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    Community Engagement, Solidarity and Citizenship: Detailed Lesson Plan Grade 12 Quarter 4

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    Precious Gregorio
    This document provides a detailed lesson plan for a Grade 12 community engagement course. The plan focuses on defining ethnography and having students perform ethnographic analysis through a community action project. Students will be split into groups to analyze assigned videos of community fieldwork, identify issues, and propose solutions in a community action plan. They will then participate in a live quiz to assess their understanding of key concepts like descriptive and reflective information in ethnography. The goal is for students to gain insight into community issues and ways of addressing problems through empathy and collective action.

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    Community Engagement, Solidarity and Citizenship: Detailed Lesson Plan Grade 12 Quarter 4

    Uploaded by

    Precious Gregorio
    405 views4 pages
    This document provides a detailed lesson plan for a Grade 12 community engagement course. The plan focuses on defining ethnography and having students perform ethnographic analysis through a community action project. Students will be split into groups to analyze assigned videos of community fieldwork, identify issues, and propose solutions in a community action plan. They will then participate in a live quiz to assess their understanding of key concepts like descriptive and reflective information in ethnography. The goal is for students to gain insight into community issues and ways of addressing problems through empathy and collective action.

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    Lesson Plan Community Engagement, Solidarity and Citizenship

    Original Title

    CSC DLP for DEMO

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    This document provides a detailed lesson plan for a Grade 12 community engagement course. The plan focuses on defining ethnography and having students perform ethnographic analysis through a community action project. Students will be split into groups to analyze assigned videos of community fieldwork, identify issues, and propose solutions in a community action plan. They will then participate in a live quiz to assess their understanding of key concepts like descriptive and reflective information in ethnography. The goal is for students to gain insight into community issues and ways of addressing problems through empathy and collective action.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    405 views4 pages

    Community Engagement, Solidarity and Citizenship: Detailed Lesson Plan Grade 12 Quarter 4

    Uploaded by

    Precious Gregorio
    This document provides a detailed lesson plan for a Grade 12 community engagement course. The plan focuses on defining ethnography and having students perform ethnographic analysis through a community action project. Students will be split into groups to analyze assigned videos of community fieldwork, identify issues, and propose solutions in a community action plan. They will then participate in a live quiz to assess their understanding of key concepts like descriptive and reflective information in ethnography. The goal is for students to gain insight into community issues and ways of addressing problems through empathy and collective action.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    DETAILED LESSON PLAN

    COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP


    GRADE 12
    QUARTER 4

    I. Learning Competencies
    Synthesize the insights gained in conducting the community action plan that applied
    the methods of social sciences. HUMSS_CSC12-Ive-h-22
    Objectives:
    1. Define ethnography.
    2. Perform a video analysis and formulate a community action plan.
    3. State the importance of ethnography by interpreting a video.

    II. Content Topic


    Community Action Initiatives: Field Practicum
    1. Ethnography
    2. Field Practicum and Its Ethical Considerations
    a. Descriptive Information
    b. Reflective Information

    III. Learning Resources


    Community Engagement, Solidarity, and Citizenship - Self-Learning Module. 2020. Vibal
    Group, Inc.

    IV. Procedure
    a. Motivation
    Task 1. What is?
    Students will be asked for a word or concept that comes to their minds when
    they heard or saw the word “ethnography.” The students will then enter their
    answers as a survey-form in the Mentimeter application. It will look somewhat
    like in the picture below:
    Answers will be elicited among students based on the following questions:
    1. What comes into mind when you heard or saw the word
    “ethnography?”
    2. From the given answers, which do you think is the most useful word to
    define ethnography?
    3. From the given answers, can you create a definition for ethnography?
    b. Activity
    Task 2. Group Presentation (Participant Observation Phase)
    From the two groups in class, there will be a representative from each group that
    will present the assigned video and their views about it. Responses of each group
    will be posted in the Jamboard application. The following questions are used to
    guide the group presentation?
    1. Did the ethnographer show a descriptive information in the video?
    2. Did the ethnographer show a reflective information and make ethical
    considerations in the video?

    Answers will be elicited based on the following questions:


    1. What is descriptive information?
    2. What is reflective information?
    3. Have you observed gaps in the video while doing the field practicum?
    4. In your own opinion, how is the condition of the contemporary life of
    the community?
    5. What do you think is the problem of the featured community that need
    to be resolved?
    6. Have you seen in the people in that community unite for a common
    goal? If yes, how did they work together? Have they achieved the goal?
    c. Abstraction and Generalization
    Task 3. Community Action Plan (Planning Phase)
    Students are tasked to fill out the community action plan through the Google
    Sheet platform based on the video assigned to their respective group. They will
    propose ways on how to resolve the featured issues in the videos. Each group will
    have someone to present and discuss their proposed solutions to the problem.

    Answers will be elicited based on the following questions:


    1. How can the identified problems be solved?
    2. In your own opinion, how can you help improve the conditions in your
    community especially during pandemic?

    d. Application
    Students will give feedback on a short film presentation which will show the value
    of empathy as a natural value essential in helping others.

    V. Assessment
    Students will participate in a live-quiz presentation via Quizziz application.
    True or False.
    1. Ethnography provides a detailed and in-depth description of everyday
    life and practice in a community. TRUE
    2. Participant action is the direct immersion of the researcher in the field
    (or in this case, the community) for an extended period of time. FALSE
    3. Field trip allows the student to directly observe, participate, and
    experience the context of communities. FALSE
    4. Descriptive information refers to accurately documented factual data
    (such as date and time) and the setting and conditions in the
    community. TRUE
    5. Reflective information are the thoughts, ideas, questions, and concerns
    of the researcher during his or her field work in the community. TRUE

    VI. Remarks
    1. There are only 13 out of 43 students in class that undergo the ODL-MDL
    modality.
    2. Rubrics for the activity:

    VII. Reflection
    _______________________________________________________________________
    _______________________________________________________________________
    _______________________________________________________________________

    Prepared by:

    Precious O. Gregorio
    Teacher I

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