Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF QUEZON CITY
JUSTICE CECILIA MUÑOZ PALMA SENIOR HIGH SCHOOL
PASEO DEL CARMEN ST., AMLAC VILLE SUBD., PAYATAS B, QUEZON CITY
WEEKLY LESSON PLAN
(BASED ON MELCS)
GRADE 12- DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES
TIME
Learning
Area
Learning
Competencies
Week 1
August 29September 1,
2023
Content
Standard:
Social Sciences
and Applied Social
Sciences
7:00 AM to
1:40 PM
DIASSHUMSS
TRACK
Performance
Standard:
The learners
should be able to
explain clearly
public perceptions
about the work of
social sciences
and applied social
science
practitioners
Lesson Title:
INTRODUCTION
TO APPLIED
SOCIAL
SCIENCES
Learning Task
CONTENT:
INTRODUCTION TO APPLIED SOCIAL
SCIENCES
1.1 Definition of Social Sciences
1.2 Definition of Applied Social
Sciences
a) Clarify the
relationships
between social
sciences and
applied social
sciences
HUMSS_DIASS1
2-Ia-1
Face to Face
Learners
 Present all
accomplished
activity/
worksheets in
the classroom.
Teacher’s Task:
 Discuss the lesson on “Introduction to
Applied Social Sciences” using
PowerPoint presentation.
 Recall students’ previous knowledge
about social sciences and use it as a
scaffold to introduce the integrated
disciplines of applied social sciences
(counseling, social work,
communication and crime and
criminal justice)
 Assist/Guide students with queries,
clarifications about the week’s
activities before proceeding with their
presentation of outputs.
 Evaluate student outputs and give
feedback
 Allow students to have time to give
insights on their learning for today’s
activity.
Students’ Task:
Learning
Competency/ies:
Mode of Delivery
 Give insights on previous knowledge
about known social sciences such as
psychology, sociology, anthropology,
education, economics, law, history,
political science etc.,
 Ask questions and clarifications on the
part of the lesson that they do not
understand.
 Submit all
accomplished
worksheets/acti
vities.
b.) cite
differences
among the
applied social
sciences
HUMSS_DIASS12
-Ia-2
Week 2
September 48,2023
Content
Standard:
Disciplines of
Counseling
7:00 AM to
1:40 PM
DIASSHUMSS
TRACK
Performance
Standard:
demonstrate a high
level of
understanding of
the basic concepts
of counseling
through a group
presentation of a
situation in which
practitioners of
counseling work
together to assist
individuals, groups,
or communities
involved in difficult
situations (e.g.,
post-disaster, court
hearing about
separation of
celebrity couple,
cyber bullying)
Lesson Title:
DISCIPLINES
OF
COUNSELING
CONTENT:
The Discipline of Counseling
1.1 Counseling
1.1.1 Definitions
1.1.2 Goals
1.1.3 Scope
1.1.4 Core values
1.1.5 Principles
Teacher’s Task:
 Discuss the lesson on “Disciplines of
Counseling” using PowerPoint
presentation.
 Recall students’ previous knowledge
about the introduction to applied
social sciences and use it as a
scaffold to introduce the integrated art
and science of applied counseling.
 Assist/Guide students with queries,
clarifications about the week’s
activities before proceeding with their
presentation of outputs.
 Evaluate student outputs and give
feedback
 Allow students to have time to give
insights on their learning for today’s
activity.
Students’ Task:
RECALL
 Answer the Lesson Pre-activity:
Compare and Contrast Chart
Learning
Completion
Competency/ies:
Instructions:
Complete the Compare and Contrast
Chart with Bubble Map. Classify the ff.
a.) Identify the
disciplines and categorize them if they
goals and
belong to the Pure Social Sciences or the
scope of
Applied Social Sciences.
counselingHU
MSS_DIASS
Disciplines to be Categorized:
12-Ib-3

Economics

Counseling
b.) Demonstrate

Geography
comprehensi

Psychology
on of the

Linguistics
principles of

History
counseling

Social Work
Face to Face
Learners
 Present all
accomplished
activity/
worksheets in
the classroom.
 Submit all
accomplished
worksheets/acti
vities.
HUMSS_DIA
SS12-Ib-4
c.) Discuss the
core values of
counseling
HUMSS_DIA
SS12-Ib-5





Anthropology
Sociology
Demography
Political Science
Communication
 Give insights on previous knowledge
about known social sciences such as
psychology, sociology, anthropology,
education, economics, law, history,
political science etc.,
 Ask questions and clarifications on the
part of the lesson that they do not
understand.
Week 3
September 1115,2023
Content
Standard:
Professionals and
Practitioners in
Counseling
7:00 AM to
1:40 PM
DIASSHUMSS
TRACK
Performance
Standard:
undertake participant
observation (e.g., a
day in a life of a
counselor) to
adequately document
and critique their
roles, functions, and
competencies.
Lesson Title:
PROFESSIONAL
S AND
PRACTITIONER
S IN
COUNSELING
CONTENT:
Professionals and Practitioners in
Counseling
2.1 Roles, functions, and competencies of
counselors
2.2 Areas of specialization where
counselors work
2.3 Career opportunities of counselors
2.4 Rights, Responsibilities,
Accountabilities, and Code of Ethics
Teacher’s Task:
 Discuss the lesson on “Professionals
and Practitioners in Counseling” using
PowerPoint presentation.
 Recall students’ previous knowledge
about the introduction to applied
social sciences and use it as a
scaffold to introduce the integrated art
and science of applied counseling.
 Assist/Guide students with queries,
clarifications about the week’s
Face to Face
Learners
 Present all
accomplished
activity/
worksheets in
the classroom.
 Submit all
accomplished
worksheets/acti
vities.
Learning
Competency/ies:
a.) show
understandin
g of the roles
and functions
of counselors
HUMSS_DIA
SS12-Ic-6
b.) identify
specific work
areas in
which
counselors
work
HUMSS_DIA
SS12-Ic-7
c.) identify
career
opportunities
for
counselors
HUMSS_DIA
SS12-Ic-8
d.) value rights,
responsibilitie
s, and
accountabiliti
es
HUMSS_DIA
SS12-Ic-9
e.) distinguish
between
ethical and
unethical
behaviors
among
counselors
HUMSS_DIA
SS12-Ic-10
Week 4
September 1822,2023
Content
Standard:
Clientele and
Audiences in
Counseling
activities before proceeding with their
presentation of outputs.
 Evaluate student outputs and give
feedback
 Allow students to have time to give
insights on their learning for today’s
activity.
Students’ Task:
Answer the ff. questions: I. Review of
Knowledge and Skills
Define following concepts and theories in one
to two sentences.
 Counseling
 Mental health counseling
 Individual
 Psychotherapy
 Psychology
 Career
 Code of Ethics of
 Analytic Psychology
 Gestalt Therapy
Answer the following essay questions.
1. Why is the counseling process considered
as both a science and an art?
2. How will you explain the nature and
importance of counseling to an ordinary
person?
3. How does counseling empower the
clientele or audience?
4. Why is counseling considered as a
"helping profession"?
5. How will you evaluate the significance of
counseling practitioners at present? Are the
necessary in the work setting? Why did you
say so?
6. Why should counseling practitioners follow
a code of ethics? 7. Compare and contrast
the different counseling theories and
approaches using the data retrieval chart
below
 Ask questions and clarifications on the
part of the lesson that they do not
understand.
CONTENT:
Clientele and Audiences in
Counseling
3.1 Characteristics and needs of various
types of clienteles and audiences.
3.1.1 Individuals
3.1.2 Groups and Organizations
3.1.3 Communities
7:00 AM to
1:40 PM
DIASSHUMSS
TRACK
Performance
Standard:
use acceptable
research protocols,
conduct a survey
among young adults
(i.e., ages 18–21) on
Teacher’s Task:
 Discuss the lesson on “Clientele and
Audiences in Counseling” using
PowerPoint presentation.
 Recall students’ previous knowledge
Face to Face
Learners
 Present all
accomplished
activity/
worksheets in
the classroom.
 Submit all
accomplished
worksheets/acti
vities.
their counseling
needs.
present results and
recommendation for
class discussions
Lesson Title:
CLIENTELE
AND
AUDIENCES IN
COUNSELING
Learning
Competency/ies:
f.) describe the
clientele and
audience of
counseling
HUMSS_DIASS
12-Id-11
about the introduction to applied
social sciences and use it as a
scaffold to introduce the integrated art
and science of applied counseling.
 Assist/Guide students with queries,
clarifications about the week’s
activities before proceeding with their
presentation of outputs.
 Evaluate student outputs and give
feedback
 Allow students to have time to give
insights on their learning for today’s
activity.
Students’ Task:
PRETEST
Matching Type: Match the items in column A
with items in column B.
A
Relationship Building
Assessment and
Diagnosis
Formulation of Counseling Goals
Termination and Follow-up
Research and Evaluation
Intervention and Problem- solving
B
• This serves as the window for the counselor
to have a thorough appreciation of the client's
condition.
• It shall serve as the parameter of work and
the client-counselor relationship.
• The essential goal in counseling to witness
a client progress on his/her own without the
assistance of the counselor.
• This stage can be undertaken at any point
in the counseling stage.
The guidelines include the following: (a) the
counselor has to provide a mapping of the
different approaches offered, (b) describe the
role of the counselor and client for each
procedure, (c) identify possible risks and
benefits that may come, and (d) estimate the
time and cost of each procedure.
• This is the heart of the counseling process
because it provides the force and foundation
for the counseling to succeed.
 Ask questions and clarifications on the
part of the lesson that they do not
understand.
*Attachment: Disciplines and Ideas in the Applied Social Sciences Curriculum Guide containing Most
Essential Learning Competencies (MELCs)
*Reference/s: Dela Cruz, A. D., Fernandez, C. G., Melegrito, M. F., & Valdez, V. B. (2018). Discipline
and Ideas in Applied Social Sciences: The Padayon Series. Quezon City: Phoenix Publishing House
Incorporated.
Prepared by:
MS. MA. MELISSA C. DELAVIN
Subject Teacher
Practical Research I
Checked by:
MR. JUDILO C. MAPPALA
Master Teacher II
Noted by:
MRS. LUDIVINA A. PORCARE
Assistant Principal II