School: MABILAO NATIONAL HIGH SCHOOL Grade Level: 12

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: JHEZZIEL A. CABACUNGAN Area: COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
Teaching Dates and Time: February 27- March 03, 2023 (WEEK 3) Quarter: THIRD

MONDAY WEDNESDAY THURSDAY FRIDAY

(DAY 1) (DAY 2) (DAY 3) (DAY 4)
I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the integration of social science perspective and community action initiatives
B. Performance Synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods
Standards

C. Learning The learners will... Recognize The learners will... Analyze The learners will... Compare and contrast typologies of communities.
Competencies/Objectives diversities in communities functions of communities in HUMSS_CSC12IIIa-c-6
Write for the LC code for HUMSS_CSC12a-c 4 terms of structures, dynamics,
each and processes.
HUMSS_CSC12-IIIa-c-5
II. CONTENT A. Concepts and Perspective of Community: Concepts and Perspectives of
 Shared sense of identity and attainment of common good. Community
 Typologies (e.g., formal-informal, UNIT TEST
rura, lurban, local-global, sectors,
social spaces, etc.)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous Review of the previous lesson Motivational Activity Ask, “How do you understand a Review of the previous lesson
lesson or presenting the common
new lesson good?”
B. Establishing a purpose The students will view a video The learners will be given a puzzle Concept Sketches Activity
for the lesson presentation regarding the activity which is entitled as FIT IT
composition of a community. RIGHT! Wherein, students will be
After viewing the presentation, divided into three groups and each
 teacher will ask: • What group will need to put puzzle pieces as
composes the community? fast as they can. (Note: Each group
• How do they work? puzzle will form a picture showing
• Do they help one another for Rural, Urban and Suburban
the purpose of co-existence? Community)
C. Presenting Mapping/ Flowcharting As per the video, identify what The learner will be provided graphic TRUST WALK ACTIVITY
examples/instances of Objective: To analyze how comprises the community. organizer post in the board. The learner
the new lesson organization works will be group according to:
Birth Month, Height, Feet Size

The learner will write similarities and

the contrasting factor they observe
based on the picture that has been
formed in their puzzle activity.
D. Discussing new Ask two or three students the following The students will reflect: Guide Questions: Discuss community power and its
concepts and practicing questions: • In your community, do we help 1. What are the things you consider in importance leadership, and types of
new skills #1 1. What do you think will happen if one another leading for our own identifying the similarities and leadership
the person on the position of Brgy. betterment? contrast in the community?
Captain will act as a barangay • Do we still care and feel 2. What type of community do you
tanod? socially responsible for one have?
another? 3. Share your experience. What are the
things that you like/dislike in your
community?
E. Discussing new The teacher will initiate lively discussion
concepts and practicing by soliciting answers from the learner's
new skills #2 point of view with regard the topic of
the day. Importance and meaning of a
relationship. Effect of change in the
society relationship.
F. Developing mastery Discussion The students will be grouped Collaborative Learning with teacher Guide Questions:
1. What is a relationship? into three: Group the class into 3 groups: a. What is community power?
2. How does relationship affect the • Group 1: Will show how Discuss the following questions: b. What is the importance of
normal functioning of the community is 1. Discuss what is the difference community
community? composed (structure) between rural and urban/suburban, power?
3. How does relationship cause • Group 2: Will exhibit how do global and local community? c. What is a good leadership?
social change? people in the 2. Give example about rural, d. What are the types of leadership?
4. What is social change? community act to one another. urban/suburban, global and local e. What type of leadership is suitable
5. What causes social change? (dynamics) community. in
 Identify social change, e.g. • Group 3: Will present how your community?
6. What is the effect of this social communities
change in our daily life? develop – as it develop or
influence a
person. (processes)

The teacher will process the

 activity afterwards.
G. Finding practical Write a short essay identifying the The students will reflect: The students will reflect:
applications of concepts change in your way of life from junior “Am I being responsible to the “It is understanding that gives us an
and skills in daily living high to present. Identify at least 10 community ability to have peace. When we
changes. where I belong? What role do I understand the other fellow’s viewpoint,
play? Do I and he understands ours, then we can
make my community better?” sit down and work out our differences”
H. Making generalizations The students will reflect: “It is Ask, In brief, how could you Though we have contrasting behavior,
and abstractions about understanding that gives us an explain what community is? we still have similarities that we can
the lesson ability to have peace. When we work with for us to be a better citizen of
understand the other fellow’s our community.
viewpoint, and he understands ours,
then we can sit down and work out
our differences”
I. Evaluating learning By group, write a conscientious The learners will be asked to draw their
concept about the effect of social community and cite using 3-5
change into the social relationship. sentences the good side of living in it.
SITE PERSONAL EXPERIENCE.
J. Additional activities for
application or
remediation
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
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 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:
JHEZZIEL A. CABACUNGAN Recommending Approval: Approved by:
Substitute Teacher I DEXTER N. FABIA, DBA PERLITA B. SOMINE, PhD
School Assistant Principal II Principal III