School E.B.M.N.H.S – San Isidro Ext.

Grade Level Grade 12

Teacher Rizza Katrina Moisesa D. Pancho Learning Area EMTECH

Observation Date Week 1 Quarter Second Quarter

SESSIONS: DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of… The learners demonstrate an
The integration of social science perspective and community action initiatives. understanding 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 integrative experience of implementing community action initiatives applying social synthesize the integrative
sciences ideas and methods. experience of implementing
community action initiatives
applying social sciences’
ideas and methods.

C. Learning Competencies/
Objectives
∙ Explain the principle of right to
Explain the core values of
community action initiatives
HUMSS_CSC12-IIIh-j-12
life
Promote awareness of human
rights in communities among
the learners. HUMSS_CSC12-
IIIh-j-13
∙ Explain the principle of
right to liberty
Appraise the value of social
equity and gender equality
in the context of
participatory development.
HUMSS_CSC12-IIIh-j-14
∙ Explain the principle of
right to property
Appraise the value of
social equity and gender
equality in the context of
participatory development.
(HUMSS_CSC12-IIIh-j-14)
∙ Understand the concept of
social equity as core
values and principles of
community action initiatives

II. CONTENT Core Values and Core Values and Principles Core Values and Social Justice
Principles of Community of Community action Principles of Community
action Initiatives Sub- Initiatives Sub-Topics: action Initiatives Sub-
Topics: Human Rights Human Rights (Right to Topics: Human Rights
(Right to Life) Liberty) (Right to Property)

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide Pages

2. Learner’s Material Pages

3. Textbook Pages

4. Additional Materials from

Learning Resources

B. Other Learning Resources

∙ https://www.google.com.ph/?
gfe_
rd=cr&ei=qr0bWY_FJsvd8Af
Og66QDg&gws_rd=ssl
#q=righ
∙ ∙ ∙ Book/s:
https://www.slideshare.net/sa https://www.slideshare.net/
tyavra t1994/ppt-human- satyavrat 1994/ppt-human- ∙ De La Salle University
rights rights Printing Press,

∙
https://www.slideshare.net/sa
tyav rat1994/ppt-human-
rights
∙
https://www.youtube.com/wa
tch? v=APkV40vUhWs

IV. PROCEDURES

A. Reviewing the previous
lesson or presenting the new
lesson
Review of community
action initiatives
When we do community
actions, what do we
consider?
Community
self others
Review yesterday’s lesson.
Call a student and give a
recap of
yesterday’s lesson.
(5 mins.)
The learners will review the
basic rights discussed in the
lesson (by assigning a
student to do the recap.) So
far what basic human right do
you remember
(5 mins.)
Before going to
today’s lesson, the
teacher will ask the
students:
Based on our previous
discussion, can you please
give some example of
human rights?

Who will benefit when we all

work together?
Ans. Community
What is Core values?
Ans. It is the source of

B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new
lesson
strength in the community
What are these Values?
Ans. These are Core values in
CAI
HR E & A PD GE SJ
1. Human rights
2. Social Justice
3. Empowerment and
Advocacy 4. Participatory
Development 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
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
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 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.
 meaningless). you want to go, do what you
enjoy doing, etc.)
See Appendix C8.1.2
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.
(15 mins.)
The learners, working in small
groups will draw a tree on a After soliciting the student’s
paper and in the form of response, the teacher will
leaves, fruits and branches or introduce the topic: Social
flowers are those human Justice.
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

D. Discussing new concepts and
practicing new skill #1
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?
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.)
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?
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)

E. Discussing new concepts and
practicing new skill #2
Brainstorm. Group learners The students will reflect:
in 5 and they will share
personal observations in ∙ What have you
their community that shows observed in the
preservation of the Right to documentary?
Life.
∙ Do you experience the
Guide questions.
1. In your community, do you same as an
 observe activities that
preserve life? How?
2. Summarize your inputs and
let group leader present
the output.
F. Developing Mastery Individual work. Learners list
down all the good things about
life has offered them. Write
the answer on a short paper
individual?
What you realize?
GROUP ACTIVITY. Mapping The learners will Group Activity
Human Rights in Our identify rights concerns The group will fill out the
Community Divide participants that are of particularly concept map as referred in
into small groups and ask concerns to them and case of Junjun (viewed on
them to draw a map of their in their the video documentary):
town (or neighborhood in the community. Action
case of larger communities). Given the
They should include their made by
homes, major public buildings opportunity
(e.g., parks, post office, city the
hall, schools, places of Deprivation
worship) and public services
, what are
(e.g., hospitals, fire
governmen
department, police station) and
any other places that are you going
important to the community t:
(e.g., grocery stores, to do?
cemetery, cinemas, gas 1.
stations). 2.
3.
1. When the maps are 4.
complete, ask participants to 5.
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

G. Finding practical
applications of concepts & skills
in daily living
Ask the learners the
following questions.
1. What will you do in order to
preserve your life and the
life of others?
As a student, how can you
exercise your right to liberty
and still be responsible at the
same time? (5 mins.)
The learners will classify the The students will reflect:
different pictures of rights
and they’re going to put in a “As a student, how can I
proper column (10 mins.) contribute for the
Right to betterment of social justice
Right to in my
Right to community? What is
life my role in the
liberty attainment of social
property equity?”

(already integrated in the

(5 mins.) group activity – deepening
part)
See Appendix C8.3.6

H. Making generalizations &
abstractions about the
lesson
Define human rights
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
The learner will answer the
question.
Which of the different basic
rights under right to liberty
taken up you think is very
important to you as
student?
The learner will answer the
question. How are you going
to fight for your rights when
you feel it is being violated?
(5 mins.)
What would you do to
preserve your basic right as
a person and of the others
as member of the
The teacher will ask the
students:
“In brief, how do you explain
the
importance of social
justice and equity? Why
is it important in the
community?”
 Right to life is the most Right to liberty community?
important rights.
1. Freedom of speech
- Absolute and Divine Right
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

(5 mins.)

I. 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.
The learners will define the
right to liberty in their own
words on their notebook.
(5 mins.)
The learners will answer the Journal
following with the phrases: The students will stress the
“in every case”, in most importance of the study of
cases”, and “in some cases”. social justice and equity,
1. Killing is wrong. and the values they have
2. All people should be gathered in the lesson. (see
treated equally. 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

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

J. Additional activities for Make a slogan Read about advocacy. Try to
application or remediation promoting human rights. ask yourself, is there any
See Appendix for Rubrics advocacies are you
supporting?

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 lesson work?

No. of learners who 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?

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?
 School
Teacher
Observation Date
SESSIONS:
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
E.B.M.N.H.S – San Isidro Ext. Grade Level Grade 12
Rizza Katrina Moisesa D. Pancho Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP
Week 2 Quarter Second Quarter
DAY 1 DAY 2 DAY 3 DAY 4
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.
Appraise the value of social equity and gender equality in the context of Analyze strategies of
participatory development (HUMSS _CSC12-IIIH-J-14) empowerment and advocacy
through community action
initiative (HUMSS _CSC12-
IIIH-J-15)
Core Values and Principles Core Values and Principles of Core Values and Core Values and
of Community Action Community Action Initiatives Principles of Principles of
Initiatives Focus on Social Focus on Social Justice Community Action Community Action
Justice (Social Justice and Initiatives Focus on Initiatives Focus on
(Existence of Social Justice Existence to Gender Equality Empowerment and
to Community and Its Community and Its Advocacy
Importance) Importance)
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
∙ ∙
https://www.youtube.com/re
sults?
search_query=does+social+j
ustice+exist
∙ press.c om/2013/10/gender-
https://www.slideshare.net/ois
h odri/swap-social-justice,
∙ ∙
https://www.slideshare.net/W
ell esleyInstitute/social-
policy-grad class-jan-2012?
qid=1f89946c c12f-4050-
85d7-
6eca158c2507&v=&b=&fro
m_s earch=3
The learner will make a recap
on what are the past lesson is
all about, and they will give 1-
5 example. (3 mins.)
(Video Presentation) the
learner will guest what is the
video all about. (5 mins.)
The learner will take down note
all the important details/
information from the video.
See Appendix C9.1.1
www.youtube.stopviolen
ce against children
∙ www.youtube.NTG:freedom
from debt coalition
∙ www.wikipedia.org
∙ www.dictionary.com
∙ www.seap.org.uk
∙
www.siteresources.worldbank.or
g hts ∙ www.wikigender.org/wiki/
Ask the learners to identify
issues in their community that
shows social justice.
The learners will be asked
about their
sentiments/feelings about
the pictures and videos
that will be presented.
1. Picture of Violence
against Women See
Appendix C9.2.5
2. Film Clip of Violence
against Children (0.41 secs.)
See Appendix C9.2.6
∙ ∙
https://en.wikipedia.org/wiki/
Gender _equality
∙ ads/LA T-2017-1-
https://historytech.files.word
empowerment and-the-
hunger-games.pdf
https://en.m.wikepedia.org/wiki/
sexu
al_and_reproductive_health_rig
∙ Gender and Development
Volume 1 – Michelle G.
Manalo
Ask: What are
empowerment and
advocacy?
(5 mins.)
(TRANSFORMATION)
Imagine that you woke up in
the morning and when you
entered the bathroom you
found out that for some
mysterious reason you have
been transformed from a girl
into a boy or vice versa. You
don’t know how much this
transformation will last.
http://www.nationalchildrensa
lliance
.org/sites/default/files/downlo
Alliance%20for%20Justice.pdf
∙
https://en.oxforddictionaries.c
om/def inition/empowerment
∙ http://ctb.ku.edu/en/table-of
contents/advocacy/advocacy
principles/overview/main
(3 mins.)
Reviewing the previous lesson
of Human Rights and Social
Justice thru Guided Questions:
1. What is Human Rights and
what is Social Justice?
2. What makes human rights
and social justice affect the
principles of community
action initiatives?
(5 mins.)
Game : (4pics1Word)
The teacher must show photos
portraying the following:
1. Community
2. Problems
3. Empowerment
4. Advocacy
Elaborating the motivation

C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skill #1
The learner will share their
ideas, opinions, and
perspectives about the video
presentation.
(5 mins.)
The teacher will list on the
board all the gathered
information that will be shared
by the learners.
Process Question
The learner will answer the
following question
voluntarily. (5 minutes)
1. What is social justice
for you?
2. Give example of social
3. Picture of Kilusan Mayo Uno
See Appendix C9.2.7
4. Video Feed/News of
Freedom from Debt
Coalition (1.51 mins.)
See Appendix C9.2.8
Group Activity: Dama Ko!
Sigaw ko! (Slogan
Making)
See Appendix C9.2.9
Learners will be grouped into 3
groups. Ask the learners for
other social injustices they can
identify in their community and
come up with a corresponding
battle cry. 1. In School
2. In Their Barangay
3. In Their Town
Ask the learners:
1. What kind of development
would you like to see in your
community? Why? How
could your
feelings/sentiments can lead
to support for existing
Ask.
1. Would you want to try
something you couldn’t do
while you were a girl/boy?
2. What does this
transformation allow you
to do differently?
3. What do you like about your
current situation?
(The teacher will ask some
students to share their
answer)
(10 mins.)
1. Divide the class into five
groups. Give each group a
manila paper divided into
three columns. On the top
of the middle column either
write “Act Like A Man” or
Act Like A Woman.
2. On the left column, ask
students to write down what
might people
“say” or “do” if someone
does not act like a man or
woman as
defined in the middle column.
3. On the right column, ask
the student to list the jobs
one would choose if they
acted like the
descriptions listed in the
middle column.
See Appendix C9.3.11
(5 mins.)
Process questions
1. How and where do we
learn our perception of
male and female roles?
2. Do these roles and
descriptions limit or enhance
leading to new lesson thru
questions:
1. What is the main idea
portrayed in the:
a. First set of photos
b. Second
c. Third
d. Fourth
2. Where did we usually see
this scenario?
3. Based on these set of
photos, what would you
think is our lesson about?
(10-15 mins.)
Group Activity
See Appendix C9.4.13
1. The class will be divided into
three (3) groups.
2. Each group shall be given
only 5 minutes Preparation
and 3 minutes presentation.
3. Each group will think of a
particular campaign of a
community.
4. They will present their
advocacy in any of the
following ways:
A. Tableau
B. Skit
C. Talk Show
D. News Presentation
5. After the presentation, they
will give the very concise
explanation about their
presentation
(5 mins.)
Processing Questions
1. What is the main idea of the
presentation of the group?
2. What are push factors in
making these kind of
campaign?
 justice
3. Site some practices in
your community that will
show
social justice.
4. Give some reasons why
in your community did not
practice social justice.
5. What are the things you
can contribute as a learner to
impose practicing social
justice in your community?
6. What is the importance of
social justice?
7. Why is it important to
practice social justice?
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery The learner will analyze the
different picture presented in
a gallery walk. (25 mins.)
The learner will explain their
answer in class base on how
they understand the existence
of social justice and it’s
important.
See Appendix C9.1.2
advocacy?
See Appendix C9.2.10
Activity: Group the learners
into 3 groups and assign 1
question each group. Provide
Metacards for their output. The
teacher has an option to
choose 1 among the following
songs:
1. Kapaligiran by: Asin
2. Cotabato by: Asin
3. Walang Hanggang
Paalam by: Joey Ayala
Ask the learners to analyze a
song and answer the following
questions: Use Meta cards for
their output.
1. Give your own
understanding of the
song.
2. Does the song mirror your
experience(s) in your
community until today?
3. What do you think are
the causes identified
in the song that moved
us in life choices? 3. Have you
or someone you know ever
acted differently from how
your gender is "supposed" to
act?
(10 minutes)
1. Divide the class into five
groups. Give each group a
manila paper divided into
three columns. On the top
of the middle column either
write “Act Like A Man” or
Act Like A Woman.
2. On the left column, ask
students to write down what
might people
“say” or “do” if someone
does not act like a man or
woman as
defined in the middle column.
3. On the right column, ask
the student to list the jobs
one would choose if they
acted like the
descriptions listed in the
middle column.
30 minutes
1. Definition of
empowerment thru
graphic organizer.
(student will give their
answer)
2. Definition of advocacy thru
graphic organizer. (student
will give their answer)
3. The conceptual
definition of advocacy
and empowerment.
4. Connecting the
significance of advocacy
in empowerment
5. How empowerment and
advocacy can help the
principles in
community action initiatives.
See Appendix C9.4.12

G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations &
abstractions about the
lesson
The learner will give their
perspective on the
question below: (7 mins.)
1. What are the things you
can contribute as a learner
to
impose practicing social
justice in your community?
2. As learners what are the
ways to ensure practicing
social
justice in your home,
school, and community?
3. How can you influence
your fellow learners to
practice
social justice?
The learner will answer the
following question after a
gallery walk. They will write
their answer in a given cycle
arrow process. (5 mins.)
Guide Questions:
a. How Social Justice will
exist b. What are the
importance of Social Justice
c. Analyze your community, list
down your observation about
your community. Give your
suggestions as learner how
can you practice social
justice all the time.
CYCLE ARROW PROCESS
The teacher will post a
quotation about social justice
and make a final thought
about it.
See Appendix C9.1.3
people to participate in their
community development?
Ask the learners:
How can they show
support for an advocacy
(specify) in their everyday
lives?
The teacher will ask:
1. Is it right to be involved in an
advocacy? Why?
2. Is it right to be a part
of a Youth
Organization/Ministry?
Why?
3. What is the purpose or
connection to social justice
to participatory
development?
(5 minutes) Individual
Process questions School-based situation: If you
1. How and where do we will be given a chance to be a
learn our perception of student leader of our school,
male and female roles? what will be the
2. Do these roles and changes that you want to
descriptions limit or enhance advocate? And why?
us in life choices? 3. Have you
or someone you know ever
acted differently from how
your gender is "supposed" to
act?
(5 mins.) The learner will answer the
Complete the unfinished question Why and how
sentences to summarize the advocacy can empower the
lesson. community action initiatives?
The chapter was about
________. One key idea was
__________ . This is important
because ________.
Gender Equality is important
because it is the foundation of
any fair society where each
member has the
opportunity to reach his full
potential. Achieving gender
equality requires women
empowerment to ensure that
decision making at private and
public levels so that all gender
can fully participate as equal
partners in productive and
reproductive life.
Human Rights, Social Justice,

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
The learner will have a
modified true or false test 1-
5. (10 pts.) Direction: TRUE
OR FALSE Read and
understand the
statement below, write
capital letter T if the
statement is true and write
capital letter F if the
statement is false. Write
your
answer in the given space
before the number.
___1. Social justice is the
reasonable relationship
between the individual
and society.
___2. Practicing equal
treatment to each and
everyone in a
community is an example
of existing social justice.
___3. Enjoy being a wealthy
man is a form of social
justice.
___4. Giving alms to the poor
for your political agenda is
good practice of social
justice.
___5. Having a productive
community is important of
social justice.
Assignment: The learner will
draw what kind of community
he/she wanted to. Justify your
work
Reflection Essay:
In 8-10 sentences only.(10pts)
Considering your status as a
student, Explain the
importance of participation in
pursuit for the development of
the community.
Ask learners: Does participatory
development to achieve
social justice recognizes
gender?
Empowerment and Advocacy
and Gender Equality are the
core values an individual
must have to initiate action.
(5 mins.)
Write a short essay on the
importance of youth
participation in community
projects promoting gender
equality. (Teacher will provide
the rubric)
GRASPS: 5 minutes
Group Activity: 3 Groups
Based on the previous task on
social justice and Human
Rights
Goal: To explain the core
values of community action
initiatives.
Role: The Barangay
Captain/youth advocate
Audience: Community & other
relevant stakeholders based on
the advocacy
Situation: There will be a
midyear assembly meeting in
your community that will
happen next month to address
different issues/problems in
your community. Being the
Barangay Captain / Youth
Leader of the community you
are tasked to make a proposal
of an advocacy regarding the
issue happens in your
community that promotes
empowerment.
Product: A proposal of your
advocacy explaining only the
Rationale of the advocacy
Standards: Analytic Rubrics
(shown in the appendices)
 School E.B.M.N.H.S – San Isidro Ext. Grade Level Grade 12
Teacher Rizza Katrina Moisesa D. Pancho Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP
Observation Date Week 3 Quarter Second Quarter
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 lesson

work? No. of learners who
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?

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?
 SESSIONS:
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
DAY 1 DAY 2 DAY 3 DAY 4
The learners demonstrates an understanding of the integration of social science perspective and community action initiatives.
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas
and methods.
Application of community Develop commitment and To assess the learning of the
action/participatory conviction to participatory students.
development (Analyze development for community
strategies of well-being (Explain the
empowerment and importance of commitment
advocacy of a and action in participatory
community action develoment for community
initiative) well-being.
HUMSS_CSC12-IIIH-J- HUMSS_CSC12-IIIh-j-16
15
Participatory Development Core Values and Principles Community-Actions Initiatives
https://www.slideshare.net/ http://youtube/ufQpgYSDRdU
marijanereye s/participatory-
development
 A. Reviewing previous lesson
or presenting the new
lesson
The learner will answer Based on the graphics
questions about the previous presented, how does it show
lesson:(3 mins.) the connection of each core
values to our community
1. Do you think having
advocacy will help you
grow as a person?
2. How will it help you grow?

In the
interrelationships/connections
of five core values, what do
you think is your part as a
member of community?

B. Establishing a purpose for
the lesson
The learner will view some Presentation of the video:
pictures/words and give
reactions about the pictures.(3 Inspirational: “Be Kind To
minutes) see appendices for Others, It Will Pay Off”
the pictures
What do the pictures tell you?
See Appendix C10.1.1

C. Presenting examples/
instances of the new
lesson
The learners will have a
group activity. (10 mins.).
Group yourselves into 3
according to your birth
month then select a leader,
secretary and a presenter in
each group.
Process Question:
In the video, what does it
convey?
It conveys kindness,
cooperation and commitment
Discuss with the students the
directions in answering the
Summative Test. Students
should be able to answer and
finish the Test in 1hour.

List down 5 things that the

pictures tell you and the
presenter will discuss their
group output.
D. Discussing new concepts
and practicing new skill #1
The learner will answer the
question. (5 mins.)
Based on the pictures and
answers presented, what
do you think is our lesson
for today?
Possible answers:
1. Active Participation
2. Communication
3. Empowerment
Activity: Tower Making Having Summative Test
- Group the class into your about the Core Values and
desired number of groups. Principles
- Provide them BBQ sticks, Community-Actions Initiatives.
straw - Give each group 3
minutes to gather recyclable
and organic materials. - Each
group will make a tower using
the materials that they have.
- The tower must be artistically
made, durable and tall (the
taller, the better).
Each member of the group
should cooperate in the
making of this task. The leader
will monitor the process of the
tower making and he/she will
list down the participation of
each member.
Each group has 5 minutes to
do the task.
Process Question:
1. Based on the output that
you have,can you say that
your task was successfully
accomplished or not? Why?
Or Why not?
2. If you are going to rate your
commitment and
performance for the
accomplishment of the task
what will it be and why?
3. What are your contributions
to the activity?
4. What are the things that you
have to do but you are not
able to do during the
process of doing your
work?
5. If you will be given another
chance to do the work what
are the things that you are
going to do?
6. Give 3 important lessons that
you have gained from the
activity.
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
The teacher will discuss the
following: What is active
participation?
How to achieve effective
communication?
Why is empowerment important
to attain development?
The learners will make a
graphic organizer (semantic
web) about the strategies of
empowerment through
community action in 15
minutes. Choose a leader
then discuss it in front of the
class.
Song analysis: Magagawa
natin ang lahat ng Bagay
PQ: what is the message
of the song?
The lesson of a broomstick.
Together Everyone Achieve
More Lecture: each and every
one of us can contribute for the
development of our community
because each of us has a
talent, knowledge and abilities.
By sharing our 3Ts’ (Time,
Talent and Treasure) we can
make a difference in other
people’s life, in our
community and while doing this
we will find out that we are also
making difference in our own
life. The
commitment of each and
every one of us is important
in attaining this goal. Just like
what Cardinal Gaudencio
Rosales said, “Munti man at
maliit bastat malimit
patungong langit.” If we will
be committed to work
together we can achieve our
dream for our community.
Each of us can contribute for
the development of our
community whatever color,
gender, social status we
have just like the battle cry of
“Gawad Kalinga.” No one is
too poor that he cannot
share. No one is to poor that
he cannot care.”
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations &
abstractions about the
lesson
I. Evaluating Learning
The learner will answer the
question. (5 mins.)
Why do we need to understand
community action and the
essence of having involved
in it?
The learner will answer the
question regarding the pictures
viewed by them a while ago.
(5 mins.)
What do you think these
people made them do it?
Situations (others):
1. The grade 12 students
are having tree planting
project.
2. The street sweepers are
cleaning the streets every
day.
On a ¼ sheet of paper, the
learner will give 5 reasons
why these people do these
things.
(5 mins.)
In everything we do why do
we need to be committed?
What are the things/concepts
you considered developing
commitment: 1. Self
2. Community
Write a commitment /
pledge of conviction like
the Panatang
Makabayan.
(100 words maximum)
Summative Assessment
See Appendix C10.3.2
The Learner will answer the
following question below…
MODIFIED TRUE OR FALSE
Direction: True or False. Read
and understand the statement
below, write capital letter T if
the statement is true and write
capital letter F if the
statement is false. Write your
answer in the given space
before the number.
1. Social Justice is the
reasonable relationship
between the
individual and society.
___2. Practicing equal
treatment to each and every
one in a
community is an example of
existing social justice.
___3. Enjoy being a wealthy
man is a form of social justice.
___4. Giving alms to the poor
for your political agenda
is good practice of social
justice.
___5. Having a productive
community is the important of
 social justice. ___6. Advocacy
and participatory development
seeks to achieve change within
a community.

GIVE WHAT IS BEING

ASKED 7-8 Give two (2)
advocacy for
community development
being pursued today.

FILL IN THE BLANK

WITH THE CORRECT
ANSWER.
9. __________ is a process
wherein stakeholders can
influence and share control
over development.
10. _________ is someone
who provides advocacy
support when you need it.

ANSWER THE FOLLOWING

WITH THE PHRASES “IN
EVERY CASE”, “IN MOST
CASES” AND “IN SOME
CASES”
11. Killing is wrong.
12. All people should be
treated equally.
13. All people have the
right to medical
help if they are ill.
14. All people have a right to
education.
15. People should be allowed to
travel and leave the country
if they wish.

ESSAY
Direction: Write a
commitment / pledge of
conviction like the Panatang
Makabayan (10 points)
J. Additional activities for As a learner, what would be
application or remediation your reasons why will you
involve yourself in community
empowerment/development?

List 5 reasons in your journal

(personal)

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 lesson

work? No. of learners who
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?

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?
 School E.B.M.N.H.S – San Isidro Ext. Grade Level Grade 12
Teacher Rizza Katrina Moisesa D. Pancho Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP
Observation Date Week 4 Quarter Second Quarter

SESSIONS: DAY1 DAY2 DAY3 DAY4

I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding of the integration of social science perspective and community action initiatives.

B. Performance Standards The learner shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas
and methods.
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
B. Other Learning Resources
Assess selected community
action initiatives
HUMSS_CSC12-IId-g-11
Identify the characteristics of
short and long term
community action initiatives
Characteristics of Short
and Long Term
Community Action
Initiatives
∙ ∙
http://work.chron.com/differen
ces between-shortterm-
longterm
projects-11637.html
Assess selected community
action initiatives
HUMSS_CSC12-IId-g-11
Appreciate survey in
assessing selected
community action initiatives
Survey on assessing selected
community action initiatives
https://docs.google.com/forms/
d/1Z
_AFb750APFoJzLhugDMG0fw
1kmc
XI1n3FSq6lpIkDE/viewform?
edit_re quested=true
Explain the processes,
methodologies, and approaches
in community action.
HUMSS_CSC12- IVa-d-17
Methodologies and approaches
of community actions and
involvements across discipline
Partnership building with local
groups
∙ ∙ https://www.training
http://www.jsi.com/JSIIntern
et/Inc/
Common/_download_pub.cf
m?id= 14333&lid=3
∙
https://en.wikipedia.org/wiki/L
ocal_ community
Apply systematic social
research methods in
conducting a community study
HUMSS_CSC12-IVa-d-18
Preparing to Write a
Community action Plan
forchange.org/tools/village-
game ∙
https://www.isixsigma.com/traini
ng/training-materials
aids/change-game-engaging-
exercises-teach-change/
∙
http://www.aarp.org/livable
communities/network-age
friendly-communities/info
2014/how-to-create-a
 community-action-plan.html

IV. PROCEDURES

A. Reviewing the previous Give the characteristics of . Review of the methodologies

lesson or presenting the new What is the importance of short term and long term and approaches of community
lesson solidarity in community community projects. actions and involvements
development?Definition 2 across
disciplines

B. Establishing a purpose
for the lesson
Tableau: The class will be The teacher will ask the Activity 1: Video
divided into four groups. students: 1. Have you tried Presentation: (Caring for
Each group will make a answering a survey form? the environment___
tableau of one of the 2. What was the survey Process questions:
following scenarios” form all about? 1. What do you see in the
1. Feeding Program 3. What is the purpose of that video? 2. How do you feel
2. Clean Up drive survey? after seeing the video?
3. Livelihood Projects 3. What do you think will be
4. Disaster Management your contribution in order
to address those
problems?
4. Can you identify
agencies/groups that initiate to
solve those
problems?
(5 mins.)
See Appendix D11.3.3
Change Game: Cross
Your Arms
Duration: 5 minutes
Number of
participants: unlimited
Materials required: none
Description/Process: For
practitioners facing a large
class and not a lot of time, this
exercise really gets the point of
change across. After the
introduction of the "change"
subject, ask the audience to
"cross their arms." My
operational definition of
"crossed" is folding their arms
together, as if they were bored
or waiting for something. Once
they have completed this task,
ask them to "fold their arms
the other way," reverse of
what they just performed. I
guarantee that 90 percent of
the class will struggle with it.
Discussion Questions
How did it feel when you were
asked to cross your arms the
other way? Did it come
naturally or did you have to
stop and think about it? Were
you comfortable with doing
this differently from your
normal process?
What are some things that
make people resistant to

C. Presenting examples / Pictures of different Present an infographic showing Activity 2: Brainstorming: The
instances of the new community activities the results from a community learners will cite an example of
lesson 1. Feeding Program survey. local groups and their
2. Clean Up drive importance within the
3. Livelihood Projects community.
Process questions:
4. Disaster Management 1. What strategies did you
apply in identifying local
groups in your
community?
2. What importance do you
think are their contributions in
your
community?
(5 mins.)
change? What can you do to
make it easier for people in
your
organization to accept the
changes associated with
Lean and Six Sigma?
What kind of support is
necessary to maintain the
changes associated with
Lean and Six Sigma?
Facilitator Notes
When people cross their arms,
they do so naturally, without
even thinking about it. When
they are asked to fold them the
other way they, for the most
part, stop, refold their arms
again and then try to figure out
which arm was on top, which
arm moves first and so on. Try
this yourself and see.
Encourage participants to
consider and share their
own personal emotions
related to making changes.
Activity 1: My Ideal Community
The students will be grouped
into 4 groups and will be
asked to draw their ideal
community.
(The activity will help the
students to brainstorm first
and sift the ideas collected
collaboratively)
Present in front of the class
Process Questionnaires
1. What are the things you
consider to come with an
ideal community?
2. (The teacher will ask why
and how certain elements

D. Discussing new Analysis: The teacher will
concepts and practicing ask the students the
new skill #1 following questions:
1. Have you experience or
participated in any of the
community activities?
2. How do you see the
importance of these activities
in the
community?
E. Discussing new
concepts and practicing
new skill #2
F. Developing Mastery Enlist the characteristics of
short and long term community
action
initiatives in terms of:
1. Budget
2. Resources
3. Impact
4. Scope
See Appendix B7.2.4
G. Finding practical How do you see the
applications of concepts importance of community
& skills in daily living projects in your
respective barangay?
Analysis: The teacher will
ask the students the
following questions: 1.
What do you see in the
infographics?
2. How did they come up with
those results in the
infographics?
3. Can they plan a
community action with
these data? How?
Explain the content of
survey form assessing the
selected community action
initiatives.
See Appendix B7.3.5
Using the survey form in
hardcopy and/or online in the
internet, the students will
answer the survey form on
assessing community action
initiatives based on the needs
and situation of your own
community.
The teacher will ask the
students about the
identified groups as to: (10
mins.)
∙ Community-based
∙ Government-based
∙ Faith-based
Activity 3. Graphic
Representation: The teacher
will present 10 pictures then,
the students will be asked to
get a ¼ sheet of paper to
identify the given picture as to
whether
community-based,
government based and
faith-based.
The students will reflect:
“Given my capacity, which
group am I going to render my
service?”
in the drawing is drawn)
3. If there is something you
want to add what it would be.
See Appendix D11.1.1
Parts of a Community
Action Plan
1. What are needed in writing
an action plan
2. Elements of an Action Plan
See Appendix D11.1.1
By groups from the first activity
List issues in the community
that needed an action
A continuation of
developing mastery
Write issues found in the
community that you can be part
of the solution in a daily basis.
H. Making generalizations
& 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
In general, how do the
characteristics of short term and
long term community projects
differs from one another?
Short term community projects
use lesser budget, minimal
resources, limited impact, and
scope. While long-term
community projects require
intensive budget planning, more
resources are needed, has a
great impact and larger scope.
Give at least 3 examples of
long term and short-term
community projects.
What is the essence of
assessing community action
initiative? How this
assessment plays a vital role
in planning community
projects?
The essence of assessing
community action initiatives is
to know, identify and validate
the current and
immediate needs or situations
of the community. From this
results of assessment
members of the community
may come up or formulate
relevant activities and projects
that will address the
community’s needs and
situation.
Based on the result of the
assessment, Enlist at least 3
community action
initiatives that you wish to
recommend in your own
community.
The teacher will capsulate the
lesson as to community-based,
government based, and faith-
based local groups in their
community.
The teacher will ask the
students to identify specific
group/s existing in their
community and how can they
enhance for the betterment of
the situation.
Make a simple research on
the methods and
approaches used in
building a partnership in the
community.
In a community, problems
occur because of the changing
time and practices reason
community deteriorates and
needed
something to be done.
Before jumping on that
board it needs thorough
planning of a certain activity
in order to progress.
Make a bullet list of the
things needed to consider
in writing a community
action plan
require additional activities
for
remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who
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?

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?
 School E.B.M.N.H.S – San Isidro Ext. Grade Level Grade 12
Teacher Rizza Katrina Moisesa D. Pancho Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
CITIZENSHIP
Observation Date Week 4 Quarter Second Quarter

SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives

B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas
and methods.
C. Learning Explain the processes,
Competencies/ methodologies, and
Objectives approaches in applied social
sciences related to
community action.
HUMSS_CSC12-Iva-d-17
∙ Define community profile.
∙ Explain the steps in doing a
community profile.
∙ Construct a community profile
form.
II. CONTENT Methodologies and
Approaches of Community
actions and involvements
across Disciplines
∙ Community Profiling
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
B. Other Learning Resources Module 3: “Doing the
Community Profile.”
Explain the processes,
methodologies, and
approaches in applied social
sciences related to
community action.
HUMSS_CSC12-Iva-d-17
∙ Give the function of needs
assessment in
∙ doing a community-
action plan ∙ Explain the
steps in doing needs
assessment.
∙ Formulate a needs
assessment form.
Methodologies and
Approaches of Community
actions and involvements
across Disciplines
∙ Needs Assessment
http://ctb.ku.edu/en/table-of
contents/assessment/
Apply systematic social Apply systematic social research
research methods in methods in conducting a
conducting community action. community study
Employ the methods of HUMSS_CSC12-IVa-d-18
community profiling and needs
assessment in selecting
community priority issues.
HUMSS_CSC12-Iva-d-18
Methodologies and Approaches
of Community actions and
involvements across Writing a Community Action
Plan
Discipline ∙ Needs
Assessment
 http://www.fao.org/
documents/show_c dr.asp?
url_file=/DOCREP/006/
Y5084E/y5084e06.htm.
IV. PROCEDURES
A. Reviewing the previous How do you build a
lesson or presenting partnership with local
the groups?
new lesson
B. Establishing a purpose Game: “The Boat is Sinking”
for the lesson The boat is sinking group
yourselves according to:
a. Number of Siblings
b. Occupation of
Father/Mother
c. Membership in an
Organization d.
Barangay where you
live
e. Family Income
f. Means of Transportation
g. Religion
h. Others
Question:
What are the different
categories in which you are
classified or grouped? (5
mins.)
assessing community-
needs-and
resources/conducting-needs
assessment-sur
Puzzle: Students will put
together pieces of the
puzzle given to them.
(Puzzle: Community
Profile)
1. What picture have you
made from the puzzle?
2. What is a
community profile?
See Appendix
D12.2.2
“That’s Our Community”
The teacher will mention a
characteristic of a community
and the student will say
“that’s our community” if their
community possesses what is
mentioned.
At what level is your
community now? (5 mins.)
How is community profile Review of the previous lesson
different from community
needs 1. Pre-planning activities in
assessment? community action planning
2. Elements of community action
See Appendix D12.3.3 plan
The teacher will write the word
“PLAN” on the board and will
ask the students what comes to
their mind or any word that
connects or affiliates with it. The
students are allowed to
speak/recite freely or write their
answers on the board.
Process questionnaires:
(Notice lists)
1. Notice the negative
words in the list 2. Notice
the positive words in the list
3. Are there any steps or
process in a planning stage
C. Presenting examples/ Brainstorming:
instances of the new lesson The students will be
divided into groups
according to their
barangay/purok/street. Each
group will consolidate the
data from the survey form
given to them and to be
combined as one and
presented in the class as an
example. (The survey forms
were given and accomplished
ahead of time as an
assignment.)
1. What is the result of the
survey? 2. What other
information can you ask that
can add to the description of
your community?
(5 mins.)
See Appendix D12.1.1
D. Discussing new Inductive Instruction
concepts and practicing 1. What is a community?
new skill #1 2. What is a profile?
3. What is a community
profile? 4. What does
needs assessment
contain?
Assessment Group Activity
Students will answer a The teacher will post on the
simple self assessment board the scrambled parts of
form. the Community Action Plan
Make a reflection, answer the written in meta-cards. The
question: What did you find out students will unscramble the
about the things that help you parts and post it in order.
learn? (Each of the parts, of course,
(5 mins.) do not have Roman
numerals)
See Appendix D11.2.2
Discussion: The teacher will discuss the
1. Why do we need to following parts and its reason
perform an why it is needed in a community
assessment? action plan.
2. What does a community
assessment measure? Parts of Community Action Plan
3. When should you do
a needs I. Cover Page
assessment? II. Executive Summary
4. What does needs III. Table of Contents
assessment form IV. Community Profile
contain? V. Introduction to the Plan
a. How was the plan
developed?
b. Who was involved in the
development of the plan?
c. Who will manage the
implementation of the
plan?
d. Other information that is
important to the plan?
VI. Action Plan
VII. Appendices and Supporting
 Documentation

E. Discussing new Discussion of how to Discussing the font style, size,

concepts and practicing develop a community margin, minimum and maximum
new skill #2 profile using a graphic number of pages, etc.
organizer.

See Appendix
D12.1.1

F. Developing Mastery
Students will accomplish a
worksheet given by
supplying different aspects of
community and their
availability/presence to its
people.
“A Walk on Needs
Assessment” A toolkit on
assessing community
needs is posted on the wall
of the classroom on a step
by step format.
In groups, consolidate and
brainstorm on the result of the
assessment tool employed in
the community.
Activity 2. Skits. The students
will do the action about the best
approaches to be done in building
a partnership in their community.
(Rubrics)
See Appendix D11.4.4

• Community structure (gender
composition and age
structure, different social,
economic, ethnic, and
cultural groups)
∙ Natural Resources
∙ Livelihood
∙ Local organizations and
associations ∙ Community
infrastructure
∙ Community history (culture)
Students will walk around group will share their output in
the steps and relate them class. (10 mins.)
to their own
community. Each group will
be assigned with one step
in which they will list and
explain to the class the
things to prepare and do in
each step. Guide Questions:
1. What are the things
needed in each step?
2. What would you do in each
step?

What have you

included in each
aspect?

G. Finding practical What is the importance of How can a needs assessment As students, what can you do to The students will identify at
applications of concepts community profile in help the community? help your community (Cite least three methods and
& skills in daily living community action specific answers)? approaches that are present in
initiatives? their community.
 H. Making generalizations
& abstractions about the
lesson
1. What is community profile?
2. How would you develop a
community profile?
Why do we need to do a How would you assess the needs The teacher will give essential
community needs of the community? part of the lesson as to giving the
assessment? methodologies in building
partnership: coordination,
cooperation, collaboration, and
partnership

I. Evaluating Learning
In your group, develop
your own community
profile form for your
barangay/purok/street.
See Appendix D12.1.1
In your group, write a needs
assessment survey for
your target community?
See Appendix D12.2.2
Select and state the priority Recitation
issue (or issues) to be
addressed by the group.
Write an essay about the
prevalent issues in the
community and relate it in the
core values
discussed last week.

See Appendix D12.3.3

J. Additional activities for Have the community Have the community

application or members answer the members answer the needs
remediation community profile form? assessment form.
Consolidate the answer
and make a profile of your
community.

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 lesson

work? No. of learners who
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?

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: Checked by:

Rizza Katrina Moisesa D. Pancho Jerlyn C. De La Raya