communicate information. The color scheme, typography, and graphics were carefully chosen to
reflect the cultural and aesthetic elements associated with each religion.
To convey information efficiently, various data visualization techniques were employed. Pie
charts, bar graphs, and maps were used to illustrate statistics, such as the number of followers
and geographical distribution of each religion. Icons and symbols associated with specific faiths
were incorporated to enhance visual recognition and representation. The key beliefs, practices,
and significant rituals of each religion were condensed into concise and easily understandable
Balayan Senior High School (Formerly SHS Within Caloocan ES)

Adress: Caloocan, Balayan, Batangas
Email address: 342209@deped.gov.ph
descriptions. The challenge was to present complex theological concepts in a simplified manner,
ensuring accuracy and avoiding generalizations or misrepresentations.
The infographic was then shared through various channels, including social media. The aim
was to make the information accessible to a wide audience, encouraging dialogue, understanding,
and fostering respect for different religious traditions.

Narrative Report
Discipline and Ideas in the Applied Social Sciences (DIAS)
Disciplines and Ideas in the Applied Social Sciences offers the applied social sciences of
counseling, social work, and communication, which are based on psychological, sociological,
anthropological, and other social scientific ideas and principles. It is a specialized subject taken by
Grade 11 of Humanities and Social Sciences strand. Many related applied social sciences
originated from this basis, including management, community organization, social planning, policy
analysis, epidemiology, community medicine, and strategic planning.
In our grade 11 time, modular was implemented and DIASS was one of the subject that we
undertake. Textbooks were give to us to study about this subject and other taken subjects in
HUMSS in pandemic. The most challenging on this subject is understanding the lessons alone
and
doing the activities without any guidance or knowing the if our own answers were wrong or right.
The pandemic has given students a lot of struggles and taking subject like DIASS was one of the
subject that challenge the mind of the students.

Narrative Report
Creative Writing
The creation of a song as a HUMSS (Humanities and Social Sciences) student at Balayan
Senior High School served as a powerful medium for self-expression, reflection, and celebration.
This narrative report recounts the process of composing the song, capturing the essence of being
a HUMSS student at Balayan Senior High School and the unique experiences that shaped our
educational journey.
Our journey as HUMSS students at Balayan Senior High School began with a deep
appreciation for the humanities, social sciences, and the diverse aspects of human culture.
Inspired by our school's supportive environmen, we take on this creative endeavor to showcase
our experiences and sense of belonging.
Guided by our passion for words and storytelling, we gathered as a group to brainstorm
ideas and themes that reflected our HUMSS journey and our connection to Balayan Senior High
School. We drew inspiration from our academic subjects, extracurricular activities, and the unique
spirit of our school community.
Each participant contributed lyrics that resonated with their personal experiences,
highlighting the transformative power of the HUMSS program. We crafted verses that celebrated
our exploration of literature, history, sociology, anthropology, and other disciplines.

The process of creating this song provided us with an avenue to express our gratitude for
the education and experiences we gained as HUMSS students. It allowed us to reflect on our
personal and academic growth, deepening our appreciation for the humanities, social sciences,
and the cultural excellence of BSHS.
Through this musical creation, we developed a stronger sense of camaraderie and unity
as
HUMSS students. The song became a symbol of our shared identity and the pride we felt in being
part of Balayan Senior High School.
The creation of a song as HUMSS students at Balayan Senior High School was an
extraordinary experience that empowered us to express ourselves artistically and to reflect on our
educational journey. This creative endeavor not only showcased our talents but also strengthened
our bonds as a community of learners. As the echoes of our song resonated through the halls of
Balayan Senior High School, we carried with us the indelible memories and lessons learned as
HUMSS students, forever harmonizing the journey.

Narrative Report
Creative Nonfiction
The phrase creative nonfiction refers to texts regarding true events that are not purely for
scholarly reasons in the area of creative writing and also a specialized subject in the strand of
Humanities and Social Sciences. Memoir, personal essays, feature-length magazine articles, and
narratives in literary journals are all examples of creative nonfiction. This narrative report recounts
the experience of the activity and highlights the activity of Creative Nonfiction.
In Creative Non Fiction subject, we are tasked to do a story book. We are divided into a smaller
group to do this activity. We take pictures that are connected in our story and compile it in a
designed folder. Every member are tasked to take pictures or to help with the story so that
everyone can contribute in the work and later on be evaluated by their leader. Our group struggled
with the making of this activity because we are short in time and the characters of the story was
sometimes busy doing their own things that takes up the time of making the story. It was a roller
coaster experience making our group story book since when the day of deadline had come, our
group had no story book to pass but eventually before the event of showcasing our works, our
storybook was made.
Each storybooks of each groups are well designed and got displayed on the event that is held
on Balayan Senior High last week of Friday, May 26, 2023. All of the stories are showcased to
show the work of every students. Through this event, creativeness of every students was being
practiced that can help to boost the confidence of the students. The said event let the students
share their written stories with their own captured pictures.

The activity of making story books does not only enhance the writing stories skills of the
students but also their creativity and used of technology in taking pics because, each angle are
considered in the making of the story books. It shows like the students are making a film but not
in motion but presenting it on pictures with the story that serves as a subtitle in a movie.
Narrative Report

Discipline and Ideas in the Social Sciences
Discipline and Social Sciences is an specialized subject in Humanities and Social Sciences
strand that talks about It essentially refers to the methodical study of different aspects of
civilization as a whole. It is an important category of academic disciplines that deals with society
and human connections within society.By looking back with this kind of subject, it can refreshes
up the mind of the students since previous students like us taken this subject by modular learning.
. This narrative report recounts the experience of the activity and highlights its significance in the
subject of Discipline and Social Sciences.
Gender inequality is defined as discrimination based on sex or gender that results in one sex or
gender being consistently privileged or prioritized over another. Gender equality is a fundamental
human right, and gender-based discrimination violates that right and we are tasked to do a poster
slogan about this topic. First, we bring materials like, illustration board, coloring materials, pencils
and erasers. Each one of us created our design together with our own made slogans that we want
to share others. A slogan is basically an advocacy and each of us have our own perspective of
Gender Inequality, some pointed out about woman and men being treated unequally and some
talks about the problems of LGBT community and their experiences about gender inequality. At
the end of the activity, we are asked to present our own work in the front and talk about what we
can do to eliminate the gender inequality in our society.
The activity of creating poster slogan in DISS does not just refreshes the mind of us students,
but it also teach us to be more creative and be more aware of the problems that other faces in
their everyday lives because we never know, our words might help someone to be more
courageous with their own gender or not only on their gender but their confidence also. This

activity make us realize that we are free to speak up with our own feelings and inspire others with
it.
Narrative Report

Philippine Politics and Governance
The activity of creating a timeline on how the Philippines was colonized proved to be an
engaging and enlightening endeavor. By looking back into the historical events that shaped the
nation, we students gained a deeper understanding of the complexities and impacts of
colonization. This narrative report recounts the experience of the activity and highlights its
significance in fostering historical awareness.
To start the activity, we prepared art materials, including cardboard, newspaper and markers.
We were encouraged to explore various perspectives and sources to ensure accuracy and
comprehensiveness of the timeline. We were divided into smaller groups to encourage
collaboration and a shared understanding of the historical events. Each group was tasked with
researching and documenting all periods of colonization. Guided by prompts and guiding
questions, we delved into primary and secondary sources to gather information about the key
events, figures, and impacts of each colonization period. We critically analyzed different
perspectives and sought to uncover the motivations and consequences of colonization. With the
newfound knowledge, we reconvened to create the timeline collaboratively. We used large poster
boards, markers, and other art supplies to design a visually appealing and informative
representation of Philippine colonization. At the end, each group presented their section of
the timeline, sharing their insights, findings, and reflections.
The activity of creating a timeline on Philippine colonization yielded several significant

outcomes. We gained a comprehensive overview of the different colonization periods, enabling
them to grasp the historical context that shaped the Philippines. Also, by examining various
sources and perspectives, we honed our critical thinking skills. We learned to analyze historical
narratives critically and evaluate the motivations and consequences of colonization. The activity
fostered empathy by highlighting the struggles and resilience of the Filipino people throughout
colonization. Participants gained a deeper appreciation for the cultural heritage and historical
identity of the Philippines. The timeline activity allowed us to draw connections between the past
and the present. We explored how colonial legacies continue to influence contemporary Philippine
society, politics, and culture.
The activity of creating a timeline on Philippine colonization served as a catalyst for historical
exploration and reflection. It provided a platform for us to look back into the complexities of
colonization, critically analyze historical narratives, and foster a deeper understanding of the
Philippines' rich heritage. By engaging in this activity, we became more informed and socially
conscious citizens, equipped to recognize the profound impact of colonization on their nation's
history and identity.
Narrative Report
Megatrends and Critical Thinking in the 21st Century Culture

Trends , Networks and Critical Thingking in the 21st Century Culture( TNCT) is one of our
specialized subject in Grade 12. Honestly speaking were not that familiar in this subject the first
time we hear it but when our teacher give us an overview about this subject, we realized that it is
really important for us to have this kind of subject because it really give us awareness on how the
different trends affect our lives as well as our behavior as a person.
Learning this subject is really fun and exciting for us because there are a lot of activities that
really test our knowledge about the different lessons that this subject have. And also in addition to
that we are amazed on how this so called gadgets evolve from time to time or it's like we are
traveling in the past to explore and discover how they change and develop up until now in our
present generation.
Furthermore, just like what I've said earlier, in order for us to really understand our lesson
about evolution of gadgets, our teacher give us an activity which we can apply the different
learnings about this lesson and this activity is entitled "Glow Up Challenge". We are tasked to
find different kinds of pictures of ourself from elementary up until now that we are in Grade 12. In
doing this activity we are free to do what kind of output we want create , it can be a pop up ,
collage, scrapbook or etc. as long as we show how imaginative and creative we are and after that
we are going to present our work in front of the class.
While we are doing this activity most of us did not have any problem searching for our
pictures due to the technology that we have now. And because of it we can easily keep and print
our pictures from the device that were using.
This activity made us realize that we can't really notice how we change and it really made us

surprised the day we found that there are changes happened to us. Having a change it not bad
because if you know to your self that you change for the better don't hesitate to do it because it is
for your own improvement.
Narrative Report
Community Engagement, Solidarity, and Citizenship

CESC is a subject dedicated to teaching a student how to be productive in their
community, be a role model, and be the leader of their barangay or community to grow it
properly.
In this lesson, we carried out a program in an elementary school to address the lack
of nutrition in the health of a child. In the examination, it was discovered that children with a
healthy physique are low in nutrition. The program lasted one day; it started at 8:00 in the
morning and ended at 2:00 in the afternoon. The students have their duty to do. They are
divided among others, and these are the ones who will cook the food and manage the
program. The students who will look after the children.
Before the said program happened, there were different activities to raise funds; our
section did activities such as a raffle and selling cooked milk products. We have saved
enough for our program.
The day started before the day of the program arrived. The next day, those who
would
buy the ingredients to cook the food and the others gathered the necessary materials to
make the program go smoothly. On the day the program was launched, the cooks prepared
at 6:00 in the morning to deliver the food on time, while others within the school waited for
the food to be ready when it arrived. Around 8:00 in the morning, the program started.
There
was a little thank you, and so on, and then there was reading and coloring by the children in
the library room. Around 9:00, the children ate, and at 11:00, they were fed lunch.

Parents and even school teachers were given bread because the program ended at
12:00 in the afternoon. Around 2:00 in the afternoon, everyone went home because of the
cleaning of the things used.
In this work, there was a good intention to attract, in a small way, people who could
help each other. Here, we will discover that it is nice to help without asking for anything in
return because of the children’s smiles and that everyone’s day is okay. And Rizal said that
the youth are the hope of the people, so now we should do what he said.
When we did this, we learned that giving importance to them is a good reason for
good company and friendship. We had unity to complete all the work properly, and in the
end, it turned out well for us.
Narrative Report

CULMINATING ACTIVITY (SHOWTIME)
Showtime is a school program where the activities done by the students will be shown.
Before the day of the program came, our teacher in the subject culminating activity and
work immersion had a selection of activities where a student had good work to show that day.
Began to organize and unfold all the works to be selected and included in the program. Everyone
helped with the work of placing the activities so that on that day everything could be easily
organized. They cleaned the activities to be displayed so that they would be presentable to
everyone who would see them.
Students brought bilao, pot, and bayong to show that day what we are used to.
The program started at about 8:00 in the morning and ended at 3:00 in the afternoon. On
the
day of the program, some students wore national costumes, and even the teachers kept an eye on
the entertainment of the people watching the activities done by the students. There was also food
here in our town, like sticky foods.
In the showtime, there were statements that will help everyone be creatively productive in
everything. It was done to discover what else can be done at the end of senior high school.
By doing this, we learned that there is always something to learn from every opportunity
that comes into our lives. Always think that we can learn something from it. What was done was a
collaboration of everyone to hold the program smoothly and safely for every student at Balayan
Senior High School.


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Republic of the Philippines

Balayan Senior High School (Formerly SHS Within Caloocan ES)

Balayan Senior High School (Formerly SHS Within Caloocan ES)

analysis, epidemiology, community medicine, and strategic planning.

subject that challenge the mind of the students.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

our experiences and sense of belonging.

spirit of our school community.

our exploration of literature, history, sociology, anthropology, and other disciplines.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

and the cultural excellence of BSHS.

part of Balayan Senior High School.

HUMSS students, forever harmonizing the journey.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

storybook was made.

share their written stories with their own captured pictures.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

Balayan Senior High School (Formerly SHS Within Caloocan ES)

subject of Discipline and Social Sciences.

can do to eliminate the gender inequality in our society.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

Balayan Senior High School (Formerly SHS Within Caloocan ES)

nation, we students gained a deeper understanding of the complexities and impacts of

significance in fostering historical awareness.

comprehensiveness of the timeline. We were divided into smaller groups to encourage

the timeline, sharing their insights, findings, and reflections.

The activity of creating a timeline on Philippine colonization yielded several significant

Balayan Senior High School (Formerly SHS Within Caloocan ES)

society, politics, and culture.

history and identity.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

different trends affect our lives as well as our behavior as a person.

we are going to present our work in front of the class.

our pictures from the device that were using.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

for your own improvement.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

CESC is a subject dedicated to teaching a student how to be productive in their

program. The students who will look after the children.

enough for our program.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

cleaning of the things used.

end, it turned out well for us.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

everyone who would see them.

here in our town, like sticky foods.

Senior High School.

Balayan Senior High School (Formerly SHS Within Caloocan ES)

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