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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School TABINA NATIONAL HIGH SCHOOL Grade Level & 11-12
LESSON Quarter 3RD QUARTER
LOG Teacher MICHELLE P. MIJAREZ SHS Track ACADEMIC
SENIOR HIGH SCHOOL Inclusive Dates WEEK 5 Learning Area CESC
Scheduled Time MONDAY and WEDNESDAY (9:45-11:45) Topic COMMUNITY ACTION

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
The learners demonstrate 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.
Explain the importance of studying community dynamics and community action in relation to applied social
sciences and the learners’ future career options. HUMSS_CSC12- IIIa-c-1

II. CONTENT Community Dynamics and Community Action

List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
III. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials Power Point Power Point Power Point Power Point
pages Presentation Presentation Presentation Presentation
3. Textbook pages
4. Additional Materials Books, Pencil, Pen, Books, Pencil, Pen, Books, Pencil, Pen, Books, Pencil, Pen,
from Learning Paper Paper Paper Paper
Resources Portals
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Revising previous lesson or Start the school Ask the Begin the lesson with a
presenting the new lesson year with a students about brief discussion on the
game! This what they meaning of “community
game will be think the word action”. Ask the students
called community” to share any examples

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills
#1
“Community means. Write they can think of.
Quest: Building their
Bonds of responses on
Solidarity” the
blackboard.
Objective of the game is Explain to the students
to help the students the objectives of the
understand the concepts lesson: Understanding
of community why community action is
engagement, solidarity, important in their future
and citizenship by career.
actively participating in
various challenges that
promote cooperation,
empathy, and civic
responsibility.
Directions: Divide the Show pictures of
class into 4 or 5 groups. different types of
 Set-up the game board communities.
in the classroom.  Each
player chooses a token
or game piece and places
it in the starting point on
the board.  Designate a
player to be a game
moderator.
Teacher connects the Gameplay: Ask the students, what is
visual arts to the life of 1. Players take turns the importance of
the students. rolling the dice and community action?
moving their tokens Discuss the 3-key points
clockwise around the in grasping the definition
board. of community action.
2. When a player lands
on a location, the game
moderator draws a game
card from the deck and
reads the challenge or
question aloud.
3. The player must then
complete the challenge
or answer the question.
If the challenge involves
 a real word activity,
players can discuss
hypothetical solutions as
a group.
4. Use a timer to add an
element of excitement to
each turn.
5. The rest of the players
can engage in a short
discussion after the
challenge is completed,
sharing their thoughts
and perspectives on the
topic.)
The timer used during
challenges helps
students practice time
management skills
(WATCH), promoting
efficient decision-
making.
E. Discussing concepts and Discuss community Discuss the 3-key points
practicing new skills #2 dynamics and why is in grasping the definition
there a need in of community action.
studying this?
F. Developing mastery Ask a student to read the
(Leads to Formative statement: “Individuals
Assessment 3) and families – as basic
unit, are embedded in
different social structures
that shape the behaviors
in the system.” Ask the
students the following
questions:  Do you agree
that individuals and
families shape the
behavior in the social
system? Why? Why not?
 Is it necessary to study
community action along
the field in social
science? Why?
 G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
After the game, hold a
class discussion about
the concepts of
community engagement,
solidarity, and
citizenship. Ask the
students to reflect on the
challenges they
completed and how they
relate to real-life
scenarios.
Encourage them to share
their insights and
feelings about the
importance of actively
participating in their
communities.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask
them relevant questions.
Ask the students to Ask the students to reflect
reflect on how they individually on how they
can apply their can contribute to
understanding of community action and
communities in their positive change in their
own lives. lives and neighborhoods.
Ask the students to Ask a student to sum-up
summarize the main what have they learned
points of the lesson and understand.
and review the
definition and
characteristics of a
community.
Ask the students to Assess the students’
create a visual understanding through
representation (poster, their participation in class
drawing) that discussions and their
illustrates their responses to discussion
understanding of a questions.
community and its
significance
Assignment: Research
and write a short essay on
a community action
initiative that inspired
them and come up with a
simple action plan for a
community project they’d
like to initiate.
 B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
learners?

Checked by:

MA ROWENA P. DAYONDON
School Head