.2 Community Engagement, Solidarity, and Citizenship (CSC) Compendium of DLPs Class F

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Republic of the Philippines Department of Education Region III

A Compendium of Daily Lesson Plans and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP The compendium of DLPs and resource materials was collaboratively developed and reviewed by educators of Region III HUMSS Teachers (Class F) during the Mass Training of Senior High School Teachers May 4 – 24, 2017 San Fernando City, Pampanga HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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INTRODUCTION

The Department of Education, in its continuing effort to uphold the vision and mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to further equip the SHS teachers with the needed skills, knowledge, expertise and most of all confidence in developing lifelong learners and preparing graduates for tertiary education, entrepreneurship, and employment. The HUMSS (Humanities and Social Sciences) teachers, armed with great dedication, passion and skills felt the need to collaborate and produce teaching guides specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with varied methodologies and strategies patterned to the interest and personality of the millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This will aid teachers in facilitating activities and questions as well as to understand the content areas and competencies deeper. In addition, the DLPs look forward to empowering not only the teachers but the learners as well as to become independent, confident and self-directed as they engage fully in the content areas and competencies.

REGION III HUMSS CLASS F

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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THE CONTRIBUTORS It is with pride and honor to present to the Department of Education Region III the Compendium of Daily Lesson Plans (DLPs) and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP as output of 18-day Mass Training of Senior High School Teachers for HUMSS-C held on May 4-24, 2017 at Orotel, City of San Fernando, Pampanga.

ALTAR, ELIZA T. ARAGON, RENZ JEFFREY M. BALINGIT, ROSELLA B. BATO, JOSEPHINE C. BERROY, KAREN JOY C. BETE, ESTRELLA A. BOGNOT, JONNALYN V. BRIGUELA, JR. JAIME MARCELO CORDOVA, MAY N. CUNANAN, BABY INES LEA N. DE OCAMPO, NORVIN D. DE VERA, JASMIN J. DE VERA, MILAGROS M. DIONISIO, CELIA G. ECLEVIA, DANIEL ELCA, MERCEDES CECILIA O. FLORES, ARVI S. GARCIA, KEVIN CEDDIE C. GARINGO, ELSON S. GONZALES, IRIS RUTH E. LIBID, SANDYVALJASPER B. LINGAT, ALEJANDRO B. LULU, NATHANAEL G. MACTAL, SHERILYN P. MALGAPO, GERBY B. MAMARADLO, JAYSON A. MANGUNE JR., EMMANUEL M

MAROLLANO, RICHARD MELEGRITO, ANTONETTE T. MENDOZA, BETH B. MIRANDA, MARIA CECILIA NAVAL, BENJIE R. OSORIO, MARKY P. PATRON, MARIA CONCEPCION A PECSON, RYAN R. PEREZ, GRACE P. PINEDA, JOANNE G. PODRIDO, JAJE ANGELIKA A. PUNDAVELA, JOCELYN B. QUIMSON, ASHER ISRAEL RAGANIT, REAGAN V. RAMOS, BERNARD C. RAMY, EDWIN REY J. SALEM, ROSITA B. SANCHEZ, RHODA A. SANTOS, ANDRES VERGEL V. SOLOMON, CAROLINE M. TIGLAO, IRENE V. TOMANENG, GLENDA LUISA M. TORRES, MARIANNE M. VALLAGAR, JOY EMMANUEL S. VELASCO, JOSE L. VILLASIS, VINCENT S. VIVAS, JULIANNE G. YANGA, EDWIN T.

ANA LIZA R. LEPASANA Facilitator


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TABLE OF CONTENTS

INTRODUCTION………………………………………………………………………………………………………ii THE CONTRIBUTORS………………………………………………………………………………………………iii BUDGET OF WORK………………………………………………………………………………………………….v THIRD QUARTER Chapter 1: Concepts and Perspectives Of Community………………………………………………………….1 Week 1…………………………………………………………………………………………………………..2 Week 2…………………………………………………………………………………………………………..7 Week 3…………………………………………………………………………………………………………..14 Chapter 2: Community Action…………………………………………………………………………………………………19 Week 4…………………………………………………………………………………………………………..20 Week 5…………………………………………………………………………………………………………..23 Week 6…………………………………………………………………………………………………………..28 Week 7…………………………………………………………………………………………………………..32 Chapter 3: Core Values and Principles of Community Action Initiatives…………………………….37 Week 8…………………………………………………………………………………………………………..38 Week 9…………………………………………………………………………………………………………..46 Week 10…………………………………………………………………………………………………………53 FOURTH QUARTER Chapter 4: Methodologies and Approaches of Community Actions and Involvements Across Disciplines……………………………………………………………………………………………………60 Week 11…………………………………………………………………………………………………………61 Week 12…………………………………………………………………………………………………………68 Week 13…………………………………………………………………………………………………………74 Week 14…………………………………………………………………………………………………………79 Chapter 5: Community Action Initiatives: Field Practicum……………………………………………………84 Week 15…………………………………………………………………………………………………………85 Week 16…………………………………………………………………………………………………………90 Week 17…………………………………………………………………………………………………………95 Week 18…………………………………………………………………………………………………………99


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BUDGET OF WORK NO A.1

A.2

A. 3 A. 4 A. 5 A. 6

LEARNING COMPETENCY Explain the importance of studying community dynamics and community action in relation to applied social sciences and the learners' future career options. Compare and contrast the definitions of community using various perspective, e.g. Social science, institution, civil society, and local/ grassroots level Develop/ affirm sense of shared identity and willingness to contribute to the attainment of the common good Recognize diversities in communities Analyze functions of communities in terms structures, dynamics, and processes Compare and contrast typologies of communities

CODE

SCHEDULE

HUMSS_CSC12-Iii a-c1

WEEK 1 DAY 1

HUMSS_CSC12-IIIa-c 2

WEEK 1 DAY 2-4


WEEK 2 DAY 1


WEEK 2 DAY 2-4


WEEK 3 DAY 1


WEEK 3 DAY 2-3

ASSESSMENT (UNIT TEST) B.7 B.8 B.9 B.10 B.11

Recognize the value of undertaking community action modalities Acknowledge interrelationship of self and community in undertaking community action Identify opportunities to contribute to community development through solidarity Recognize the importance of solidarity in sociopolitical processes in promoting national and global community development Assess selected community-action initiatives ASSESSMENT (UNIT TEST)

WEEK 3 DAY 3 HUMSS_CSC12-IIId-g-7

WEEK 4 DAY 1-4

HUMSS_CSC12-IIId-g-8

WEEK 5 DAY 1-4


WEEK 6 DAY 1-4


WEEK 7 DAY 1


WEEK 7 DAY 2-3 WEEK 7 DAY 4

C.12

Promote awareness of human rights in communities among the learners

HUMSS_CSC12-IIIh-j-13

C.13

Appraise the value of social equity and gender equality in the context of participatory development


C.14

Analyze strategies of empowerment and advocacy through community action


C.15

C.16 C D.17

D.18 D.19 D

Develop commitment and conviction to participatory development for community well-being Appraise the value of social equity and gender equality in the context of participatory development ASSESSMENT (UNIT TEST) Explain the processes, methodologies, and approaches in applied social sciences related to community study Apply systematic social research methods in conducting a community study Develop a community action plan using participatory approaches ASSESSMENT (PRESENTATION OF COMMUNITY ACTION PLAN)

WEEK 8 DAY 1-3 WEEK 8 DAY 4 WEEK 9 DAY 1

WEEK 9 DAY 2-3 WEEK 9 DAY 4

HUMSS_CSC12-IIIh-j-16 WEEK 10 DAY 1 HUMSS_CSC12-IIIh-j-17

WEEK 10 DAY 2 WEEK 10 DAY 3-4

HUMSS_CSC12-Iva-d-17

WEEK 11 DAY 1-2


WEEK 11 DAY 3 TO WEEK 14 DAY 2


WEEK 14 DAY 3 WEEK 14 DAY 4

E.20

Implement Community Action Initiatives

HUMSS_CSC12-IV-e-h20

E.21

Appreciate the value of applying social sciences in community action initiatives



WEEK 15 DAY 1-4 WEEK 16 DAY 1-4 WEEK 17 DAY 1-3

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E.22 E

Synthesize the integrative experience of implementing community action initiatives ASSESSMENT (CIMPLEMENTATION OF COMMUNITY ACTION PLAN)



WEEK 17 DAY 4 WEEK 18 DAY 1-2 WEEK 18 DAY 3-4

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DLPs in Community Engagement, Solidarity, and Citizenship

Concepts and Perspectives of Community HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG SESSIONS: I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives

School Teacher Teaching Week

DepEd-Region III

Grade Level

Senior High School Teachers – Class F Week 1, Day 1-4

Learning Area Quarter

SESSION 1

SESSION 2

12 COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP Third

SESSION 3

SESSION 4

The learners demonstrate an understanding of the integration of social science perspective and community action. The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods. The learners will... The learners will... Explain the importance of studying community dynamics and community Compare and contrast the definitions of community using various perspectives, action in relation to applied social sciences and the learners’ future career e.g., social sciences, institutions, civil society, and local/grassroots level. options. (HUMSS_CSC12-IIIa-c-1) (HUMSS_CSC12-IIIa-c-2)

II. CONTENT CONCEPTS AND PERSPECTIVES OF COMMUNITY Importance of understanding community dynamics and community action 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 A. Reviewing previous lesson or presenting the new lesson

PowerPoint Presentation, Ping Pong PowerPoint Presentation PowerPoint Presentation Balls, Cartons, Meta cards  http://sociologyguide.com/basic-concepts/Community.php  www.encyclopedia.com/social-sciencs/dictionaries-thesauruses-pictures-and-press-releases/community-studies  www.yourarticlelibrary.com>society  www.preservearticles.com/2011104306139/what-are-the-elements-of-community.html The learners will participate in an activity entitled “ROLLER COASTER RIDE” wherein 3 ping-pong balls will be relayed in semicircular improvised paper pipes.

Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make conclusions based on their observations about the dynamics that exist in their communities.


Presentation of Homework: Learners will present their community pictures in PowerPoint. They will individually describe in 2-3 sentences the pictures.

PowerPoint Presentation, Meta cards

Learners will be asked to recall yesterday’s learning.

See appendix A.1.3.2

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Learners will be asked about their observations on the group dynamics as they performed the given task. Particularly, the following focus questions should be answered: 1. How would you react if one of you fail to transfer the ping pong ball successfully? 2. Were there any conflicts that emerged? How was the group able to resolve the conflicts?

B. Establishing a purpose for the lesson

(5 mins) The purpose of this lesson is to let the student understand the importance of community dynamics and community action.

Teacher asks 2 or 3 students to answer the following question: 1. Where do you belong to these groups? 2. Ten years from now, where would you be in these groups? See appendix A.1.2.1

The objective of this lesson is to have students identify the different concepts and perspective of community on the local and grassroots level.

Learners will compare and contrast the pictures presented. The teacher will be presenting pictures depicting various types of communitybased on sociological perspective. Learners will be asked to look into the answer to the guide questions: 1. What similarities/differences did you observe on the pictures presented? (e. g., rural, urban, slum, subdivision, poor, middle class, rich, industrial, agricultural, etc.) Note: Teacher should provide contrasting pictures of communities based sociological perspective.

C. Presenting examples/ instances of the new lesson

COLLABORATIVE LEARNING In groups, the learners will be asked by the Teacher to determine the changes that happened in their community by comparing 2015 and

Teacher asks: Based on the semantic web you presented, what do you think is the meaning of community? The teacher will extract or solicit the


Using selected pictures from yesterday’s discussion, learners will be asked to identify the different social institutions that are visible in the photos. Learners’ expected response: 1. Local Government Unit / Public Sector 2. Non-government Organization /Private Sector

COLLABORATIVE LEARNING The learners will be working in groups and will be tasked to think of KEYWORDS related to the institution assigned to them. Words should be

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 2017 using the table below:

group idea/s about the meaning of community.

related to the function and importance of the institution in making the community works.

TABLE OF COMPARISON 2015 2017

Meta cards will be used in posting their key words. A group member will present the meta cards. Process Question/s: 1. What are the factors that brought these changes? Learners’ expected response:  Leadership  Technology  Economic Advancement

D. Discussing new concepts and practicing new skill #1

(10 mins) The teacher and the Learners will have an interactive discussion about…

Definition of community dynamics and action.

E. Discussing new concepts and practicing new skill #2

(10 mins) The teacher and the Learners will have an interactive discussion about… The importance of studying community dynamics and community action. (10 mins)

The teacher and the Learners will have an interactive discussion about the following: 1. The meaning of community in different perspective such as sociology, anthropology, psychology, etc.

The teacher and the Learners will have an interactive discussion about the following: 1. The community as a “sociological construct?” 2. Communities within communities 3. Community as a cultural concept

The teacher will present the definition of community from the institutional perspective: a. Institutions such marriage or friendship; b. Roles; c. Status or class; and d. Other patterns of human behavior.

The teacher and the Learners will have an interactive discussion about the following: 1. Who compose the community? Learners’ expected answer: “Me, you, and us.” 2. What is the basic unit of community or society? Learners’ expected answer:


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP “Family is the basic unit of community or society?” F. Developing Mastery

Teacher asks: “What is your personal career choice?” “What makes you choose this career?” The teacher will cite some career opportunities to the students or present a video clip about projected career opportunities until 2020.

5-item Quiz about the day’s discussion. 1._______ Which refers to a collection of people in a geographical area? 2 – 5 Enumerate at least 4 characteristics of a community.

5-item Quiz about the day’s discussion. 1._______ Which refers to the study of human society? 2 – 5 Enumerate at least 4 importance of Sociology.

(5 mins)

15 -item Quiz about the day’s discussion. 1.______ Which perspective of the community that refers to the public and private institution? 2. ______ Which refers to a collection of people in a geographical area? 3. ______ Which refers to the study of human society? See appendix A.1.4.3

G. Finding practical applications of concepts & skills in daily living

H. Making generalizations & abstractions about the lesson

Teacher asks: “How does a change in your community affect your career choice?” (5 mins) Learners will answer the question, “What is the importance of understanding your community dynamics and community action for your future career?” Learners’ expected response: “It offers me options what career path should I take”

Learners will answer the question, “What is a community?”

Learners will answer the question, “What is a community in the perspective of social science?”

Learners will answer the question, “What is a community in the perspective of an institution?”

Learners’ expected response: “It refers to a collection of people in a geographical area”

Learners’ expected response: “It refers to human society?”

Learners’ expected response: ”It is composed of Public Sector and Private Sector that joined together to make the community works.”

(5 mins) I. Evaluating Learning J. Additional activities for application or remediation

Homework: SOCIAL MAPPING. Learners, in a group, will prepare a social map featuring the different networks of people and resources that exist in their communities.

Homework: LOKAL! Take pictures of their communities to be collated in a class PowerPoint.


Homework: Write a journal about your role in your community.

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

CELIA DIONISIO Teacher III – Division of Malolos JASMINE J. DE VERA Teacher I – Division of Malolos

Checked by:

Noted:

RYAN R. PECSON Division of Pampanga

ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose Del Monte, Bulacan

NATHANIEL G. LULU Division of Pampanga BERNARD C. RAMOS Division of Nueva Ecija


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG 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 A. Reviewing previous lesson or presenting the new lesson


DepEd-Region III

Grade Level



SESSION 1

SESSION 2


SESSION 3

SESSION 4

The learners demonstrate an understanding of the integration of social science perspective and community action. The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods. The learners will... The learners will... Develop / affirm sense of shared identity and willingness to contribute to the Diversities in communities. HUMSS_CSC12-IIIa-c-4 attainment of the common good. HUMSS_CSC12-IIIa-c-3 A. Concepts and Perspective of Community: A. Concepts and Perspective of A. Concepts and Perspective of Community: Community:  Shared sense of identity and attainment of common good. 3. Elements 3. Elements Dynamics and Processes Meaning of Diversity a. Structure  Community Power  Socio-political  Leadership  Cultural  Economics

PowerPoint Presentation

PowerPoint Presentation

Sharing: sentence completion What happened yesterday is/are _________________________

How do you understand a common good?

Teacher reviews the questions asked and class responses from Session 1.

I have learned that ___________

State little things you can do to help achieve common good.

Say/Ask: Yesterday, we learned about the meaning and the different structures of the community.

Modules on Good Citizenship Values, Pages 73- 76 and 137 Video presentation Activity: Label the Picture The teacher will show 4 pictures on the board each picture represents the concept of the community according to the context of social


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP sciences, institution, civil society or the grassroots level and briefly explain their answer.


Option 2: Matching Type Meaning to category.( 5mins) Community Song Process Question/s: 1.What is the message of the song? Presentation of the competencies. (5 mins)

(3- 5 mins)

What is the importance of a community? (2 mins.) (2 mins)

Song analysis Mabuting Pilipino-Noel Cabangon What is the message of the song? Based on the song what are the characteristics of a good citizen? Do you possess these characteristics?

SCRAMBLED LETTERS

Concept Sketches Activity

WORDS: DIVERSITY, COMMUNITY

A picture/sketch is shown and lets the student give short statements that describe the processes, concepts, and interrelationships shown in the sketch.


( 2-3 mins)

What is your idea with the word community? What is your idea of word diversity?


Sketch to Stretch Activity  Draw/sketch a symbol or an object about a community without a leader. Students shall draw the concepts learned individually and presented in class. Ask the student:  Where do you think is the center based located?  Do you think leaders of each organization are important?  What would happen to a community without a leader? Effects?  Do you think that we can also lead or manage a small community as it should be? Do you have a specific way or strategy in leading a small organization? (5 mins.)


I am the Architect and Engineer of my dream Community. Mechanics:

How does being a good citizen affect our country?


The learners will be divided into three groups. In five minutes the learners will be asked to post pictures (provided by

See appendix A.2.4.5 TRUST WALK ACTIVITY Working in pairs, blindfolded participants are led on a walk around

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-Group the class into your desired number of groups. -Each group will be provided1 whole illustration board, clay, and coloring materials. -They will be given 3minutes to gather organic and recyclable materials within the vicinity. -In the illustration board, they will make a diorama or a miniature of their dream community. -Each group member is expected to contribute to the group effort. -One of the group members will be assigned to document the process and list down the contribution of each and every member. -Groups will be given a total of 15 minutes to finish the work and 5 minutes to explain the output.

(10 mins.)

Process Questions: 1. How are you able to come up with your output? Who plays the vital role in accomplishing your work? 2. Did every member of your group cooperate in your work? How does it affect the output of your work? 3. After you have finished your work

What is common good and how can I contribute to attaining it?

the teacher) according to the assign topics about community structures. Group 1 : Socio-political Group 2: Cultural Group 3: Economics

Sociopolitical

Cultural

Economics

(5 mins.)

(3 mins.)


PROCESSING QUESTIONS: 1. Why do you think these show sociopolitical structure, cultural structure, economics structure? 2. Is it possible that these elements of the community create differences in the lives of the people in the community? How? And Why? 3. Do these pictures contribute to the development of society?

the surrounding area or a course by their partners. Participants walk through a course blindfolded and lead by a partner. One partner to be the navigator (guide), and the other to be blindfolded. When the blindfolded partner is ready, slowly spin the person around a few times so that they do not know which direction they are headed. From this point on, the guide should not touch the partner at all, but rely solely on verbal cues (e.g. “About five steps ahead, there is a branch. Step over it slowly.”) After the activity, ask the student:  What was it like to be the guide, responsible for the safety of your partner?  Did you have any difficulty trusting your partner while blindfolded? Why or why not?  Why is trust in your teammates important? How did it feel when you and your teammate successfully trusted each other to accomplish something challenging? (25 mins.) Teacher presents the topic by using power point presentation And elucidate the topic about community power and its importance, leadership, and types of leadership. (Reciprocal Questioning) (10 mins.)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP how do you feel?(explain your answer)

4. Do you think these elements can exist on their own without the others?

(25 mins.) (10 mins.) E. Discussing new concepts and practicing new skill #2 F. Developing Mastery

Song analysis Magkaisa Process Question: How can you relate the song to our activity? Values Integration: Unity Discussion of saying and a bible excerpt. “Together we stand, Divided we fall.” John F. Kennedy “As a body is one though it has many parts and all the parts of the body Though many are one body, so also as Christ.”1 Corinthians 12:12 -Each part of the body is unique and important. Like us each of us is unique and our uniqueness can help strengthen our community. (10 mins ) See appendix A.2.1.2

G. Finding practical

What talent or ability do you have

Twelve little Things a Filipino can do to help our Country. Atty. Alexander Lacson 1. Follow traffic rules. 2. Whenever you buy or pay for anything, always ask for an official receipt. 3. Do not buy smuggled goods. Buy local, buy Filipino. 4. When you talk to others especially a foreigner, speak positively of our race and our country. 5. Respect your traffic officer, policeman, soldier and other public servants. 6. Do not litter, dispose of your garbage properly: reduce, recycle and reuse. 7. Support your church. 8. During election do your solemn duty to vote. 9. Pay your employees well 10.Pay your taxes 11. Adopt a scholar or adopt a poor child. 12. Be a good parent teaches your kids to follow the law and to love our country. The teacher will explain how these acts can contribute to the attainment of common good (15mins) Give your personal experiences


Discussion of the structure of the community and how it creates diversity? (20 mins.) See appendix A.2.3.4

The learners will make a journal.

Guide Questions: a. What is community power? b. What is the importance of community power? c. What is a good leadership? d. What are the types of leadership? e. What type of leadership is suitable in your community? (Reciprocal Questioning)

As a member of the community, what is

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP applications of concepts & skills in daily living


that you think can help your community?

where you were able to promote common good.

(2 mins.)

(3 mins.)

How can you help attain your dream community? Expected students response: I will use my talent, abilities, knowledge, strength to help attain my dream community.

How does this concept promote the common good?” Less for self, more for others, enough for all Expected students response: taking into consideration what is good for everybody and not only for you is common good.

1. What are the diversities I have observed in our classroom and how it affects our small community (The class)?

the best contribution that you can give? How?

How does structure of the community create diversity?

a. How can we obtain the optimum potential of power community? (expected answer) The community power is achieved through unity, collaboration and cooperation. b. What are the different types of leadership you can remember? (expected answer)  Authoritarian leaders rule their groups,  Democratic leaders try to include everyone in the decision-making process  Laissez-fairleaders let the group function without much - if any interference.

(3 mins.) (5 mins.)

(3 mins.)

(5 mins.) I. Evaluating Learning

Making of journal Essay: Me as part of my community and my community as part of my life.

Criteria

Mini task: my pledge of commitment -group the class into 3 -instruct them to make a composition in a form of poem, spoken poetry, flip top rap stating their commitment in contributing to the attainment of common good.

Rubrics: Content 50%- the composition is unique and clearly expressing the ideas of the group on how they can


Recitation 1. What is diversity? 2. Name one structure of the community and explain.

Recitation: Choose 2 questions:

any

of

the

following

1. What is community power? 2. What is the importance of community power? 3. What is a good leadership? 4. What are the types of leadership? 5. What type of leadership is suitable in your community? (10 mins.)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Content: 10 pts Organization: 5 pts Relevance 5 pts Total 20 pts (10 mins.)

contribute to the attainment of common good. Commitment wrote is attainable and realistic. Presentation 30%- the group was able to present the output in an organized and artistic manner. All the members of the group participated. Relevance 20%- the contents are relevant and promoting values. (15 mins.

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 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? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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Prepared by: GRACE P. PEREZ Teacher II – Division of Tarlac BERNARD C. RAMOS Teacher III – Division of Nueva Ecija RHODA A. SANCHES Teacher I – Division of Bataan EDWIN T. YANGA Teacher III – Division of Angeles City

Checked by:

Noted:





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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG 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


DepEd-Region III

Grade Level


DAY 1


DAY 2

DAY 3

12 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Third DAY 4

The learners demonstrate an understanding of the integration of social science perspective and community action. The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods. The learners will... The learners will... The learners will... Recognize diversities in Analyze functions of communities in terms of Compare and contrast typologies of communities. HUMSS_CSC12IIIa-c-6 communities structures, dynamics, and processes. HUMSS_CSC12a-c 4 HUMSS_CSC12-IIIa-c-5 Concepts and Perspectives of Concepts and Perspectives of Community Concepts and Perspectives of UNIT TEST Community Community  Elements (structure, dynamics, and processes)  Typologies (e.g., formal-informal, ruralurban, local-global, sectors, social spaces, etc.)

 Introduction to Sociology and Anthropology, elements and functions of society, Dr. Epitascio Palispis  https://www.youtube.com/watch?v=xVO0c WlbCOc

IV. PROCEDURES


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. Reviewing the previous lesson or presenting the new lesson

The students will be asked, What you can remember about our lesson yesterday. Ask 2 or 4 students to enumerate them.

Before going into today’s discussion, the class will go back to the previous lesson through the use of pictures prepared by the teacher. See Appendix A.3.2.1


The students will view a video presentation regarding the composition of a community. After viewing the presentation, teacher will ask:  What composes the community?  How do they work?  Do they help one another for the purpose of co-existence?

The learners will answer questions: 1. What are the elements of community? 2. How structure, dynamics, and processes affect our life in the community? (5 mins.) The learners will be given a puzzle activity which is entitled as FIT IT RIGHT! Wherein, students will be divided into three groups and each group will need to put puzzle pieces as fast as they can. (Note: Each group puzzle will form a picture showing Rural, Urban and Suburban Community)

UNIT TEST See Appendix A.3.4.6

(5 mins.) See Appendix A.3.2.2


Mapping/ Flowcharting Objective: To analyze how organization works

As per the video, identify what comprises the community.

The learners will give his/her observation regarding the puzzle they made. See Appendix A.3.3.4 The learner will be provided graphic organizer post in the board. The learner will be group according to:  Birth Month  Height  Feet Size The learner will write similarities and the contrasting factor they observe based on the picture that has been formed in their puzzle activity.


15



Ask two or three students the following questions 1. What do you think will happen if the person on the position of Brgy. Captain will act as a barangay tanod?


The teacher will initiate lively discussion by soliciting answers from the learner's point of view with regard the topic of the day. Importance and meaning of a relationship. Effect of change in the society relationship. Discussion 1. What is a relationship? 2. How does relationship affect the normal functioning of the community? 3. How does relationship cause social change? 4. What is social change? 5. What causes social change?  Identify social change, e.g. 6. What is the effect of this social change in our daily life?

The students will reflect:  In your community, do we help one another leading for our own betterment?  Do we still care and feel socially responsible for one another?

(5 mins.) Guide Questions: 1. What are the things you consider in identifying the similarities and contrast in the community? 2. What type of community do you have? 3. Share your experience. What are the things that you like/dislike in your community? (5 mins.)

F. Developing Mastery

The students will be grouped into three:  Group 1: Will show how community is composed (structure)  Group 2: Will exhibit how do people in the community act to one another. (dynamics)  Group 3: Will present how communities develop – as it develop or influence a person. (processes) The teacher will process the activity afterwards.


Collaborative Learning with teacher Group the class into 3 groups: Discuss the following questions: 1. Discuss what is the difference between rural and urban/suburban, global and local community? 2. Give example about rural, urban/suburban, global and local community. (Note: Each group will be given 2-3 minutes to present their output then the teacher will discuss the comparison and difference between the types of

16

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP community-based on sociological theories and perspective.) (10-20 mins.)


Write a short essay identifying the change in your way of life from junior high to present. Identify at least 10 changes.

The students will reflect:


Is good relationship in the community bring change in the dynamic and processes towards its development? Yes. How can you contribute to it?

The teacher will ask:  In brief, how could you explain what community is?

I. Evaluating Learning

By group, write a conscientious concept about the effect of social change into the social relationship. SITE PERSONAL EXPERIENCE.

Essay. Identify a problem in your community. Enumerate who could solve/help the problem and how can you augment for the betterment of the situation.

“Am I being responsible to the community where I belong? What role do I play? Do I make my community better?”

See Appendix A.3.3.5 The students will reflect: “It is understanding that gives us an ability to have peace. When we understand the other fellow’s viewpoint, and he understands ours, then we can sit down and work out our differences” (5 mins.) Teacher says: Though we have contrasting behavior, we still have similarities that we can work with for us to be a better citizen of our community. (5 mins.) The learner will be asked to draw their community and cite using 3-5 sentences the good side of living in it. (5 mins.)

See Appendix A.3.2.3 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 require additional activities for remediation who HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

17

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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: RENZ JEFFREY M. ARAGON Teacher III – Division of Aurora MILAGROS DE VERA Master Teacher II – Division of Nueva Ecija IRIS RUTH E. GONZALES Teacher II – Division of Bulacan NATHANIEL LULU Master Teacher I- Division of Pampanga

Checked by:

Noted:





18



Community Action HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

19

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG SESSIONS: I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies II. CONTENT III. LEARNING RESOURCES A. References 1. TG pages 2. LM pages 3. Textbook pages 4. IM from LR Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson / activity

School Teacher Dates and Time

DepEd Region III

Grade Level


DAY 1


DAY 2

Grade 12 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Third

DAY 3

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… Recognize the value of undertaking community action modalities (HUMSS_CSC12-III-d-g-7)

Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.* Warm-up: Show students a video presentation (See Appendix B4.1.1)

Ask: Why community action is important within a community?

What is the benefit of this community engagement?

Peer Interview: What if there is no community action within the society?

Warm up: First, ask students what they already know about the idea of being a citizen. What are the duties associated with citizenship? Individual Practice: Enumerate at least three (3) duties and obligation of citizenship

C. Presenting examples / instances of the new lesson D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

DAY 4

Partner Talk: Analysis of Impact of the Project What is the impact of the project? Skill Practice: Critical Thinking

Group Activity: ‘Balloon Frenzy’ (See Appendix B4.2.3) Skill Practice: Collaboration

Class Sharing: Impact of the Community Project Skill Practice: Public Speaking Skills

Processing the Experience (See Appendix B4.2.3)


Guided Practice: ‘Civil Society and Citizenship’ (See Appendix B4.3.5) Skill Practice: Critical Thinking and Collaboration Individual Sharing: ‘Civil Society and Citizenship’ (See Appendix B4.3.5)

Balik Tanaw: (Concepts and Perspective of Community:

What is community action?

Review of conduct during summative assessment of learning Skill Practice: During Assessment Information recall Making Connections

Interpreting information Knowledge Application

20

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP F. Developing mastery

Group Activity: Make a skit about a community action and how it made impact to lives within community How does this relate in your own life?

G. Finding Practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating learning

Processing (See Appendix B4.3.5)

Student will give abstraction about their performed community action and impact The teacher will make use of performance rubric (See Appendix B4.1.2)

In life, is it easier to juggle life’s challenges alone or with the help of others? Why? Essay: Why collaboration important within a community? (See Appendix B4.2.4)

What is the application of citizenship towards growth and development? Deepening: Give student summary of the lesson True or False: Five (5) Items (See Appendix B4.3.6)

Summative Test: MCQ, True or False, Enumeration (See Appendix B4.4.7)

J. Additional activities for application 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?


21

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Prepared by:

ELSON S. GARINGO ALEJANDRO B. LINGAT SHS Teachers

Checked by:

Noted:

NATHANIEL G. LULU Division of Pampanga


RYAN R. PECSON Division of Pampanga ELSON S. GARINGO Division of Tarlac Province


22


Grade 12 DAILY LESSON LOG

SESSIONS: I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

School Teacher Teaching Dates and Time

DepEd Region III

Grade Level


DAY 1


DAY 2


DAY 3

DAY 4

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. Acknowledge interrelationship of self and community in undertaking community action (HUMSS_CSC12-II-d-g-8) B. Community Action: Overview (2nd Part)

 Sirico, R. A. (2010). Solidarity:  Community Tool Box (2016). Section 7. Involving People Most The Fundamental Social Virtue. Affected by the Problem. Religion and Liberty, 11(5). Retrieved 10 May 2017 from Retrieved from http://ctb.ku.edu/en/table-ofhttps://acton.org/pub/religioncontents/participation/encouraging liberty/volume-11-number-involvement/involve-those5/solidarity-fundamental-socialaffected/main virtue  PowerPoint Presentation  PowerPoint Presentation  Graphic Organizer  Rubrics  Rubrics

 Maguigad, L. (2012). National Service Training Program (NSTP): Civic Welfare Training Service. Manila, Phl: Libro Filipino, pp.15-17  PowerPoint Presentation  Rubrics

 Making a Difference: How to Become and Remain Active in Your Community. Retrieved from http://www.state.sc.us/dmh/client_a ffairs/volunteer_guide.pdf  PowerPoint Presentation  Survey Questionnaire  Rubrics  Activity Template

IV. PROCEDURES


23

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. Reviewing previous lesson or presenting the new lesson


Triple Venn Diagram: - 5 mins. Determine the similarities and differences of community engagement, solidarity, and citizenship (See Appendix B5.1.1). Words of Wisdom Activity: - 2 mins. 1. Service to others is the rent you pay for your room here on earth. – Muhammad Ali 2. Only a life lived in the service to others is worth living. – Albert Einstein 3. The happiest people I know are those who lose themselves in the service of others. – Gordon B. Hinckley

Ask: Can you give ways on how to be involved in community engagement? - 2 mins.

Ask: Can you give ways on how to promote solidarity in community action? - 3 mins.

Ask: Can you give a role that a citizen like you should play in community action? - 3 mins.

Picture Analysis (See Appendix B5.2.8): - 3 mins. The teacher will present pictures/images with one commonality/one message. The students should be able to identify the main message of the presented pictures/images by the teacher.

A citizen is a member of a political community who enjoys full social, political economic and cultural rights. The teacher individually asks for the learners about their participation in the following community activities. Examples: A. Sangguniang Kabataan Election B. Tree Planting C. Cleanliness of the Community - 4 mins

Music Video Clip (https://www.youtube.com/watch?v= elLpWbvBBqg) – 3:20 mins.

Focus Question: - 3 mins. What do the said quotations talk about one’s engagement in the community?

Video Clip Presentation about Unity/Solidarity - 5 mins. (See Video Clip at https://www.youtube.com/watch?v=R NNOYQoFB1I) – 1:37 minutes

Process Questions: - 3 mins. 1. What activity do you participate in? 2. Why you participated in that particular activity? 3. How do you find it?

Processing Questions: 1. What is the video clip all about? 2. Based on the video, how is unity/solidarity important to each individual and to a group? 3. What is the fruit of solidarity based on the video clip? Characteristics of Solidarity / How Solidarity is Shown in the Community - 10 mins. 1. Creating an environment in which mutual service is encouraged. 2. Creating social conditions in which human rights can be respected and nurtured. 3. Recognizing and accepting the whole range of corresponding

Processing Questions: - 3 mins. 1. What the video is all about? What does it say in the community? 2. What is the role of “I” in the community? 3. What is the role of “You” in the community? 4. What is the role of “Us” in the community?

In 2 group presentations, the students should be able to discuss the roles of the students as citizens in engaging in the community action. Topic: Citizen’s Social Participation in the Community (See Appendix B5.3.10). In each presentation, the teachers will analyze and/or clarify some of the aspects of the presentation.

Group Activity: - 25 mins. 1. The class will be divided into 3 groups. 2. Each group will be provided with a survey (See Appendix B5.4.11) form to have an initial assessment on their readiness for a community action. 3. The leader will consolidate the answer of the members and will fill

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Group Activity (Tableau): - 10 mins. 1. The class will be divided into 2 groups. Topic: Self-Involvement to Community Engagement (See Appendix B5.1.2). 2. The output will be presented in 5 minutes. 3. Analysis and critiquing follow after each presentation. The


Instruction: Kindly observe the role of “I”, “U”, and “Us” in the community.

24

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP teacher presents additional inputs (See Appendix B5.1.3). 4. The presentation will be graded using rubrics (See Appendix B5.1.4).

E. Discussing new concepts and practicing new skills #2

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

duties and obligations that are embedded in our social nature can occur only in an atmosphere enlivened by solidarity. Task: A creative presentation showing the characteristics of Solidarity. The output will be graded using rubrics (See Appendix B5.1.4). The teacher will add inputs on the topic or clarify some aspects of the presentations.

- 10 mins. The teacher will add inputs on the presentations.

--

--

--

up the final tally sheet of ratings. 4. Each group will present their consolidated ideas based on the survey questionnaire. The teacher will add inputs on the presentations. The output will be graded using rubrics (See Appendix B5.1.4).

Situational Analysis: - 25 mins. In each group, the students will be asked to analyze at least one activity that shows community engagement using the SWOT Analysis (See Appendix B5.1.5). The teacher will provide the template.

Group Activity: - 25 mins. 1. The class will be grouped into 3. 2. Each group will do a to-do-list on how students involve themselves in the solidarity with the community.

Group Activity: - 25 mins. In an infomercial, each group will be asked to show ways on promoting the roles of citizens in community action. The performance will be graded using rubrics (See Appendix B5.1.4).

Individual Activity: Graffiti Wall The teacher will ask volunteers to write on the Graffiti Wall (See Appendix B5.4.12), their pledges to involve themselves with the realization of community action. – 10 mins.

Ask: As a student, how can you show active community engagement? How will you do that? How will you benefit from that? - 4 mins.

Ask: Can you give an experience wherein communal solidarity is being expressed as a social virtue? How will you benefit from that? - 4 mins.

Ask: Why there is a need to deeply involve ourselves with community action? How will you benefit from that? - 4 mins.

Students will be asked to identify their roles in self-involvement to community engagement. - 4 mins.

Students will be asked to give the characteristics of solidarity. - 4 mins.

The learners will give instances proving that in every right, there must be a corresponding duty. Moreover, the learners should be able to identify the obligations of a citizen in a given situation. Ask: How will you benefit from that? - 4 mins. As a Filipino citizen, the individual person is a member of the basic institutions (Family, Church, School, and Government). Being Senior High School Students, they critically analyze the community action in terms of structures and processes in implications for global citizenship.


Make students narrate the various ways of involving oneself in community action. - 4 mins.

25

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP - 4 mins.

I.

Evaluating learning

J.

Additional activities for application or remediation

Photo Essay: - 6 mins. In 2 sentences, using the given picture, how can you involve yourself to community engagement? The photo essay will be graded using rubrics (See Appendix B5.1.6 or B5.1.7).

Paper and Pencil Test (See Appendix B5.2.9): - 6 mins. Identification Test. How does solidarity express in: A. Family B. School C. Church D. Community

Essay: - 6 mins. In 5 sentences, how can you as a citizen be actively involved in community action? The essay will be assessed using rubrics (See Appendix B5.1.6).

Quotation Interpretation: - 6 mins. In 3 sentences, explain the quotation “With Great Power Comes Great Responsibility” given by Spider-Man. Relate it to your role and responsibility in community action. The essay will be assessed using rubrics (See Appendix B5.1.6).

The teacher will give pointers to review or concepts that will be tackled on the next lesson. - 1 min.




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?


26


Checked by:

Noted:

RYAN R. PECSON Sta. Cruz High Integrated School



JOSE L. VELASCO San Miguel High School


KAREN JOY C. BERROY Sta. Perigrina High School

ELSON S. GARINGO Division of Tarlac Province


27

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies / Objectives

LC II. Content/Topic

III. LEARNING RESOURCES 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson

School

DepEd Region III

Grade Level

Teacher

Senior High School Teachers – Class F

Learning Areas

Teaching Date and Time

Week 6, Day 1-4

Day 1

Quarter

Day 2

12 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Third

Day 3

Day 4

The learners an understanding of the integration of social science and community action initiative The learners shall be able to synthesize the integrative experience of implementing community - action initiative applying social sciences' ideas and methods 1. Identify opportunities to contribute to community development through solidarity 1.1 Identify the basic structure of 1.2 Establish the commonality of the 1.3 Understand that problems are 1.4 Identify where the youth can the societal problems. problems faced by the family. common and can be solved through engage in community action community action and solidarity HUMSS_CSC12-II -g-9 Major Issues affecting the poor and Major Issues affecting the poor and The Role of the Youth in Community The Role of the Youth in Community marginalized communities in: marginalized communities action action a. Socio-cultural b. political c. economic

Graphic Organizing: (10 mins.) The Students will complete the table of socio-political, cultural and economic. After doing so the students will be asked to make the appropriate adjustment when there is any. 1) Students will be asked why he/she place the word under that

The teacher will ask: (3 mins.) What are the problems of our society and categorize them based base on different categories?


The teacher will ask: (2 mins.) What are the problems faced by Filipino family nowadays?

The teacher will ask: (2 mins.) 1) What are the various issues and concern that beset our barangay concerning youth? 2) What are the people in the barangay address the problem?

28

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP categories. 2) Why is it sociopolitical, culture or economic?


See Appendix B6.1.1 Picture Analysis: (5 mins.) The students will be shown IMAGES showing the problems society is facing today. They will be instructed to identify the problems shown.

Video Clip: (5 mins.) The student will watch a video clip of Sa Kambas ng Lipunan of a marginalized family. (https://www.youtube.com/watch? V=Oz9OCk4GDnS)

Group Activity: (10 mins.) The student will be group into three and write individually the activities concerning youth in their barangay. 1) List at least three 2) What is the goal of such activities? 3) What is the role of the youth in the community?

The students will watch a video of the activity of Habitat for Humanity mostly by the youths. The teacher will ask: (3 mins.) 1) What the video about? 2) What are the involvement of the youth in the project https://www.youtube.com/watch?v=FwQdyCsj0DE

See Appendix B6.1.2 C. Presenting examples/ instances of the new lesson

After showing the images. The teacher will ask: (5 mins.) 1) What are those images you just watched? 2) Can you be more specific?

After watching the film, the teacher will ask: (10 mins.) To what extent did the film 1) engage you? 2) interest you? 3) captivate you? Why?

D. Discussing new concept or new skills #1

Under the Chair: (10 mins.) The students will reflect: 1) How would you categorize those problems into socio-political, cultural or Economic 2) Write your answer in the tabular chart provided to you.

Analyzing Survey: Pie Graph (15 mins.) The students will be divided into 3 groups and they will tally the result of their survey. They will also construct a graph or a chart.

Paper Tower: (10 mins.) Out of the processed activity the students will construct a paper tower using the bond paper where they wrote the observed community activities

The teacher will ask the students to reflect on the following: (2mins) 1) What is the mood of the people in the video? 2) Are they happy, sad or angry? 3) Why is volunteering fun?

See Appendix B6.3.5 The Students will analyze their just concluded activity. The teacher will ask: (10 mins.) 1) How did you come up with the teamwork? 2) How would you feel when working alone? 3) What is Solidarity?

The students will be given 10 mins. to prepare and finalize their performance. The role of the youth 1, Other youth 2. Family 3. Community 4. Barangay

Brainstorming: (10 mins.) The students will conduct a brainstorming activity on at least 3 community activities they have observed. The brainstorming process and rules will be discussed and

Presentation: (Max of 5 mins. each group) The student will perform their prepared performance by the group. Performance for differentiated learning may be done through jingle

See Appendix B6.1.3 E. Discussing new concepts and practicing new skills #2

The students will be asked: (5 mins.) What is the importance of knowing where the problems belong?

Group Presentation: (10 mins.) The groups will present the result of their activities to the class and explain the result of their work


29



The students will analyze the graphic organizer and make appropriate adjustment. (5 mins.)

G. Discussing practical application of concepts and skills in daily life

The students will relate their personal experience to the problem discussed and the teacher will ask: Is there any problem that we have discussed you can personally relate to? (10 mins.)

H. Making generalizations and abstractions about the lesson

The teacher will ask: (5 mins.) 1) How do you evaluate your community nowadays? 2) Do we have a perfect community? What makes it perfect? What makes it imperfect? Identify the basic structure of the social problems whether it is sociopolitical, cultural, or economic. (10 mins.)

I. Evaluating Learners

The students will consolidate the results of the survey of the whole class and ask the question Why this problem is the most important concern of the family why the other is least important? (5 mins.) The teacher will ask: (10 mins.) 1) As a youth how can you contribute to lessening the burdens of your family? 2) Can you cite an example of a problem that your family has? 3) Write a commitment a possible solution in your family to help. The teacher will ask: (5 mins.) 1) Are the problems facing the society also the problems of the family? 2) Can you cite an instance?

Essay: (10 mins.) The student will: 1) Identify the problems of the family in a given situation and its connection to the community. 2) Analyze the major issues and situations concerning poor /marginalized family and their connection to the community

explained by the teacher. See attached Brainstorming Guide

composition, poster making, slogan, tableau and infomercial as preferred by the group. Provided rubrics for the activity

See Appendix B6.3.6 The Students will present their brainstorming activity: (5 mins.) Identify major issues affecting poor families and determine the role of the youth in the problems cited.

See Appendix B6.4.7 The students will explain their chosen performance. (Max. of 2 mins. every group)

The teacher will ask: (5 mins.) Have you joined any community activities in your barangay? How it feels joining the community action?

The teacher will ask: If the community or barangay will give you an opportunity to become a youth leader, what activities that you and your fellow youths can engage with and why?

The teacher will ask (3 mins.) 1. What are the roles of the youth in community action? 2. What is the importance of participation in dealing with problems of the community?

The teacher will ask: 1) What can you contribute to the good of the community? 2) List down possible activities they can join.

The students will present how they can actively involve in the following program: (3 mins.) 1. Sports Program 2. Clean and Green Program 3. Others

In two to three sentences explain the importance of your participation in school improvement activities.

See Appendix B6.2.4 J. Additional activities for

The student will be given a list of

Make a list of community activities


See Appendix B6.4.8 The Students will be grouped into 4

The teacher will ask the students to

30

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP application or remediation

problems and they will ask their parents to rank them according to importance. 1. Unemployment 2. Malnutrition 3. Sending their children to school 4. Health/Diseases 5. Shelter

that you observed being done by the youth in your barangay.

and they will be required to present a performance or activity showing how the youth can contribute for the betterment of the community. They may choose to do a poster/slogan, tableau, jingle composition, poster making or Infomercial. They will be performing it in the class the next day.

identify specific groups or organizations involved in community action in the barangay.

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? Prepared by:

Checked by:

Noted:

JOSEPHINE C. BATO Division of Bataan


DANIEL C. ECLEVIA Division of Zambales



SHERILYN P. NOCTAL Division of Pampanga



31

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON LOG

SESSIONS: I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives

II. CONTENT



DepEd Region III

Grade Level


DAY 1


DAY 2


DAY 3

DAY 4

The learner demonstrates an understanding of the integration of social science perspective and community action initiatives. The learner shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods. Recognize the importance of Assess selected community action Assess selected community action Passed the summative assessment in solidarity in socio-political initiatives initiatives Community Action. HUMSS_CSC12-IId-g-11 HUMSS_CSC12-IId-g-11 processes in promoting national and global community development. HUMSS_CSC12-IId-g-10 Identify the characteristics of Appreciate survey in assessing short and long term community selected community action initiatives. action initiatives Importance of solidarity in socioCharacteristics of Short and Long Survey on assessing selected Written Summative Assessment political processes in promoting Term Community Action Initiatives community action initiatives national and global community development

 https://grahamsgrumbles.wordpre  http://work.chron.com/differencesss.com/2010/03/19/thebetween-shortterm-longtermimportance-of-solidarity/ projects-11637.html  https://www.quora.com/What-isthe-importance-of-social-solidarity  https://www.youtube.com/watch?v =c7gF3hDoUqk


 https://docs.google.com/forms/d/1Z _AFb750APFoJzLhugDMG0fw1kmc XI1n3FSq6lpIkDE/viewform?edit_re quested=true

Teacher Made Examination (Unit Test) See Appendix B7.4.6

32

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson

Based on our previous discussion, how will you define solidarity?

What is the importance of solidarity in community development?

Give the characteristics of short term and long term community projects.

Tableau: The class will be divided into four groups. Each group will make a tableau of one of the following scenarios” 1. Feeding Program 2. Clean Up drive 3. Livelihood Projects 4. Disaster Management

The teacher will ask the students: 1. Have you tried answering a survey form? 2. What was the survey form all about? 3. What is the purpose of that survey?

Pictures of different community activities 1. Feeding Program 2. Clean Up drive 3. Livelihood Projects 4. Disaster Management

Present an infographic showing the results from a community survey.

Analysis: The teacher will ask the students the 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?

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?

Use graphic organizers in presenting students answer.

SOLIDARITY Definition 1 Definition 2


C. Presenting examples / instances of the new lesson

Assign 5 students to assemble the pieces of the puzzle on the board, while keeping one piece of the puzzle. Ask. 1. Is the puzzle complete? 2. What makes the puzzle incomplete? 3. How important does a piece of the puzzle in the picture we are solving? See Appendix B7.1.1 The teacher will show a video presentation depicting solidarity in the community. See Appendix B7.1.2


Analysis: The teacher will ask the students the following questions: 1. What are the animals involved in the video? 2. What is the video all about? 3. How do you see the value in this video into our community?


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E. Discussing new concepts and practicing new skill #2 F. Developing Mastery

Discuss to the learners the importance of solidarity. See Appendix B7.1.3 Importance of Solidarity 1. Solidarity Is More Than Unions 2. Solidarity Is Defying Boundaries 3. Solidarity Is From Communication To Action

Enlist the characteristics of short and long term community action initiatives in terms of: 1. Budget 2. Resources 3. Impact 4. Scope

How important is solidarity in sociopolitical processes in promoting national and global community development?

How do you see the importance of community projects in your respective barangay?


What is the importance of solidarity in community development?

In general, how do the characteristics of short term and long term community projects differs from one another?


See Appendix B7.3.5

See Appendix B7.2.4


Solidarity means removing the boundaries that prevent us from working together rather it unifies the members of the community to achieve their common goals in community development. Solidarity can also be associated with cooperation and collaboration that is each member of the community is taking and sharing its part or role in fulfilling the targets of the community development. Essay: In 10 sentences discuss the importance of solidarity in the classroom.

Explain the content of survey form assessing the selected community action initiatives.

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 longterm and short-term community projects.


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. 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.

Tests/Items should be lifted from: See Appendix B4.3.6 See Appendix B4.4.7 Additional: Community Initiative Rating

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP (10 points) Choose an existing community initiative in your Barangay. Rate it from 1 – 5, 1 being the lowest and 5 being the highest. Provide some evidences/sound justification. 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 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?


35


Checked by:

Noted:

ANDRES VERGEL V. SANTOS Division of Pampanga



MARKY P. OSORIO City Division of Meycauayan


ROSITA B. SALEM Division of Aurora



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Core Values and Principles of Community-action Initiatives HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

37


SESSIONS: I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/ Objectives

II. CONTENT



DepEd – Region III

Grade Level


Learning Area

Week 8, Day 1-4

Quarter

DAY 1

DAY 2


DAY 3

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 core values of community action initiatives HUMSS_CSC12-IIIh-j-12

Promote awareness of human rights in communities among the learners. HUMSS_CSC12-IIIh-j-13

 Explain the principle of right to life

 Explain the principle of right to liberty

Core Values and Principles of Community action Initiatives Sub-Topics: Human Rights (Right to Life)

Core Values and Principles of Community action Initiatives Sub-Topics: Human Rights (Right to Liberty)

Core Values and Principles of Community action Initiatives Sub-Topics: Human Rights (Right to Property)

 https://www.google.com.ph/?gfe_ rd=cr&ei=qr0bWY

 https://www.slideshare.net/satyavra t1994/ppt-human-rights

 https://www.slideshare.net/satyavrat 1994/ppt-human-rights


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

DAY 4 The learners demonstrate an understanding of the integration of social science perspective and community action initiatives. The learner shall be able to 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 participatory development. (HUMSS_CSC12-IIIh-j-14)  Understand the concept of social equity as core values and principles of community action initiatives Social Justice

 Book/s:  De La Salle University Printing Press,

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP  _FJsvd8AfOg66QDg&gws_rd=ssl  https://www.slideshare.net/christian #q=righ cel/human-rights2-35516073  https://www.youtube.com/watch?v=  https://www.slideshare.net/satyav PCJHq9iDr1k rat1994/ppt-human-rights  https://www.youtube.com/watch? v=APkV40vUhWs IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson

Review yesterday’s lesson. Call a student and give a recap of yesterday’s lesson. (5 mins.)

Review of community action initiatives When we do community actions, what do we consider? Community

self

 https://www.slideshare.net/christianc el/human-rights2-35516073

Taft, Manila, Philippines, Philosophy of History, Social Justice, Dr. Emerita S. Quito, pp. 48- 49.  https://www.google.com.ph/search?q=so cial+justice&rlz=1C1CHBD_enPH692PH 692&oq=SOCIAL+justice&aqs=chrome. 0.69i59l3j69i61j69i60l2.4709j0j4&sourcei d=chrome&ie=UTF-8

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?

others

Who will benefit when we all work together? Ans. Community What is Core values? Ans. It is the source of strength in the community What are these Values? Ans. These are Core values in CAI HR

1. 2. 3. 4. 5.

SJ

E&A

PD

GE

Human rights Social Justice Empowerment and Advocacy Participatory Development Gender Equality ( 5 minutes)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Establishing a purpose for the lesson


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 meaningless).

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.)

Learners answer the following questions. 1. What constitutes life that makes the Right to Life the most

The teacher will post pictures of people being deprived in life – both economical and humanitarian, to some extent.

The teacher List the answer on the board (5 mins.)

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.

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 you want to go, do what you enjoy doing, etc.)

See Appendix C8.1.2


Challenge the learners with the question, The teacher will ask the learner: what things they possessed and they can call it their own.

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 will reflect: 1. How does it feel to be free? 2. How important is freedom to you? 3. What are the things your parents


GROUP ACTIVITY The right to property. Activity. A Human Rights Tree The learners, working in small groups will draw a tree on a paper and in the form of leaves, fruits and branches or flowers are those human 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.)

(see PowerPoint presentation for pictures)

After soliciting the student’s response, the teacher will introduce the topic: Social Justice.

Each group will present their trees and explain its reasons for the items they have included. See Appendix C8.3.5 Discussion about properties 1. When can you call thing/s a property? 2. How property/ies can be yours?

The teacher will discuss the concept of social justice and equity. The video documentary entitled “Burak at Pangarap” will be played. (See the

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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? Brainstorm. Group learners in 5 and they will share personal observations in their community that shows preservation of the Right to Life. Guide questions. 1. In your community, do you observe activities that preserve life? How? 2. Summarize your inputs and let group leader present the output. Individual work. Learners list down all the good things about life has offered them. Write the answer on a short paper

and teachers allow you to do at home and in school? (5 mins.)

3. Is owning thing/s important to you? Why? 4. Is owning thing/s of others good? 5. Can you give example?

PowerPoint presentation for the video)

The students will reflect:  What have you observed in the documentary?  Do you experience the same as an individual? What you realize?

GROUP ACTIVITY. Mapping Human Rights in Our Community Divide participants into small groups and ask them to draw a map of their town (or neighborhood in the case of larger communities). They should include their homes, major public buildings (e.g., parks, post office, city hall, schools, places of worship) and public services (e.g., hospitals, fire department, police station) and any other places that are important to the community (e.g., grocery stores, cemetery, cinemas, gas stations).

The learners will identify rights concerns that are of particularly concerns to them and in their community.

Group Activity The group will fill out the concept map as referred in case of Junjun (viewed on the video documentary): Action Given the made by opportunity the Deprivation , what are governmen you going t: to do? 1. 2. 3. 4. 5.

1. When the maps are complete, ask participants to analyze their maps from a human rights perspective. HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

41

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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


Ask the learners the following questions. 1. What will you do in order to preserve your life and the life of others?

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 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 different pictures of rights and they’re going to put in a proper column (10 mins.) Right to Right to Right to life liberty property

The students will reflect:

(5 mins.) See Appendix C8.3.6

(already integrated in the group activity – deepening part)

“As a student, how can I contribute for the betterment of social justice in my community? What is my role in the attainment of social equity?”

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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 Right to life is the most important rights. - Absolute and Divine Right


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 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? Right to liberty

The learner will answer the question. How are you going to fight for your rights when you feel it is being violated? (5 mins.)

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?”

What would you do to preserve your basic right as a person and of the others as member of the community?

1. Freedom of speech 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.) The learners will define the right to liberty in their own words on their notebook. (5 mins.)

The learners will answer the following with the phrases: “in every case”, in most cases”, and “in some cases”. 1. Killing is wrong. 2. All people should be treated equally. 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.)

Journal The students will stress the importance of the study of social justice and equity, and the values they have gathered in the lesson. (see rubrics in the presentation)

See Appendix C8.3.7

Which of the right to live was seen HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

43

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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 application or remediation

Make a slogan promoting human rights. See Appendix for Rubrics

Read about advocacy. Try to ask yourself, is there any 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?


44


Checked by:

Noted:

ANTONETTE T. MELEGRITO Senior High School Teacher



JOANNE G. PINEDA Senior High School Teacher

RYAN R. PECSON Division of Pampanga BERNARD C. RAMOS Division of Nueva Ecija


45


SESSIONS: I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives II. CONTENT



DepEd Region III

Grade Level


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 participatory development Analyze strategies of empowerment (HUMSS _CSC12-IIIH-J-14) and advocacy through community action (HUMSS _CSC12-IIIH-J-15) Core Values and Principles of Core Values and Principles of Core Values and Principles of Core Values and Principles of Community Action Initiatives Community Action Initiatives Community Action Initiatives Community Action Initiatives Focus on Social Justice Focus on Social Justice Focus on Gender Equality Focus on Empowerment and (Existence of Social Justice to (Social Justice and Existence to Advocacy Community and Its Importance) Community and Its Importance)

 https://www.youtube.com/result s?search_query=does+social+j ustice+exist  https://www.slideshare.net/oish odri/swap-social-justice,  https://www.slideshare.net/Well esleyInstitute/social-policy-gradclass-jan-2012?qid=1f89946cc12f-4050-85d76eca158c2507&v=&b=&from_s earch=3

 www.youtube.stopviolence against children  www.youtube.NTG:freedom from debt coalition  www.wikipedia.org  www.dictionary.com  www.seap.org.uk  www.siteresources.worldbank.org


 https://en.wikipedia.org/wiki/Gender _equality  https://historytech.files.wordpress.c om/2013/10/gender-empowermentand-the-hunger-games.pdf  https://en.m.wikepedia.org/wiki/sexu al_and_reproductive_health_rights  www.wikigender.org/wiki/  Gender and Development Volume 1 – Michelle G. Manalo

 http://www.nationalchildrensalliance .org/sites/default/files/downloads/LA T-2017-1Alliance%20for%20Justice.pdf  https://en.oxforddictionaries.com/def inition/empowerment  http://ctb.ku.edu/en/table-ofcontents/advocacy/advocacyprinciples/overview/main

46

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson


The learner will make a recap on what are the past lesson is all about, and they will give 1-5 example. (3 mins.)

Ask the learners to identify issues in their community that shows social justice.

Ask: What are empowerment and advocacy?

(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.

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 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

(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. 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)

See Appendix C9.1.1


(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 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?

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP C. Presenting examples/ instances of the new lesson

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.

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

(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


Process Question The learner will answer the following question voluntarily. (5 minutes) 1. What is social justice for you? 2. Give example of social 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

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 advocacy? See Appendix C9.2.10


(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 us in life choices? 3. Have you or someone you know ever acted differently from how your gender is "supposed" to act?

(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?

48

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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


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

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 people to participate in their community development? Ask the learners: How can they show support for an advocacy (specify) in their everyday lives?


(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.

(5 minutes) 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 us in life choices? 3. Have you or someone you know ever acted differently from how your gender is "supposed" to act?

Individual School-based situation: If you will be given a chance to be a student leader of our school, what will be the changes that you want to advocate? And why?

See Appendix C9.4.12

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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.

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?

The teacher will post a quotation about social justice and make a final thought about it. See Appendix C9.1.3 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

The learner will answer the question Why and how advocacy can empower the 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.

CYCLE ARROW PROCESS


(5 mins.) Complete the unfinished sentences to summarize the lesson.

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.


Human Rights, Social Justice, 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

50

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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.

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 advocacy explaining only Rationale of the advocacy

your the

Standards: Analytic Rubrics (shown in the appendices) J. Additional activities for application or remediation

Assignment: The learner will draw what kind of community he/she wanted to. Justify your work

Ask learners: Does participatory development to achieve social justice recognizes gender?

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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

51

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

Noted:

IRENE V. TIGLAO Division of Nueva Ecija

JOY EMMANUEL S. VALLAGAR Division of Nueva Ecija

ANN LIZA R. LEPASANA Head Teacher III, Regional Facilitator School Division of City of San Jose, Bulacan

MERCEDES CECILIA O. ELCA Division of Pampanga

BETH B. MENDOZA Division of Bataan

MARI ANNE M. TORRES Division of Bataan GLENDA LUISA M. TOMANENG Division of Bulacan

NATHANIEL G. LULU Division of Tarlac RYAN R. PECSON Division of Pampanga


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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 A. Reviewing previous lesson or presenting the new lesson



Grade Level



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 conviction To assess the learning of the action/participatory development to participatory development for students. HUMSS_CSC12-IIIH-J-15 community well-being HUMSS_CSC12-IIIh-j-16 Participatory Development Core Values and Principles Community-Actions Initiatives

https://www.slideshare.net/marijanereye s/participatory-development

http://youtube/ufQpgYSDRdU

The learner will answer questions about the previous lesson:(3 mins.)

Based on the graphics presented, how does it show 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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Establishing a purpose for the lesson


The learner will view some pictures/words and give reactions about the pictures.(3 minutes) see appendices for the pictures What do the pictures tell you? See Appendix C10.1.1 The learners will have a group activity. (10 mins.).

Inspirational: “Be Kind To Others, It Will Pay Off”

Process Question: In the video, what does it convey?

Group yourselves into 3 according to your birth month then select a leader, secretary and a presenter in each group.


community? Presentation of the video:

List down 5 things that the pictures tell you and the presenter will discuss their group output. 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

It conveys kindness, cooperation and commitment

Activity: Tower Making - Group the class into your desired number of groups. - Provide them BBQ sticks, 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,


Discuss with the students the directions in answering the Summative Test. Students should be able to answer and finish the Test in 1hour.

Having Summative Test about the Core Values and Principles Community-Actions Initiatives.

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2.

3. 4.

5.

6. E. Discussing new concepts and practicing new skill #2


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.

can you say that your task was successfully accomplished or not? Why? Or Why not? If you are going to rate your commitment and performance for the accomplishment of the task what will it be and why? What are your contributions to the activity? What are the things that you have to do but you are not able to do during the process of doing your work? If you will be given another chance to do the work what are the things that you are going to do? Give 3 important lessons that you have gained from the activity.

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


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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.

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.” 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)

On a ¼ sheet of paper, the learner will give 5 reasons why these people do these things. (5 mins.)


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.

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP ___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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

57

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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 application or remediation

As a learner, what would be 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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

58

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

Noted:

JAYSON A. MAMARADLO Division of Tarlac Province


ANN LIZA R. LEPASAN Head Teacher III, Regional Facilitator School Division of City of San Jose, Bulacan

SANDYVALJASPER BUENO LIBID Division of Tarlac Province

BERNARD C. RAMOS Division of Nueva Ecija

ESTRELLA A. BETE Division of Tarlac Province


MARIA CONCEPCION A. PATRON Division of City of San Jose Del Monte BETH B. MENDOZA Division of Bataan

JAIME MARCELO S. BRIGUELA Division of Nueva Ecija CAROLINE M. SOLOMON Division of Nueva Ecija


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Methodologies and Approaches of Community Actions and Involvements Across Disciplines HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Grade 12 DAILY LESSON PLAN


II. CONTENT


DepEd – Region IIII

Grade Level

Senior High School Teachers – Class F Week 11, Day 1 – 4

SESSION 1


SESSION 2

12 COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Fourth

SESSION 3

SESSION 4

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. Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18 Preparing to Write a Community action Plan

Apply systematic social research methods in conducting a community study HUMSS_CSC12-IVa-d-18

Writing a Community Action Plan

Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12IVa-d-17 Methodologies and approaches of community actions and involvements across discipline

Explain the processes, methodologies, and approaches in applied social sciences related to community action. HUMSS_CSC12-IVa-d-17 Methodologies and approaches of community actions and involvements across discipline

 Partnership building with local groups

 Partnership building with local groups

 http://www.jsi.com/JSIInternet/Inc/ Common/_download_pub.cfm?id= 14333&lid=3  https://en.wikipedia.org/wiki/Local_ community

 http://www.jsi.com/JSIInternet/Inc /Common/_download_pub.cfm?id =14333&lid=3


 https://www.training forchange.org/tools/village-game  https://www.isixsigma.com/traini ng/training-materialsaids/change-game-engaging-


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP exercises-teach-change/  http://www.aarp.org/livablecommunities/network-agefriendly-communities/info2014/how-to-create-acommunity-action-plan.html IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson


Review of the methodologies and approaches of community actions and involvements across disciplines 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?

Review of the previous lesson 1. Pre-planning activities in community action planning 2. Elements of community action 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


Activity 1: Video Presentation: (Caring for the environment___ Process questions: 1. What do you see in the video? 2. How do you feel after seeing the video? 3. What do you think will be 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

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP    




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 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)

Group Activity The teacher will post on the board the scrambled parts of the Community Action Plan written in meta-cards. The students will unscramble the parts and post it in order. (Each of the parts, of course, do not have Roman numerals)


Activity 2: Brainstorming: The learners will cite an example of local groups and their importance within the community. Process questions: 1. What strategies did you apply in identifying local groups in your community? 2. What importance do you think are

Activity 1. Open discussion: The learners will give their ideas regarding the methods and approaches in building partnerships in the local groups. Process questions: 1. What do you think are the ways on how to build a partnership in your community?

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP See Appendix D11.2.2

their contributions in your community? (5 mins.)

2. How could you be of service to your community? (5 mins.)

The teacher will discuss the following parts and its reason why it is needed in a community action plan.

The teacher will ask the students about the identified groups as to: (10 mins.)  Community-based  Government-based  Faith-based

The teacher will ask:

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 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


Parts of Community Action Plan

1. What are the best approaches to building a partnership?

I. Cover Page II. Executive Summary III. Table of Contents IV. Community Profile 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 Discussing the font style, size, margin, minimum and maximum number of pages, etc.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP F. Developing Mastery

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. 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

Write a community action plan See Appendix D11.2.2

J. Additional activities for application or remediation

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?”

Activity 2. Skits. The students will do the action about the best approaches to be done in building a partnership in their community. (Rubrics)

The teacher will capsulate the lesson as to community-based, governmentbased, and faith-based local groups in their community.

The teacher will give essential part of the lesson as to giving the methodologies in building partnership: coordination, cooperation, collaboration, and partnership

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.

Recitation

See Appendix D11.4.4 The students will identify at least three methods and approaches that are present in their community.

Transfer the text electronically V. REMARKS

Prepare a presentation of the plan on the 14th week of the quarter (Students can choose any mode of presentation)

VI. REFLECTION A. No. of learners who earned 80% in the evaluation


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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?


66


Checked by:

Noted:

ELIZA T. ALTAR Division of Bulacan



ROSELLA B. BALINGIT Division of Pampanga


JONNALYN V. BOGNOT Division of Bulacan


MAY N. CORDOVA Division of Tarlac Province KEVIN CEDDIE C. GARCIA Division of Nueva Ecija RICHARD R. MAROLLANO City Schools Division of San Jose Del Monte JOCELYN D. PUNDAVELA City Schools Division of San Jose Del Monte ASHER ISRAEL G. QUIMSON City Schools Division of San Jose Del Monte GLENDA LUISA M. TOMANENG Division of Bulacan MARIANNE M. TORRES Division of Bataan MARIA DECILIA P. MIRANDA Division of Bulacan


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SESSIONS: I. OBJECTIVES A. Content Standards


Grade Level



SESSION 1

SESSION 2


SESSION 3

SESSION 4

The learners demonstrate an understanding of the integration of social science perspective and community action initiatives B. Performance Standards C. Learning Competencies/ Objectives

II. CONTENT

The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences ideas and methods. Explain the processes, methodologies, Explain the processes, methodologies, Apply systematic social research Explain the processes, and approaches in applied social and approaches in applied social methods in conducting community methodologies, & approaches in sciences related to community action. sciences related to community action. action. applied social sciences related to HUMSS_CSC12-Iva-d-17 HUMSS_CSC12-Iva-d-17 Employ the methods of community community action HUMSS_CSC12-Iva-d-17 profiling and needs assessment in  Define community profile.  Give the function of needs selecting community priority issues.  Define leadership and decision assessment in  Explain the steps in doing a HUMSS_CSC12-Iva-d-18 making community profile.  doing a community-action plan  Explain five levels of leadership,  Construct a community profile form.  Explain the steps in doing needs examine the process and different assessment. decision-making models  Formulate a needs assessment form. Methodologies and Approaches of Methodologies and Approaches of Methodologies and Approaches of Methodologies and approaches of Community actions and involvements Community actions and involvements Community actions and community actions and across Disciplines across Disciplines involvements across Discipline involvements across disciplines  Community Profiling

 Needs Assessment

 Needs Assessment

 Working with a core group of leaders/leadership development

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

68

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Learning Resources B. Other Learning Resources

IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson



 https://www.slideshare.net/Todd_ Grivetti/leadership-training...  https://www.youtube.com/watch?v =JNfKrKQdG-c  https://www.ukessays.com/essays /general-studies/decision-makingprocess.ph

Module 3: “Doing the Community Profile.” http://www.fao.org/documents/show_c dr.asp?url_file=/DOCREP/006/ Y5084E/y5084e06.htm.

http://ctb.ku.edu/en/table-ofcontents/assessment/assessingcommunity-needs-andresources/conducting-needsassessment-sur

How do you build a partnership with local groups?

Puzzle: Students will put together pieces of the puzzle given to them. (Puzzle: Community Profile)

How is community profile different from community needs assessment?

1. What picture have you made from the puzzle? 2. What is a community profile?


Game: “The Boat is Sinking” 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.) Brainstorming: The students will be divided into groups according to their barangay/purok/street. Each group will consolidate the data from the survey

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.)

Teacher will ask the students to differentiate community profile from community needs assessment (3 mins.)

Students will be asked to arrange the jumbled letters in order to identify what is being described. (5 mins.) Ask: Based on the activity, the teacher will introduce the lesson by asking the students on what they think the lesson all about. See Appendix D12.4.4

Assessment Students will answer a simple selfassessment form. Make a reflection, answer the question: What did you find out about


Video viewing (Five Levels of Leadership)(5min.) After viewing the video ask:  What did you understand from the video presented to you?

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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 Inductive Instruction 1. What is a community? 2. What is a profile? 3. What is a community profile? 4. What does needs assessment contain?

the things that help you learn? (5 mins.)

Group Activity (20 mins.) Students will be divided into three groups & will be given a copy of the topic & explain the assigned topic afterward. 1. Why do you think there is a need for leadership training? 2. Teacher further discusses leadership development & five levels of leadership.

Discussion: 1. Why do we need to perform an assessment? 2. What does a community assessment measure? 3. When should you do a needs assessment? 4. What does needs assessment form contain?

Discussion of how to develop a community profile using a graphic organizer.



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.

See Appendix D12.4.4 Arrange the following processes according to your prior knowledge.(5 min) Ask: Did you find it difficult in arranging the processes? 1. What are the things you consider before making a decision? 2. Why are decisions very difficult for many individuals? 3. What are the factors affecting decision making? Each group will be picking a topic (5 levels of leadership, decisionmaking process & decision making model). One representative from the

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP • 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)


What have you included in each aspect? What is the importance of community profile in community action initiatives?

Students will walk around the steps and relate them 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?

group will share their output in class. (10 mins.)

How can a needs assessment help the community?

As students, what can you do to help your community (Cite specific answers)?

1. How can you benefit from attending leadership training? (5 mins.) 2. If you will be faced a situation in your life that needs a major decision, how will you apply the lesson we discussed? Or what particular decision-making model you are going to use? 1. What is the importance of leadership development? (5 mins.) 2. What is the decision making process? 3. Enumerate the different decisionmaking models and briefly describe it? Five item quiz: True or False (5 mins.) 1. Leadership is the ability to influence others, with or without authority. 2. A real leader knows the difference between being the boss and being a leader. 3. A decision making is a logical,


1. What is community profile? 2. How would you develop a community profile?

Why do we need to do a community needs assessment?

How would you assess the needs of the community?


In your group, develop your own community profile form for your barangay/purok/street.

In your group, write a needs assessment survey for your target community?



Select and state the priority 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


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP step-by-step approach to decision making w/ a thorough analysis of alternatives & their consequences. 4. The cognitive process leading to the selection of a course action among alternatives is the bounded rationality model. 5. The rational model theory contends that decisions in organizations are random & unsystematic. J. Additional activities for application or remediation

Have the community members answer the community profile form? Consolidate the answer and make a profile of your community.

Have the community members answer the needs assessment form.

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?


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

ELIZA T. ALTAR Division of Bulacan ROSELLA B. BALINGIT Division of Pampanga JONNALYN V. BOGNOT Division of Bulacan MAY N. CORDOVA Division of Tarlac Province

Checked by:

Noted:




KEVIN CEDDIE C. GARCIA Division of Nueva Ecija RICHARD R. MAROLLANO City Schools Division of San Jose Del Monte JOCELYN D. PUNDAVELA City Schools Division of San Jose Del Monte ASHER ISRAEL G. QUIMSON City Schools Division of San Jose Del Monte GLENDA LUISA M. TOMANENG Division of Bulacan MARIANNE M. TORRES Division of Bataan MARIA DECILIA P. MIRANDA Division of Bulacan


73




II. CONTENT


Grade Level


DAY 1


DAY 2


DAY 3

DAY 4

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 processes, methodologies, and approaches in applied social sciences related to community action HUMSS_CSC12-Iva-d-17 Explain the Resource Mobilization Cycle

Explain the processes, methodologies, and approaches in applies social science related to community action.

Explain the processes, methodologies, and approaches in applies social science related to community action.

Develop a community action plan using participatory approaches HUMSS_CSC12-IVa-d-19

HUMSS-CSC12-Iva-d-17

HUMSS-CSC12-Iva-d-17

Define social action.

Identify types of social action.

Identify elements of social action.

Recognize examples of social actions

Methodologies and Approaches of Community actions and involvements across Disciplines

Methodologies and approaches of community actions and involvements across disciplines.

Methodologies and approaches of community actions and involvements across disciplines.

Methodologies and approaches of community actions and involvements across disciplines

Resource Mobilization Cycle

Social Action and Elements of Social Action

Types of Social Action and Example of Social Action

Sub-topic: Evaluation

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Other Learning Resources

ARTICLES  http://www.slideshare.net>orlyagawin  http://ctb.ku.edu/en/table-ofcontents/analyze/where-tostart/participatoryapproaches/main  http://www.sswm.info/content/com munity-action-plan  http://www.fao.org/docrep/006/ad 741e/ad741e01.htm  https://www.ifad.org/documents/1 0180/c6b0e7cb-d70f-4f92-b17b6d56e110bd03  https://www.kent.ac.uk/careers/sk/ skillsactionplanning.htm  http://www.chs.ubc.ca/archives/fil es/Participatory%20planning%20f or%20sustainable%20developme nt.pdf http://archive.unu.edu/hq/library/C ollection/PDF_files/CRIS/PMT.pdf  http://ctb.ku.edu/en/table-ofcontents  http://www.aarp.org/content/dam/ aarp/livablecommunities/documents2015/AARP%20Action%20Planni ng%20Webinar%20on%20Age%2 0Friendly%20%20Communities% 20v5.pdf  VIDEOS  Permaculture Community Project:  https://www.youtube.com/watch?v =5CqgfH55U-Y  Women, Work, and Climate Justice  https://www.youtube.com/watch?v =iif1MYQfUu8  Equality Fest  https://www.youtube.com/watch?v


 www.fao.org/docrep/016/i2699e00.p df

 www.studylectures.com>whatis-social-action-definitiontypes-elements-with-example

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP =f18kLQ77VTc  Mutual Aid in the Philippines  https://www.youtube.com/watch?v =26siIKFSFvM IV. PROCEDURES A. Reviewing the previous lesson or presenting the new lesson


The teacher will ask; 1. What are the things you consider to do or bring before you go to school today? 2. How important is it to plan?

Brainstorming in 5 minutes. The teacher will separate the students into two group. One group will consist of the classroom officers and the other will be the rest of the class.

The teacher review the class about Resource mobilization and Importance of resource mobilization. (3 mins.)

The teacher asks the students: What are the things that come into their mind when they hear the word “RESOURCE/S” (2 mins.)

Working Topic: Suggest to-do-list in managing the cleanliness of the classroom.

The teacher will be placing cutouts of the resource mobilization cycle on the board and students will have to arrange it properly and give a brief explanation about it. (3 mins.)


See Appendix D13.4.3 Teachers will ask questions for the class to answer. 1. What is your idea about social action? 2. What are the things being considered in doing the social action? (5 mins.)

The students will be given different situations wherein they will talk about the situation and come up with their decision.(e.g. Choosing Tracks in Senior High School, being part of their family) (7 mins)

Teachers will be dividing the class into 6 groups and will be giving out one jumbled word/s for each. Students will have to arrange the letters to form a word and will connect it to the definition paste on the blackboard. (15

The teacher will show a picture of a luggage bag and will ask the students If they are to go on a trip, what are the three important things that they will include in their luggage and why? (5 mins.)

Present it in the class (minutes per group)


The teacher will ask; 1. What is the difference of the results between the two given groups? 2. Would it be possible that a community could be part of a plan to be developed? Discuss the following 1. Participatory Action Planning - Rationale of Participatory Action Planning - The need for Participatory Action Planning 2. Levels of Participatory Action

Group activity The teacher draws three columns on the board for each type of resources. Every group will write examples for each type of resources (Financial, Human, and Good/ Services) (5 mins.)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Planning


E. Discussing new concepts and practicing new skill #2 F. Developing Mastery

Group Activity Students will be divided into 4. Each group will be given an issue and list possible activities and needed persons for the project. 1. Youth Empowerment 2. Pollution within the community 3. Malnutrition 4. Out of School Youth

mins.)

The teacher discusses Resource mobilization and its importance. (15 mins.) See Appendix D13.2.1

Processing Questions: 1. What are the things that you consider during the decision-making phase? 2. How did you deal with the situation? How do you feel after? ( 5mins.)

List reasons for the importance of Participatory Action Planning

Group Activity The teacher asks the students to show their insights about resource mobilization by using any graphic organizer (20 mins.)


Within (our) community who are the key leaders to be involved in a participatory action planning

The teacher asks the student, "In their opinion what are an essential resource to be mobilized in your community?" (10 mins.)


What are the benefits of an inclusive or participatory planning in a community?

The teacher asks the students to briefly summarize Resource mobilization and its importance (3 mins.)


Follow and accomplish the prepared the table for Participatory Action Plan found in the appendixes.

Formative Test (See appendices) (5 mins.)

Formative Test (see appendices) (10 mins.)



The teacher will present Fig.1.The students will discuss each phase of the Resource Mobilization Cycle by the group. (Teacher will input information if necessary…) (15 mins.) See Appendix D13.3.2 The teacher will ask the students, as a senior high school student, what contribution can you offer as part of the resource mobilization in your community? (10 mins.) Relate the Resource Mobilization Cycle in your everyday living. (5 mins.)

See Appendix D13.4.3 Teacher asks: 1. Can you now read the word you made and the opposite explanation of it? 2. Why do you think the word and explanation go with each other? (20 mins.)

Say/Ask: 1. Explain the meaning of social action. 2. Identify and describe the different elements of social action. Ask: Outside the school, in what other simple situations can you apply social action? (5 mins.) Ask: In your own understanding, how would you define social action and the elements of it? (5 mins.) A 5-item quiz will be given to check understanding. Modified True or False (5 mins.) See Appendix D13.4.4

J. Additional activities for application or remediation V. REMARKS HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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?


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II. CONTENT


Grade Level



DAY 1

DAY 2


DAY 3

DAY 4

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. Develop a community action plan Apply systematic social research Apply systematic social research Develop a community a community using participatory approaches methods in conducting a community methods in conducting a community action plan using participatory HUMSS_CSC12-IVa-d-19 study study approaches HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-19 Methodologies and approaches of Preparing to Write a Community action Writing a Community Action Plan Present of a develop community community actions and involvements Plan action plan across disciplines Sub-topic: Evaluation

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.atsdr.cdc.gov/community engagement/pce_program_approach es.html  https://www.atsdr.cdc.gov/community engagement/pce_program_methods. html  https://www.atsdr.cdc.gov/community engagement/pce_program_process.h tml IV. PROCEDURES

 https://www.training forchange.org/tools/village-game  https://www.isixsigma.com/training/training-materials-aids/change-gameengaging-exercises-teach-change/  http://www.aarp.org/livable-communities/network-age-friendlycommunities/info-2014/how-to-create-a-community-action-plan.html


 https://www.youtube.com/watch?v= 5ZTm-iYUpm4

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. Reviewing the previous lesson or presenting the new lesson

Present pictures related to different elements of social action. Students will have to identify it. See attached appendix D14.1.1


Video Clip on “Why Youth Social Action Make Sense” 1. What is the video all about? 2. Do you agree with what the video is showing or saying? Why? See attached appendix D14.1.1 Students will be grouped into 4 and each group will have to answer the question “What are your basis or consideration in doing social action in relation to community involvement?” The teacher will have to process it by making columns in the blackboard and (taking note of the student's report) and use it as a springboard for discussing the topic.



Each group will have a representative to discuss the output. Ask: What made the group answer such? In one word, how would you summarize the words or phrases I wrote on the board in each column?

The teacher will show or flash images showing the different types of social action. The students will identify the images and line up on the marker/station indicating the different kinds of social action. Students will browse the draft proposals of the community action plan of the other groups.

The teacher will ask the students to recall or revisit the previous plans that they created for whatever purpose and ask to share the top 3 things that they did before implementing the plan.

#1 Define Program Evaluation 1. The learners will be asked to answer the following questions regarding the activities that they planned before: a. What went well in their respective plans? b. What went wrong in their respective plans? 2. The learners will be grouped and will be asked to create a Semantic Web about the term “Evaluation”. 3. The teacher will introduce “Program


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Evaluation” inductively. 4. The learners will be asked to identify the things that are important to make the plan more successful? #2 Present the Evaluation Phases and Processes 1. The learners will be grouped with 5 members each. The teacher will provide specific instructions to each group for them to follow.


2. The teacher will introduce the Evaluation Phases and Processes: Planning, Implementation, Completion and Dissemination and Reporting. 3. The students will browse the draft proposals of the other groups; the students will simply check if the essential parts of action planning are in place.




Say/Ask: 1. Describe the four types of social action and the possible actual situation related to it. Ask. As a youth of today so active, vibrant and full of ideas, in what ways can you assist your own community to act socially for the benefits of others? Ask: Can you now share the significant learning you have today?

See Appendix D14.2.2 1. What is Program Evaluation? 2. What are the Evaluation Phases and Processes? The learners will be asked to state the ways where the evaluation can be used.

The learners will be asked to state the importance of evaluation in relation to proposals.

The 4 types of social action are: Rational Purposeful Action HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

81



Value Rational Action Affective Action Traditional Action Essay: Out of the 4 types of social action, which of it will you give emphasis on in engaging yourself in the community? Justify your answer.

The learners will be asked to check if the Evaluation Phases and Processes is observed in the draft proposal of the community action plan.

Rubrics will be provided. See Appendix D14.1.1 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 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? HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

Each group will be tasked to do a comprehensive program evaluation of the propose community-action plan of the other group that will be assigned to them, using the evaluation forms for modification and elements of community action plan Prepare for the presentation of the develop community action plan

Presentation of a develop community action plan See Appendix D14.4.3

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Checked by:

Noted:

ELIZA T. ALTAR Division of Bulacan



ROSELLA B. BALINGIT Division of Pampanga


JONNALYN V. BOGNOT Division of Bulacan


MAY N. CORDOVA Division of Tarlac Province KEVIN CEDDIE C. GARCIA Division of Nueva Ecija RICHARD R. MAROLLANO City Schools Division of San Jose Del Monte JOCELYN D. PUNDAVELA City Schools Division of San Jose Del Monte ASHER ISRAEL G. QUIMSON City Schools Division of San Jose Del Monte GLENDA LUISA M. TOMANENG Division of Bulacan MARIANNE M. TORRES Division of Bataan MARIA DECILIA P. MIRANDA Division of Bulacan


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Community Action Initiatives: Field Practicum HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

84





Grade Level


DAY 1


DAY 2

12 COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP Fourth

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. Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)  Discuss the rationale on community action initiatives. Community – action initiatives: Field practicum  Partnership with local communities and organizations.

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

  

Curriculum Guide (HUMSS) http://www.eric.ed.gov/?id=EJ4222 09 www.onlinecollege.org/2012/06/27/ 12-reasons-community-serviceshould-be-required-schools/

Reading Materials: 

Youth Development: An Action Plan Guide for Community- Based Initiatives, Vincent T. Francisco, Ph. D., et al.


85

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson


 DAILY ROUTINARY ACTIVITIES  The teacher will cite the main objectives of the lesson.  The teacher will give guide questions to ponder/ reflect. And these are as follows: 1. Do you consider yourself as a part of the community? Why?  The teacher will collate ideas of the learners then start the lesson by an introduction as stated: Let us think, let us get involved and be found prepared. Young people like you should come together as a community to take collective action and generate solutions to common problems. Community wellbeing (economic, social, environmental and cultural) often evolves from this type of collective action being taken at a grassroots level. And it is our responsibility to get involved as part of the solution. That’s why the lesson for today talks about the rationale on community action initiatives.

Preliminary activities:

 The teacher will present a video-clip entitled “ULAT PANGMULAT: Kariton”, a video presentation showing community action initiatives of Efren Peñaflorida, NCC Hero of the year.  After watching, the teacher will process the video by asking the following questions:

The teacher will remind the students of:

Prayer Attendance Grouping

a. common courtesy b. safety measures c. ensuring that the materials needed are complete (letters, receiving copies, and other necessary documents) (See Appendices E.15.2.2 - E.15.2.7)


Preliminary activities: Prayer Attendance Grouping

Preliminary activities: Prayer Attendance The teacher will ask from the students some updates about the transmittal letters and other related documents.

The teacher will remind the students of: a. common courtesy b. safety measures c. ensuring that the materials needed are complete (letters, receiving copies, and other necessary documents) d. pointers taken from their

Discuss the rules and regulation in conducting community integration activity.

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 1. What did you observe in that video? 2. What does the video want to portray? 3. What is the specific community initiative seen in the video? C. Presenting examples/ instances of the new lesson



 After processing the video, the teacher will ask the learners: HOW WILL YOU MAKE SURE THAT THE ACTION IS SUSTAINABLE LONG ENOUGH TO HAVE DESIRED IMPACT IN THE COMMUNITY?

experiences the previous day (See Appendices E.15.2.2 E.15.2.7)

Distribution of Letters and other necessary documents


(See Appendices E.15.2.2 - E.15.2.7)

(See Appendices E.15.2.2 E.15.2.7)

The teacher will remind the group about their assigned task.

The teacher will define and discuss the following: 1. Community Action Initiatives 2. The Rationale/ Importance of conducting community- action initiatives

The teacher will group the class into four. Each group will brainstorm about the rationale of community action initiatives. The outcome of the group’s brainstorming session must be presented using concept mapping (i.e. word web). See attached rubrics for group work (Appendix E.15.1.1) Guide Questions: 1. What are the words that you’ve encountered after brainstorming? 2. Based on your group ideas, how can you define the word rationale? 3. What is rationale of community


87

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP G. Finding practical applications of concepts & skills in daily living



J. Additional activities for application or remediation

action initiatives? The teacher will contextualize the topic by asking situational question “LOOK AROUND THE ROOM AND CONSIDER WHAT KIND S OF ACTIONS ARE FEASIBLE WITH THOSE PRESENT- COULD THE ACTION YOU ARE CONSIDERING INVOLVE YOUTH? HEALTH? AND EDUCATION SECTORS? HOW? To give the synopsis of the lesson, the learner will cite their learning about community initiatives and the rationale of it through recitation.

In your journal, reflect about the given question: IF YOU WERE TO INITIATE A PROGRAM, WHAT KIND OF ACTION COMMUNITY INIATIVES WILL YOU DO? WHY? The teacher will task the group representative to finalize the transmittal letters for the community- action integration.

Ask: What are the rules and regulation in conducting the community integration activity?

Ask: What are your positive and negative experiences during letter distribution? Using these experiences, what would you suggest to make the process better for tomorrow’s activity?

Ask: What are your positive and negative experiences during letter distribution? Were the suggestions from yesterday’s experience followed? Were they helpful in the letter distribution process? Remind the student about the things they need to know on their integration.

(Reminders for tomorrow’s activities.)


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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

88

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

Noted:


VINCENT S. VILLASIS Division of Bulacan


BENJIE R. NAVAL Division of Bulacan REAGAN V. RAGANIT Division of Tarlac Province

BABY INES LEA N. CUNANAN Division of Pampanga RYAN R. PECSON Division of Pampanga

JULIANNE G. VIVAS Division of Bulacan GERBY B. MALGAPO Division of Nueva Ecija ARVI S. FLORES Division of Bulacan NORVIN D. DE OCAMPO Division of Zambales JAJE ANGELIKA A. PODRIDO Division of Tarlac Province


89


SESSIONS: I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives II. CONTENT


IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson



Grade Level



DAY 1

DAY 2


DAY 3

DAY 4

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. Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20) Community-action Initiatives: Field Practicum (Data Gathering)

Community-action Initiatives: Field Practicum (Consolidation of Data Gathered)

Community-action Initiatives: Field Practicum (Interpretation of Data Gathered)

Practical Research I Esther L. Baraceros Pages 94-96, 101-115 https://youtu.be/QeKtCwaMM28 (Families in Navotas Live on the Cemetery out of Poverty)

Practical Research I Esther L. Baraceros Pages 121-122 https://youtu.be/RA47NcuKKaQ (The Bizarre Filipino Community that Lives in a Graveyard) https://scholar.google.com.ph/scholar?q=community+based+monitoring+syste m+household+profile+questionnaire&hl=en&as_sdt=0&as_vis=1&oi=scholart& sa=X&ved=0ahUKEwiVgaT13fTTAhXEVZQKHQLlBzoQgQMIHjAA

Practical Research I Esther L. Baraceros Pages 127-129 https://youtu.be/DPGInmMYYM (Iskwater)

3 minutes The teacher will ask the learners to share their knowledge about methodologies and approaches of community actions and involvements across disciplines. 1. Partnership building with local

3 minutes The teacher will ask the learners to share their experiences during the time of data gathering in the community. Learners will share confidently what they experienced during the time of


5 minutes Student Reflection Teacher will ask the learners about the major issues in community affecting poor and marginalized people in the community.

3 minutes Teacher will ask the learners what is the next steps they need to do after consolidation of data?

90



group. 2. Community Profiling 3. Needs Assessment 4. Working with a core group of leaders / leadership development participatory action planning. Video Presentation (5 minutes)

gathering data.

Video Presentation (5 minutes)

2 minutes

Teacher will present a video clip about major issues affecting poor and marginalized people in community.

Teacher will present video clip showing students helping one another in consolidating the data gathered used in their research.

Picture Analysis

Teacher will ask the questions to the learners.

Teacher will present picture showing different scenario in the community and students will react on it.

following

1. What are the major issues in the community affecting poor and Marginalized people? 2. What are the possible reason why this things happen? 3. How will you show your sympathy with them?


D. Discussing new concepts

Teacher will connect the video presentation to their lesson. Group Activity (5 minutes) Teacher will divide the class into five (5) groups and each group will assign to discuss the following data collection method. 1. Observation 2. Interview 3. Survey through questionnaires.

Learners will identify major issues affecting poor and marginalized people in community.

7 minutes Group Activity

Teacher will give additional information on data collection method.

Teacher will divide the class into five (5) groups and each group will describe the community they visited in terms of: 1. Strength 2. Weakness 3. Opportunity 4. Threats

(See Appendices E.16.1.1 - E.16.1.2) 2 minutes

(See Rubrics on Appendix E.15.1.1) 5 minutes


3 minutes Teacher will guide the students on how they consolidate the data properly

5 minutes Teacher will ask the learners how they describe their community in terms of 1. demographic characteristics of household; 2. Educational background; 3. Health and Nutrition; 4. Community Leadership; and 5. Family monthly Income

Teacher will ask the learners how

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP and practicing new skill #1

Teacher will ask the learners what will be the best data collection method they can use to gather data in community.

Teacher will ask the students how they should consolidate the data they have gathered.

they connect the demographic characteristics of household, educational background, health and nutrition, community leadership, and family monthly income to the present condition of the community.

Learners will defend their answer I the class. E. Discussing new concepts and practicing new skill #2 F. Developing Mastery


Class Activity (1 hour) Teacher will allow the learners to check their survey questionnaire before gathering data from the community. After checking the survey questionnaire the teacher will divide the class into 5 groups for the division of labor. Group 1 - Communication letter to the School Principal and Barangay Captain. Group 2 - Data Collection Group 3 - Data Collection Group 4 - Transportation Group 5 - Documentation Class Activity (3 hours)

35 minutes

35 minutes

20 minutes

Class Activity

Class Activity

Class Activity

The teacher will instruct the learners to start consolidating the data they have using survey questionnaires answered by the respondents.

Teachers will instruct the learners to start consolidating the data they have using survey questionnaires answered by the respondents.

Teacher will allow the learners to present the result of data consolidation.

10 minutes

10 minutes

20 minutes

Teacher will allow the learners to start collecting data using survey questionnaires modified by the students.

Group Presentation

Group Presentation

Class Activity

Based on the data collected, teacher will ask the learners what are the existing issues affecting poor and marginalized people on the community. What are the possible reasons why those things happen?

Based on the data collected, teacher will ask the learners what are the existing issues affecting poor and marginalized people on the community. what are the possible reasons why those things happen?

Teacher will group the class into 5 groups and instruct them to make a list of possible community engagement activities appropriate on that community.

(See attach Communication Letter to the School Principal and Barangay Captain and Survey Questionnaires)

Teacher will instruct the learners to interpret the data presented on the board.

(See Appendix E.15.1.1)

(See Appendix E.15.1.1) H. Making generalizations & abstractions about the lesson

15 minutes Based on your data collection experiences in the community how will



(See Appendix E.15.1.1) 5 minutes Group Activity


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP you explain the importance of 1. knowing the demographic characteristics of household; 2. Educational attainment; 3. Health and Nutrition; 4. Community Leadership; and 5. Family Income

Teachers will ask the learners what will be the role of the youth on different issues in the community.

Teachers will ask the learners what will be the role of the youth on different issues in the community.



5 minutes Essay

5 minutes Essay

Teacher will ask the learners to give one example of major issues in community affecting poor and marginalized people and think the possible way on how they can help them using the knowledge and skills learned in Community Engagement, Solidarity, and Citizenship (CSC) lesson.

Teacher will ask the learners to give one example of major issues in community affecting poor and marginalized people and think the possible way on how they can help them using the knowledge and skills learned in Community Engagement, Solidarity, and Citizenship (CSC) lesson.





Reflective Journal (5 minutes) Teacher will instruct the learners to write what they observed in the community using SWOT Analysis. 1. Strength 2. Weakness 3. Opportunity 4. Threats (See Appendix E.16.1.4)

(See Appendix E.15.1.1) 5 minutes Reflective Journal

J. Additional activities for application or remediation V. REMARKS

Teacher will instruct the learners to create presentation showing the impact of the demographic characteristics of household, Educational background, Health and Nutrition, Community Leadership, and Family monthly to the present condition of the community.

Based on the result of data analysis, what are the things needed to consider to improve the present condition of the community.

Planning for community engagement activities This is half day activity Supported with proper communication letter

Two (2) days activity

1 hour activity

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 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

93

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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:

Noted:




BENJIE R. NAVAL Division of Bulacan REAGAN V. RAGANIT Division of Tarlac Province

BABY INES LEA N. CUNANAN Division of Pampanga RYAN R. PECSON Division of Pampanga

JULIANNE G. VIVAS Division of Bulacan GERBY B. MALGAPO Division of Nueva Ecija ARVI S. FLORES Division of Bulacan NORVIN D. DE OCAMPO Division of Zambales JAJE ANGELIKA A. PODRIDO Division of Tarlac Province HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

94



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 A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson


Grade Level



DAY 1

DAY 2


DAY 3

DAY 4

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. Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20) Community-action initiatives: Field Practicum

 http://www.fao.org/docrep/003/x5996 e/x5996e03.htm  http://ctb.ku.edu/en/table-ofcontents/structure/strategicplanning/develop-action-plans/main

The teacher will facilitate a game called “Build a Pyramid”. (See Appendix E.17.1.1)


Processing Question: 1. What are the strategies that your group made to build the pyramid? 2. What are the difficulties that your group encounter while building the HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)


The committee group in-charge for registration will facilitate the listing and the attendance of the participants. The committee group in-charge will start the program (i.e, singing of national anthem and prayers, opening remarks )

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP pyramid? C. Presenting examples/ instances of the new lesson

The teacher will ask the students: 1. What do you think will happen if there is no planning and tasking in doing your task? 2. Is planning and tasking are important in doing a certain task? Why?

The teacher will remind the student: a. common courtesy b. safety measures c. ensuring that the materials needed are complete (letters, receiving copies, and other necessary documents)


The students will be divided into 5 groups.


The teacher will remind the student: a. common courtesy b. safety measures c. ensuring that the materials needed are complete (letters, receiving copies, and other necessary documents) d. pointers taken from their experiences the previous day Distribution of Letters and other necessary documents

Each group will make a plan and tasking on how to implement a community activity. After the activity the students will present it to the class.

(See Appendix E 17.2.2 - E.17.2.7)

(See Appendix E 17.2.2 - E.17.2.7)


There will be a critiquing of the plan and tasking made by each group.


The teacher will ask the students: As a student, how can you be a big help the community to achieve the goal of the community? How can you use the planning and tasking as a help to your community? Teacher will ask the learner why planning and staffing (proper tasking) are important in creating community engagement activities.



The students will make a reflection about the Planning and Tasking for community engagement activities.

Next, will be the welcome remarks given by the Baranggay Captain followed by the representatives of Purok, School Administrators and Students.

The representative of the group will deliver his/her message citing the objectives of the activities, its vision and mission.

The Speaker will conduct the seminars in line with the topics given. The Speaker will facilitate group dynamics to strengthen the knowledge and skills acquired in the discussion.

Ask: What are your positive and negative experiences during letter distribution?


Ask: What are your positive and negative experiences during letter distribution?

Representative from the group will be tasked to express their words of gratitude by reiterating the importance of the recently conducted seminars. One of the students will be given the tasks to spearhead the review of the seminars by highlighting the

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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 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?

Using these experiences, what would you suggest to make the process better for tomorrow’s activity?

Were the suggestions from yesterday’s experience followed? Were they helpful in the letter distribution process?




different important views of the given topics.

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Checked by:

Noted:




BENJIE R. NAVAL Division of Bulacan

BABY INES LEA N. CUNANAN Division of Pampanga

REAGAN V. RAGANIT Division of Tarlac Province




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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP School Grade 12 DAILY LESSON PLAN

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

Teacher Teaching Week


Grade Level


Learning Area

Week 18, Day 1 – 4

SESSION 1

Quarter

SESSION 2


SESSION 3

SESSION 4

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. Appreciate the value of applying social Synthesize the integrative experience of implementing community action initiatives (HUMSS_CSC12-IVe-h-22) sciences in community action initiatives (HUMSS_CSC12IVe-h-21) Experiences in community engagement, solidarity and citizenship

   

Curriculum Guide (HUMSS) http;//www.rcampus.com/rubrics Reading Materials: Youth Development: An Action Plan Guide for Community- Based Initiatives, Vincent T. Francisco, Ph. D., et al.  Communtity Action Plan, Saskatchewan Alliance for Youth Community Well Being (SAYCW)

IV. PROCEDURES


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. Reviewing previous lesson or presenting the new lesson

How is your experience in implementing the community projects/program?



DAILY ROUTINARY ACTIVITIES  The teacher will cite the main objectives of the lesson.

Teacher will ask the students how they consolidated the data they gathered.

The teacher will give guide questions to ponder/ reflect. 1. Are you done in finalizing your Socio Reconnaissance Report? 2. What are the difficulties that you’ve encountered? And what are the remedies that you’ve done to solve that difficulties? B. Establishing a purpose for the lesson

Show the photos from the conducted community integration?

The teacher will ask each group if they are ready to present their Socio Reconnaissance Report.

Teacher will ask all the leaders of each group of the class to ready their presentations.

The teacher will ask the students of the importance of their Socio Reconnaissance Report in their community.

Teacher will present the all the needed output to be presented by the class.

Guide question 1. What do you feel before, during and after the immersion? 2. What are the obstacle that you’ve encounter before, during and after the immersion? 3. What are the solution that you do to overcome these obstacles? C. Presenting examples/ instances of the new lesson

The teacher starts the lesson by discussing the structure of Socio Reconnaissance Report

Each group shall only be given 10 minutes to present their presentation for implemented project/program following the prescribed format for the class. (See Appendix E.15.1.1)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP D. Discussing new concepts and practicing new skill #1



H. Making generalizations & abstractions about the lesson I. Evaluating Learning

From the given data each group will plot the data from the given structure.

Each group will present the output and the teacher will process the presentation by asking comprehensive question Ask the students, what would you change to make the project/program better if you will implement it again?

Ask: How do you find applying social science disciplines in community projects/program? Socio Reconnaissance Report output to be assess using Rubrics (See Appendix E. 18.2.1)

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION

The group of students will present their Socio Reconnaissance report. Guide Questions: 1. What did you set out to do? How did you do it? Who was involved? 2. What challenges and opportunities did you run into along the way? How did you handle them? 3. What changes did you see as a result of your action or initiative?

The teacher will ask the learners/ group of the point that really need to emphasize based on their presentation with the corresponding rubrics to be followed

How will you make sure that the action or initiative is sustainable long enough to have the desired impact?

The learner will start interpreting the data gathered.

Guide Questions: 1. Did some results of your group report confirm anything you already knew about the community? 2. Are there any clear gaps that should be considered?

Learner will discuss what their different experiences are as they conducted the program/plan.

The teacher asks the students, what lessons did you learn?

Teacher will allow the learners to present the result of their program / plan.

After analyzing your report of Socio Reconnaissance, what do you plan to do next? Then why?

The learners are evaluated based on their participation



Student revised the corrected report


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 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?


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Checked by:

Noted:




BENJIE R. NAVAL Division of Bulacan

BABY INES LEA N. CUNANAN Division of Pampanga

REAGAN V. RAGANIT Division of Tarlac Province




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.2 Community Engagement, Solidarity, and Citizenship (CSC) Compendium of DLPs Class F

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