--
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY School
LESSON
LOG Teacher
SENIOR HIGH SCHOOL Inclusive Dates
Scheduled Time
SESSION 1
I.
OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources
IV. PROCEDURES
A. Revising previous lesson or
presenting the new lesson
MICHELLE P. MIJAREZ
WEEK 5
MONDAY and WEDNESDAY (9:45-11:45)
SESSION 2
SESSION 3
Grade Level &
Quarter
SHS Track
Learning Area
Topic
11-12
3RD QUARTER
ACADEMIC
CESC
COMMUNITY ACTION
SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
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 importance of studying community dynamics and community action in relation to applied social
sciences and the learners’ future career options. HUMSS_CSC12- IIIa-c-1
II. CONTENT
III. LEARNING RESOURCES
TABINA NATIONAL HIGH SCHOOL
Community Dynamics and Community Action
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Power Point
Presentation
Power Point
Presentation
Power Point
Presentation
Power Point
Presentation
Books, Pencil, Pen,
Paper
Books, Pencil, Pen,
Paper
Books, Pencil, Pen,
Paper
Books, Pencil, Pen,
Paper
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Start the school
year with a
game! This
game will be
called
Ask the
students about
what they
think the word
community”
Begin the lesson with a
brief discussion on the
meaning of “community
action”. Ask the students
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills
#1
Teacher connects the
visual arts to the life of
the students.
“Community
means. Write
Quest: Building
their responses
Bonds of
on the
Solidarity”
blackboard.
Objective of the game is
to help the students
understand the concepts
of community
engagement, solidarity,
and citizenship by
actively participating in
various challenges that
promote cooperation,
empathy, and civic
responsibility.
Directions: Divide the
Show pictures of
class into 4 or 5 groups. different types of
 Set-up the game board communities.
in the classroom.  Each
player chooses a token
or game piece and places
it in the starting point on
the board.  Designate a
player to be a game
moderator.
Gameplay:
1. Players take turns
rolling the dice and
moving their tokens
clockwise around the
board.
2. When a player lands
on a location, the game
moderator draws a game
card from the deck and
reads the challenge or
question aloud.
3. The player must then
complete the challenge
or answer the question.
If the challenge involves
a real word activity,
to share any examples
they can think of.
Explain to the students
the objectives of the
lesson: Understanding
why community action is
important in their future
career.
Ask the students, what is
the importance of
community action?
Discuss the 3-key points
in grasping the definition
of community action.
players can discuss
hypothetical solutions as
a group.
4. Use a timer to add an
element of excitement to
each turn.
5. The rest of the players
can engage in a short
discussion after the
challenge is completed,
sharing their thoughts
and perspectives on the
topic.)
The timer used during
challenges helps
students practice time
management skills
(WATCH), promoting
efficient decisionmaking.
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss community
dynamics and why is
there a need in
studying this?
Discuss the 3-key points
in grasping the definition
of community action.
Ask a student to read the
statement: “Individuals
and families – as basic
unit, are embedded in
different social structures
that shape the behaviors
in the system.” Ask the
students the following
questions:  Do you agree
that individuals and
families shape the
behavior in the social
system? Why? Why not?
 Is it necessary to study
community action along
the field in social
science? Why?
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V.
After the game, hold a
class discussion about
the concepts of
community engagement,
solidarity, and
citizenship. Ask the
students to reflect on the
challenges they
completed and how they
relate to real-life
scenarios.
Encourage them to share
their insights and
feelings about the
importance of actively
participating in their
communities.
Ask the students to
reflect on how they
can apply their
understanding of
communities in their
own lives.
Ask the students to reflect
individually on how they
can contribute to
community action and
positive change in their
lives and neighborhoods.
Ask the students to
summarize the main
points of the lesson
and review the
definition and
characteristics of a
community.
Ask the students to
create a visual
representation (poster,
drawing) that
illustrates their
understanding of a
community and its
significance
Ask a student to sum-up
what have they learned
and understand.
Assess the students’
understanding through
their participation in class
discussions and their
responses to discussion
questions.
Assignment: Research
and write a short essay on
a community action
initiative that inspired
them and come up with a
simple action plan for a
community project they’d
like to initiate.
REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them
relevant questions.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
learners?
Checked by:
MA ROWENA P. DAYONDON
School Head