School ONHS-MAIN Grade Level Grade 12

Grade 12
DAILY Teacher Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AND
April Ann D. Abadilla
LESSON CITIZENSHIP
LOG Teaching Dates
July 15-19,2019 Quarter 1 st
and Time

SESSIONS: DAY 1 D AY 2 D AY 3 D AY 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action initiatives.
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences.
C. Learning Competencies/
Objectives Acknowledge interrelationship of self and community in undertaking community action (HUMSS_CSC12-II-d-g-8)
Write the LC code for each
II. CONTENT B. Community Action: Overview (2 nd Part)
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
Community Tool Box (2016). Sirico, R. A. (2010). Solidarity: Maguigad, L. (2012). National Making a Difference: How to
Section 7. Involving People Most The Fundamental Social Virtue. Service Training Program Become and Remain Active in
Affected by the Problem. Religion and Liberty, 11(5). (NSTP): Civic Welfare Training Your Community. Retrieved from
Retrieved 10 May 2017 from Retrieved from Service. Manila, Phl: Libro Filipino, http://www.state.sc.us/dmh/client_a
http://ctb.ku.edu/en/table-of- https://acton.org/pub/religion- pp.15-17 ffairs/volunteer_guide.pdf
B. Other Learning Resources contents/participation/encouraging liberty/volume-11-number- PowerPoint Presentation PowerPoint Presentation
-involvement/involve-those- 5/solidarity-fundamental-social- Rubrics Survey Questionnaire
affected/main virtue
Rubrics
PowerPoint Presentation PowerPoint Presentation
Activity Template
Graphic Organizer Rubrics
Rubrics
IV. PROCEDURES
 Triple Venn Diagram: - 5 mins. Ask: Can you give ways on how to Ask: Can you give ways on how to Ask: Can you give a role that a
A. Reviewing previous lesson Determine the similarities and be involved in community promote solidarity in community citizen like you should play in
or presenting the new differences of community engagement? - 2 mins. action? - 3 mins. community action? - 3 mins.
lesson engagement, solidarity, and
citizenship (See Appendix B5.1.1).
Words of Wisdom Activity: - 2 mins. Picture Analysis (See Appendix A citizen is a member of a political Music Video Clip
1.Service to others is the rent you B5.2.8): - 3 mins. community who enjoys full social, (https://www.youtube.com/watch?v=
pay for your room here on earth. – The teacher will present political economic and cultural rights. elLpWbvBBqg) – 3:20 mins.
Muhammad Ali pictures/images with one The teacher individually asks for the
2.Only a life lived in the service to commonality/one message. The learners about their participation in Instruction:
B. Establishing a purpose for others is worth living. – Albert students should be able to identify the following community activities. Kindly observe the role of “I”, “U”,
the lesson Einstein the main message of the presented Examples: and “Us” in the community.
3.The happiest people I know are pictures/images by the teacher. A. Sangguniang Kabataan Election
those who lose themselves in the B. Tree Planting
service of others. – Gordon B. C. Cleanliness of the Community
Hinckley - 4 mins

Focus Question: - 3 mins. Video Clip Presentation about Process Questions: - 3 mins. Processing Questions: - 3 mins.
What do the said quotations talk Unity/Solidarity - 5 mins. 1. What activity do you participate in? 1.What the video is all about? What
about one’s engagement in the (See Video Clip at 2. Why you participated in that does it say in the community?
community? https://www.youtube.com/watch?v=R particular activity? 2.What is the role of “I” in the
NNOYQoFB1I) – 1:37 minutes 3. How do you find it? community?
C. Presenting 3.What is the role of “You” in the
examples/instances of the Processing Questions: community?
new lesson 1. What is the video clip all about? 4.What is the role of “Us” in the
2. Based on the video, how is community?
unity/solidarity important to each
individual and to a group?
3. What is the fruit of solidarity based
on the video clip?
Group Activity (Tableau): - 10 mins. Characteristics of Solidarity / How In 2 group presentations, the Group Activity: - 25 mins.
1. The class will be divided into 2 Solidarity is Shown in the Community students should be able to discuss 1. The class will be divided into 3
groups. - 10 mins. the roles of the students as citizens groups.
Topic: Self-Involvement to 1. Creating an environment in which in engaging in the community action. 2. Each group will be provided with a
D. Discussing new concepts Community Engagement mutual service is encouraged. survey (See Appendix B5.4.11)
Topic: Citizen’s Social Participation in
and practicing new skills 2. Creating social conditions in which form to have an initial assessment
(See Appendix B5.1.2). the Community (See Appendix
#1 human rights can be respected and on their readiness for a
2. The output will be presented in 5 B5.3.10).
minutes. nurtured. In each presentation, the teachers community action.
3. Analysis and critiquing follow 3. Recognizing and accepting the will analyze and/or clarify some of the 3. The leader will consolidate the
after each presentation. The whole range of corresponding aspects of the presentation. answer of the members and will fill
 teacher presents additional duties and obligations that are - 10 mins. up the final tally sheet of ratings.
inputs (See Appendix B5.1.3). embedded in our social nature can The teacher will add inputs on the 4. Each group will present their
4. The presentation will be graded occur only in an atmosphere presentations. consolidated ideas based on the
using rubrics (See Appendix enlivened by solidarity. survey questionnaire.
B5.1.4). Task: The teacher will add inputs on the
A creative presentation showing the presentations.
characteristics of Solidarity. The output will be graded using
The output will be graded using rubrics (See Appendix B5.1.4).
rubrics (See Appendix B5.1.4).
The teacher will add inputs on the
topic or clarify some aspects of the
presentations.
E. Discussing new concepts
and practicing new skills -- -- --
#2
Situational Analysis: - 25 mins. Group Activity: - 25 mins. Group Activity: - 25 mins. Individual Activity: Graffiti Wall The
In each group, the students will be 1.The class will be grouped into 3. In an infomercial, each group will be teacher will ask volunteers to write
asked to analyze at least one 2.Each group will do a to-do-list on asked to show ways on promoting on the Graffiti Wall (See Appendix
F. Developing mastery (leads activity that shows community how students involve themselves in the roles of citizens in community B5.4.12), their pledges to
to Formative Assessment engagement using the SWOT the solidarity with the community. action. involve themselves with the
3) Analysis (See Appendix B5.1.5). The performance will be graded realization of community action. – 10
The teacher will provide the using rubrics (See Appendix mins.
template. B5.1.4).

Ask: As a student, how can you Ask: Can you give an experience The learners will give instances Ask: Why there is a need to deeply
show active community wherein communal solidarity is being proving that in every right, there must involve ourselves with community
engagement? How will you do that? expressed as a social virtue? How be a corresponding duty. Moreover, action? How will you benefit from
G. Finding practical How will you benefit from that? will you benefit from that? the learners should be able to that?
applications of concepts - 4 mins. - 4 mins. identify the obligations of a citizen in - 4 mins.
and skills in daily living a given situation.
Ask: How will you benefit from that?
- 4 mins.
Students will be asked to identify Students will be asked to give the As a Filipino citizen, the individual Make students narrate the various
their roles in self-involvement to characteristics of solidarity. person is a member of the basic ways of involving oneself in
community engagement. - 4 mins. institutions (Family, Church, School, community action. - 4 mins.
H. Making generalizations - 4 mins. and Government). Being Senior High
and abstractions about the School Students, they critically
lesson analyze the community action in
terms of structures and processes in
implications for global citizenship.
 - 4 mins.
Photo Essay: - 6 mins. Paper and Pencil Test (See Essay: - 6 mins. Quotation Interpretation: - 6 mins.
In 2 sentences, using the given Appendix B5.2.9): - 6 mins. In 5 sentences, how can you as a In 3 sentences, explain the quotation
picture, how can you involve Identification Test. How does citizen be actively involved in “With Great Power Comes Great
yourself to community solidarity express in: community action? Responsibility” given by Spider-Man.
I. Evaluating learning engagement? A. Family The essay will be assessed using Relate it to your role and
The photo essay will be graded B. School rubrics (See Appendix B5.1.6). responsibility in community action.
using rubrics (See Appendix C. Church The essay will be assessed using
B5.1.6 or B5.1.7). D. Community rubrics (See Appendix B5.1.6).

The teacher will give pointers to The teacher will give pointers to The teacher will give pointers to The teacher will give pointers to
J. Additional activities for review or concepts that will be review or concepts that will be review or concepts that will be review or concepts that will be
application or remediation tackled on the next lesson. tackled on the next lesson. tackled on the next lesson. tackled on the next lesson.
- 1 min. - 1 min. - 1 min. - 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?
Prepared by Approved by

APRIL ANN D. ABADILLA ARSENIO N. ONGOCO JR.