DAILY School KNCHS-SHS Learning Area COMMUNITY ENGAGEMENT,

LESSON SOLIDARITY, AND CITIZENSHIP

LOG Teacher RIGEN D. POSADAS Quarter THIRD
Grade GRADE 12 School Year 2023-2024
Level (HUMSS 10,11,12,13) Date February 26-29, 2024

Monday-Tuesday Wednesday-Thursday Friday

I. OBJECTIVES At the end of the lesson the 80% of the students
are expected to:
1. Describe the community networks and function.
2. Analyze the functions of communities in terms
of structures, dynamics and processes.
3. Appreciate the value of networks and function
of community; and
4. Discuss the community development process.

A. CONTENT The learner

STANDARD Demonstrate an understanding of the integration
of social science perspective and community
action initiatives.

B. PERFORMANCE The learner

STANDARD
The learners shall be able to synthesize the
integrative experience of implementing
community-action initiatives applying social
sciences’ ideas and methods.
C. LEARNING Analyze functions of communities in terms of
COMPTECIES
structures, dynamics, and processes.
/ LC Code
HUMSS_CSC12-IIIa-c-5
 civil society, and local/grassroots level
(HUMSS_CSC12-IIa-c-2).
II. CONTENT FUNCTIONS OF COMMUNITIES
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials CESC Lesson-7 -Community Engagement – Quarter 2
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Instructions: Write T if the statement is TRUE and
previous F if it is FALSE.
lesson 1. Community structure means the internal structure of
an employment area, town, city, neighbourhood or
another urban area.
2. Communities may be small, consisting of few
species population in a small space or large,
comprising several species population in a large area.
3. Community development is a process where
community members come together to take collective
action and generate solutions to common problems.
4. Mutual support in the community will enable its
members to cooperate to accomplish task too large or
too urgent to be handled by a single person.
5. Community dynamics are the changes in
community structure and composition over time.

B. Explicit Reading
of the At the end of the lesson the 80% of the students are
Objectives/Expli expected to:
cit Introduction a. define community based on different
perspectives;
of the Lesson
- Sub-task LC in objective form b. illustrate symbols that represent each
(SMART) if needed. perspective of community; and
c. Identify existing issue/problem present in the
local/grassroots community level.
 Note: The teacher can ask a volunteer to read the
Objective/s or let the class read it in chorus
C. Modelling The teacher discusses the Definition of
-Design a parallel but different task
that you will model for students. Community using Various Perspectives using the
-Plan how you will demonstrate,
how to use scaffolds. teacher-made presentation.
-Plan examples and counter
examples you will demonstrate.
-Consider how you will elicit
student responses and
engagement to assess their level of
understanding.

D. Guided Practice Directions: Encourage the youth to take

-Design a parallel but different task
that students will do during guided community action in helping and improving the
practice stage. Chunk into smaller
units, and sequence properly. community where they live by making a Slogan.
-Decide what scaffolds will be
available to students while they Be creative. Then, write a short description of
practice. This may be concrete
tools such as templates, lists, and
your slogan below.
graphic organizers or verbal
prompts and peer support.
-Create a list of questions or
prompts that you can use to
support and guide students at this
stage.

D.1. Processing of the Inquiry-based Approach

Guided Activity
1.) Describe community functions.
2.) Analyze community functions and be
able to appreciate its structure,
dynamics and processes.
 3.) Explain the different community
process.

E. Independent The teacher will give instruction to the student

Practice
-Describe the task that students how to accomplish the tasks.
should be able to do independently
by the end of the session. Include
instructions, expectations,
See lesson – Slide for the Evaluation Part
evaluation criteria, and modes of
submission.
-This is what they take home to
answer. (LAS)
V. REMARKS
(Written by section taught in this
subject. To be filled up after the
lesson.)

VI. REFLECTION
A. No.of learners who earned
80% on the formative assessment
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 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:

RIGEN D. POSADAS RANIÑO B. RIVERA

Pre- Service teacher Cooperating Teacher