School: Sta.

Catalina, National High School Grade Level: 12

GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards: The integration of social science perspective and community action initiatives
B. Performance Standards: Synthesize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods.
C. Learning Competencies/Objectives: Appraise the value of social equity and gender equality in the context of participatory development Analyze strategies of empowerment and
Write the LC Code for each (HUMSS _CSC12-IIIH-J-14) 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
II. CONTENT 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)
III.LEARNING RESOURCES Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning PowerPoint Presentation PowerPoint Presentation, PowerPoint Presentation PowerPoint Presentation
Resource (LR) portal
B. Other Learning Resources

Session 1 Session 2 Session 3 Session 4

IV. PROCEDURES
1. Reviewing Previous Lesson or The learner will make a recap on Ask the learners to identify issues Ask: What are empowerment and (3 mins.)
Presenting the New Lesson
what are the past lesson is all in their community that shows advocacy? Reviewing the previous lesson of
about, and they will give 1-5 social justice. Human Rights and Social Justice
example. (3 mins.) 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?
1. Establishing a Purpose for the Lesson (Video Presentation) the learner The learners will be asked about (5 mins.) (5 mins.)
will guest what is the video all their sentiments/feelings about (TRANSFORMATION) Game : (4pics1Word)
about. (5 mins.) the pictures and videos that will Imagine that you woke up in the The teacher must show photos
The learner will take down note all be presented. morning and when you entered the portraying the following:
the important details/ information 1. Picture of Violence against bathroom you found out that for some 1. Community
from the video. Women mysterious reason you have been 2. Problems
See Appendix C9.1.1 See Appendix C9.2.5 transformed from a girl into a boy or 3. Empowerment
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

2. Film Clip of Violence against vice versa. You don’t know how much 4. Advocacy
Children this transformation will last. Elaborating the motivation leading
(0.41 secs.) Ask. to new lesson thru questions:
See Appendix C9.2.6 1. Would you want to try something 1. What is the main idea portrayed
3. Picture of Kilusan Mayo Uno you couldn’t do while you were a in the:
See Appendix C9.2.7 girl/boy? a. First set of photos
4. Video Feed/News of Freedom 2. What does this transformation allow b. Second
from Debt Coalition (1.51 mins.) you to do differently? c. Third
See Appendix C9.2.8 3. What do you like about your current d. Fourth
situation? 2. Where did we usually see this
(The teacher will ask some students to scenario?
share their answer) 3. Based on these set of photos,
what would you think is our lesson
about?
2. Presenting Examples/Instances of the The learner will share their ideas, Group Activity: Dama Ko! Sigaw (10 mins.) (10-15 mins.)
Lesson
opinions, and perspectives about ko! (Slogan Making) 1. Divide the class into five groups. Group Activity
the video presentation. See Appendix C9.2.9 Give each group a manila paper divided See Appendix C9.4.13
(5 mins.) Learners will be grouped into 3 into three columns. On the top of the 1. The class will be divided into
The teacher will list on the board groups. middle column either write “Act Like A three (3) groups.
all the gathered information that Ask the learners for other social Man” or Act Like A Woman. 2. Each group shall be given only 5
will be shared by the learners. injustices they can identify in their 2. On the left column, ask students to minutes Preparation and 3 minutes
community and come up with a write down what might people “say” or presentation.
corresponding battle cry. “do” if someone does not act like a 3. Each group will think of a
1. In School man or woman as defined in the particular campaign of a
2. In Their Barangay middle column. community.
3. In Their Town 3. On the right column, ask the student 4. They will present their advocacy
to list the jobs one would choose if in any of the following ways:
they acted like the descriptions listed in A. Tableau
the middle column. B. Skit
See Appendix C9.3.11 C. Talk Show
D. News Presentation
5. After the presentation, they will
give the very concise explanation
about their presentation
3. Discussing New Concepts and Process Question Ask the learners: (5 mins.) (5 mins.)
Practicing New Skills #1
The learner will answer the 1. What kind of development Process questions Processing Questions
following question voluntarily. would you like to see in your 1. How and where do we learn our 1. What is the main idea of the
(5 minutes) community? Why? perception of male and female roles? presentation of the group?
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

1. What is social justice for you? How could your 2. Do these roles and descriptions limit 2. What are push factors in making
2. Give example of social justice feelings/sentiments can lead to or enhance us in life choices? these kind of campaign?
3. Site some practices in your support for existing advocacy? 3. Have you or someone you know
community that will show social See Appendix C9.2.10 ever acted differently from how your
justice. gender is "supposed" to act?
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

4. Discussing New Concepts and

Practicing New Skills #2
5. Developing Mastery The learner will analyze the Activity: Group the learners into 3 (10 minutes) 30 minutes
(Leads to Formative Assessment 3)
different picture presented in a groups and assign 1 question each 1. Divide the class into five groups. 1. Definition of empowerment thru
gallery walk. (25 mins.) group. Provide Metacards for their Give each group a manila paper graphic organizer. (student will give
The learner will explain their output. divided into three columns. On the top their answer)
answer in class base on how they The teacher has an option to of the middle column either write “Act 2. Definition of advocacy thru
understand the existence of social choose 1 among the following Like A Man” or Act Like A Woman. graphic organizer. (student will give
justice and it’s important. songs: 2. On the left column, ask students to their answer)
See Appendix C9.1.2 1. Kapaligiran by: Asin write down what might people “say” or 3. The conceptual definition of
2. Cotabato by: Asin “do” if someone does not act like a advocacy and empowerment.
3. Walang Hanggang Paalam by: man or woman as defined in the 4. Connecting the significance of
Joey Ayala middle column. advocacy in empowerment
Ask the learners to analyze a song 3. On the right column, ask the student 5. How empowerment and
and answer the following to list the jobs one would choose if advocacy can help the principles in
questions: Use Meta cards for their they acted like the descriptions listed in community action initiatives.
output. the middle column. See Appendix C9.4.12
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
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

moved people to participate in their

community development?
6. Finding Practical Applications of The learner will give their Ask the learners: (5 minutes) Individual
Concepts and Skills in Daily Living
perspective on the question How can they show support for an Process questions School-based situation: If you will
below: (7 mins.) advocacy (specify) in their 1. How and where do we learn our be given a chance to be a student
1. What are the things you can everyday lives? perception of male and female roles? leader of our school, what will be
contribute as a learner to impose 2. Do these roles and descriptions limit the changes that you want to
practicing social justice in your or enhance us in life choices? advocate? And why?
community? 3. Have you or someone you know
2. As learners what are the ways ever acted differently from how your
to ensure practicing social justice gender is "supposed" to act?
in your home, school, and
community?
3. How can you influence your
fellow learners to practice social
justice?

7. Making Generalizations and The learner will answer the The teacher will ask: (5 mins.) The learner will answer the question
Abstractions about the Lesson
following question after a gallery 1. Is it right to be involved in an Complete the unfinished sentences to Why and how advocacy can
walk. They will write their answer advocacy? Why? summarize the lesson. empower the community action
in a given cycle arrow process. 2. Is it right to be a part of a The chapter was about ________. initiatives?
(5 mins.) Youth Organization/Ministry? Why? One key idea was __________ .
Guide Questions: 3. What is the purpose or This is important because ________.
a. How Social Justice will exist connection to social justice to Gender Equality is important because it
b. What are the importance of participatory development? is the foundation of any fair society
Social Justice where each member has the
c. Analyze your community, list opportunity to reach his full potential.
down your observation about Achieving gender equality requires
your community. Give your women empowerment to ensure that
suggestions as learner how can decision making at private and public
you practice social justice all the levels so that all gender can fully
time. participate as equal partners in
productive and reproductive life.
CYCLE ARROW PROCESS Human Rights, Social Justice,
The teacher will post a quotation Empowerment and Advocacy and
about social justice and make a Gender Equality are the core values an
final thought about it. individual must have to initiate action.
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

See Appendix C9.1.3

8. Evaluating Learning learner will have a modified true Reflection Essay: (5 mins.) GRASPS: 5 minutes
or false test 1-5. (10 pts.) In 8-10 sentences only.(10pts) Write a short essay on the importance Group Activity: 3 Groups
Direction: TRUE OR FALSE Considering your status as a of youth participation in community Based on the previous task on
Read and understand the student, Explain the importance of projects promoting gender equality. social justice and Human Rights
statement below, write capital participation in pursuit for the (Teacher will provide the rubric) Goal: To explain the core values of
letter T if the statement is true development of the community. community action initiatives.
and write capital letter F if the Role: The Barangay Captain/youth
statement is false. Write your advocate
answer in the given space before Audience: Community & other
the number. relevant stakeholders based on the
___1. Social justice is the advocacy
reasonable relationship between Situation: There will be a midyear
the individual and assembly meeting in your
society. community that will happen next
___2. Practicing equal treatment to each and everyone in a community is an month to address different
example of existing social justice. issues/problems in your community.
___3. Enjoy being a wealthy man is a form of social justice. Being the Barangay Captain / Youth
___4. Giving alms to the poor for your political agenda is good practice of Leader of the community you are
social justice. tasked to make a proposal of an
___5. Having a productive community is important of social justice. advocacy regarding the issue
happens in your community that
promotes empowerment.
Product: A proposal of your
advocacy explaining only the
Rationale of the advocacy
Standards: Analytic Rubrics
(shown in the appendices)
9. Additional Activities for Application or Assignment: The learner will draw Ask learners: Does participatory
Remediation
what kind of community he/she development to achieve social
wanted to. Justify your work justice recognizes gender?
IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
 School: Sta. Catalina, National High School Grade Level: 12
GRADES 1 to 12 COMMUNITY ENGAGEMENT,
DAILY LESSON LOG Teacher: Rolan Ben L. Lorono Learning Area: SOLIDARITY, AND CITIZENSHIP
Teaching Dates and
Time: February 3 - 7, 2020 Quarter: 3rd

who have caught up with the lesson

D. No. of learners who continue to require
remediation

E. Which of my teaching strategies work well? Why

did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovations or localized materials did I

used/discover which I wish to share with other
teachers?