.1 Community Engagement, Solidarity, and Citizenship (CSC) Compendium of Appendices for DLPs Class F PDF

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Republic of the Philippines Department of Education Region III A Compendium of Daily Lesson Plans and Resource Materials in COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP The compendium of DLPs and resource materials was collaboratively developed ...

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Republic of the Philippines Department of Education Region III

A Compendium of Daily Lesson Plans and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP The compendium of DLPs and resource materials was collaboratively developed and reviewed by educators of Region III HUMSS Teachers (Class F) during the Mass Training of Senior High School Teachers May 4 – 24, 2017 San Fernando City, Pampanga HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

INTRODUCTION

The Department of Education, in its continuing effort to uphold the vision and mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to further equip the SHS teachers with the needed skills, knowledge, expertise and most of all confidence in developing lifelong learners and preparing graduates for tertiary education, entrepreneurship, and employment. The HUMSS (Humanities and Social Sciences) teachers, armed with great dedication, passion and skills felt the need to collaborate and produce teaching guides specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with varied methodologies and strategies patterned to the interest and personality of the millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This will aid teachers in facilitating activities and questions as well as to understand the content areas and competencies deeper. In addition, the DLPs look forward to empowering not only the teachers but the learners as well as to become independent, confident and self-directed as they engage fully in the content areas and competencies.

REGION III HUMSS CLASS F

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

THE CONTRIBUTORS It is with pride and honor to present to the Department of Education Region III the Compendium of Daily Lesson Plans (DLPs) and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP as output of 18-day Mass Training of Senior High School Teachers for HUMSS-C held on May 4-24, 2017 at Orotel, City of San Fernando, Pampanga.

ALTAR, ELIZA T. ARAGON, RENZ JEFFREY M. BALINGIT, ROSELLA B. BATO, JOSEPHINE C. BERROY, KAREN JOY C. BETE, ESTRELLA A. BOGNOT, JONNALYN V. BRIGUELA, JR. JAIME MARCELO CORDOVA, MAY N. CUNANAN, BABY INES LEA N. DE OCAMPO, NORVIN D. DE VERA, JASMIN J. DE VERA, MILAGROS M. DIONISIO, CELIA G. ECLEVIA, DANIEL ELCA, MERCEDES CECILIA O. FLORES, ARVI S. GARCIA, KEVIN CEDDIE C. GARINGO, ELSON S. GONZALES, IRIS RUTH E. LIBID, SANDYVALJASPER B. LINGAT, ALEJANDRO B. LULU, NATHANAEL G. MACTAL, SHERILYN P. MALGAPO, GERBY B. MAMARADLO, JAYSON A. MANGUNE JR., EMMANUEL M

MAROLLANO, RICHARD MELEGRITO, ANTONETTE T. MENDOZA, BETH B. MIRANDA, MARIA CECILIA NAVAL, BENJIE R. OSORIO, MARKY P. PATRON, MARIA CONCEPCION A PECSON, RYAN R. PEREZ, GRACE P. PINEDA, JOANNE G. PODRIDO, JAJE ANGELIKA A. PUNDAVELA, JOCELYN B. QUIMSON, ASHER ISRAEL RAGANIT, REAGAN V. RAMOS, BERNARD C. RAMY, EDWIN REY J. SALEM, ROSITA B. SANCHEZ, RHODA A. SANTOS, ANDRES VERGEL V. SOLOMON, CAROLINE M. TIGLAO, IRENE V. TOMANENG, GLENDA LUISA M. TORRES, MARIANNE M. VALLAGAR, JOY EMMANUEL S. VELASCO, JOSE L. VILLASIS, VINCENT S. VIVAS, JULIANNE G. YANGA, EDWIN T.

ANA LIZA R. LEPASANA Facilitator

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

TABLE OF CONTENTS

INTRODUCTION………………………………………………………………………………………………………ii THE CONTRIBUTORS………………………………………………………………………………………………iii BUDGET OF WORK………………………………………………………………………………………………….v THIRD QUARTER Chapter 1: Concepts and Perspectives of Community…………………………………………………………..1 Chapter 2: Community Action…………………………………………………………………………………………………10 Chapter 3: Core Values and Principles of Community Action Initiatives…………………………….31 FOURTH QUARTER Chapter 4: Methodologies and Approaches of Community Actions and Involvements Across Disciplines……………………………………………………………………………………………………40 Chapter 5: Community Action Initiatives: Field Practicum……………………………………………………57

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

BUDGET OF WORK NO A.1

A.2

A. 3 A. 4 A. 5 A. 6

LEARNING COMPETENCY Explain the importance of studying community dynamics and community action in relation to applied social sciences and the learners' future career options. Compare and contrast the definitions of community using various perspective, e.g. Social science, institution, civil society, and local/ grassroots level Develop/ affirm sense of shared identity and willingness to contribute to the attainment of the common good Recognize diversities in communities Analyze functions of communities in terms structures, dynamics, and processes Compare and contrast typologies of communities

CODE

SCHEDULE

HUMSS_CSC12-Iii a-c1

WEEK 1 DAY 1

HUMSS_CSC12-IIIa-c 2

WEEK 1 DAY 2-4

HUMSS_CSC12-IIIa-c 3

WEEK 2 DAY 1

HUMSS_CSC12-IIIa-c 4

WEEK 2 DAY 2-4

HUMSS_CSC12-IIIa-c 5

WEEK 3 DAY 1

HUMSS_CSC12-IIIa-c 6

WEEK 3 DAY 2-3

ASSESSMENT (UNIT TEST) B.7 B.8 B.9 B.10 B.11

Recognize the value of undertaking community action modalities Acknowledge interrelationship of self and community in undertaking community action Identify opportunities to contribute to community development through solidarity Recognize the importance of solidarity in sociopolitical processes in promoting national and global community development Assess selected community-action initiatives ASSESSMENT (UNIT TEST)

WEEK 3 DAY 3 HUMSS_CSC12-IIId-g-7

WEEK 4 DAY 1-4

HUMSS_CSC12-IIId-g-8

WEEK 5 DAY 1-4

HUMSS_CSC12-IIId-g-9

WEEK 6 DAY 1-4

HUMSS_CSC12-IIId-g-10

WEEK 7 DAY 1

HUMSS_CSC12-IIId-g-11

WEEK 7 DAY 2-3 WEEK 7 DAY 4

C.12

Promote awareness of human rights in communities among the learners

HUMSS_CSC12-IIIh-j-13

C.13

Appraise the value of social equity and gender equality in the context of participatory development

HUMSS_CSC12-IIIh-j-14

C.14

Analyze strategies of empowerment and advocacy through community action

HUMSS_CSC12-IIIh-j-15

C.15

C.16 C D.17 D.18 D.19 D

Develop commitment and conviction to participatory development for community well-being Appraise the value of social equity and gender equality in the context of participatory development ASSESSMENT (UNIT TEST) Explain the processes, methodologies, and approaches in applied social sciences related to community study Apply systematic social research methods in conducting a community study Develop a community action plan using participatory approaches ASSESSMENT (PRESENTATION OF COMMUNITY ACTION PLAN)

WEEK 8 DAY 1-3 WEEK 8 DAY 4

HUMSS_CSC12-IIIh-j-16

WEEK 9 DAY 1

WEEK 9 DAY 2-3 WEEK 9 DAY 4 WEEK 10 DAY 1

HUMSS_CSC12-IIIh-j-17

WEEK 10 DAY 2 WEEK 10 DAY 3-4

HUMSS_CSC12-Iva-d-17

WEEK 11 DAY 1-2

HUMSS_CSC12-Iva-d-17

WEEK 11 DAY 3 TO WEEK 14 DAY 2

HUMSS_CSC12-Iva-d-17

WEEK 14 DAY 3 WEEK 14 DAY 4

E.20

Implement Community Action Initiatives

HUMSS_CSC12-IV-e-h20

E.21

Appreciate the value of applying social sciences in community action initiatives

HUMSS_CSC12-IV-e-h21

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

WEEK 15 DAY 1-4 WEEK 16 DAY 1-4 WEEK 17 DAY 1-3

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E.22

Synthesize the integrative experience of implementing community action initiatives

E

ASSESSMENT (CIMPLEMENTATION OF COMMUNITY ACTION PLAN)

HUMSS_CSC12-IV-e-h22

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

WEEK 17 DAY 4 WEEK 18 DAY 1-2 WEEK 18 DAY 3-4

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Appendices in Community Engagement, Solidarity, and Citizenship

Concepts and Perspectives of Community HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES A. CONCEPTS AND PERSPECTIVES OF COMMUNITY Appendix A.1.2.1 REVIEW 

Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make conclusions based on their observations about the dynamics that exist in their communities.  Teacher asks 2 or 3 students to answer the following question: a. Where do you belong along these groups? b. Ten years from now, where would you be on these groups

Appendix A.1.3.2 REVIEW



Presentation of Homework: Learners will present their community pictures in PowerPoint. They will individually describe in 2-3 sentences the pictures.

Appendix A.1.4.3 DEVELOPING MASTERY I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is not. _____ 1. Community is a collection of people in a particular territory. _____ 2. Collection of people is always synonymous with community. _____ 3. The daily operations in the community constitute to a feeling of isolation. _____ 4. Society is another term for community. _____ 5. Being a part of a community develops a sense of belongingness among individuals. II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space provided. _________________ 1. It is defined as collection of people in a geographical area. _________________ 2. It is the study of society and social interactions.

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP _________________ 3. An element of a community which pertains to a geographical area which pertains to a geographical area which can be under the jurisdiction of the government. _________________ 4. It is the study of man. _________________ 5. It is defined as an established organization. III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space provided. A. _______ 1. Pertains to highly industrialize communities. _______ 2. Consists of agricultural lands, also referred as pre-industrial communities. _______ 3. A densely populated area usually crowded and has dirty run-down housing. _______ 4. An area of land that has been divided on smaller areas on which houses were built. _______ 5. Refers to the social standing of an individual. B. a. Slums b. Urban c. Social Status d. Rural e. Subdivision f. Community Appendix A.2.1.1  Community Song  Process Question/s: a. What is the message of the song? (Presentation of the competencies.) Appendix A.2.1.2  Song analysis (Magkaisa)  Process Question: a. How can you relate the song to our activity?  Values Integration: Unity  Discussion of saying and a bible excerpt. a. “Together we stand, Divided we fall.” John F. Kennedy b. “As a body is one though it has many parts and all the parts of the body c. Though many are one body, so also as Christ.”1 Corinthians 12:12 d. Each part of the body is unique and important. Like us each of us is unique and our uniqueness can help strengthen our community. Appendix A.2.2.3 MOTIVATION  Song analysis ( Mabuting Pilipino by Noel Cabangon) a. What is the message of the song? b. Based on the song what are the characteristics of a good citizen? c. Do you possess these characteristics? Appendix A.2.3.4 DISCUSSION  PROCESSING QUESTIONS: a. Why do you think these show socio-political structure, cultural structure, economics structure? b. Is it possible that these elements of the community create differences in the lives of the people in the community? How? And Why? c. Do these pictures contribute to the development of society? d. Do you think these elements can exist on their own without the others? PowerPoint Presentation:

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Appendix A.2.4.5 MOTIVATION  Concept Sketches Activity A picture/sketch is shown and let the student give short statements that describe the processes, concepts, and interrelationships shown in the sketch. Sketch to Stretch Activity  Draw/sketch a symbol or an object about a community without a leader. Students shall draw the concepts learned individually and presented in class. a. Ask the student:  Where do you think is the center based located?  Do you think leaders of each organization are important?  What would happen to a community without a leader? Effects?  Do you think that we can also lead or manage a small community as it should be? b. Do you have a specific way or strategy in leading a small organization? Appendix A.2.4.6 DISCUSSION  Teacher presents the topic by using power point presentation  And elucidate the topic about community power and its importance, leadership and types of leadership. (Reciprocal Questioning) PowerPoint Presentation:

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Appendix A.3.2.1 Review



Before going into today’s discussion, the class will go back to the previous lesson through the use of pictures prepared by the teacher.

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix A.3.2.2 Motivation  The students will view a video presentation regarding the composition of a community. After viewing the presentation, teacher will ask: a. What composes the community? b. How do they work? c. Do they help one another for the purpose of co-existence?

http://m.youtube.com/watch?v=pkrQzmGMsg0 Appendix A.3.2.3

RAW SCORE

Rubric 1 RUBRICS FOR WRITTEN WORK (ESSAY) INDICATORS

5

Write the essay nicely and it has appropriate content related to the topic.

4

Correct and appropriate but lack of neatness.

3

Wrong use of capitalization , punctuation marks, indention, etc.

2

Incomplete work.

1

Obviously copied the work of others.

0

Not submitting any work. Rubric 2

Rubrics for Essay Evaluation CREDITS TO DEPED TAMBAYAN BLOGGERS TEAM http://richardrrr.blogspot.com/ SHARE THIS TO ALL TEACHERS HOW TO USE THIS RUBRIC? PLS VISIT THIS LINK >> http://bit.ly/rubricsassessmen 1 2 3  includes typed  includes typed  includes final, prewrite or final, prewrite or typed final, outline, marked outline, marked prewrite/ outline, draft, & Works draft, & Works draft, & Works Format Cited in Cited in Cited, but prescribed format insufficient editing prescribed of draft; several format errors in prescribed format  writing shows  writing shows  writing shows unusual insight strong, clear adequate Understandin understanding understanding understanding but g of literature/ may be too texts general or superficial  presents fresh  presents an  presents a clearly thesis in an effective thesis defined thesis, but original manner and developme the Idea while displaying nt using a development is Development unusual insight consistent, too general or may careful manner not be marked by incorporating e independent xamples thought  more than  adequate/some  inadequate/severa adequate/correct errors in MLA l errors in MLA Text Support MLA format; format; format; some smooth generally faulty embedding embedding smooth CRITERIA

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

4  missing prewrite/outline, draft or Works Cited; insufficient editing of draft or outline; numerous errors in format  writing shows little or no understanding of text  poorly defined or inconsistent development of thesis that displays little insight  inadequate/nume rous errors in MLA format; ineffective embedding

7

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP embedding  strong,  organized; clear  interesting; clear beg/middle/end; beg/middle/end; clear thesis that Organizationa strong thesis that is marked on l Pattern is marked on draft draft 

Word Choice

Sentence Structure

Transitional Devices

Language Mechanics

 fresh/vigorous;  vivid/interesting;  contributes to attempt to "voice" very establish "voice" limited use of limited use of  1st and 2ndperson 1stand & "to be" verbs 2nd person & "to be" verbs  correct/varied  correct, but  lacks variety  smooth &  somewhat effective; marked smooth & on draft generally effective; most marked on draft  very few (if any)  few errors; errors; very well generally well proofread proofread



somewhat organized; attempt at beg/middle/end; thesis is weak or unclear not marked on draft appropriate but not specific or vivid; weak "voice" weak attempt to limit use of 1st and 2nd person & "to be" verbs sometimes incorrect & lacks variety many not smooth & some errors in usage; many not marked on draft

 no attempt at organization; lacks clear beg/middle/ end; thesis lacking or inappropriate not marked on draft  simple/vague; appears to lack "voice"  excessive use of 1stand 2nd person & "to be" verbs  frequent errors & lacks variety  not used &/or frequent errors in usage; many not marked on draft

 several errors;  numerous errors; requires additional appears not to proofreading have been proofread

Appendix A.3.3.4 MOTIVATION The learners will be given a puzzle activity which is entitled as FIT IT RIGHT! Wherein, students will be divided into three groups and each group will need to put puzzle pieces as fast as they can. Note: Each group puzzle will form a picture showing Rural, Urban and Suburban Community. (5 mins.) The learners will give his/her observation regarding the puzzle they made. RURAL

URBAN

SUBURBAN

Appendix A.3.3.5 ABSTRACTION  Collaborative Learning with teacher Group the class into 3 groups: Discuss the following questions: 1. Discuss what is the difference between rural and urban/suburban, global and local community? 2. Give example about rural, urban/su...