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School Grade: SHS Grade 11

Daily Lesson Log Teacher Senior High School Teachers Learning Discipline and Ideas in Applied Social Sciences
Area:
Date June 5-8, 2017 Quarter: First Quarter

DAY 1 DAY 2 DAY 3 DAY 4


OBJECTIVES At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners learners learners learners

1. identify the meaning of 1. analyze the relationship 1. identify the differences 1. understand the
Social Sciences and between Social Sciences among the Applied Social interrelationship of
Applied Social Sciences and Applied Social Sciences Applied Social Sciences
Sciences
2. differentiate Social 2. cite the relationship of
Sciences from Applied 2. determine the 2. articulated the differences the different Applied
Social Sciences relationship between among the Applied Social Social Sciences
Social Science and Sciences
3. demonstrate an Applied Social Science 3. value the implications of
understanding of Social 3. appreciate the significance Applied Social Sciences
Science and Applied 3. value the connection of of the Applied Social to different concerns of
Social Sciences Social Sciences and Sciences the society
Applied Social Sciences
4. appreciate the essence
of Social Sciences and
Applied Social Science
A. Content Standard
Social Sciences and Applied Social Sciences

B. Performance
Standard Explain clearly perceptions about the work of Social Sciences and Applied Social Science practitioner

C. Learning The learners: The learners:


Competency Clarify the relationships between Social Sciences and Cite differences among Applied Social Sciences
Applied Social Sciences HUMSS_DIASS12-Ia-1 HUMSS_DIASS12-Ia-2
II. CONTENT
I. Course Introduction (Applied Social Sciences)
1.1. Definitions of Social Sciences
1.2. Definitions of Applied Social Sciences
III. LEARNING RESOURCES
A. References
1. Teachers Guide CG pg. 1 CG pg. 1 CG pg. 1 CG pg. 1
Pages
2. Learners Materials n/a n/a n/a n/a
pages
3. Text book pages Discipline and Ideas inApplied Social Sciences
Authors: Dela Cruz A.R.; Fernandez C.; Melegrito M.L. Valdez
Phoenix Publishing House
Pages 1-3
4. Additional Materials Cartolina, Colored strips of Cartolina, Power point n/a puppets
from Learning paper,
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review: Recapitulation Review: Cite differences of Applied
lesson or presenting Review Social Sciences 1. What are the disciplines Social Sciences
the new lesson Discipline through: under Social Sciences? Explain the relationship between
Picture Drill: Identify disciplines Social Science and Applied Social
in social sciences through 2. What are related disciplines Sciences
in Applied Social Sciences? Time: 3 minutes
presented pictures
Anthropology
Time: 3 minutes
Economics Time: 3 minutes
Geography
History
Linguistics
Political Science
Psychology
Sociology and Demography
Time: 3 minutes
B. Establishing a Word Map Activity: Relative to the learners output Uncovering: Arrange the jumbled letters
purpose for the lesson (first day activity), the facilitator Arrange the letter to produce (EINRAPOASLT)
The class will be divided further gives ideas by providing the following related key
into two groups. concepts about disciplines concepts: Use concept map to expound
Each group will be under Social Sciences and 1. Counseling the term.
given a task to create Applied Social Sciences 2. Social work
word maps by writing on 3. Communication Time: 3 minutes
color coded strips of Time: 5 minutes 4. Services
paper to be posted on 5. Practitioners
the cartolina: Social 6. Arts
Science and Applied 7. Government
Social Sciences 8. Schools
Assign a group 9. Community
representative 10. News
Brief explanation will Time: 5 minutes
follow
Time: 10 minutes
C. Presenting Concept Map : The teacher will provide more 4 pics-1 word Puppet Show
Examples/instances of Social Science and Applied examples of Applied Social The class will be divided into
new lesson Social Sciences Sciences. The teacher provides instances of three groups, the teacher will
Time: 5 minutes new lesson through a game Can give the different disciplines of
you make a guess? applied social sciences and
The words to be guessed are: each group will be assigned to
S.S A.S counseling, social work and make a simulation showcasing
communication the differences of the three
Applied Social Sciences
Provide examples of Social Time: 5 minutes
Sciences and Applied Social (The learners will be graded
Sciences. according to the prepared
rubrics)
Time: 10 minutes Time:20 minutes
D. Discussing new Discussion on the definition of The teacher facilitates the Comparing Concepts: After the presentation of puppet
concepts and Social Science and Applied discussion on the relationship of The teacher will compare show, the learners will give their
practicing new skills Social Sciences through power Social Science and Applied concepts own evaluation, comments and
#1 point presentation Social Science. suggestions on the
Provide an example performance of each group
Time: 12 minutes (Psychology and Sociology) using rubrics.
Time: 13 minutes How are they alike?
Time: 10 minutes Time: 3 minutes
E. Discussing new Further discussion through T- Further discussion on the What is the difference between: The teacher provides cases/
concepts and chart technique. relationship of Social Science A. Counseling and Social situations for each group.
practicing new skills and Applied Social Sciences Work Group 1: Case 1
#2 Cite differences through Social through Venn Diagram: B. Social Work and Group 2: Case 2
sciences and Applied social 1. Psychology and Communication
sciences Counseling C. Communication and Guide questions:
2. Sociology and Social Counseling Identify area of Applied Social
Work Time: 10 minutes Sciences that could best handle
3. Communication and it. Explain your answer.
4. Linguistics
Time: 10 minutes Time: 14 minutes Time: 5 minutes
F. Developing mastery Analysis on the relationship of Analysis on the relationship of What are the implications of Venn Diagram
(Leads to Formative Social Sciences and Applied Social Sciences and Applied Applied Social Science in dealing
Assessment) Social Sciences Social Sciences with different situations such as:
1. Bullying
1. Is there a relationship 1. Analyze the relationship 2. Child Development
between Social between Social Sciences 3. Media Choose two Applied Social
Sciences and Applied and Applied Social Time: 10 minutes Sciences and cite relationship
Social Sciences? Sciences between the two.
Time: 5 minutes Time: 5 minutes Time: 5 minutes
G. Finding Practical Reflection: How can the disciplines of Which Applied Social Science is Which among the Applied
applications of Which discipline of Social Applied Social Sciences be best applicable in proper use of Social Sciences would best
concepts and skills Sciences were you able to find used in the development of the media? Why? deal with concerns about life?
helpful in your current career? students? Time: 7 minutes Time: 3 minutes
Time : 5 minutes Time: 10 minutes
H. Making Two learners will be asked to Reflection: What is the significance of What is the relevance of
generalizations and summarize the topic discussed Upon knowing, what is the different Applied Social Sciences? knowing the differences among
abstractions about the importance of Social Sciences Time: 5 minutes Applied Social Sciences to
lesson Time : 5 minutes and Applied Social Sciences? different concerns of society?
Time: 5 minutes Time: 3 minutes
I. Evaluating Learning Matching Type: In two simple sentences, the Cite differences among the three Formulate situations depicting
learners will describe the Applied Social Sciences. differences among applied
Math column A, Disciplines in
relationship between Social Time: 5 minutes social sciences.
Social Sciences with column B,
Sciences and Applied Social Time: 5 minutes
definitions if the disciplines
Sciences.
A B
Time: 5 minutes
Disciplines Definitions
J. Additional activities Homework: The facilitator will Assignment: Homework: Assignment: (Short Bond
for application or write the course requirement on Which among the Social Is there a social worker in your Paper)
remediation the board entitles: Sciences and Applied Social community? Know his/her Cut and paste 3 photos of
PORTFOLIO of SOCIAL Sciences is the most perception about social work. situations related to
SCIENTIST IN THE MAKING interesting? (150 words essay) Counseling.
Briefly describe each photo.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
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:
Felinor G. Abellonoza Senior High School Teacher II Pampanga: Masantol High School
Jacqueline Joy A. Lising Senior High School Teacher III Olongapo: Mabayuan Senior High School
Clark Vencci H. Pelayo - Senior High School Teacher I Pampanga: Pasig National High School

Checked and Reviewed:

LOVELLA G. PARAGAS, Ph.D


Principal I/Facilitator

Approved:

ENGELBERT B. AGUNDAY, Ph.D


EPS II - CLMD
Grade Level
School TNHS/ MHS/ VANHS Grade 12
Section
GRADES 12 JANICE T. REYES, JOSEPH I. ANDAGAN,
DAILY LESSON LOG Teacher Learning Area HUMSS
ANDIE RAFAEL E. QUIBALLO
Teaching Dates and Time Semester First Semester

Day 1 Day 2 Day 3 Day 4


I. OBJECTIVES At the end of the lesson, the students are expected to:
1. discuss the meaning, goals, scope, principles, and core values of counseling
2. demonstrate a high level of understanding of the basic disciplines of counseling through group presentation
3. value the importance of counseling
A. Content Standards Disciplines of Counseling
B. Performance Standards 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, group, or communities involved in difficult situations (e.g., post
disaster, court hearing about separation of celebrity couple, cyber bullying).
C. Learning Competencies 1. Identify the goals and scope of 2. Demonstrate 3. Discuss the core values of
/ Objectives counseling. HUMSS_DIASS12-Ib-3 comprehension of the counseling. --Group Performance--
principles of counseling. HUMSS_DIASS12-Ib-5
HUMSS_DIASS12-Ib-4

II. CONTENT The disciplines of counseling: The disciplines of counseling: The disciplines of counseling:
1.1 Counseling 1.1Counseling (continuation) 1.1Counseling (continuation)
1.1.1 Definitions 1.1.4 Core Values 1.1.5 Principles --Group Performance--
1.1.2 Goals
1.1.3 Scope
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7 DIASS CG, p. 1 of 7
2. Learners Materials
pages
3. Textbook pages Dela Cruz, A. R. D., et.al., (2016). Disciplines and Ideas in the Applied Social Sciences. Phoenix Publishing House, Inc., pp. 19-34
Sampa, E.M., (2017) Disciplines and Ideas in the Social Sciences. Rex Book Store, Inc. pp. 11-18
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students to accomplish a Fact or Bluff: Definitions, Call a student to enumerate Ask a student to enumerate
lesson or presenting the Venn Diagram differentiating the Goals, and Scopes of the different core values of the principles of counseling
new lesson social sciences from the applied counseling. counseling.
social sciences. (5mins.) (4mins.)
What have you searched
about the principles of
counseling?
(2mins.)
B. Establishing a Student Feud Game Ask the students to recite Prinsipyo Mo, Isulat Mo Present the mechanics and
purpose for the lesson Common problems among the core values of the rubrics for the evaluation of
senior high school students school. (2mins.) Instructions: the group presentation.
Common misconceptions 1. In a piece of paper,
about counseling. students will write their
(5mins.) DepEd Core Values: principle in life.
2. All papers will be collected
Common Common Maka-Diyos and placed in a box.
problems Misconceptions Makatao 3. Three papers will be picked
1. Relationship 1. A person Makabayan from the box.
problems seeing a Makakalikasan 4. Let the students read and
2. Family counselor discuss their principle.
problems has mental (10mins.)
3. Academic illness
problems 2. Counseling
4. Financial means giving
problems advice
5. Personal 3. Counseling is
problems part of the
6. Etc. discipline
board
4. A counselor
is a problem
solver
5. Counseling is
brain
washing
C. Presenting some Group Activity: Kailangan Koy The teacher will present Processing question: Preparation for Group
examples and/or Ikaw examples of core values 1. What transpires you to presentation (10mins.)
instances of the new from different organizations have these principles?
lesson Make a concept map showing the (e.g., other government 2. How do these principles
persons they turn to in times of agencies, business affect your life as a
troubles and uncertainties and institutions, etc.) student? (8mins.)
present it to the class (7mins.)
Example: Examples:

_____
Chowking
Appreciate other
peoples interest beyond
_____ YOU _____
work

_____ Cebu Institute of Technology


University:
S-pirit of altruism
Processing Question: P-assion for excellence
I-ntegrity
1. What do you and the person
R-esponsibility
to whom you go to do in trying
I-nnovativeness
to solve your problem?
T-eamwork
T-enacity

Guide Question:

Why is there a need for an


organization to establish its
core values? (7mins.)
D. Discussing new Concept mapping: (10mins.) Interactive Discussion: Ask Discuss the Principles of Presentation of Group 1
concepts and practicing the students the following; Counseling through a power- (10mins)
new skills #1 What is counseling? (10mins.) point presentation. (10mins)
_____

What core values should a Principles of Counseling:


_____ Counseling _____ counselor possess?
1. Reassurance
_____ Expected Answers: 2. Release of emotional
1. Respect for human tension
How does counseling help dignity 3. Clarified thinking
individuals, groups, or 2. Partnership 4. Reorientation
communities? 3. Autonomy 5. Listening skills
4. Responsible caring 6. Respect
What are the Goals of 5. Personal integrity 7. Empathy & positive regard
Counseling? 6. Social justice 8. Clarification, confrontation,
and interpretation.
Gibson and Mitchell (2003); Elaborative Learning: 9. Transference and
countertransference
Generic Goals: 1. Do you think these
1. Development counselors core values
2. Preventive are important? Expound
3. Enhancement your answer.
4. Remedial
Human Dimensional Goals:
5. Exploratory
6. Reinforcement
7. Cognitive
8. Physiological
9. Psychological
E. Discussing new Discuss the scope of counseling as a Think, Pair, and Share/ Ask the students to answer Presentation of Group 2
concepts and practicing helping profession. (5mins.) Square: (15mins.) the following: (10mins)
new skills #2

The scope of counseling covers Guide Question: 1. Which among the
personal, social, cognitive, counseling principles do
behavioral, psychological, 1. Why do you think that the you agree most? Why?
emotional, spiritual, occupational counselors should 2. Do you think that all these
and even health aspect of an adhere and dwell to a set principles are necessary in
individual. However, it does not of counseling core counseling? Why or why
deal with the clinical cases such values? Explain. not?
as mental illness.
F. Developing mastery Situational Analysis: (5mins.) Show a Graphic Organizer Video showing about Presentation of Group 3
(Leads to Formative and let the students indicate counseling. (5mins.) (10mins)
Assessment 3) Present different situations, and ask the different core values of
the students to identify if counseling counseling. (7mins.) http://youtu.be/46WFCo_vHao
is applicable in each situation:

1. Cases of students suffering from


physical violence as a result of Processing Question:
bullying in school
2. Cases of students absenteeism 1. What principles of
3. Choosing a career track in SHS counseling did the
4. Students suicidal attempts in counselor exhibit in the
school video clip?
5. Cases of students with clinical
depression and self-mutilation
behavior.

G. Finding practical Role-Playing (Dyad): Essay: Present the activity: (15mins)


applications of concepts
and skills in daily living If you have a friend whos thinking of Why should counselors Be My Counselor
dropping or cutting classes from your imbibe the core values of
class, how will you help him/her counseling? (7mins.) Note: The teacher will only
using the different concepts of choose through draw lots 3
counseling? (10mins.) pairs to present in the class.

Instructions:
1. Through a role-playing
(dyad), demonstrate how
the counseling principles
can be exhibited in a
counseling session.
2. Pair up with a classmate.
Assign which of you will
act as a counselor and a
counselee.
3. In five minutes, the
counselee thinks of a life
issue to bring up with the
counselor and the
counselor applies the
principles of counseling.
4. Start the role-play.
5. After five minutes, reverse
roles.
H. Making / Asking Call a student to summarize the Give the core values of Ask: Give feedbacks to each
generalizations and topic. (3mins.) counseling and the 1. What are the principles of group presentation.
abstractions about the importance of these to the counseling?
lesson Expected answer: field and its members. 2. How these principles help
(5mins.) to achieve effective
Counseling is a professional counseling? (5mins.)
relationship that empowers diverse Expected Answer:
individuals, families, and groups to 1. Respect for human Expected Answer:
accomplish mental health, wellness, dignity 1. Reassurance
education, and career goals. The 1. Partnership 2. Release of emotional
primary goal of counseling is to help 2. Autonomy tension
people utilize their prevailing social 3. Responsible caring 3. Clarified thinking
skills and problem solving skills more 4. Personal integrity 4. Reorientation
functionally, or to cultivate new 5. Social justice 5. Listening skills
surviving and coping skills. 6. Respect
7. Empathy and positive
regard
8. Clarification, confrontation,
and interpretation.
9. Transference and
countertransference
I. Evaluating learning Short Quiz about the topic True or False type of quiz. Assignment/ Journal Writing: The students will be graded
discussed. (5mins.) Justify your answers using Write an essay elucidating according to the rubric.
what you learned in the how the principles of
1. Define counseling in two to three lesson. (1 mins.) counseling can be applied to
sentences. daily dealings.
2. Give at least five goals of 1. Counselors act with care
counseling. and respect for individual
3. Give at least five scope of and cultural differences.
counseling. 2. Counselors can harm
their clients provided with
valid and legal reasons.
3. Counselors can divulge
information regarding
their clients.
4. Counselors can make-up
stories to protect the
interest of his or her
profession.
5. Counselors practice
within the scope of their
competence.
J. Additional activities for Prepare a group demonstration of a Advance Reading: (Look for Prepare for group
application or remediation situation in which practitioners of different sources, i.e., books, presentations.
counseling work together to assist internet, etc.) about the
individuals, groups, or communities Principles of Counseling.
involved in difficult situations which
will be presented at the end of the
week.

The class will be grouped into three


to perform the following cases: (Time
allotment: 10 mins.)

Group 1: post-disaster
Group 2: separation of parents
Group 3: cyber bullying

Rubrics will be presented to the


class. (5mins.)
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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: Checked and Reviewed by: Approved by:

Ms. JANICE T. REYES, LPT DR. LOVELLA G. PARAGAS DR. ENGELBERT B. AGUNDAY
SHS T-II, Division of Tarlac Province Facilitator/Trainor-Group C-SHS-HUMSS EPS CLMD

Mr. JOSEPH I. ANDAGAN, LPT


SHS T-III, Division of Bulacan

Mr. ANDIE RAFAEL E. QUIBALLO, MAEd., RPm., LPT


SHS T-III, Division of Tarlac Province
Grades 1 to 12 School Division of Bulacan Grade Level 12
DAILY LESSON Teacher Annie S. Rafols, Ph.D, RGC Learning Area Discipline and Ideas in Applied Social
LOG Faith Ann D. Farne Sciences
Teaching Dates and Time Week 3 Quarter I

Day 1 Day 2 Day 3 Day 4


At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
I. OBJECTIVES learners are expected to learners are expected to learners are expected to learners are expected to
1. identify the specific
1. recognize the roles work areas where 1. identify career 1. identify the rights,
and functions of counselors work. opportunities for responsibilities, and
counselors. 2. show the work settings counselors. accountabilities of
2. recite the roles and of counselors. 2. describe the work- counselors.
functions of 3. explore the related opportunities 2. distinguish between ethical
counselors. importance of the for counselors under and unethical behavior of
3. appreciate the different areas of different settings. counselors.
unique roles and specialization where 3. value the importance 3. value the rights,
functions of counselors work. of the different career responsibilities, and
counselors by opportunities intended accountabilities of
answering the WH for counselors. counselors.
questions and using
the graphic organizer

A. Content Standards Professionals and Practitioners in Counseling

B. Performance Undertake participant observation (e.g., a day in a life of a counselor) to adequately document and critique their roles, functions,
Standards and competencies.

C. Learning 1. Show understanding of the 2. Identify specific 3. Identify career 4. Value rights,
Competencies/ roles and functions of areas in which opportunities for responsibilities, and
Objectives counselors. counselors work. counselors. accountabilities.
Write the LC code
for each HUMSS_DIASS12-Ic-6 HUMSS_DIASS12-Ic-7 HUMSS_DIASS12-Ic-8 HUMSS_DIASS12-Ic-9
5. Distinguish between ethical
and un ethical behaviors
among counselors.
HUMSS_DIASS12-Ic-10 .
.
1. Roles, functions, and 2. Areas of specialization 3. Career opportunities of 4. Rights, responsibilities,
II. CONTENT competencies of counselors. where counselors work. counselors. accountabilities, and code of
ethics.

III. LEARNING
RESOURCES

A. References
1. Teachers Guide
pages
2. Learners Materials
pages
3. Textbook pages Dela Cruz et. al. Discipline and Dela Cruz et. al. Discipline Dela Cruz et. al. Discipline and Dela Cruz et. al. Discipline and
Ideas in Applied Social Sciences and Ideas in Applied Social Ideas in Applied Social Sciences Ideas in Applied Social
Book. 2016.pp. 35-38 Sciences Book 2016.pp. Book 2016.pp. 39-40 Sciences Book 2016.pp. 41-45
38-39
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning https://www.youtube.com/watch?v=8w https://www.google.com.ph/sear Magna Carta for Guidance
Resources ASNE6UebM ch?q=roles+and+functions+of+c Counselor
https://www.google.com.ph/searc ounselor&source=lnms&tbm=isc
h?q=roles+and+functions+of+cou h&sa=X&ved=0ahUKEwjNuMiP
nselor&source=lnms&tbm=isch&s qPbTAhXEyrwKHZI4AikQ_AUIB
a=X&ved=0ahUKEwjNuMiPqPbT igB&biw=1366&bih=651#tbm=is
AhXEyrwKHZI4AikQ_AUIBigB&bi ch&q=different+career+opportun
w=1366&bih=651#spf=14950030 ities+of+counselor&spf=149500
35079 3035080
Instructional materials: Instructional materials: Instructional materials: Instructional materials:
1. Power point presentation 1.Power point presentation 1. Power point presentation 1.Power point presentation
2. Visual aids 2.Visual aids 2. Visual aids 2.Visual aids
3. Comic strip
4. Magazines and other journals

IV. PROCEDURES

A. Reviewing previous (3 minutes) (5 minutes) (5 minutes) (5 minutes)


lesson or presenting Picture analysis: Guessing game: Dora the Drill: Oral recitation Ask: What is the significance
the new lesson Processing questions: Explorer. of Code of Ethics in a
1. What are the roles and Instructions: At least 5 students will be asked profession?
functions of counselors in 1. Student will be to name some of the career
relation to their level of asked to look and opportunities intended for Ask: What are the examples of
competencies? explore their counselors. ethical and unethical
2. How does a counselor imaginary backpack behaviour of a professional
perform his/her roles and full of the roles and counselor?
functions? functions of
counselors;
2. He/she will place
one role and
function in the
graphic organizer
divided into three
columns
representing three
settings where
counselors work.
3. Using a gray board
the students will
write in one word or
two their unique
experience in doing
the activity.
Graphic Organizer
Industrial School Clinical
1 1 1
2 2 2
3 3 3
B. Establishing a (7 minutes) (5 minutes) (5 minutes) (10 minutes)
purpose for the Video presentation about the Puzzle Game Picture Analysis: Count Me in, Count Me Out:
lesson different roles of school Will I Give My Job or Not?
counselor:

Do the following in your Journals: Instructions: Processing Information: Instructions:


1. What part of the video clip 1. The students will be 1. Describe the different 1. The class will be
becomes appealing to given four pieces of career opportunities for divided into two. The
you? papers to write counselors. first group will choose,
2. Identify some of the roles some roles and quit the job. The
and functions of counselors functions under 2. Ask the students: Using second group will
shown in the video. specific work setting the pictures, identify the choose stay on the
3. Why do you think they remember from career opportunities for job.
counselors must do their the previous activity, counselors ( (the students 2. Using the given
roles and functions based 2. The students will will be asked to answer per situations answer the
on level of competencies? work in dyad using group of A for boys and B following questions in a
the four pieces of for girls) form of debate: Why?
paper. 3. Which among the Which is more ethical?
3. The pieces of paper pictures shown you think Why is it more ethical?
will be broken down best represent the type of
into different small counselor you like? (ask at Situations:
least two volunteer students)
parts if needed to
represent the most 3. In the area of
ideal roles and counselling
functions of relationships of Code of
counselors for them. Ethics, it states that,
4. Each partner will try Counselors should not
to reconnect the have any serious
pieces of paper as relationship with clients
clue to identify the and do not counsel
ideal role and person with whom they
functions of their have intimate
partner for a relationship.
counselor. Counselor should not
also engage in any form
of intimacies with
former client within a
minimum of two years.

4. If you are a counselor


and you have fallen in
love with your client and
your client also fallen in
love with you. Since, it
is unethical to pursue
on the relationship; you
have to quit your job.
Your job is also
important to you. Now,
what will be your
decision?

C. Presenting (10 minutes) (5 minutes) 10 (minutes) (5 minutes)


examples/instances 1. Present and discuss the 1. Present and discuss 1. Present and discuss the 1. Present the different
of the new lesson different roles and the specific work career opportunities for Code of Ethics in the
functions of counselors areas where counselors under the counselling profession
base on competencies counselor work. following work areas: in terms of the seven
(power point presentation) (power point 1.1 the school setting section of Code of
presentation) a. school counselor Ethics of Counselor
2. Ask: What are the different b. guidance counselor (Gladding, 2000)
roles and functions of 2. Ask: which of the c. teacher-counselor
counselors? How does areas of d. consultant 2. Ask: What are the
counselor manage to do specialization you 1.2 the clinical setting rights, responsibilities,
his/ her unique roles which think counselors can a. clinical counselor and accountabilities of
correspond to his/ her be more effective? b. counseling a practicing counselor?
specific function? If you are Why do you say so, therapist
a counselor, what level of explain your answer c. consultant
competency do you think base on your own d. behavioral
would best suit the kind of personal life- counselor
counselor who works for experience. 1.3 the industrial setting
helping adolescent to cope a. human resource
with problem behaviour? officer
Give examples. b. trainer
c. Industrial
counselor
d. Industrial
consultant
e. counselor
rehabilitation
center
1.4 others
.
2. Ask: which among the
presented career
opportunities for
counselors do you think
will be easy for them to
do? Why do you say
so? Cite some practical
examples?

D. Discussing new (5 minutes) (10 minutes) (5 minutes) (10 minutes)


concepts and Discussion on the roles and Integrative Game: Charade Fact or Bluff: Will I Report My Client or Not?
practicing new skills functions of counselor by Instructions:
#1 answering the WH question using 1. The class will be Instructions: 1. In the area of
the graphic organizer. divided into five 1. The students will answer confidentiality of the
groups. in chorus the given Code of Ethics, there is a
1. Roles and functions of 2. For every group- questions using Fact as portion on clients right to
counselors. each member will be True and Bluff as False. privacy. What if the
asked to role play counselor, in his/her
WHO any role and conversation with the
WHEN WHAT
function of a client, found out that the
counselor in specific client accidentally killed
Counselor
work area. a person, will you report
HOW WHERE the client to police or
WHY
Processing Questions: not? Explain your
1. If given a chance, answer.
which specific work
areas would you like 2. Get volunteers. The first
to work? Why? two will get the position
2. How do you find the of disclosing the
work of counselors information to the right
under different authorities. The other
areas of two will take the position
specializations? of not disclosing the
information to the
authorities. What is your
position? Why?
3. Share your answer
through the debate.
4. Will I report? Or will I not
report?

E. Discussing new (5 minutes) (5 minutes) (10 minutes) (5 minutes)


concepts and Deepening of discussion on roles Further discussion Deepening of discussion Ask: Based on the debate,
practicing new skills and functions of counselors base 1. Present and discuss 1. Describe the different how did you come up with
#2 on their competencies. the different roles work opportunities for your opinion?
and functions of counselors (use visual
Group activity counselors under aids, journals, etc.)
Instructions: given specific work 2. Ask: What are some of
1. The class will be divided areas (power point the career opportunities
into five groups. presentation). for counselors under
2. Each group will role play different work areas?
any of the following: 2. Ask: What are the Give some examples.
2.1 Group 1 Bullying roles and functions
2.2 Group 2 Teenagers of counselors under 3. Group Activity:
Suicide various areas of Jigsaw Puzzle
2.3 Group 3 Compulsive specialization. Instruction:
gambler 3.1 The students will
2.4 Group 4 Battered wife 3. Group Activity: each assemble the cut
2.5 Group 5 Poor student will discuss pictures; and
academic performance to his/her group 3.2 The students will
members his/her determine the
own list of the roles specific career
and functions of opportunities
counselor base on under specialized
areas of work areas per
specialization. work setting.
F. Developing mastery (10 minutes) (5 minutes) (5 minutes) (5 minutes)
(leads to Formative Oral discussion: Focus Group Discussion Formative assessment: Info-Test (1-10)
Assessment ) Instructions: (FGD): What are the Grade as you Go: Instruction:
1. The students will be asked specific work areas of Instructions: In a 1/4 sheet of paper
to recite the roles and counselors? Which among 1. The class will be called distinguish the situation
functions of counselors the work areas of according to their number if it is ethical or
2. For every 1 function and counselors do you think is in class record using the unethical behaviour of a
role to be recited by the important to help you BINGO. professional
student it will correspond to discover more about 2. The student will be asked counselors.
a point following the yourself? on career opportunities
intended rubrics. for counselors (Nystul,
Written Activity: Reflection 2003).
Roles & Points Instructions:
Functions 1. The students will
5 5 make a short (5 to
4 4 10 sentences)
3 3 reflection papers on
2 2 the following:
1 1 1.1 my most
significant
learning about
the topic
1.2 if given a chance
to be a
counselor, what
type of
counselor would
you like to be?
Why?
2. The reflection
papers will be
graded using rubrics
following specific
criteria.
G. Finding practical (5 minutes) (3 minutes) (5 minutes) (5 minutes)
applications of Ask: If you were to give opinion Ask: How do you think a Ask: If you will be given a Reflection
concepts and skills about the important roles and school counselor may help chance to be a counselor today, Ask: If given a chance to work
in daily living functions of counselors, what you resolve some of your what career opportunities will as a counselor, do you think it
would it be? personal issues and you like to get and be hired? will be easy for you to follow
concerns? Give your reasons (at least two and distinguish between the
to three reasons) ethical and unethical
behaviors of a counselor?

H. Making (5 minutes) (5 minutes) (5 minutes) Instruction:


generalizations and Present a short video clips Self- Evaluation Instruction: Two students will be asked to
abstractions about depicting the everyday roles and Two students will be asked to summarize the topic discussed
the lesson functions of counselors. summarize the topic discussed

Guide Questions: Instructions: Guide questions: Guide question:


1. Ask: How do you see the 1. The students will 1. What are different career 1. What is the significance of
importance of the roles and write in their journal opportunities for Code of Ethics in counselling
functions of counselor? Do their most significant counselors? profession?
you think that counselors learning about the 2. Describe the work-related
have unique roles and topic discussed. opportunities available for Expected generalization:
functions than other 2. The students will counselors under
professionals? Why do you evaluate the different settings. The counselors primary
say so? learning they have responsibility is to respect the
from the topic Expected generalization: dignity and to promote the
discussed where 5 There are different types of welfare of clients. They are
as the highest 1 as career opportunities available also expected to encourage
the lowest ( 5 for counselors, such as career in clients growth.
outstanding to 1 school setting, working as
poor or no learning Guidance Counselor (K-12 or
at all) Tertiary), teacher-guidance, etc,
for industrial setting (counselors
for rehabilitation centers and
others), as trainer, screening
officer, HR, etc., for clinical
setting, they can work as clinical
counselors, therapists and the
like.
I. Evaluating learning (7 minutes) (5 minutes) (5 minutes) (10 minutes)
1. Give at least 4 to 5 roles Topic Evaluation: Written activity: Essay test Quiz No. 2
and functions of counselors Quiz No. 1 Instructions: In a crosswise sheet of
2. Name at least some of the (1-10 items) 1. Students will be given set paper, explain the rights,
activities conducted by Instruction: of pictures depicting the responsibilities, and
counselors in your place In a 1/4 sheet of paper, ask career opportunities for accountabilities of counselors.
base on their unique roles the students to identity counselors.
and functions? which specific work areas 2. Each student will say (refer to the given rubrics)

counselors are usually something about the


employed (Clinical, picture on how he/she
Industrial and School can relate to it.
settings). 3. Students will write a short
narrative about the
1. Make an inventory of reason why they choose
students behavior profile. the picture and how they
2. Interview and do the find it important on the
criteria for the screening of basis of the career
applicants. opportunities only
3. Provide a diagnosis of a counselors can do.
person with personality
problem. Etc.
J. Additional activities (3 minutes) (2 minutes) (2 minutes) (5 minutes)
for application or Additional Activity: Assignment: Assignment: Additional Activity:
remediation The students will interview a Instruction: Do the Instruction: Make an advanced The students will interview a
counselor working in different following reading and follow the guide registered guidance counselor
settings (Clinical, Industrial, and 1. research on the questions: and ask the following
School settings). different career questions:
Guide Questions: opportunities for 1. search on the code of
1. How do you find yourself counselors. ethics for counselors 1. What is the grimmest
working as a Counselor? 2. In your journal list 2. review the code of ethics experience he/she
2. Why do you choose to work down at least 5 to for counselors. encountered to his/her
as a Guidance, or Industrial 10 career client?
or Clinical Counselor? opportunities for Reference: Magna Carta for Licensed
3. What do you love most counselors. Guidance Counselor book or any 2. How did you handle the
search engines.
about your roles and 3. Attach some situation?
functions as Counselor? pictures of work
4. What do you think are your place of counselors.
competencies unique to
other professions?
V. REMARKS

VI. 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 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: Checked and Reviewed by: Noted by:

ANNIE S. RAFOLS, Ph,D., RGC DR. LOVELLA R. PARAGAS DR. ENGELBERT B. AGUNDAY
FAITH ANN D. FARNE Trainer/Facilitator SHS HUMSS EPS II, CLMD
Division of Bulacan
DAILY School Grade Level Grade 12
LESSON
Teacher 1st & 2nd Day Learning Area Disciplines and Ideas in the Applied Social Sciences
PLAN
Marnie Rose P. Bulahan
Allan Dave M. Cortez
Dorothy Joy N. Breganio

3rd Day
Erlinda C. Cortez
Neptune A. Solar

4th Day
Jacqueline Joy A. Lising
Felinor G. Abellanoza
Clark Vencci H. Pelayo
Teaching Dates Quarter First Quarter
June 19-22, 2017
and Time

1stDay 2ndDay 3rdDay 4th Day


I. OBJECTIVES 1. Identify the different types and needs of clientele At the end of the lesson, the learners At the end of the lesson, the learners
and audience of counseling. will be able to: will be able to:
2. Articulate the characteristics and needs of the 1. Identify the settings where 1. Identify the different processes
different types of clientele and audiences for counselors are found. and methods in counselling.
counseling. 2. Demonstrate the role of 2. Illustrate the different processes
3. To value the participation of the learners in counselors in different setting. and methods of counselling.
conducting the research survey. 3. Appreciate the services of the 3. Appreciate the awareness of
counselors render in different different methods and processes.
setting.
A. Content Standard Clientele and Audiences in Counseling Settings, Processes, Methods and Tools in Counselling
.
B. Performance The learners should be able to: The learners should be able to:
Standard Use acceptable research protocols, conduct a Use the results of the survey conducted, critically evaluate whether the
survey among young adults (i.e., ages 18-21) on needs of the respondents are addressed by the practitioners and
their counseling needs. pertinent institutions.
Present results and recommendation for class Propose suggestions on how needs can be effectively addressed.
discussion

1
C. Learning Describe the clientele and audience of counseling. The learners identify the settings inThe learners:
Competency/ (HUMSS_DIASS 12-Id-11) which counselors are found Illustrate the different processes and
Objectives HUMSS_DIASS 12-Id-12; methods involved in undertaking
Write the LC code HUMSS_DIASS 12-Id-13 counselling [HUMSS_DIASS12-Id-14]
for each. Distinguish the needs of individuals,
groups, organizations and communities.
[HUMSS_DIASS12-Id-15]
II. CONTENT Clientele and Audiences in Counseling Settings, Processes, Methods and Tools in Counseling
I. LEARNING
RESOURCES
A. References
1. Teachers Curriculum Guide- Humanities and Social Sciences page 2 of 7
Guide pages
2. Learners
Materials pages
3. Textbook pages Dela Cruz, et.al Discipline and Ideas in Applied Social Sciences, Phoenix Publishing House Inc., 2016, pp 47-50.
Cleofe, et.al DIWA Senior High School Series: Discipline and Ideas in Applied Social Sciences, Diwa Learning System Inc., 2016, pp 41-43

Books: Cleofe, M., Liquigan, B., Madrigal, C.; DIWA Senior High School Series: Discipline and Ideas in Applied Social Sciences Module
[Diwa Learning Systems Inc. pages 37-38, 2016 ; UCSP, Diwa Senior High school Series pp. 48-52
4. Additional
Materials from
Learning
Resource(LR)po
rtal
B. Other Learning Others: Laptop, projector, Box/ Bowl, Meta Cards, Appendices; Job Roles For COUNSELOR Counseling,School,Apprenticeship,Private
Resource organization,Psychology https://www.counseling.org/PublicPolicy/WhoAreLPCs.pdf
II. PROCEDURES
A. Reviewing previous What are the roles and Enumerate and briefly Review of the previous lesson: Review of the previous lesson:
lesson or functions of a counselor? describe the 3 types of A student will give a recap from the Q: What are the different settings where
presenting the new Identify the work areas and clientele and audience in previous lesson by sharing his/her counsellors may be found?
lesson career opportunities. counseling. experience in conducting a survey Time: 3 minutes
Enumerate the Code of (5 minutes) (3 minutes)
Conduct in Counseling.
(5 minutes)
B. Establishing a Activity: Hugot-in Mo Ako. Describe your experiences Activity: Kilala mo ba Ako? Sharing:
purpose for the The teacher will ask in the following: Picture Analysis Share with the class your first and

2
lesson students to pick a piece of 1. While you were Instructions: second encounter with a school
paper in the box containing looking for your 1. The teacher will present a picture counsellor.
hugot lines. These hugot respondents of the school guidance counsellor Time: 5 minutes
lines represent problems 2. While you were and ask the student the following
encountered by people gathering data from questions:
under the following your respondents a. what his/her name.
categories: 1. Individuals 2. 3. While you were b. what he/she do at the school.
Groups and Organizations interpreting your c. what is the role of the guidance
3. Community. data counselor?
(5 minutes)
Instructions: 2. The teachers will present pictures
1. There should be 5 and will ask what the pictures have to
volunteers for the do with a counselor
said activity. (a picture of an ear) it involves
2. Students will pick a "listening."
piece of paper (a picture of a closed mouth)
containing hugot they don't tell your secrets,
lines. These hugot and you talk about your
lines represent problems to them."
concerns of different (a picture of friends) "they help
groups of individuals. when you have problems with
3. The volunteer will friends
read it aloud and the (a picture of people "meeting)
rest of the class will "they might meet with your
guess who they think parents, they might meet with
is being represented teachers, and they might talk
the hugot line. to the principal."
4. All correct answer (8 minutes)
will be written on the
space provided.

Sample Hugot Lines:


1. Hithit ka nang hithit,
baka ikay magipit
2. Papunta ka pa lang,
pabalik na ako.
3. Laklak ka ng laklak
baka ikaw ay

3
lumagapak.
4. Hindi ako sa
palagay na isang
bagay, lalong hindi
rin ako isang hayop,
ako ay tao.
5. Hindi ako Na ano
lang
(5 minutes)
C. Presenting Recall an instance/s or The teacher will ask the Activity: Saan mo ako Unlocking:
examples/Instances experience/s wherein you students to present the Mahahanap? What do we mean when we say:
of the new lesson were able to help somebody result of the data gathering Group Activity and Sharing Process and Method?
who has personal troubles activity from the structured Instructions: Graphic Organizer:
and difficulties. Describe questions through power 1. The learners will be divided into 4 Through a concept map, present your
what you did in order to be point presentation or visual groups. Each member will be given a ideas regarding the processes and
of help to that person. aids.(2 minutes) 5x8 inch card methods of counselling.
Specifically: 2. Learners will print their name on Time: 7 minute
a.)How did you help the center of the card. Directly under
him/her? their name they will write the quality Counselling
b.)What made you realize that they most value in people.
that he/she really needs 3. Write the following on the sides of
your help? leaners index card.
(5 minutes) Upper left- the place where
you spent your happiest Methods Processes
summer vacation
Lower left- the person who
taught you important beliefs in
your life
Lower right- the year when
you had a big trip
Upper right- three things you
do well
4. After the group
Processing questions:
1. What have you learned about the
activity?
2. Why do think is it important for the
members of the community to have

4
an opportunity to share information
about themselves?
3. Why is it necessary for you to
understand the members of the
class?
(8 minutes)
D. Discussing new The teacher will discuss the The teacher will give Interactive Class Discussion InteractiveDiscussion with
concepts and characteristics and types of instructions on how the Different Settings Where PowerPoint Presentation:
practicing new skills clientele and audiences in students will present their counsellors are found Processes in Counselling
#1 counseling according to researches. a. Government setting 1. Relationship Building
Cleofe, et.al (2016): b. Private Sector 2. Assessment and Diagnosis
1. Individuals The rubrics will be c. Civil Society 3. Goal Setting
2. Group/ Organizations discussed in order for the d. Schools setting 4. Intervention and Problem-Solving
3. Community students to know how their e. Community setting 5. Termination and Follow-up
presentation will be 6. Evaluation
graded. SELF-ASSESSMENT TOOL Methods in Counselling
(5 minutes) From the Survey(hypothetical result) 1. Psychodynamic Approach
How can your guidance counselor 2. Experiential Approach
help you? 3. Cognitive-BehaviouralApproach
Academic 10 4. Eclectic Approach
Love Life 12 Time: 15 minutes
Choosing my Career 15
Relationship 25
Spiritual Growth 7
Work 10
Finances 5
Relationship with my self 30

Guide question:
Identify suitable counseling setting
that will address the needs of the
respondents
( 15 minutes)
E. Discussing new The teacher will present and The students will present Processing of Needs Assessment.
concepts and identify the different types of and provide a descriptive Present the results of the survey
practicing new skills special counseling discussion of their survey given in the previous session.
#2 population according to results. 1. Enumerate the needs of
(Gibson and Mitchell, 2003). (5 minutes) individuals, groups,

5
1. People Who Abuse 2. Give suggestions on how the
Drugs identified needs can be
2. People Who use effectively addressed.
Tobacco SELF-ASSESSMENT TOOL
3. People Who Abuse From the Survey(hypothetical result)
Alcohol How can your guidance counselor help
4. Women you?
5. Older Adults
6. People with AIDS Academic 10
7. Victims of Abuse Love Life 12
8. Gay Men and
Choosing my Career 15
Lesbian Women
Relationship 25
(10 minutes)
Spiritual Growth 7
Work 10
Finances 5
Relationship with my self 30

Guide question:
Identify suitable counselling methods
that will address the needs of the
respondents
Time: 15 minutes
F. Developing mastery Who are the individuals and From among the survey Activity: Saan Ba Ito Activity: Sort and Decide
(leads to Formative groups who needs questions, are there any Patutungo?Group Work On colored strips of paper, write known
Assessment 3) counseling? additional question/s that Instruction: processes and methods. Sort these
What are their needs and you can suggest that Learners will work in group and strips of paper on the posted chart.
demands? needs to be included in identify which setting is described Time: 5 minutes
order to address the issues 1. Counselors working on this setting Processes Methods
(10 minutes) at hand. focus on the clients academic and
(5 minutes) personal needs.
2. Preventive activities such a drug
awareness, career information, and
sex education are provided in this
setting to provide clients with greater
understanding on certain issues.
3. Guidance counselors working in
this setting work in partnership with

6
social workers to promote
psychological well-being of clients.
4. Working in this setting allows the
guidance counselors to work in a
part-time or full-time basis.
5. In this setting, counselor work in
parishes or churches to provide
services to various groups, such as
those with moral or spirituals issues
and concerns.
(8 minutes)
G. Finding practical PRACTICAL RESEARCH PERFORMANCE WORK: If you are going to be a guidance Guide Question: Why do you think is it
application of ACTIVITY ORAL PRESENTATION counselor, which setting would you important for students and the
concepts and skills Instructions: prefer to work in? community to know the processes and
in daily living 1. The teacher will provide a The teacher will ask the Guide questions: methods of counselling?
Needs Assessment Tool. students to present the 1. Why did you choose that setting?
This assessment tool will be result of the data gathering 2. What factors did you consider in
used by the students to activity through power point choosing that particular setting?
address the needs and presentation or visual aids. skills
concerns of the following Based from the result interest
respondents: presented, the teacher will hobbies
A. Grade 10 students ask the following (8 minutes)
B. Grade 11 students questions.
C. Grade 12 students
D. Teaching Personnel 1. What are the most
E. Non- teaching prevalent concerns
Personnel that you have
gathered?
2. After the data gathering 2. What are the top 3
activity the students will programs needed by
consolidate/ tally the results the respondents?
of the survey. 3. What do you think
are the reasons why
3. From the result of the the respondents
survey, the students will checked those
come up with conclusions item/s?
and recommendations on 4. As a student, what
the prevalent counseling program/s can you

7
needs of the respondents. recommend to
They will present it in the address their
class through a powerpoint concerns?
presentation/ visual aids.
See attached appendix A: (Each group will be given
Self-Assessment Tool 8 minutes to present the
(10 minutes) result and answer the 4
questions above.)
H. Making Why is it important to help How does a guidance Call a student and ask to summarize Call a student and ask to summarize the
generalizations and individuals or group of counselor deals with the the lesson and answer the following lesson.
abstractions about individuals address their problems and concerns of guide questions: GQ:What new learning did you acquire
the lesson needs and discover their an individuals, groups and 1. What new learning did you acquire about the different processes and
potentialities? organization, and about the different processes and methods in counselling?
(5 mins) community? ( 5 minutes) methods in counselling? Expected Generalization 1: The
Students will be encouraged to give processes of counselling should be
To capitalize on their From the result of their their reflections about the importance done in order.
potentialities survey, the students will of counselors in different setting: Expected Generalization 2:The
answer how a guidance 1. What will happen if there are no method to be used in counselling should
counselor could address counsellors in schools? be based on the needs of the client.
their concerns of the (5 minutes) Time: 5 minutes
individuals, groups, and
organization.
I. Evaluating learning True or False (5 items) The teacher will use a Paper and Pen: Paper and Pen:
rubric to evaluate the Paper and Pen: 1. Illustrate the processes and
Direction: Write TRUE if the written report and oral 1. Enumerate the different the methods in counselling
statement is true, and write presentation of the settings where counselors are found Time: 5 minutes
FALSE if the statement is students. [6 items]
incorrect. Time: 5 minutes
*See attached
1. The counselor does not Appendix B : Practical
deal with a mixture of Research Rubric
people with different Appendix C: Oral
concerns and issues. Presentation Rubric
2. The guidance and
counseling services After the evaluation, the
deals with students teacher will announce
concern, most of which the scores of the
are behavioral. students. (3 minutes)

8
3. The counselor deals
with individuals who
suffered from mental
illness/problems.
4. The counselor can
assess and assist any
kinds of problems and
concern of individual
and group.
5. The Guidance
Counselors can also
work in partnership with
other members of the
school community.
(10 minutes)
J. Additional activities Assignment: The students Assignment: What are the Assignment: Research for: Assignment: Research about the
for application or will conduct a survey settings, processes, 1. Counseling services Social Work definition, goals, scope,
remediation addressing the counseling methods and tools in 2. Counseling Processes core values and principles.
needs of various types of counseling? 3. Counseling Methods
clientele and audiences.
The result of the data The students will write their
gathering activity will be answers in a whole sheet
presented on the next of paper.
session.

III. REMARKS
IV. 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

9
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:

1st and 2nd Day:


Marnie Rose P. Bulahan- Senior High School Teacher III- Tarlac Province: Tarlac National High School Annex
Allan Dave M. Cortez- Senior High School Teacher III- Tarlac Province: Cristo Rey High School
Dorothy Joy N. Breganio- Senior High School Teacher III- Tarlac Province: Sapang High School

3rdDay:
Neptune A. Solar, RGC- Senior High School Teacher II- Tarlac City: Alvindia- Aguso High School
Erlinda C. Cortez- Senior High School Teacher III- Tarlac Province: Caluluan High School

4th Day:

10
Jacqueline Joy A. Lising- Senior High School Teacher III- Olongapo City: Mabayuan Senior High School
Felinor G. Abellanoza Senior High School Teacher II- Pampanga: Masantol High School
Clark Vencci H. Pelayo- Senior High School Teacher I- Pampanga: Pasig National High School

Checked and Reviewed:

DR. LOVELLA G. PARAGAS, EPS I


Facilitator/Trainor SHS HUMSS

Approved by:

DR. ENGELBERT AGUNDAY


EPS-CLMD

11
Grades 1 to 12 School Class C Grade Level GRADE 12
DAILY LESSON Teacher Merdy Mae D. Delavin Learning Discipline and Ideas in the Applied Social
PLAN Ariel V. Sobrevilla Area Sciences
Arturo R. Cauguiran
Eduardo P. Mabita Jr.
Emmy Lou C. Calma

Teaching Dates and 5th Week Semester 1st Semester Quarter I


Time

Day 1 Day 2 Day 3 Day 4


At the end of the lesson, the At the end of the lesson, the students will be able to; At the end of the
I. OBJECTIVES students will be able to; 1. identify and discuss the principles of social work. lesson, the students
1. identify the goals and 2.demonstrate the principles of social work through will be able to;
scope of social work. a simulation activity and group presentation. 1.discuss the core
2. discuss the goals and values of social work.
3.realize the importance of principles in doing social
scope of social work. 2.share insights on the
work.
3. appreciate the value of different core values of
social work. social work.
3.imbibe the core
values needed in
social work.

A. Content Standards Discipline of Social Work

The learners emonstrate a high level of understanding of the basic concepts of social work through a
B. Performance Standards group presentation of a situation in which practitioners of social work collaborate to assist individuals,
groups, or communities involved in difficult situations (e.g. post-disaster, court hearing about separation
of celebrity couple, cyber bullying.
C. Learning Competencies/ identify the goals and demonstrate comprehension of the principles of discuss the core
Objectives scope of social work social work. values of social work.
Write the LC code for HUMSS_DIASS12-Ie-16 HUMSS_DIASS12-Ie-17Competency will be taught HUMSS_DIASS12-
each for 2 days Ie-18
Definition, Goals and Principles ofSocial Work Core Values of
II. CONTENT Scope of Social Work Social Work
III. LEARNING RESOURCES

A. References
1. Teachers Guide pages Curriculum guide p3 Curriculum guide p3 Curriculum guide p3 Curriculum guide p3
2. Learners Materials pages
3. Textbook pages Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store, (pp. 63-74)
4. Additional Materials from 1. https://www.youtube.com/watch?v=Dr0Vn5QBMtM
Learning Resource (LR) 2. Powerpoint Presentations
portal 3.
B. Other Learning Resources Disciplines and Ideas in the Applied Social Sciences by Elias Sampa, Published and Distributed by Rex
Book Store

IV. PROCEDURES

A. Reviewing previous What professional career Give the scope and Recap the principles of Recap the principles
lesson or presenting the is likely to havethis goals of social work social work discussed. of social work
new lesson picture? through the different (3 minutes) discussed. (3
pictures.(5 minutes) 1.Anybody who can minutes)
recap the principles of 1.Is there anyone
social work? who can recap the
principles of social
work?
4Pic1word Values,
Core, Social Work
B. Establishing a purpose for Picture Analysis: Students will look at their Activity: Fast Talk Activity: Text Twist
the lesson The teacher will show research assignment in Representative of Game ( 5 minutes)
pictures of different presenting the principles. each group should What are the words
scenarios in relation to Enumerate the different stand in front for the that you noticed in
social work. Principles of Social Work fast talk activity. the text twist game?
Learners will describe the The students will be 1. Give or receive How are those words
picture. asked to express 2. Self or others related to our topic?
Guide Questions: insights in each principle. 3. Equality or equity
What can you depict from Activity: Cabbage Game 4. Wealth or
the picture/s. What Directions: Pass the integrity
makes it social work? cabbage to every 5. Charity or salary
Scenario 1: Community student as the music
immersion stops, read the situation Students will now
Scenario 2: Typhoon in the leaf of the process the principles
victim cabbage. of social work. (5
Scenario 3: Nursing (10 minutes) minutes)
homes
Scenario 4. Street
Children
(5 minutes)

What would be the


principal goal of social
work based on the
pictures presented?
Expected Answer:
1. The goal on caring
2. The goal on curing
3. The goal on
changing.

C. Presenting Unlocking of difficulty Think-Pair- Share: Situational Analysis: Video presentation (3


examples/instances of the The learners will define Get your partner. Case analysis with minutes)
new lesson social work using What comes into your guided questions. The Good
semantic weband mind when you hear the Samaritan
metacard. (3 minutes) word: Whats on your
Ask: What comes to your 1. Discrimination mind?
mind when you hear the 2. Human Rights Provide a status
phrase social work? 3. Equality about the video of
4. Integrity the Good Samaritan,
5. Charity you may start with a
IAL
W
OR
K
Students will now statement-
have an idea on Feeling _________
principles of social (using the core
work. (5 minutes) values)
How will you define a Each group will give
social work then? at least one
statement and give a
1. Define social work brief explanation. (5
in the words minutes)
associated.
1. What are the
manifested
values of the
good
samaritan.
D. Discussing new concepts To further understand the Discussion on Seven (7) Discussion on Seven The teacher will
and practicing new skills value of social work, it is Principles of Social Work (7) Principles of Social discuss on
#1 important to study the through power point Work through power Core Values of
scope of social work by presentation. point presentation. Social Work (10
providing the key word for (10 minutes) (10 minutes) minutes)
each description. (7 Group Brainstorming:
minutes) Core Principles: Core Principles Each group will be
Ask: What professional 1. Reciprocity 5. Self- given a particular
servicescan be offered by 2. Provide the best Determination core values.
1. Child possible solutions. 6. Clients
development 3. Respect basic participation 1. Service 2. Social
Social Work human rights. 7. Confidentiality 6.Integrity Justice
2. Medical Social 4. Confidentiality, Guided Question:
5. Importance CORE
Work privacy, & 1. Why is there a of Human VALUES OF
3. Clinical Social responsible for need to have Relationship SOCIAL
Work human information. these last three WORK
3.Competence
4. Social work principles? 4.Dignity and Worth of
administration and Explain. the Person
management
5. International
social work The students will
6. Social work as post the assigned
community values.
organizer
7. Women welfare
8. Crisis intervention
9. Criminal Justice
E. Discussing new concepts Group Activity: Simulation Activity: (Continuation) Group Activity :
and practicing new skills Students will be given Deepening of Deepening of Tableau (15 minutes)
#2 meta-cards that include Understanding (with Understanding through Show me a picture
the four (4) areas of rubrics). Simulation Activity (with of social work
Social Work in Philippine Group 1 TV Rubrics). Each group will be
perspective to be Advertisement (Human given a core value
presented using DI. Rights) Group 3 Pantomime and the three groups
1. Family and Group 2 News (Professional Integrity) will come up with a
Community (rap); Reporting (Social o 5 minutes tableau.
2. Child, Youth and Justice) instruction and Other groups will
Women o 5 minutes instruction rubric reiteration, guess the core
(simulation/tableau) and rubric presentation group preparation values portrayed.(5
; o 10 minutes group o 10 minutes group minutes group)
3. Disaster, risks and preparation preparation
reduction (spoken
poetry) and;
4. Person with
Disability (PWD)
and Senior Citizen
(song).
Ask:
1. What are the
problems faced by
the different areas
of social work?
2. How would social
work be of service
to these groups?
(20 minutes)
F. Developing mastery Merry-go-round pause What are the principles What are the I-Hash Tag mo. (5
(leads to Formative and answer manifested in the group principles being minutes)
Assessment 3) Based on the discussion, 1 presentation? shown in group 3 #CoreValues
the student will identify (5 minutes) presentation? #SocialWork
the goals of social workas What are the principles o Explain Pictures will be
to care, cure and change. of social work displayed comprehensively. shown and give a
(5 minutes) in the presentation of o 10 minutes core values that best
1. Embrace a world Group 1 & 2 discussion fits the picture in a
view of human form of hashtag.
issues and Give a short
solutions to discussion.
problems. # Dignity and Worth
2. Empower people, of the Person
individually and #Service
collectively, to #Integrity
utilize their own #Importance of
problem-solving human relationships
and coping #socialjustice
capabilities more
effectively.
3. Uphold the
integrity of the
profession in all
aspects of social
work.
4. Promote social
justice and equality
of all people with
regard to full
participation in
society.
5. Contribute to the
development of
knowledge for
social work
profession through
research and
evaluation.
6. Help the family to
make decisions
about their pattern
of reproduction
towards enhancing
the familys quality
of life.
7. Offers adoption
services to
unmarried parents,
foster care,
residential care
and protective
services.
8. Establishes
linkages between
people and
societal resources
to further social
functioning.
9. Facilitate the
responsiveness of
the institutional
resource systems
to meet health and
human service
needs.
10. Treating people
with problems in
social functioning.
G. Finding practical Choose among the As a student how can you Reflect upon: Do you see yourself
applications of concepts discussed professional be an advocate of human A: Give your insights as a social worker by
and skills in daily living services for social work rights in your own little Social Worker in the profession in the
they believed they can ways? (5 minutes) Making future? (5 minutes)
engage actively. Why? Journal Writing B.Journal Writing What particular core
Ask: Make your own title of values of social work
What will motivate you to your own advocacy as a that you are willing to
consider engaging in social worker and how apply in your life?
social work? will it be implemented. Why?
What traits must you (10 minutes)
have to become an
effective social worker?
(5 minutes)
H. Making generalizations Let the student Make generalizations Discuss in the class the
and abstractions about the summarize the goals and about the principles of three principles of social
lesson scope of social worker in social work. work ;
2-3 sentences. (3 minutes) 1. Self-
(5 minutes) Determination
Ask: 1.Identify and discuss the 2. Clients
What are the goals and principles of social work participation
scope of social work? 3. Confidentiality

Expected answer: (5 minutes)

GOALS
1. Care
2. Cure
3. Change

SCOPE
1. Child development
2. Medical Social
Work
3. Clinical Social
Work
4. Social work
administration and
management
5. International social
work
6. Social work as
community
organizer
7. Women welfare
8. Crisis intervention
9. Criminal Justice

I. Evaluating learning Essay: Discuss comprehensively Fill-out the chart with What new learning
Test your understanding the principles of social the principles of social did you develop
by answering the work. work. about the core
following: (10 points) a. Purposeful (5 minutes) values of social
1. Write the definition expression of work? Explain in 1/4
of social work as a feelings Principles of Social Work sheet of paper.
profession? b. Controlled Self- Client Confid (5 minutes)
2. Describe briefly emotional determi s entialit
the goals and involvement nation partici y
scope of social c. Acceptance pation
work. d. Individualization
(7 minutes)
J. Additional activities for Internet Workload: Read on the principles of Internet workload: Internet workload:
application or remediation Search on the different social work please refer to Search on the core Search on the roles
principles of social work the 7 Principles of Social values of social work. and functions of
with respect to: Work. social worker.
(3 minutes) 1. Self-Determination
1. Human Rights 2. Clients
2. Social Justice participation
3. Professional 3. Confidentiality
Integrity

V. REMARKS

VI. 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 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?
Powerpoint Presentation Day 1: (credited to demo-teacherLalaine Q. Dela Pea - City of San Jose del Monte, May 18, 2017)
Powerpoint Presentation Day 4: (credited to demo-teacher Merdy Mae D. Delavin Division of Bataan, May 18, 2017)

Prepared by:
Merdy Mae D. Delavin (Bataan)
Ariel V. Sobrevilla (Bataan)
Eduardo P. Mabita Jr. (Olongapo City)
Emmy Lou C. Calma (Pampanga)
Arturo R. Cauguiran (Tarlac)

Checked and Reviewed by:

Dr.LOVELLA G. PARAGAS, Ph.,D.


Facilitator/ Trainer
SHS HUMSS

Approved by:

Dr.ENGELBERT B. AGUNDAY, Ed.,D.


EPS II - CLMD
Grades 1 to 12 School Angeles City Senior High Grade Level 12
DAILY LESSON School (Division of Angeles
LOG City), Bilad High School
(Division of Tarlac), Pamibian
Integrated School (Division of
Zambales), Akle high School
(Division of Bulacan)
Teacher Reggie O. Cruz, Ed.D., Onelia Learning Area Disciplines and Ideas in the
J. Lagrada, Glieza E. Adora, Applied Social Sciences
Jemie Anne R. Estoesta
Teaching Dates and Time Week 6 Day 1 - 4 Quarter 1st

1st Day 2nd Day 3rd Day 4th Day


The learners will be able to:
I. OBJECTIVES
1. Understand the professional and practitioners in specific work areas in which social workers work
2. Articulate the different roles, functions, competencies, rights, responsibilities and accountabilities of a social
worker.
3. Appreciate the role of a social worker in the community as stated in their ethical standards.
The learners should be able to demonstrate the understanding of Professionals and Practitioners in social works.
A. Content Standards

The learners should be able to undertake participant observation (e.g., a day in a life of a social worker) to
B. Performance adequately document and critique their roles, functions and competencies
Standards

C. Learning Show an understanding of the Identify specific work areas in Identify career Value rights,
Competencies/ roles and functions of social which social workers work opportunities for social responsibilities and
Objectives workers workers accountabilities
Write the LC code for HUMSS_DIASS 12-If-20
each HUMSS_DIASS 12-If-19 HUMSS_DIASS 12-If- Distinguish
21 between ethical
and unethical
behaviors among
practitioners

HUMSS_DIASS
12-If-22
HUMSS_DIASS
12-If-23

Professionals and Practitioners Professionals and Professionals and Professionals and


II. CONTENT in Social Workers Practitioners in Social Practitioners in Social Practitioners in
Workers Workers Social Workers
Roles, Functions and
Competencies of Social Areas of specialization in Career Opportunities Rights,
Workers which a social workers work of Social Workers Responsibilities,
Accountabilities
and Code of Ethics

III. LEARNING RESOURCES

A. References Curriculum Guide DIASS page 3


1. Teachers Guide
pages
2. Learners Materials
pages
3. Textbook pages Disciplines and Ideas in the Applied Social Sciences Rex Book Store 86-100
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning https:www.google.com.ph www.psychology.northwestern https://gradireland.com www.youtube.com
Resources

IV. PROCEDURES
A. Reviewing previous The teacher will review the The teacher will review the The teacher will review The teacher will
lesson or presenting class about the basic concepts class about the different roles the class regarding review the class
the new lesson of social work. and functions of social specific work areas in regarding career
workers. which social workers opportunities of
What are the core values of work. social worker.
social work? Giving Opinion:
Would you consider the work Creative Review: (Showing pictures
(3 minutes) of a social worker challenging Bigyan ng Points Yan! of the occupations)
yet rewarding career? Why? (Adapting Bigyan ng
(5 minutes) Jacket Yan! Willie
Revillame Show) (3 minutes)

The students will


dance in tune of willie
Revillame upbeat song
containing questions
on the specific work
areas discussed
yesterday.

(5 minutes)
B. Establishing a The teacher will show the Logo The teacher will show a The teacher will The teacher will
purpose for the of DSWD graphic organizer and a meta present pictures on the show a four-minute
lesson card to identify the areas of career opportunities of video clip
Guide Question: specialization in which social social workers. regarding the life
workers work. of a Social Worker.
1.What does DSWD stands for? The students will
(5 minutes) guess the occupation Guide Questions:
The teacher gives a background based on their
knowledge about DSWD experiences. What are the
responsibilities of
(3 minutes) (5 minutes) the Social Worker
presented in the
video clip?
Do you think she is
ethical regarding
her profession?
Why or Why not?
(7 minutes)
C. Presenting Picture Analysis: The teacher will introduce and The teacher using The students will
examples/instances discuss the areas of power point read the texts
of the new lesson The Teacher will present a specialization that presentation will show regarding
picture showing a slum area. professionals can pursue and pictures of the career responsibilities,
focus on. opportunities of the rights and
Guide Questions: social workers. accountabilities of
The teacher will provide a social workers as
1.What common problem do specific functions of each The teacher will briefly well as the code of
you notice based on the picture areas of expertise. analyze and explain all ethics of a social
presented? the pictures presented worker.
(10 minutes) in the power point.
2.Who among our professional (10 minutes)
you think can help solved such The students will
problems? explain all the pictures
presented in the power
(4 minutes) point.

(10 minutes)
D. Discussing new The teacher will discuss using The teacher will discuss the The teacher will The teacher will
concepts and power point presentation about concepts using the GRAPHIC discuss using power discuss the rights,
practicing new skills the following: ORGANIZER. point presentation responsibilities and
#1 accountabilities
Social Work 1.Different issues a social Concept: through Cluster
worker needs to address. Web.
1.Roles (10 minutes) Introduce the career
2.Functions opportunities of social The teacher will
3.Competencies workers. also discuss the
code of ethics of
(5 minutes) social worker
(15 minutes) practitioners
(9 minutes)

E. Discussing new The teacher gives a situation/ The teacher will group The teacher will group The students will
concepts and case about the roles and students according to their the students into two have a group
practicing new skills functions of a social work. birth month. groups. reporting regarding
#2 the topic .
The students are task to 1st group January to march 1. The first group
discuss using Formulate- 2nd group April to June will give the Group 1
Decide-Illustrate (FDI Scheme) 3rd group July September career Responsibility of a
4th group October opportunities of Social Worker
Formulate your own job December social workers. Group 2 Duties
description indicating the major 2. The second of a Social Worker
function/task you will perform General instruction to the group will give Group 3
students: its explanation Accountabilities of
Based on the needs of your of career a Social Worker
barangay a barrio, what Mimic the different areas of opportunities
possible indicators will you look specialization in which social that the first Group 4 Ethical
at to determine whether the workers work. group have Behavior of a
objectives of your work are (15 minutes) mentioned. Social Worker
achieved?
(10 minutes) Group 5
Act on how you will work with Unethical Behavior
other client systems such as of a Social Worker
individuals and groups.
(Role Play/ Simulation) ( 9 minutes)
(15 minutes)

F. Developing mastery The students, in the lecture The teacher will ask: The teacher will post The teacher will
(leads to Formative notebook will enumerate the in class a graphic give an
Assessment 3) roles and functions of a social 1.What environmental organizer. The enumeration on
worker. impediments in your barangay students will pick a the following:
that should be addressed? picture then they will
2.What specific solutions place the picture in the Social workers
( 5 minutes) could you suggest? graphic organizer. responsibilities
Explain if it is career
(10 minutes) opportunities of social Social workers
workers. accountabilities

(5 minutes) Social workers


ethical
responsibilities

(4 minutes)

G. Finding practical The teacher will ask if they have


applications of been helped by the social The teacher will ask: The teacher will ask: Selected students
concepts and skills in worker? will give reaction
daily living Why is it necessary for a Outside school, in on this:
Follow-up question: social worker to possess what ways can you
empathy and flexibility? apply the career Social work is a
How important is the role of opportunities of social profession that
social worker in helping people (5 minutes) workers? needs to be
in times of calamities? appreciated
(5 minutes) (5 minutes) because it caters
on the people who
are marginalized
and abused.

(3 minutes)
H. Making Call 2 to 3 students to The selected students will The selected students The student will
generalizations and summarize the lesson discuss some concepts that will repeat the career enumerate the
abstractions about the according to the following guide they learned regarding opportunities in social following
lesson questions: specializations of social works workers.
Give at least three
( 5 minutes) Expected answers: Codes of Ethics as
1. Give the functions and Health board social a Practitioners of
roles of a social worker. Expected answer: Social workers Social Workers.
2. Describe the workers has social work Medical social workers
competencies of a social specialties namely: child Working for the local Give at least one
worker. family and school social authorities rights,
(5 minutes) worker, community social Working for the responsibilities and
worker, hospice and palliative department of justice accountabilities of
Expected answer: care social worker, medical Working for voluntary a social worker.
health social worker, medical agencies
There are specific functions, health social worker and Working in industry (4 minutes)
roles and competencies of mental health and social
social work which provide substance abuse social ( 7 minutes) Expected answer:
social protection of the worker, military and veterans
socially disadvantaged social worker and psychiatric Social workers
people of the community. social worker. should promote
2. Social workers can be social justice,
required to aid with issues Social workers
directly caused by trauma, should keep
disability, poor family accurate records
circumstances, abuse, mental and social workers
and emotional problems, should undertake
addiction, and acute, chronic, research ethically.
or terminal illnesses. Some
social workers prefer to focus Rights right to
their skills on one area of live by its values
expertise by going into
specific fields. Responsibility to
help children

Accountability for
their actions
regarding values
and principles of
the professions
I. Evaluating learning Paper-Pencil Test: Essay Test: Essay Test:
Enumerate the functions of a Explain Comprehensively What are the career
Social Worker? A social workers job is never opportunities of social Write an essay
done, but the most successful workers? regarding the
Explain each function. professionals relish the Explain each career Ethical and
(5 minutes) challenge opportunities of social unethical Behavior
(5 minutes) workers of a Social
( 8 minutes) Workers in relation
with their duties
and
responsibilities,
duties and
accountabilities.
J. Additional activities for Conduct an interview to your Reflection: Cut out pictures of Compile the
application or municipal/city/provincial/national other career following in your
remediation social worker and ask the Do you see yourself to opportunities of social portfolio
following questions: become a social worker work practitioners.
1.What social problems did someday? Why or Why not? a. Interview
he/she encounter in the Paste it on a short sheet
barangay? bond paper and b. Reflection
describe its scope of Paper
3. What interventions did work. c. Cut out
he/she give to help solve pictures
the problem.

V. REMARKS

VI. 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 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

Dr. Reggie O. Cruz Mrs. Onelia J. Lagrada Mrs. Glieza E. Adora Jemie Anne R. Estoesta
Angeles City SHS Bilad HS Pamibian IS Akle HS

Checked and Reviewed by: Noted by:

Dr. Lovella Paragas Dr. Engelbert B. Agunday


Facilitator/ Trainor SHS HUMSS Regional Education Supervisor II
Grades 1 School Cluster C Grade Level 12
to 12 Teacher Learning Area Discipline and Ideas in Applied
DAILY Social Sciences (DIASS)
LESSON LOG Covered Date Week 7 (Days 1-4) Semester First

Day 1 Day 2 Day 3 Day 4


1. Identify the three types of clientele and At the end of the lesson, At the end of the lesson, the
I. OBJECTIVES audiences in social work. the students should be learners should be able to:
2. Present the needs of the individuals, able to: 1. Understand the different
groups, organizations and community. 1. Identify the different processes and methods
3. Appreciate the importance of social settings in social work. involved in doing social
work in addressing the needs of 2. Demonstrate an work.
disadvantage people. understanding of the 2. Illustrate the different
settings of social work. processes and methods
3. Appreciate the involved in doing social
contributions of social work.
work in different settings. 3. Reflect on the right process
and methods involved in
taking social work.

A. Content Clientele and Audiences in Social Work Settings, processes, methods and tools in social work
Standards

Use acceptable research protocols, Using the results of the The learners should be able to
B. Performanc conduct a survey among young adults survey conducted, propose suggestions on how
e particularly ages 13 17 on their social critically evaluate whether needs can be effectively
Standards work needs. the needs of the addressed.
Present results and recommendation for respondents are
class discussion. addressed by the
practitioners and
pertinent institutions.
1. Learning Describe the Distinguish the needs
11. Identify the settings in The learners illustrate the different
Competencie clientele and of individuals,
which social workers are processes and methods involved
s/ Objectives audience of social groups, organizations
found. in undertaking social work
Write the work. and communities.
HUMSS_DIASS12-Ig-26 (HUMSS_DIASS12-Ig-27)
LC code for HUMSS_DIASS HUMSS_DIASS 12-
each 12-Ig-24 Ig-25

Clientele and Characteristics and 4. Settings, Processes, Social Work Services, Processes,
II. CONTENT Audiences in needs of various Methods and Tools in and Methods
Social Work types of clientele and Social Work Setting
audiences 3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
3..1.4 Schools
3.1.5 Community

III. LEARNING
RESOURCES

A. References
1. Teachers Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide HUMSS
Guide HUMSS (DIASS) HUMSS (DIASS) HUMSS (DIASS) page 4 (DIASS) p.4
pages page 4 page 4
2. Learners
Materials pages
3. Textbook Sampa, E. M. Sampa, E. M. (2017). Sampa, Elias M.(2017.) Disciplines and Ideas in the
pages (2017). Disciplines and Ideas Disciplines and Ideas in Applied Social Science pp. 104-
Disciplines and in the Applied Social the Applied Social 109
Ideas in the Sciences. pages 88- Sciences. REX Printing
Applied Social 92. Company, Inc. Florentino
Sciences. pages St., Sta. Mesa Heights,
88-92. Quezon City.
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other http://digitalcomm https://www.youtube.com/ https://www.youtube.com/watch?v
Learning ons.wayne.edu/so watch?v=ctdSki1iX9I =McHficxb2Gi
Resources cprac/vol7/iss1/5.

IV.
PROCEDURES

A. Reviewing Ask: Can you give Present the result of Based from the survey What are the settings in which
previous the roles, your survey and conducted, what are the social workers are found? (2 mins.)
lesson or functions and analyse. needs of the respondents
presenting competencies of (5 mins.) which are addressed by
the new social workers? the practitioners and
lesson (3 mins.) pertinent institutions?
(2minutes)
B. Establishin Teacher will Video Presentation: The teacher will show a Haybol Rambol
ga posts on the A Video clip of short documentary video The class will be given set of meta
purpose for board a copy of Yolanda Victims in of social workers in cards to arrange and derive with
the lesson Jose Abads Leyte particular setting. the processes and methods of
Painting). Ask: How can you be social work services. (5 mins.)
Ask: What comes of help in a situation Guide Questions: Guide Question:
to your mind upon like Yolanda What do you think is the most
looking on the typhoon? Write your What can you say about important process? Why?
painting of Jose answer in a one the video?
Abad Hapag whole sheet of paper. What particular activities
ng Pag-asa (5 (5mins.) are they involved?
mins.) (5mins)
C. Presenting Elaborative Ask : Is it right to The teacher will show Interactive Discussion with
examples/i learning: help every person photos of different power point presentation on Social
nstances of Are you asking for help settings of social work Work Services, Process and
the new compelled or especially financial and will ask the students Methods
lesson obliged when you assistance ? why to give their insights. (10 mins.)
see a person in ?(5min.) Photo 1: (Home for the
need of help? aged)
Why? (5 min) Photo2: (Hospitals)
Photo 3: (Correctional)
Show a short Photo 4: (Public School)
video clip about Photo 5: (Slum area)
the life of Jesus Photo 6: (DSWD)
Christ. Photo 7: (Rehabilitation)
Photo 8: (Home for the
Describe these girls)
people Photo 9: (Home for the
surrounding elderly)
Jesus based on
their appearance. Then the class will cluster
the following photos
according to the five
settings where social
workers are found. These
are as follows:
a. Government
b. Private sectors
c. Civil society
d. School
e. Community
(5mins)
D. Discussing Group Exploration with discussion. The Discussion Scenario:
of be divided
class shall into six groups.
new Brainstorming Ask: In your locality, can different settings A three-year-old boy was lost. You
concepts Activity: (10 you identify the needs and of social work and find him crying in despair, roaming
and mins.) characteristics of the giving examples. around the street looking for his
practicing following clientele of social mother. As a concerned citizen,
new skills Three types of work. (10 mins.) a.Government- what will you do to help child? (3
#1 clientele and Clientele Chara Need Foster care mins)
audiences. cterist s agencies
ics (Children and
Guide Questions: Abandon families), Health
1. Do you need to ed care settings,
be a social worker babies including
to help someone Homeles community-based
in need? Why? s elderly clinics and
2. What are you Substan hospitals, Schools
going to do if you ce Federal, state, or
see a mentally depende local correctional
deranged woman nt facilities
roaming around Sexually Settings that
the street? abused serve older adults
(5 min.) Battered (nursing homes)
women b.Private Sector-
People (Advocacy,
with consultancy
Disability services,
employee
assistance
program,
counselling,
policy and
program
development)
c.Civil Society-
(child caring and
child placing
social welfare
agencies,
offering services
for adoption,
foster care etc.)
d.School- Public
and Private
Schools
e.Community-
LGUs on each
barangay, local
council, church,
peoples
organization)
(10mins)
E. Discussing Think-Pair-Share Debate: Is it unlawful The students will be Deepening of Discussion: Video
new Photo-essay to give money to the grouped into 5. Each clip Sa Kambas ng Lipunan by
concepts about clientele in beggars? (5mins.) group will be assigned to Joey Velasco; Part 2. After
and the social work. explain a setting where watching reflect on the life of each
practicing social workers are found. of the client.
new skills Guide Question.
#2 Group 1: Government Evaluate what method of social
Group 2: Private sectors work can be applied best as well
Group 3: Civil society as the tool needed for each. (15
Group 4: Schools mins.)
Group 5: Community

Each group will be given


3 minutes to present their
output.
(19mins)

F. Developing Test Your Knowledge Matching Type: Using a graphic organizer Group Presentation: Analysis of
mastery Class shall be dividedMatch
intoColumn A with the students will identify the video clip to be shared to the
(leads to four groups. Column B on what the unique needs that are class.
Formative 1. Ask: Describe at particular
least agency of recognized and (Will be graded using a rubric). (5
Assessmen social
three types of clientele in workers a addressed in each setting mins.)
t 3) terms of his/her ageclientele fits in. Write of social work.
the Letter of your
bracket of social work. (5mins)
Clientele answer on the blank
Age
provided before the
Bracke
tnumber.
1. Individual Column A
2. Groups and ____ 1. Drug
organizations dependent
3. Communities ____ 2. Neglected
children
____ 3. Insane
2. Ask: How these factors
affect the clienteles____ 4. Rape
normal way of living? victims
(10 mins.) ____ 5. Homeless
family

Column B
A. Mental Hospital
B. Rehabilitation
center
C. DSWD
D. Womens Desk
E. Gawad Kalinga
(5 mins.)
G. Finding Draft a proposal What group or If you were a social Situation Analysis: Your mother
practical to a specific organization where worker, what setting was hospitalized and diagnosed of
application group of people you can share the would you choose? a serious illness. You have nothing
s of or individuals for assistance to the Explain why? (2mins) to spend for the medication.
concepts whom the needs people in need? Guide Questions:
and skills in of said clientele Select 3 students to 1. Who will you approach?
daily living are to be met. answer the question. 2. What are the steps or process
Follow the (7mins.) that you will do to address the
simplified problem? (5 mins.)
proposal format.
Objec- Actions Target
tives to be Clientel
taken e

(10mins.)
H. Making Ask: Identify the Ask: Identify the The teacher will ask a The teacher will call 1 or 2
generalizati different types of needs of the volunteer student to students to summarize the lesson.
ons and clientele and following clienteles: summarize the lesson. Guide Question:
abstraction audiences of 1. Abandon babies (2mins) 1. What are the processes
s about the social work and foster parents, involved in conducting
lesson specify their adoptive home social work of the DSWD
needs. 2. Homeless elderly particularly among abused
1. Individual Adoptive home, children?
2. Groups and medical care, 2. How do you find the method
Organizations nutritional needs and process of doing social
3. Community 3. Substance work? (5 mins.)
(5mins.) dependent
rehabilitation,
counselling, proper
education
4. Battered women
protection,
counselling,
empowerment
5. People with
disability nutritional
needs, training and
equipping for
employment,
recognition
(8mins.)
I. Evaluating Post Pictures What will you do if Quiz. Essay: Describe the monitoring
learning Say: Categorize you found a baby in a Direction: Identify two phase within the process of social
the pictures garbage can? settings where social works. (10 mins.)
posted to what (5 mins.) workers are found. Give
type of clientele in one example on each
social work they and describe.
belong and give (10mins)
their
characteristics.
(5mins.)
J. Additional Conduct a survey Research on the Assignment: Assign. Identify an NGO involved
activities in your own procedures of DSWD Interview a social worker in social work? How does it
for community in catering street in your barangay or conduct social work in times of
application following the children. Write your community. Find out the calamity?
or questionnaire output in your specific setting to which
remediatio provided. notebook. he/she has rendered
n service, and then
describe the setting.
Write an analysis of the
interview. Use the table
below to organize your
interview notes.
(See attachment on
separate sheet for form
and rubric)

V. REMARKS

VI. REFLECTION

A. No. of
learners
who
earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
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/discov
er which I
wish to
share with
other
teachers?

Prepared by: Checked and Reviewed by: Approved by:

MA. CRISTINA C. ARCIBAL LOVELLA G. PARAGAS, Ph.D. ENGELBERT B. AGUNDAY, Ed.D.


Division of San Jose City Facilitator/ Trainer SHS HUMSS EPS II -CLMD

ISAGANI Z. VILLAMAR
Division of San Jose City

MA. CAROLINA R. CUANICO


Division of Cabanatuan City

JOCELYN ZOLINA
Division of Nueva Ecija

CHRISTOPHER P. CAPULONG
Division of Angeles City

NESTOR C. PARAGAS
Division of Zambales

ELVIN M. URBANO
Division of San Jose Del Monte City
Grades 12 Daily Lesson School Grade Level 12
Log Teacher Learning Area DIASS
Teaching Dates and Time Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. Objectives At the end of the sessions, the learners are expected to:
1. Understanding with the various disciplines in communication;
2. Imbibe the value and significance of communication and its effects to the society; and
3. Be an active member of the society through effective communication.
A. Content Standards The learner understands the disciplines of communication.
B. Performance Standards The learner demonstrates a high level of understanding of the basic concepts of communication through a group
presentation of a situation in which practitioners of communication 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).

C. Learning Competencies / 1. The students identify the 1. 1. The students demonstrate 1. The students discuss the 1. The students
Objectives goals and scope of comprehension of principles of core values of describe the elements
communication communication communication and levels of
(HUMMS_DIASS 12-Ih-28)2. (HUMMS_DIASS 12-Ih-29) (HUMMS_DIASS 12-Ih-30) communication
processes.
(HUMMS_DIASS
12-Ih-31)
II Content Definition and Goals of Principles of Basic Elements of Levels of
Communication. Communication. Communication Process Communication
III Learning Resources
A. References
1. Teachers Guide DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. DIASS Curriculum
Pages of 7 of 7 4 of 7 Guide p. 4 of 7
2. Learners Materials
Pages
3. Textbook Pages
4. Additional materials
from learning resource (LR)
portal
B. Other Learning Communication Principles of Communication Basic Elements of The Process of
Resources Communication Process Communication
https://en.wikipedia.org/wiki/C http://www.helpguide.org/articl
ommunication es/relationships/effective-com http://www.yourarticlelibrary. http://www.yourarticleli
http://www.skillsyouneed.com/ munication.html com/business-communicatio brary.com/business-co
general/what-is-communicatio n/7-major-elements-of-com mmunication/7-major-e
n.html http://www.wikihow.com/Devel munication-process/25815/ lements-of-communica
op-Good-Communication-Skill tion-process/25815/
s
IV Procedures
A. Reviewing previous Ask the students to illustrate Ask the students about the Ask the students about the Ask the students about
lesson or presenting the the different processes and definition, scope, goals of functions and principles of the core values and
new lesson methods involved in communication. communication previously barriers of
undertaking social work (5mins.) discussed. communication.
through a graphic organizer (5mins.) (5mins.)
(5mins.)
B. Establishing a purpose Movie Lines Hugot: Skit: Message Relay: The Communication
for the lesson Process:
Present via video clips the Ask for volunteer students that Divide the students into four
different classical movie lines will pair for a conversation in groups. Illustrate the
and let the students to realize front of the class. communication cycle
the following, to wit: Ask the leader of the group using cut-outs from
The volunteers will be given a to pick a short message (e.g. cartolina, magazines or
Identify the title of the topic as well as a scenario that tongue twisters and famous any other recyclable
movie. they will talk about or make a quotations). Each group will materials. Put captions
Analyze the different skit in front of the class be given three sets of to better illustrate the
goals of communication (5mins.) messages. cycle.
based on their
observation. The following tongue
(5mins.) twisters and quotation will be
utilized in the game, to wit:
The following movie lines will
be presented to the students: 1. Palakang Kabkab,
kumakalabukab,
1. Walang himala! Ang himala kaka-kalabukab pa
ay nasa puso ng tao, nasa lamang,
puso nating lahat! Tayo ang kumakalabukab na
gumagawa ng himala, tayo naman.
ang gumagawa ng mga sumpa 2. Pinaputi ni Tepiterio (5mins.)
at ng mga Diyos, walang ang pitong puting
himala!" putong patong
- Nora Aunor in Himala patong.
2. "Ayoko ng tinatapakan ako!
Ayoko ng masikip, ayoko ng 3. Kalabit ng kalabit si
mainit! Ayoko ng walang tubig! Alabit na may bitbit sa
Ayoko ng mabaho!" balikat ng kanyang
- Maricel Soriano in Kaya kalapit-kabalikat
Kong Abutin Ang Langit kapitbahay.
3. Vilma: Ako ang asawa, (5mins.)
kasama sa buhay, kasiping sa
kama.
Maricel: At ako naman ang
anak. Ang anak, hindi
napapalitan. Pero ang asawa,
nahihiwalayan.
- Yesterday, Today and
Tomorrow
(5mins.)
C. Presenting examples / Brainstorming Ask the students about the Collaborative Learning: Dyad Activity:
Instances for the new Ask the students about their discussed topic and whether 1. Introduce the
lesson ideas / knowledge about these are common subjects Ask the students about their communication
communication. among conversation between experiences about the process to the
them and their fellow students. game. students.
Use the students answers for 2. Show them how the
introducing communication to Introduce the principles of Ask the students on their elements of
the students. communication to the students. different roles in the communication play
(3mins.) communication process. their role in the
Use the skits / conversations communication
made by the volunteers earlier 1.What are the external and process.
as an example. internal factors they 3. Ask them if they
(10mins.) encounter while relaying the have different
messages? perceptions on how
(5mins.) communication flows.
4. Let the students
compare and analyze
their
answers.(10mins.)
D. Discussing new Interactive Discussion: 1. Ask the students about their Situational Analysis:
concepts and practicing 1. Discuss the definition of ways of communicating with 1. Provide examples to the
new skills #1 communication to the their classmates. students of situations
students. 2. Ask the students for wherein the elements of
2. Ask the students for instances where they communication take place.
different instances of experienced misunderstanding 2. Let the students share
communication to the or miscommunication in their answers to the class.
students. communicating with their 3. Let the class analyze the
3. Present different ways of classmates. different elements they
saying a message to the 3. Introduce the principles encounter during the
students using different communication to the class. pre-activity.
means. 4. Make the students analyze (15mins.)
(15mins.) the given answers of their
classmates about their
instances of misunderstanding
and see whether which
features of good
communication are best fit for
the instances of
misunderstanding.
(20mins.)
E. Discussing new concepts Think-Pair-Share-Post: Brainstorming: Let the students
and practicing new skills #2 Think of the goals of (Scripwriting) analyze the given
communication and share it communication
with a partner. Then post on 1. The students will make process.
the board ideas from your a short script to the
discussion using sticky notes. given scenarios, let
(10mins.) them analyze the script
of the scenarios and
determine what principle
of communication gets
utilized by the given
scenarios.
Scenario 1: Your mother
asking you to do household
chores.
Scenario 2: Friends talking (5 mins.)
about your crush.

Guide Questions:
2. What are the specific
conversation in your
scene that conveys the
different principles of
communication?
3. Which principles show
conversation in your
scene that depicts the
different principles of
communications?

4. How did you determine


the principles of
communication in each
conversation you had?
(5 mins.)

F. Developing mastery Recitation: Situational Analysis: Group Activity: Scenario Analysis:


Conduct recitation on the Provide further examples of Provide scenarios of
differences, similarities and
Make the students provide situations where elements of communication to the
the goals of communication. samples of scenarios for the communication affect their students. Analyze the
(2mins.) students and let them analyze daily lives and let the provided scenarios
the principles of students discover their roles 1. Dramatic
communication and apply in the communication Monologue of a
features of communication if process student
there are breakdowns. (10mins.) 2. Chatting with
(5 mins.) friends in the
canteen.
3. A reporter in the
television.
10mins.)
G. Finding practical Point for Reflection: Deepening Activity: Debate Ask the students about
applications of concepts Ask the students about ways the benefits of knowing
and skills in daily living they can apply what they How they will help themselves Debate is also a great the process of
learned in todays lesson in in improving their way to encourage communication in
their school and respective communication skills? independent thought. improving their
communities. (3 mins.) Help your students argue communication skills.
(2 mins.) objectively about (15mins.)
something they feel
strongly for, or against,
by giving them starting
points.

Topics for debate:


-School uniforms should be
banned.
-We should be able to bring
our own lunch to school.
-School holidays should be
longer.
-All students should be able
to choose their favorite
subjects.
(15mins.)
H. Making generalizations Concept Map: A Summary of Point for Reflection: Point for Reflection:
and abstractions about the the Session Make the students share the Let the students reflect on Let the students share
lesson Give a summary of the principles they explored and the different roles of their perception of
session using a concept map. relate it in their everyday living. elements of communication. communication before
(5mins.) (6 mins.) (5mins.) and after the lesson on
communication.
(5mins.)
I. Evaluating Learning Situational Analysis Provide statements to the Situational Analysis Provide communication
Give the students scenarios of students about the principles of Provide situations with scenarios of
communication and make communication. Let then missing solutions or communication and let
them determine the elements expound their answer. (3 mins) communication barriers and the students analyze
of communication within the let the students provide the them.
given scenarios involved. missing information. (3 mins.)
(10mins.) (3 mins.)
J. Additional activities for Assignment: Assignment: .
application or remediation Watch your favorite teleserye Make the students create a
and write a short reflection on model of communication that
how the goals of will emphasize the different
communication make this process of communication.
teleserye more viewable and
appealing to the audience.

V. Remarks

VI. Reflection
A. No. of learners who
earned 80% on the
formative assessment.
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 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?
Grades 1 to 12 School San Nicolas High School ( Grade Level 12
DAILY LESSON Division of Gapan )
LOG Teacher Gio B. Jimenez Learning Area Discipline and Ideas in the
Applied Sciences
Teaching Dates and Week 1 Day 1-4 Quarter Second Quarter
Time

Day 1 Day 2 Day 3 Day 4


A. Understand the role and functions of communicators and journalists
I. OBJECTIVES B. Articulate understanding of the areas of specializations, roles and functions of communicators and
journalists
C. Appreciate the roles and functions of ccommunicator practitioners
Professionals and Practitioner in Communication
A. Content Standards

Undertake partcipant observation (e.g., a day in life of a communicator/journalist) to adequately


B. Performance Standards document and critique their roles, functions, and competencies

C. Learning Competencies/ The learners show understanding of The learners identify specific work areas
Objectives the roles and functions of in which communicators and journalists
Write the LC code for each communicators and journalists. work.
HUMSS_DIASS12-IJ-32 HUMSS_DIASS12-IJ-33
Roles, Functions Roles, Functions Areas of Areas of
II. CONTENT and and Competencies specialization specialization
Competencies of of coomunicators communication in communication in
coomunicators and journalists which which
and journalists communicators and communicators
journalists work and journalists
work

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages Curriculum Guide p. 4

2. Learners Materials pages


3. Textbook pages Discipline and Discipline and Discipline and Ideas Discipline and
Ideas in the Ideas in the in the Applied Ideas in the
Applied Sciences Applied Sciences , Sciences , pp.123- Applied Sciences ,
, pp.122-123 pp.122-123 124 pp.123-124
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
https://www.youtu https://www.youtub
be.com/watch?v= e.com/watch?v=C
U-yTNp3dDGw GHmlIfUY9U

IV. PROCEDURES

A. Reviewing previous lesson Ask: What are the Ask: Ask : Ask:
or presenting the new levels of 1. What are the 1. What are the four 1.What are the first
lesson communication? function of major competencies five areas in which
communication of a communication communicators
practitioner in the practioner? and journalists
society? 2. Call two students work?
2. Checking of to present their 2. Answer the
Assignment: reflection paper assignment. Call
(2 minutes ) Present your two students.
encounter with a ( 2 minutes ) ( 2 minutes )
journalist.
( 2 minutes )
B. Establishing a purpose for Group Activity: Group Activity: Picture Analysis Picture Analysis:
the lesson 4 Pic 1 Word Jumbled Words Ask: What are the Guide Question:
Say: Guess the Say: Arrange the qualities that these What do you think
word that the 4 jumbled words to personalities posess the picture imply?
pictures imply. forms words that the best?
are very useful in 1. Jessica Soho
Answer : everyday life. 2. Mike Enriquez
JOURNALIST 3. Ted Failon
Answers:
SpEAKING,
LISTENING,
WRITING,
READING.

( 2 minutes ) ( 3 minutes ) ( 3 minutes ) ( 3 minutes )


C. Presenting 1. Present Ask: Present an Present photos on Present the
examples/instances of the instances of new example of the different areas objective of the
new lesson lessons through a compentencies of of specialization of day and the
conecpt map communication communication expected concepts
about the roles of practitioners proffesionals. to acquire to learn
journalist. through a video
clip.

( 5 minutes ) (5 minutes ) (5 minutes ) (5 minutes )


D. Discussing new concepts 1. Discuss the 1. Discuss the 1. Disscuss the Think-Pair-Share
and practicing new skills functions of competencies that three areas to the Ask: What are the
#1 journalist and a communication learners. pther areas in
communicators in practitioner must which
the society. posess. a. Advertising and communication
2. Watch a video Marketing professional could
clip on the life of b. Communication specialize?
a journalist. Education
Guide Question: c. Public Relations
1. What do you
think are the roles
of journalists in
the society based
on the video clip
you have
watched?

( 10 minutes ) ( 10 minutes ) ( 10 minutes ) ( 5 minutes )


E. Discussing new concepts Group Work Group Work Group Work 1. Discuss the
and practicing new skills 1. Deepening of 1. Present a Use the Venn areas to the
#2 discussion on the situation/ case diagram to compare
functions of a having a difficulty and contrast the learners using
journalist in the listening skill areas of graphic organizers.
2. Think-Pair- and speaking specialization of
Share skills. communication d. Theather and
3. Presentation of practitioners. Performing Arts
ideas Group 1: Listening e. International
Skills Relations
Group 2: Speaking
Skills
Discuss on how
the compentency
can be improved.
( 5 minutes) ( 5 minutes ) (5 minutes)
(10 minutes)
F. Developing mastery (leads Use of graphic 1. Ask: What are Using metacards Oral recitation:
to Formative Assessment organizer show the different the learners identify Guide question:
3) the functions and compentencies of the specific areas in 1. Choose one
roles of communicators? which area of
journalists and 2. Ask/Say: communicators and specialization
communicators in Identify which journalists work. which a
the society. among the communication
compentencies practitioner can
you think you are work and elaborate
strong or weak? the scope of their
work.
( 5 minutes ) ( 5 minutes ) ( 5 minutes ) ( 3 minutes)
G. Finding practical Ask: What do you Ask/Say: Having Ask: Give possible Ask/Say: What do
applications of concepts think will happen known your jobs, communication you think is the
and skills in daily living if there will be no weakness on a practitioners can get importance of
journalist in our certain compentcy, if they specialize in allowing
country? what then can you the following areas: communication
do to improve your Advertising and practitioner to
communication Marketing choose area of
skills? b. Communication soecialization?
Education
c. Public Relations
( 2 minutes ) ( 3minutes ) (3 minutes ) ( 3 minutes )
H. Making generalizations State the function State the State the three State the last two
and abstractions about the of the competencies areas of areas of
lesson communication needed by a communicators and communicators
practioners or coomunicaion journalists work. and journalists
journalists in the professional and Expected Answer: work.
society. practioner. Advertising and Expected Answer:
Marketing d.Theater and
b. Communication Performing Arts
Education e. International
c. Public Relations Relations

( 3 minutes ) ( 2 minutes ) ( 2 minutes ) ( 2 minutes )


I. Evaluating learning Ask: How can a Ask: Give Quiz Choose one
communication suggestions on Choose at least two among the areas
practioner affect how to improve in areas of of specialization of
the delivery of the following specialization in communication
information to the compentencies of which practitioners and
public? communication communication journalists and
practitioners: practitioners and expound.
a. Speaking journlaists work?
b. Listening Explain each.
c. Writing
d. Reading
.
( 7 minutes ) ( 10 minutes ) ( 5 minutes ) ( 7 minutes )
J. Additional activities for Conduct an How can lack of Given the chance
application or remediation interview of a competencies of for example to
journalist and ask among pursue a career in
why do they communicators and communication
choose that journalists influence which area of
career. or affect their roles specilaization you
and functions? are likely to
master? Why?
V. REMARKS

VI. 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 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: Gio B. Jimenez


San Nicolas High School
Checked and Reviewed by: Noted by:
Dr. Lovella G. Paragas Dr. Engelbert B. Agunday
Facilitator/Trainor SHS HUMSS Regional Education Supervisor II
Grades 1 to 12 School Juan R. Liwag Memorial High School Grade Level 12
Teacher Roberto DC. Manuel Learning Area Discipline in Applied Social Sciences
DAILY LESSON LOG
Teaching Dates and Quarter First Quarter
Time

DAY 1 DAY 2 DAY 3 DAY 4


At the end of the lesson, learners are expected to:

1. identify career opportunities of communicators and journalists;


I. OBJECTIVES
2. describe the rights, responsibilities, and accountabilities of communicators and journalists; and

3. internalize the code of ethics of communicators and journalists.


Content
The learners demonstrate an understanding of professionals and practitioners in communication.
Standards
Performance The learners should be able to undertake participant observation (e.g., a day in a life of a communicator/ journalist) to
Standards adequately document and critique their roles, functions, and competencies.

Learning The learners identify career The learners value rights and The learners value The learners distinguish

Competencies/ opportunities for responsibilities(HUMSS_DIAS accountabilities. between ethical and


communicators and S12-Ij-35) (HUMSS_DIASS12-Ij-35) unethical behaviors among
(Write the LC journalists. practitioners
code for each) (HUMSS_DIASS12-Ij-34) (HUMSS_DIASS_12-Ij-36)

1
Career Opportunities of Code of Ethics of
II. CONTENT Communicators and Rights, Responsibilities, Accountabilities Communicators and
Journalists Journalists

III. LEARNING
RESOURCES
References
Teachers Guide
Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4
pages
2. Learners
Materials pages
3. Textbook Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
pages Applied Social Sciences pp. Applied Social Sciences pp. Applied Social Sciences pp. Applied Social Sciences pp.
191-202 191-202 191-202 191-202
4. Additional
Materials from
Learning
Resource (LR)
portal
Other Learning Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016. Dela Cruz,RD. 2016.
Resources Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the Disciplines and Ideas in the
Applied Social Sciences. Applied Social Sciences. Applied Social Sciences. Applied Social Sciences.

2
Phoenix Publishing House, Phoenix Publishing House, Phoenix Publishing House, Phoenix Publishing House,
Inc. Quezon City, Inc. Quezon City, Philippines. Inc. Quezon City, Philippines. Inc. Quezon City, Philippines.
Philippines.
https://www.slideshare.net/cin https://www.slideshare.net/ke
dytozky/responsible-journalist gill/ethics-in-journalism
III.
PROCEDURE
A. Reviewing Ask: Give work areas where Ask: What are the career Ask: What are the rights and Ask: What are the
previous communicators or journalists opportunities of responsibilities of accountabilities of
lesson or work. communicators and communicators and communicators and
presenting journalists? journalists? journalists?
(2 minutes)
the new
(2 minutes) (2 minutes) (2 minutes)
lesson
B. Establishi WHOS WHO? TELL ME WHY SINO ANG DAPAT THINK BEFORE YOU CLICK
ng a SISIHIN?
Show pictures of journalists. Show magazines. Ask the Present different statements
purpose (Tell me who)
Let the class identify them learners: which are either with basis or
for the
and imitate their way of Present different situations without basis. Then ask the
lesson
1. What is the purpose of the
communication delivery. which show the effects of learners to analyze the
magazine?
malpractice of duties among flashed statement. If they
(4 minutes)
different professionals. Let think the statement has a
1. Why was it made?
the learners identify the reliable basis they will answer
(5 minutes) professionals accountable to POST and if it is NOT they

3
the given situations and will answer DELETE. (
explain their answers. 3 minutes)

(5 minutes)

C. Presentin Through concept map the Give examples of journalists. Present a dialogue showing Through the use of concept
g teacher will engage into a Let the students classify them accountability of true map the teacher will engage
examples/ discussion on the traits and according to specific duties. information. Let the class into a discussion on the
instances characteristics of journalists. examine the relevance of the differences between the
a) writer
of the new Ask the class to provide exchange of messages. ethical and unethical
b) news reporter
lesson examples of journalists that behavior. (4 minutes)
c) news anchor. ( 4 minutes )
they like on the traits they ETHICAL UNETHICAL
like most and ask why?
(3 minutes)

(4 minutes)

Journalist

D. Discussin Discuss the career Discuss the rights and Discuss the accountabilities Discuss the codes of ethics of
g new opportunities of responsibilities of of communicators and communicators and
concepts communicators and communicators and journalists through a concept journalists. (10 minutes)
and journalist.(5 minutes) journalists. (5 minutes) map. (5 minutes)

4
practicing
new skills
Accountability
#1

E. Discussin 1. Discuss further on the Give real situations of Divide the class into two MANNEQUIN CHALLENGE
g new career opportunities in journalists as to their rights to groups. Present a case on
Divide the learners into six
concepts relation to ones personality. deliver correct information to accountability to public
groups. Each group will do
and public and responsibilities to information VS twisted
2. WHAT FITS YOURS? the mannequin challenge of
practicing cover and deliver news and stories/info. Let the two
(PAIR ACTIVITY ) the given three to four
new skills risks involved. (20 minutes) groups choose between the
situations which either show
#2 two issues, mining industry
Ask: If you were a journalist,
ethical or unethical behaviors
and war on drugs. Ask: How
what career opportunity fits
of the practitioners. One
would you handle the
your personality? Explain
member of each group will
information? (20 minutes)
your answer. Share your
identify if it is ethical or not
insights to your partner.
and provide a brief
explanation (18 minutes)
(Call some learners to
present to the class their
partners answer. )

(20 minutes)
F. Developin Present a case about a Ask: Present a case on bribery - Ask:
g mastery specific person and tell to hide true information.. Ask:

5
(leads to his/her personality --his/her
1. Enumerate the rights of 1. As a student, what was 1. Identify which one exhibits
Formative skills and characteristics.
journalists. the ethical behavior ethical behavior.
Assessme Then ask the class to identify
2. How do you find the job manifested by the 2. Identify which one exhibits
nt 3) which career opportunity fits
and functions of a journalist? journalists? unethical behavior. (5
for him. And ask the learner
(5 minutes) 2. What was the unethical minutes)
to explain their answer. (10
behavior shown in the
minutes)
situation? (10 minutes)
G. Finding Ask: Ask: Ask: Ask:
practical
What is the importance of If you were a journalist, how If you were a journalist, If you were a journalist, how
applicatio
knowing the career would you handle a call of would you accept the bribe in would you resist temptations
ns of
opportunities where you duty coincide with personal exchange of a large sum of in your work?
concepts
should go? needs? money?
and skills
in daily
(3 minutes) (3 minutes) (3 minutes) (3 minutes)
living
H. Making Ask: How would a journalist Ask: How would you think a Ask: How do responsibility Ask: How can a behavior of a
generaliza know that the career he has journalist practice his/her and accountability affect the communicator or journalist be
tions and chosen fits him/her? rights and responsibilities? work of a journalist? said as ethical or unethical?
abstractio
(3 minutes) (2 minutes) (2 minutes) (2 minutes)
ns about
the lesson

6
I. Evaluating QUIZ: ESSAY: ESSAY.: QUIZ.:
learning
Ask: 1. WHY it is important to know a Ask: 1. Ask: 1.
Give the career opportunities person, such as that of a What makes a journalist Tell whether each of the
for communicators and journalists rights and accountable? following behaviors of the
journalist. responsibilities in his field of practitioners is ethical ethical
(10 minutes)
work? or unethical.
2. Describe each career
opportunity you have listed. ( 10 minutes) (10 minutes)
(15 minutes)

J. Additional ASK: Do you like to become ASK: As a student, how would ASK: Have you heard about ASK: What are the
activities a journalist someday? Why you show your respect to the black out news? What is it all challenges among Filipino
for or why not? rights and responsibilities of about? journalists?
applicatio journalists?
n or
remediatio
n

V. REMARKS

7
VI.
REFLECTION

No. of learners
who earned 80%
in the evaluation
No. of learners
who require
additional
activities for
remediation
Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
No. of learners
who continue to
require
remediation

8
Which of my
teaching
strategies
worked well?
Why did these
work?
What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

9
Prepared by:

ROBERTO DELA CRUZ MANUEL


Teacher 1, JRLMHS
Schools Division of Gapan City

Checked and Reviewed by:

DR. LOVELLA G. PARAGAS


Trainer/Facilitator

Approved by:

DR. ENGELBERT B. AGUNDAY


EPS II, CLMD

10
ESSAY SCORING RUBRIC

TARGET ACCEPTABLE UNACCEPTABLE


HIGH LOW
9-10 7-8 6 4-5
Content _____ out of 10 points Interesting content and Some interesting content; points Conventional ideas or clichs; little Cursory; gives the impression of writing just to complete the
presentation; ideas well not sustained or not fully supporting detail included. assignment.
conceived and developed with developed.
sufficient examples.

5 4 3 2
Structure, Logic and _____ out of 5 points Logical progression of ideas Logical progression of ideas but Gaps in logic or no transitions. Disorganized; appears to have been written as thoughts
Transitions with well-executed transitions. often lacks transitions. occurred to the writer.

13-15 11-12 9-10 7-8


Grammatical Accuracy _____ out of 15 points Appropriate level of complexity Confined to simpler sentences or Errors frequently affect Message is largely incomprehensible due to inaccurate
in syntax with very few errors, structures with very few errors comprehensibility, or very basic grammar, which alters or obscures it, OR reader must know
if any. OR shows variety and complexity types of errors (subject-verb English to comprehend much of the message.
in syntax with errors that do not agreement; noun-adjective
affect comprehensibility. agreement, etc.)

11
13-15 11-12 9-10 7-8

Vocabulary/ Word Choice _____ out of 15 points Uses sufficient, appropriate, Usually uses appropriate Often uses inappropriate, or non- Uses only elementary vocabulary; creates nonexistent words
and varied vocabulary; English vocabulary with some variety; specific vocabulary; lack of variety from English OR uses words in English; translates English
influence not apparent; rich some errors in usage that do not in word choice; avoids use of idioms verbatim.
variety of Spanish idioms; no affect the message; occasional Spanish idioms; English-influenced
literal translation from English. appropriate use of Spanish word choice.
idioms.

5 4 2-3 0

Punctuation, Spelling, and _____ out of 5 points Correct spelling (including Occasional mechanical errors. Frequent mechanical errors. English spelling and punctuation: no accents; mechanical
Presentation accents) and punctuation; errors in most sentences.
neatly typed with correct format
as specified (MLA).

Total _____ out of 50 points

12
School SENIOR HIGH SCHOOL Grade: SHS Grade 12
Teacher Senior High School Teachers Learning DIASS (Disciplines and Ideas in the Applied Social
Area: Sciences
Date Quarter: Second Quarter 2017-18

DAY 1 DAY 2 DAY 3 DAY 4


I. OBJECTIVES At the end of the lesson, the learners are expected to: At the end of the lesson, the At the end of the lesson the
1. Describe the clienteles and audiences of learners are expected to: students
communication 1. Identify the settings where Are expected:
2. Conduct a survey about the communication needs of communications and 1. Distinguish the different
the individuals, groups, organizations and communities journalists are found; communication media channels.
3. Appreciate the value of good communication 2. Describe the different 2. Demonstrate communication
processes and methods skills in different settings and
involved in communication; situations.
and 3. appreciate the use of mass
3. Illustrate the different media, new media and social
settings, processes and media, and telecommunications
methods involved in
undertaking
communication.
A. Content Clientele and audiences in communication Setting, Processes, Methods, and Setting, Processes, Methods, and
Standard Tools in Communication Tools in Communication
B. Performance Use acceptable research protocols, conduct survey Using the results of the Propose suggestions on how
Standard among young adults (18-21) on their social work survey conducted, critically needs can be effectively
needs evaluate whether the addressed
Present result and recommendation for class needs of the respondents
discussion are addressed by the
practitioners and pertinent
institutions.
Provide suggestions on
how needs can be
effectively addressed.
C. Learning Describe the clienteles and Identify the setting in Identify the setting in which Distinguish the appropriate
Competency audiences in which communicators communicators and communication media
communication and journalists are journalists are found channel(s) to use in
HUMSS_DIASS12-IIa-37 found HUMSS_DIASS12-IIa-39 different settings and
HUMSS_DIASS12- Illustrate the different situations HUMSS_ DIASS
IIa-39 processes and methods 12IIa-41
Illustrate the different involved in undertaking
processes and communication
methods involved in HUMSS_DIASS12-IIa-40
undertaking
communication
HUMSS_DIASS12-
IIa-40
II. CONTENT Clientele and Audience in Communication Setting, Processes, Methods, 5. Communication media
1. Characteristic and needs of various types of clientele And Tools In Communication channels
and audiences 5.1 Mass media
1. Individual 5.2 New Media and Social media
2. Group and Organizations 5.3 Telecommunications
3. Communities
III. LEARNING RESOURCES
A. References
1. Teachers Guide DIASS CG pp. 5 of 7 DIASS CG pp. 5 of 7 Curriculum Guide page 5 of 7 DIASS Curriculum Guide pp 5 of
Pages 7

2. Learners
Materials pages
3. Text book pages Cleofe, M.P. et.al. (2016) Disciplines and Ideas in the Discipline and Ideas in the
Applied Social Sciences. Makati City: Diwa Learning Applied Social Sciences (Phoenix
Systems Inc., pp 179 189 pages 210-218
Melegrito, MLF. et.al. (2016) Disciplines and Ideas in the
Applied Social Sciences. Quezon City: Phoenix
Publishing House Inc., pp 203 -208
Sampa, E.M. (2015) Disciplines and Ideas in the Applied
Social Sciences. Manila: Rex Book Store. pp. 132 140

4. Additional
Materials from
Learning Resources
B. Other Learning Changingminds.org/techniques/general/four_audiences.ht Powerpoint Presentation; laptop, projector
Resources m Metacard, Pictures
https://www2.mcdaniel.edu/rtrader/handouts/WhatisCom
munication/Communication_as_an_Academic_discipline.
pdf
http://www.uccs.edu/Documents/commcenter/Comm%20
as%20a%20discipline.pdf

Pictures Slideshow Presentation, Graphic Organizer,


Manila Paper and markers Slideshow

IV. PROCEDURES
A. Reviewing What are the rights and Who are the clienteles and Q & A- (3 min) Review the previous through a
previous lesson or responsibilities of audiences in game entitled Catch and answer
presenting the new Communication communication? What are Review the past lesson by with specific guide questions.
lesson Practitioners and their characteristics? answering the question below:
The students will pass the ball,
Professionals? every time the music stops, the
What are the characteristics and
needs of the clientele and student will pick a question from
audiences of communication? the box.
Guide Questions:
1.Describe the communication
process in the setting of
government?
2.Give two methods of
communication in the private
sector setting.
3.In school setting, give three
tools of communication?
(3 mins.)
B. Establishing a Picture Analysis: The The students will present 4 PICS 1 WORD - (3 min) Video Clip Presentation
purpose for the teacher will present their conducted survey Have the learners identify the Guide Questions:
lesson pictures of scenarios that research about the correct term for each set of 1. Based on the video, what did
show different audiences communication needs of pictures & tell how information is you observe?
and clienteles in young adults (18-21 years usually delivered. 2. Can you give an example of
communication. old) 1. Government each communication media?
Pic 1: Best friends talking 2. Private Sector
Based on the results of the 3. Enumerate three (3) features
to each other 3. Civil Society
conducted survey the class and uses of communication
Pic 2: Teacher and 4. Schools
will now have a discussion media.
students during class 5. Community
discussion about the needs of (5mins.)
Pic 3: Manager and clienteles and audiences in
employees communication.
Pic 4: Comedian and the
crowd
Pic 5: Mayor and
constituents
Guide Question
1. What is the situation
shown in each picture?
2. Upon seeing the
pictures, can you easily tell
who are the clientele/
audiences of
communication?
C. Presenting Discussion with Power Discussion with Power Point PICTURE ANALYSIS The teacher will provide pictures
Examples/instances Point Presentation on the Presentation on the Needs (7 min) of different communication media
of new lesson Characteristics of the of the Clienteles and The teacher will provide channels
Clienteles and audiences audiences of communication photos of different settings
of communication in communication. Ask the class to categorize the
1. Barangay pictures according to:
2. Telecommunications a. Mass media
Company b. New media and social
3. An NGO (alternative: media
Mall) c. Telecommunications
4. National High School (4 mins.)
5. Church
Each setting will be
described through
interactive class
engagement.
Ask:
1. In which areas are
Social work performed
and exercised?
2. Who are responsible in
organizing
communication
activities in these
settings?
3. What information is
being received from
these organizational
settings?
D. Discussing new Deepening of Discussion Deepening of Discussion Lecturette- 10 min Discussion on:
concepts and Using the same pictures Guide Question: Discussion on the setting, a. mass media
practicing new skills shown by the teacher, the What are the common process and methods in b. new media and social
#1 students will analyze the needs of the different types communication through media
characteristics of the of clienteles and audiences powerpoint presentation. c. telecommunications
different kinds of in communication?
(10 mins.)
audiences. 1. Why is communication
important in good
governance?
2. What are the key
communication needs of
the private sector?
3. What are the key
communication needs of
the civil society
organizations?
4. Why do schools engage in
communication activities?
5. How do communities carry
out their communication
activities?
E. Discussing new Exploration of the topic Group Activity Data Collaboration - 10 min Deepening of discussion through
concepts and with group discussion. Retrieval Chart: Further discussion on the exploration of Communication
practicing new skills Guide Question: Describe Describe the need of the setting, process and media channels.
#2 the characteristics of the different types of clientele methods in communication Group I Mass media
different types of clienteles and audiences and through group Group II New media and social
and audiences in determine the most engagement activity. media
communication: appropriate type of The teacher provides the
Group III Telecommunications
Group Activity: communication medium flow of communication for
Group 1 Individual each setting.
Group 2 Group and 1. Government ( 7 mins)
Organization Needs 2. Private Sector
Clienteles/ Medium
Group 3 - Community Audiences 3. Civil Society
4. Schools
Individual 5. Community
Group presenter will
Group/ explain the process and methods
Organization of communication assigned to
them.
Community
F. Developing Using the same groupings, Ask: By using graphic organizer, the
mastery the teacher will ask the What are the different methods of students will put the
(Leads to Formative students to compose a short communication used in different Communication media channels
Assessment) jingle about the needs of the settings? 1. Mass media
clienteles and audiences in
communication.

Rubrics: See attached file

Using the graphic


organizer, the students will
give the characteristics of 2. New media and Social media
audiences and clienteles in
communication.

3. Telecommunication

(5 mins.)
G. Finding Practical If you were a journalist, The teacher will provide Collaborative/ Graphic Processing Questions:
applications of would you have a specific situations wherein Organizer 13 min 1. How can students be
concepts and skills preferred type of communication is needed by Explain how the desired responsible to use the
audience? Who would it be individuals, groups, communication can be achieved. communication now a days?
and why? organizations and Present your answer using a 2. How can you use these
communities. The students diagram. communication skills
will identify the needs of Situation A: A super typhoon is effectively?
each type of clienteles and expected to hit your area 3. Which among the channels of
audiences of Situation B: A case of food communication you mostly use?
communication. poisoning was reported in a large
(10 mins)
chain restaurant
Situation C: An NGO wants to
encourage healthy food habits
among children.

Guide Questions:
1. What information/
messages should be
communicated?
2. Who should be the source
of the message?
3. What communication
channel/s should be used?
4. Who should be the
receivers of the
messages?
H. Making Why is it important to know What are the different needs 3 min Ask the learner: what new
generalizations and the characteristics of the of the clienteles and Ask: learning did they develop about
abstractions about clienteles and audiences of audiences of What is the significance of the communication media
the lesson communication? communication? establishing settings, process channels?
Expected answer: Expected Answer: Different and methods in 1. What is the importance of
Communication can only individuals, groups and communication? different communication media
be effective when communities have distinct channels in mass media, new
communicators take into communication needs. Expected Answer: media and social media and
consideration the Individuals for personal and 1. Good communication telecommunications?
characteristics of their professional advancement, ensures that you are being 2. How do you use it effectively?
intended clientele and groups and organizations in heard; Expected Answer:
audiences. accomplishing group tasks, 2. Presents a strong point of Communication is a dynamic
lastly, communities consider view and developing process in which humans strive
communication as a form of mutual understanding; to convey to one another. It also
empowerment. 3. Delivers efficient decisions serves to understand the
and solutions by providing people, environment, animals or
accurate, timely and an object.
relevant information; (5 mins.)
4. Enables mutually
beneficial solution;
5. Builds healthy
relationships by
encouraging trust and
understanding taking
control of the
communication process

I. Evaluating 1. Give at least 5 Distinguish the needs of the ESSAY - 10 min Evaluation: Performance using
Learning characteristics of different clienteles and rubrics
audiences and clienteles audiences of 1. What are the methods of Mass Media Radio
of communication. (5 communication. communication used in Broadcasting, TV Broadcasting
points) 1. Individual different settings? 1-5 Social Media Making Blogs
2. Group and Organization 2. How vital is the process of Telecommunication Cellular
2. Which among these 3. Community good communication in phone conversation in marketing
characteristics of times of solving issues and businesses
clienteles and audiences concerns.
(7 mins.)
in communication is the
most important thing to
consider? Why? (5
points)

J. Additional The class will be divided Write a reflection paper Agreement: How do social media influence
activities for into three (3). Each group explaining why is it If you were a professional you in connecting with different
application or will conduct a survey important to address the communicator, what setting groups of people?
remediation research about the needs needs of the clienteles and would you choose? Why would
of the audiences and audiences of you choose it? Describe the Post your answer in our social
clienteles (young adults communication. process and methods you expect media group.
ages 18 21) in to be in chosen setting.
communication. Students
are advised to observe
proper research protocols
Group A : Individuals
Group B:
Group/Organizations
Group C: Community
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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:

DIVINA GRACIA I. DE VERA RANDOLF M. ABESAMIS KWIN MARIE M. MABANTA LAILANIE Q. DELA PEA
Teacher III Teacher III Teacher III Teacher I
Division of Tarlac Province Division of Nueva Ecija Division of Tarlac Province Division of City of San Jose Del Monte

EVANGELINE R. CARAMOL INGRID F. MANANGGIT REYNALDO G. QUITAN


Teacher III Teacher II Teacher II
Division of City of San Jose Del Monte Division of Bataan Division of Munoz

Approved by:

Dr. LOVELLA G. PARAGAS


Principal I
SHS RMTOT Facilitator/Trainer
APPENDICES
(SECOND QUARTER, WEEK 1)

Picture Analysis Comedian and the crowd

Best friends talking to each other

President/Mayor and his constituents

Teacher and students during class discussion

Manager and employees


Rubrics for Jingle
Grades 1 to 12 School Division of Bulacan / Nueva Grade Level 11/12
DAILY LESSON Ecija
LOG Teacher Grace G. Mayoralgo / Mel M. Learning Area Discipline on Applied Social Sciences
Ortiz
Teaching Dates and Quarter Second Quarter
Time

Day 1 Day 2 Day 3 Day 4


At the end of the lesson At the end of the lesson At the end of the lesson the At the end of the lesson the students are
I. OBJECTIVES the students are expected the students are expected students are expected to: expected to:
to: to:
1. explain the function of 1. identify situations that 1. describe the function of 1. understand the functions of applied social
applied Social Sciences in would require the applied social sciences in sciences in organizing advocacy and
Arts and Entertainment application of applied news and information. mobilization.
2. participate on a given social science in arts and 2. present a news program 2. enumerate activities on organizing
activity on the topic, art entertainment. in the class. advocacy and mobilization which relate to
and entertainment. 2. Illustrate the importance 3. appreciate the applied social sciences.
3. value the importance of of applied social science to contribution of applied social 3. show appreciation on the importance of
of applied science in Art art & entertainment by sciences in news and advocacy groups in the development of
and Entertainment comparing two television information policies.
networks.
3. Install the values of
applied social science in
art and entertainment
1
A. Content Standards Functions of applied social science

Assess objective through an individual project how the functions of the applied social sciences have been fulfilled in any of the applied
B. Performance social sciences have been fulfilled in any of the following:
Standards 1. case study of a counselee
2. case study on integrative social work
3. comparison of the programming of any two television networks

C. Learning Competencies/ HUMSS_DIASS12-IIb-d42 HUMSS_DIASS12-IIb-d-43 HUMSS_DIASS12-IIb- HUMSS_DIASS12-IIb-d-43


Objectives d43
Write the LC code for
each
II. CONTENT Art and Entertainment News and Information Organizing advocacy and mobilization

III. LEARNING
RESOURCES

A. References
1. Teachers Guide Curriculum Guide HUMSS Curriculum Guide HUMSS Curriculum Guide Curriculum Guide HUMSS
pages DIASS p. 5 DIASS p. 5 HUMSS DIASS p. 5
DIASS p. 5
2. Learners Materials
pages
3. Textbook pages p. 230-240 p. 230-240 p.240 p. 241
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Phoenix: Discipline and Phoenix: Discipline and Ideas Phoenix: Discipline and Phoenix: Discipline and Ideas in Applied Social Sciences
Resources Ideas in Applied Social in Applied Social Sciences Ideas in Applied Social Author: Arleigh Ross D. Dela Cruz, PhD.
Sciences Author: Arleigh Ross D. Dela Sciences Carl G. Fernandez, Ma. Lourdes F. Melegrito, PhD. Violet B.
Author: Arleigh Ross D. Cruz, PhD. Author: Arleigh Ross D. Valdez, PhD
Dela Cruz, PhD. Carl G. Fernandez, Ma. Dela Cruz, PhD.
Carl G. Fernandez, Ma. Lourdes F. Melegrito, PhD. Carl G. Fernandez, Ma.
Lourdes F. Melegrito, Violet B. Valdez, PhD. Lourdes F. Melegrito, Ppt./ Pictures
PhD. Violet B. Valdez, PhD. Violet B. Valdez,
PhD. PhD

Ppt. Ppt. Ppt. / Manila Paper/


https://www.youtu.be/qGQ Pictures
U5H0pWg0
IV. PROCEDURES

A. Reviewing previous Review the previous Review the previous lesson, Review the previous Picture analysis:
lesson or presenting lesson, Functions of Functions of Applied Social lesson,
the new lesson Applied Social Sciences Sciences on Art and The class will be asked to analyze different pictures about
on Persuasion. Entertainment Presenting new lesson, advocacy campaigns and ask to say something about how
Ask: Name the first 2 Functions of Applied they relate to it.
Functions of Applied Social Sciences on News
Social Sciences. and Information. 5 mins.

5 mins. 5 mins.

5 mins.
B. Establishing a (Name Game) Show Word Game: Picture Perfect. Showing Present the key concepts on organizing advocacy, and
purpose for the lesson pictures of a celebrities By identifying some trademark the pictures/logo/slogan mobilization.
and icons. of a certain show of 2 television of two television network
1. Can you name the network. in news and information. Ask: How advocacy works require applied social sciences?
persons showed in (Compare and Contrast)
the presentation?
2. How did these Ask: Why do you think
celebrities that journalist plays a vital
influence other role in delivering news 5 mins.
people? and information?

5 mins. 5 mins.
5 mins.
C. Presenting Continuation of the topic Discuss key concepts on Discuss key concepts on organizing advocacy, and
examples/instances of Video clip presentation. Functions of Applied Social functions of applied social mobilization.
the new lesson (The international Science (Art and sciences on news and
recognition of Paolo Entertainment) information.
Ballesteros as the best
actor in the movie Die
Beautiful
The teacher will discuss
the video that was
presented.

5 mins. 3 mins.
5 mins. 5 mins.
D. Discussing new Discuss the Function of The students will compare the Group Sharing. Present and define the meaning of advocacy groups and
concepts and Social Sciences in Art and 2 television network regarding Guide questions: work related activities.
practicing new skills Entertainment. the functions of applied social 1. Do you see yourself
#1 sciences on art and delivering the news and Ask: How do you understand the meaning of advocacy
entertainment. information in television? groups?
If yes. Why?
2. In what way do you Group sharing (small & big).
think that a certain
journalist delivered a 1. Cite some works and doings that have an advocacy in the
balanced news and community and in school.
information?

12 mins.

10 mins. 10 mins. 10 mins.


E. Discussing new Graphic Organizer: The Group presentation: The class News Clip: Group activity: Divide the class into 3 groups.
concepts and class will be grouped into will group into 2 and they will
practicing new skills two and will identify the discuss how the program Mechanics: Each group Mechanics:
#2 characteristics of how influences ones self or will report on the 1. The class will identify the importance of having an
they can achieve that kind character. following news. advocacy of a certain group.
of recognition. Group 1 Group 1Community (No to Drugs)
Communication in a Group 2 Environment (No To Mining)
remote area Group 3 Family Planning
Group 2 2. List down atleast 3 pros and cons of the reasons behind
War on Drugs specific advocacy campaign.
Group 3 3. Develop a 3 item checklist answerable by Yes or No in
Issues on Gender terms of how you favor or not.

Guide Questions:
1.What are the contents 15 mins.
presented by the clips?
2. What do you think are
highlighted/silenced?
3. What do you think may
be the consequences of
the framing made to the
receiver or clientele?

15 mins. 15 mins. 15 mins.

F. Developing mastery How do arts and Ask: What is your most Ask: Why do you think an advocacy group must consider the
(leads to Formative entertainment influence significant learning about needs of its target population (group of people)?
Assessment 3) you as an individual? the function of social
science in news and
information? 5 mins.

5 mins. 5 mins.
5 mins.
G. Finding practical What do you think is the Do you think that watching or Ask: Ask:
applications of best characteristic of an following a certain teleserye or In what ways news and 1. Have you been a member of an advocacy group?
concepts and skills in actor / actress that you drama can affect your own information help you How does an advocacy group help the community to be
daily living can apply in your daily perspective? understand the veracity aware on ones issues and concerns?
life? of issues in your society? 2. If no, what particular advocacy group would you like to be
a member? Why?

5 mins.

5 mins. 5 mins. 5 mins.


H. Making Ask one or two students in In summarizing the topic, an Ask a student to Ask one or two students to summarize the lesson discussed.
generalizations and the class to summarize oral check up to the students. summarize the lesson in functions of applied social sciences in organizing advocacy
abstractions about the the topic. discussed in functions of and mobilization.
lesson The students are applied social sciences in
expected to come up with news and information. 3 mins.
the concepts discussed

3 mins. 5 mins. 5 mins.


Quiz 1-5 items. True or Q and A Q and A Quiz 1-5 items. Modified True or False
I. Evaluating learning False Ask: How do you think (Written)
watching teleserye can be
useful to help you relate on How do the following
situations almost the same as social media influence
those presented in the you as a user or viewer:
teleserye? a. television
b. social networking sites
c. youtube
7 mins.
7 mins. 5 mins. 5 mins.

J. Additional activities for Assignment: What do you Assignment: Additional activity:


application or remediation think is the main function Watch or listen to more stories By watching a news
of applied social sciences about family life and program in 3 consecutive Read an article regarding functions of applied of social
on art and entertainment? relationship. days. Analyze the type/ sciences on education.
Instructions: kind of news is being
In your journal answer the shown.
following:
Guide Questions:
1. What is the most common 1. Do you think they
issue a family has in general for delivered a
keeping a harmonious family balanced type of
relationship? news and
2. How do you find your current information?
relationship with your family?
3. Do you think you have a 2. Do you believe
happy and loving family? Yes, if that a certain
No, why? network has a
position in some
political aspects?
Why?
Continuation of the lesson
V. REMARKS on the next day.
VI. 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 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: Checked by:
Grace G. Mayoralgo Dr, Lovella G. Paragas
Teacher II, Division of Bulacan Facilitator/Trainor SHS HUMSS

Mel M. Ortiz
Teacher III, Division of Nueva Ecija
Appendices: Day 3
Functions of Applied Social Sciences on News and Information.
Picture Perfect

1. In the service of the Filipino People


2. Serbisyong Totoo Lamang
3. Hindi namin kayo tatantanan.
4. Magandang Gabi Bayan.
5. Ang Buhay Weder Weder lang.
Appendices: Day 4

Organizing advocacy and mobilization.

Advocacy on Family Planning Advocacy on war on Drugs Advocacy on Environment

(5 minutes)

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

______ 1. Social science can be used to study and understand society.

______ 2. Organizing advocacy and mobilization is one of the function in applied social sciences.

______ 3.Advocacy is an activity by an individual or group which aims to influence decisions within political, economic, and social systems and institutions.

______ 4 The action of organizing and encouraging a group of people to take collective action in pursuit of a particular objective:

______ 5. Applied social science is not a good background for advocacy organizing and mobilization because multi disciplinary field studies politics, governance social and

Political dynamics.
Appendices: Day 1
(Name Game) Show pictures of a celebrities and icons.

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

______1. Social Science can influence by arts and entertainment.


______2. The function of the Social Sciences can only found in arts and entertainment.
______3. There are three focus of function of Applied Social Science
______4. The action of an artist can influence their audience
______5. Social Sciences can be link on entertainment without communication
Grades 1 to 12 School Grade Level Grade 12
DAILY LESSON Teachers Learning Area DIASS
LOG Teaching Dates and Time Week 2 Quarter Second Quarter

DAY 1 DAY 2 DAY 3 DAY 4


Monday Tuesday Wednesday Thursday
At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the
I. OBJECTIVES the students are able to: students are able to: the students are able to: lesson, the students
are able to:
a) Explain the functions of a) Identify situations that a) Explain the functions of
applied social sciences would apply the various applied social sciences a) Identify situations in
to self-development functions of applied social to mass media the Philippines that
b) Enumerate ways of science to self- communication and are applicable for
developing ones self development persuasion the functions of
through applied social b) Perform a role play b) Demonstrate mass media to
sciences showing situations that understanding on the persuasion
c) Appreciate the need different suitable functions of Applied b) Make an
significance of functions to self- Social Sciences to advertisement for a
counseling, social work development in local persuasion and mass business, product
and communication in setting media or campaign
ones self development c) Internalize the functions c) Inculcate the positive c) Value the role of
of applied social sciences ways of using applied mass media in
to self-development social sciences mass persuading people
media and persuasion for the success of
ones business,
advertisement and
campaign

A. Content Standards Functions of applied social science

Assess objective through an individual project how the functions of the applied social sciences have been
B. Performance fulfilled in:
Standards 1. Comparison of the programming of any two television networks
C. Learning Explain the functions of Identify situations that would Explain the functions of Identify situations that
Competencies/ applied social sciences require or necessitate the applied social sciences would require the
Objectives HUMSS_DIASS12-IIb-d- performance of the various HUMSS_DIASS12-IIb-d-42 performance of the
Write the LC code for 42 functions in local/Philippine various functions in
local/Philippine settings
each settings HUMSS_DIASS12-
HUMSS_DIASS12-IIb-
IIb-d-43
d-43
II. CONTENT Self-development Persuasion
III. LEARNING RESOURCES
A. References
1. Teachers Guide Curriculum Guide P. 5-6.
pages
2. Learners Materials
pages
3. Textbook pages Sampa, Elias M. Disciplines Sampa, Elias M. Disciplines Dela Cruz et al. Disciplines Dela Cruz et al.
and Ideas in the Applied and Ideas in the Applied and Ideas in Applied Social Disciplines and Ideas
Social Sciences. Quezon: Social Sciences. Quezon: Sciences. Quezon City: in Applied Social
Rex Book Store Inc. 2017. Rex Book Store Inc. 2017. PHOENIX Publishing House. Sciences. Quezon City:
P.159. P.160. 2016. Pp. 240. PHOENIX Publishing
House. 2016. Pp.240.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https://www.google.com.ph/search?q=c https://www.youtube.com/w https://www.youtube.com/w https://www.youtube.c
ounseling&source=lnms&tbm=isch&sa=
Resources X&ved=0ahUKEwj13MrW5- atch?v=NJ1wEE2xCE4 atch?v=7K3JoftacwM om/watch?v=7K3Jofta
TTAhVGGJQKHexoCCMQ_AUIBigB&b cwM
iw=991&bih=533&dpr=1.1
Others: PPT Slides

IV. PROCEDURES

A. Reviewing previous Drill: FACT OR BLUFF Review on the functions of Select a student to present Call 2 or 3 students to
lesson or presenting on Communication Media applied social sciences his/her assignment on present the
the new lesson Channels. (counseling, social work and editorial cartooning and ask advantages and
1. 1. Communication communication) to ones them about what they have disadvantages of
involves the giving and self-development. learned yesterday. persuasion to ones
receiving information and Call a student to give the beliefs, attitudes and
ideas. (F) functions of applied social behavior.
2. 2. Communication is not sciences.(3 mins)
an interest-based. (B)
3. 3. In mass media,
audience are obliged to
pay attention or give feed
backs. (B)
4. 4. Blogging and social
networking are the most
prominent forms of social
media. (F)
5. 5. Mass media does not
contain much of the
sender, message and
receiver. (F)
(3mins.)
B. Establishing a Name Game: Video Clip Analysis Commercial Showing Video Clip showing a
purpose for the lesson A video clip will be viewed salesman promoting a
Describe what is being by the students. AMA Senior High TVC feat product to potential
portrayed in the following Coco Martin 30s customers.
pictures. Guide Questions: Guide Questions:
1. Counseling 1. What does the video Guide Questions: 1. Did the salesman
2. Social Work want to convey? a. What did you observe in able to persuade the
3. Communication 2. What issues have you the video? customers to buy his
Guide Question: seen in the video that you b. Why do you think Coco product?
1. How important are think need to be Martin has been chosen to 2. What do you think
these pictures in ones addressed? (6 mins) be the endorser for AMA? are the traits
development? displayed by the
(3 mins) salesman?
C. Presenting Self-development Yes or No Give words or phrases that Presenting other
examples/instances of describes influence of examples of traits of a
the new lesson Activity: Write YES if the following media to people. (5 mins) person who is good at
(+) or (-) sentences require the persuading people.
Identify the following whether
functions of the applied
it contributes to ones self-
development or not.
social sciences if otherwise, 1. Politician
write NO. Mass 2. Showbiz
1. Studying
Media personality
2. Personal hygiene
3. Socialization 1. A student who has failing 3. Lawyer
4. Smoking grades in science and math. 4. Teacher
5. Enrolling to summer (YES) 5. Priest
classes 2. There is an increase on
the number of street (5 mins)
(5mins) children in Lazatin Avenue.
(YES)
3. A student is not talking
for almost a quarter in a
class. (YES)
4. Mr. and Mrs. Cruz have a
happy family. (NO)
5. Richard is assertive in his
ideas and feelings in class
in a nice manner. (NO)
(4 mins)

D. Discussing new Small Group Discussion An in-depth discussion on Interactive Discussion Discussion on the role
concepts and The class will be divided various situations that of mass media in
practicing new skills into five groups for demand the performance of a. Explain the functions of persuading people
#1 brainstorming. Functions the functions of social mass media to persuasion using power point
of applied social sciences: sciences. b. Give the factors that presentation.
a. Counseling (10 mins.) contribute to the success of
b. social work and persuading people. (10
c. communication mins)
Question:
1. What is the importance
of the functions of applied
social sciences?
(10 mins)
E. Discussing new Group Reporting Group activity: Role Play Concept Mapping Commercial
concepts and Discuss the functions of (3 Groups) Analysis Analysis
practicing new skills applied social sciences to
#2 self-development Apply the effective functions Students will create their Group Work
Group A: Counseling of counseling on own concept map on the Choose a commercial
Group B: Social Work absenteeism; social work on functions of applied social or an advertisement
Group C: Communication families affected by typhoon sciences to persuasion and that you like most and
(10 mins) and communication on mass media why?
cutting classes. (5 mins.) (5mins.)
(10 mins.)

F. Developing mastery Situational Analysis Picture Analysis Monologue: Choose among Hikayatin Mo Ako
(leads to Formative 1. Identity crisis Describe the picture the following situations:
Assessment 3) 2. Family problems whether the functions of The class will be
3. Childhood trauma applied social sciences are 1. Courting a girl/boy divided into 3 groups.
How can counseling, NEEDED or NOT 2. Applying for a job They are going to
social work and NEEDED. Justify. 3. Presenting your platform make their own
communication address (5 mins) during a school campaign commercial along the
such problem? areas of:
(Choose one from the above given Suggestions: 1. Product
situations)
1. Randomly select students Advertisement
(7 mins) who will monologue the 2. Business
following situations. Advertisement
2. Choose a partner and 3. Advocacy
perform the following Campaign
situations. (15 mins.)
(10 mins)
G. Finding practical Journal Keeping: Write a) If you were in this Ask a student, how can you How important is
applications of your experience of situation (flash a photo) how regulate the strong mass media to you as
concepts and skills in counseling. are you going to deal with persuasion of mass media a student?
daily living 1. How significant it is to the problem encountered? to your behaviour, attitudes (5 mins)
you? (5 mins) and beliefs? 1.
2. How this activity affects (5 mins)
you as a person?
(Counseling may come
from parent, teachers or
friends)
(5 mins)
H. Making Questions: Call 3 students to answer Call a student to summarize Call some students to
generalizations and 1. What are the functions the following question: the lesson. sum up the lesson of
abstractions about the of the ff. applied social the day.
lesson sciences to his/her self- 1. How important are a. What are the functions of
development: the functions of applied applied social sciences to 1. What are roles of
A. Counseling social sciences in the mass media and mass media in
B. Social Work different situations persuasion? persuading people?
C. Communication discussed? (3 mins.) The heart of persuasion is
In counseling it the ability to understand Persuasion energizes
offers guidance to Applied social sciences well ones audience and its itself to move
individuals in such as counselling, social complexity. audiences to desired
varying situations, work and communication (5 mins) and immediate action.
conflicts, confusion have distinct contributions in (5 mins)
and crisis and services they put out for
provides the tools self-development.
for the individual to
address issues of
self-development.
Social work offers a
wide range of
services particularly
in the aid of
emancipating the
marginalized
individuals.
Communication
empowers the
individual with
listening and
speaking skills.
(3 mins)
I. Evaluating learning Quiz: Modified True or Recall a situation in your life Print out the editorial Situational Analysis
False when you needed the help cartooning (internet) or cut Quiz: Analyze each
(5 mins) of others. Describe the help out the editorial cartooning commercial carefully
that was given to you. (newspaper) in a short bond and identify what type
1. Communication foster Integrate the concepts that paper. of commercial is being
the listening and speaking you learn from the session portrayed.
skills of an individual. (5 mins) Guide Question: (5 mins)
(TRUE) 1. Explain how guidance
2. Counseling is offer to and counselling, social work 1. Mang Inasal
individuals with problems and communication can be (Business Ad)
only. (to all individuals) applied in mass media and 2.Rexona (Product
3. Counseling provides persuasion? Ad)
solution to individuals Cite examples. 3. BDO (Business Ad)
seeking help. (provides (5 mins) 4. Lucky Me with the
guidance and assistance) song of Isang taon pa
4. Social work is intended lang ako(Advocacy
for the rich people. Campaign)
(marginalized individuals) 5. Lucky Me with the
5. Counseling provides the scene of the father is
individual the tools to scolding his son,
address issues for sefl- Gabi ka na naman
development. (TRUE) (Advocacy Campaign)
J. Additional activities for Reflect on the song Search editorial cartooning Cite the advantages and Analyze the
application or entitled Estudyante on the internet and disadvantages in relation to commercial on
remediation Blues by Freddie Aguilar. newspaper depicting persuasion to ones beliefs, RiteMed. If you were
1.How do you relate situations needing the attitudes and behaviour. the consumer, are you
yourself to this song? functions of applied social going to buy the
2.How can you address sciences. product? Why?
those problems through
counseling, social work
and communication?

V. REMARKS

VI. 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
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:
CHIENE T. GUIBONG SALLY T. MARICANI
Division of Nueva Ecija Division of Aurora

Checked and Reviewed by:

LOVELLA G. PARAGAS, Ph.D. ENGELBERT A. AGUNDAY, Ed.D.


Principal I/Facilitator EPS II, CLMD
School CHS/CNHS Grade Level GRADE 12
GRADE 1 to 12 Teacher MARY ANN A. LOMBOY Learning Area DISCIPLINES AND IDEAS IN THE SOCIAL
SCIENCES
DAILY LESSON LOG ROCHELLE G. TULIAO

Teaching Dates and


Time
Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES 1. Analyze the functions of applied social sciences in education and socialization.
2. Assess objectively using individual project the functions of applied social sciences that have been fulfilled in terms of case study of a counselee
and on integrative social work.
3.Appreciate the positive impact of the functions of applied social sciences in local setting.

A. Content Standard Functions of applied social sciences

B. Performance Standard Assess objectively through an individual project how the functions of the applied social sciences have been fulfilled in any of the following:
1. Case study of a counselee
2. Case study on integrative social work
3. Comparison of the programming of any two television networks

C. Learning Explain each of the functions of applied social sciences.


Competencies /
Identify situations that would require or necessitate the performance of the various functions in local/Philippines settings.
Objectives
(Write the LC code for HUMSS_DIASS12-IIb-d-43
each)

II. CONTENT EDUCATION SOCIALIZATION

III. LEARNING
RESOURCES
A. References

1. Teachers Guide Curriculum Guide P. 5-6


pages

2. Learners
Materials pages
3. Textbook pages Dela Cruz et. al.Disciplines and Ideas Dela Cruz et. al.Disciplines and Dela Cruz et. al.Disciplines and Dela Cruz et. al.Disciplines and
in Applied Social Sciences. Quezon Ideas in Applied Social Sciences. Ideas in Applied Social Sciences. Ideas in Applied Social
City: Rex Publishing House Pp. 163 Quezon City: Rex Publishing Quezon City: Rex Publishing Sciences. Quezon City: Rex
165 House Pp. 163 165 House Pp. 163 165 Publishing House Pp. 163 165

4. Additional
Materials from
Learning
Resource (LR)
portal
A. B. Other Learning projector, PP, speaker, laptop projector, PP, speaker, laptop projector, PP, speaker, laptop
Resources https://www.youtube.com/watch?v=6WxscB
paper and pen paper and pen paper and pen
X09Xs
Video clips The Aim Motivational film

projector, Power Point Slides,


speaker, laptop

B.
C. IV. PROCEDURES
D.
A. Reviewing Review If given a chance to be a Recapitulate Ask: Review:
previous lesson or member of an advocacy, in what
Question: Cite social issues 1.What is socialization? Question: What is socialization?
presenting the new lesson group would you like to belong? (e.g.
wherein functions of applied social How it affect the growth and
HIV/AIDS, Anti-Bullying, Pro-Nature 2. Does socialization affect the
sciences in education can be development of an individual?
and Buhay) growth and development of an
applied.
individual?
Call a student to share his opinion.
( 5 mins.)
B. Establishing a The teacher will show a famous line Explain: Describe briefly your experience
purpose for the lesson.
Word Flash: UNESCO No man is an island 1. While you were looking
for your case study
Education is the Key to Success Processing questions:
2. While you were
Cnstruct ideas about UNESCO. 1. Can individual live on his gathering data from the
own? case study
Processing question: 3. While you were
2. What is the role of
Do you think education can socialization in turning a child interpreting the case
lead you to become into a full-pledged responsible study.
successful? Why? adult?

(5 mins)

C. Presenting The teacher wi present video clip Theatre Reading: (Excerpt from 3pix1word The teacher will ask the
examples/ instances of entitled The Aim a motivational UNESCO 1996 report, Learning: students to present the result of
The Treasure Within( page 11) Identify the pictures and analyze
the new lesson film the case study activity through
power point presentation or
Guide Questions: In confronting the many
visual aids.
challenges that the future holds
1. What social issue is evident in the store, humankind sees
on the film? education as an indispensable the connection in the socialization.
2. What is the implication of this asset in its attempt to attain the
video to education?
ideals of peace, freedom, and
social justice,. As it concludes First picture community
its work, the Commission
( 10 mins) Second picture- family
affirms its belief that education
has a fundamental role to play in Third picture society
personal and social
development. The Commission
does not see education as a
miracle cure or a magic formula
opening the door to a world in
which all ideals will be attained,
but as one of the principal
means available to foster a
deeper and more harmonious
form of human development and
thereby to reduce poverty,
exclusion, ignorance,
oppression and war.

Explain: how is this excerpt related


to the functions of applied social
sciences on education? ( 10
mins)

D. Discussing new INTERACTIVE DISCUSSION. INTERACTIVE DISCUSSION. ACTIVITY: The teacher will give instructions
concepts and practicing as to how the students will
Group Activity: Brainstorming UNESCO Four Pillars of education: Think Pair Share:
new skills #1 present their case studies.
1.learning to know Give and explain the functions of
applied social sciences in
Present and discuss the various 2. learning to do
socialization. The rubrics will be discussed in
functions of applied social sciences
3. learning to live together order for the students to know
in terms of education.
how their presentation will be
4. learning to be graded.

( 10 mins ) Presentation of the performance


of the learners.

E. Discussing new Deepening of the functions of applied Group Activity: Concept Map 1. Describe the functions of The students will present and
concepts and practicing social sciences in terms of education. applied social sciences in provide a descriptive discussion
Four pillars of education in applied
new skills #2 socialization. on their case study results.
social sciences.
2. What is the importance of
Role play: Present any situations the functions of applied
pertaining to education as applied to social science in
social sciences. socialization?

(Remember the rubrics for this one)


( 5 mins)

F. Developing Focus Group Discussion: MEANINGS AND WORDS: Developing understanding through Developing understanding
mastery inquiry. through questioning.
Focus group discussion on the The meaning of the four pillars of
(Lead to Formative importance of the functions of applied education will be flashed. The 1. What is socialization? 1. How does education as a
Assessment 3) social sciences. students will identify which pillar 2. How does socialization help social science shape the
would fall under a particular individuals in their growth society?
Guide Questions: applied social sciences. and development? 2. Do you consider the school
as one of the most important
1.It involves discovery and going
institutions in shaping the
deeper into
1. How do you understand the society? Why and why not?
information/knowledge that is
functions of applied social
presented or encountered. It
sciences in terms of
enables individual learners to
education?
understand nature, human kind,
2. Why do you think applied
history, environment and society
social science is important?
at large. As an end it enables the
learner to experience the
pleasure of knowing, discovering,
(15 mins) and understanding as a
process.(communication)
2. It means mastering the ability to
communicate effectively with
others; Social skills in building
meaningful interpersonal relations
adaptability to change in the world
of work and in social life;
competency in transforming
knowledge into innovations and job
creation.(communication & social
work)
(others please refer to pages 164-
165)DIASS Elias M. Sampa

G. Finding practical Reflection: Oral Quiz: Pen and Paper: PERFORMANCE WORK:
applications of concepts ORAL PRESENTATION
Explain briefly: As member of the
and skills in daily living
society how can you be an agent of
How do applied social sciences help 1. As senior high school
change to improve the present
you as a student? student, what can you The teacher will ask the
condition of our country?
contribute to lessen the students to present the result of
social issues in your the case study activity through
(5 mins) community? power point presentation or
2. How can you apply the visual aids. Based from the
things you have learned in result presented, the teacher will
the school to solve the ask the following question.
problem in your
community?
What are the most prevalent
concerns that you have
identified?

H. Making Call a student to sum up the What is the importance of the 1. Cite an example of how Ask a student to summarize the
generalizations and discussion of the day by focusing on functions of applied social sciences socialization has influenced an lesson being discussed.
abstractions about the the following guide question: in education? individual within the society.
Expected generalization:
lesson
What is your significant Expected generalization: Expected Generalization:
learning in the functions of The functions of applied
applied social science in
The functions of applied social Socialization plays an social sciences in
sciences in education is important role in the education is preparation
education?
preparation for social praxis in the development of an for social praxis in the
Expected generalization: present and emerging contexts individual. present and emerging
inasmuch as it is an essential contexts inasmuch as it
Students and teachers are important
means to economic and human is an essential means to
agents in addressing social issues
capital development for individuals economic and human
through education.
and communities. capital development for
(5 mins) ( 5 mins ) individuals and
communities.
Socialization plays an
important role in the
development of an
individual

I. Evaluating Enumerate the different functions of How can applied social sciences in Essay: The teacher will use a rubric to
Learning applied social sciences. education be used as agent of evaluate the written report and
change? oral presentation of the
IN 5 to 10 sentences explain on students.
how socialization can equip you to
functionally interact with others?
( 5 mins )
( 5 mins ) ( 5 mins)

J. Additional JOURNAL WRITING. SLOGAN MAKING:


activities for application or
Assess objectively through an
remediation
individual project how the functions
In your own understanding, how Make a slogan about the
applied social sciences can help you importance of applied social of the applied social sciences have
to improve the quality of your life? sciences in minimizing social been fulfilled in any of the
problems concerning education. following:
( Rubrics) 1. Case study of a counselee
2. Case study on integrative
social work
3. Comparison of the
programming of any two
television networks

The lesson will be continued on the The lesson will be continued on the
next day. next day.
V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in 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 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 when I wish
to share with other
teachers?

Prepared by:

MARY ANN A. LOMBOY ROCHELLE G. TULIAO


Capintalan HS Cabiao NHS

Checked and Reviewed by: Noted by:

Dr. LOVELLA PARAGAS Dr. ENGELBERT B. AGUNDAY


Facilitator/Trainor SHS HUMSS Regional Education Supervisor II
School CLASS C Grade Level Grade 12
Grades 12 Teacher AURA LOUELLA M. AGUSTIN Learning Area Discipline & Ideas in the Applied
DAILY LESSON LOG Sciences
Teaching Dates and Time WEEK 6 Quarter II

Day 1 Day 2 Day 3 Day 4


I. OBJECTIVES At the end of the lesson, At the end of the At the end of the At the end of the lesson, the
the students are expected lesson, the students lesson, the students students are expected to:
to: are expected to: are expected to 1. identify the role of disaster risk
1.explain the functions of 1. describe the 1.Identify the four reduction during calamities.
applied social sciences; distinctive features of aspects of ones self 2. cite the roles of disaster risk
2. relate the functions of the most common through the Johari reduction.
applied social sciences to media of mass Window 3. appreciate the importance of
own personal and social communication, print 2. Participate in filling having knowledge of disaster risk
context experiences. and broadcast up the Johari Window reduction.
3. Value the contribution medium, films, and share insights
of the importance of recorded, etc. through group
applied social science 2. explain the sharing.
importance of films and 3. Appreciate how
recorded music. self-understanding
3. Value the contributes in having
contribution of the harmonious
importance of applied relationship
social science communication with
the group.

A. Content
Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on
B. Performance Standards
the effects of the processes on the clientele.

C. Learning Competencies/ HUMSS_DIASS 12-IIe-f- HUMSS_DIASS 12-IIe- HUMSS_DIASS 12- HUMSS_DIASS12-IIe-i-45


Objectives 44 g-45 IIe-h-44
Write the LC code for Analyze the effects of applied social science processes on individuals, groups and society
each
1. Awareness and CONT. Awareness Awareness and 1. Attitude and Value Change:
II. CONTENT knowledge and knowledge knowledge : disaster risk
social media Social media Self-Understanding reduction
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages CG page 6/7 CG page 6/7 CG page 6/7 CG page 6/7
2. Learners Materials pages N/A N/A N/A N/A
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Laptop/projector Laptop/projector Johari Window: Using Laptop/projector
Resources Self Discovery and
Communication to
Build Trust from
www.mindtools.com

Johari Window,
www.cls.utk.edu.pdf

IV. PROCEDURES
A. Reviewing previous Review of the Review of the previous lesson
lesson or presenting the previous lesson regarding Self-understanding
new lesson regarding Social (5mins)
media
(5mins)
B. Establishing a purpose VINE BRANCHES K-W-L CHART After dividing the class Video clip analysis: RESCUE by
for the lesson Using particular examples 1. What do you know into 4 groups, the Paolo Bediones @ TV 5 on
to reach a general and want to know teacher will present youtube.
conclusion about the about communication the Johari Window
topic. media channels? Activity: Guide Question:
2. The first column list 1. Teacher presents What can you say about the video?
the different medium. the Johari Window How should we deal with disaster
3. In the second activity as a tool for as shown in the film? (5mins)
column write what you Self Understanding.
already know about the 2. Teacher Distributes
respective media. the Johari Window
4. In the third column photocopies
indicate what you want 3. Teacher Explains
to know about these. the Contents of the
After completing this Johari Window:
lesson , answer to this a.Open-Things that
chart and write what we know about
you have learned ourselves and others
about the topic in the as well.
third column b. Blind-Things that
we do not know but
others do.
c.Hidden-Things that
we know about
ourselves but others
dont.
d.Unknown- Things
that we do not know
and others as well.
(10 mins)

C. Presenting FIND YOUR MATCH PASS THE MESSAGE (Teacher can share Showing different pictures of
examples/instances of Collaborative work this part of himself/herself calamities that normally take place
the new lesson Hand out one card to would need at least 4 that he/she wants to in our country.
each student in the class group. Each group will disclose
and then have them get nominate a person to Guide Question:
up and find the other say something in a 1) How do these calamities affect
student with the matching sentence to a second us?
card. Words / definitions. persons ear as if it is a 2) How should we deal with these
INFORMATION secret so on and so calamities?
CORRELATION forth. What actions do we need to
CONTINUITY The last person then undertake to avoid the effect of
ENTERTAINMENT says what he/she has these calamities?
MOBILIZATION heard out loud.
Chances are , if the
message went through
many people , it
became distorted by
the time it reached the
last person. It is fun
tracing the point where
it changed.
D. Discussing new concepts 1. Discuss further what is 1. Art of Questioning : A. The students will T- Chart:
and practicing new skills meant by communication -print media be given time to fill up 1. Students will be group into two.
#1 as a practical social -broadcast media the windows. (3 mins.) Using the T-Chart, explain how
science. -new media / social individuals undergo changes of
2. What is meant by media their attitude/value toward a
communication used for -film and recorded calamity.
correlation? for continuity 2. Taking down notes.
? Calamity Before After
1. Counselling
2. Social
Worker
3.Communcation

1. What agency will likely assist


in times of calamity?
2. What applied social science
processes would the disaster risk
reduction usually used?

E. Discussing new concepts 1. Provide examples of Mind Mapping having B. MOVE-AROUND Have the learners cross-analyze
and practicing new skills situations that illustrate the group activity. Students will move the role of counselling, social
#2 different functions tasks of around to allow 4 to 6 worker and communication on
media provide by McQuail. classmates write on disaster risk reduction and its
the Blind window. effect to individuals:
(2mins)
C.DIAD For the Role Calamity
Hidden Window, Disaster
students will approach Risk
1 classmate whom he Reduction
or she is comfortable
with. Note that
students will only have
to disclose what they
want to. (3 mins)

F. Developing mastery Think Pair Share Thumbs Up Thumbs Class will be asked : Guide Question:
(leads to Formative Ask a question that Down 1. What did you feel
Assessment 3) students must first -Instruct the students before, during, and 1) How does Disaster Risk
CONSIDER by to put their thumbs after the Johari Reduction affect the
themselves , then down if they disagree Window Activity?. attitudes and values of
DISCUSS with classmate and thumbs up if they 2. What level/levels of humans toward a calamity?
, and then SHARE with agree communication used
the entire class during the process of (5mins)
Activity?
3. What do you think
is the best form of
social work that
employs methods
such as this? Why?

SELF-
UNDERSTANDING
and How Counselling
helps

G. Finding practical .A-Z Topic Summary Write the three facts Each group will be Simulation/Tableau
applications of concepts Students can do this they learned about the assigned to answer
and skills in daily living either as individuals o in topic. the following Demonstrate how the following
pairs. Have them WRITE Next, two questions questions: applied social science processes
a sentence which has they still have about GROUP 1: How does appropriate attitude and values
something to do with the the topic that might not the Johari Window towards calamities;
LESSON for each letter of have been covered in contribute to the 1. Couselling
the ALPHABET. the class. Finally, have awareness and 2. Social worker
your students write one knowledge of ones 3. Mass Media
opinion they have self?
about the material. GROUP 2: Why does
self-understanding
important in relating
within a particular
group?
GROUP 3: How does
counselling then
contribute to the
society?

H. Making generalizations Ask the students about Ask the students about GROUP 4: Make an Ask the students about their
and abstractions about their learnings by their learnings by analysis of the effect learnings by answering the
the lesson answering the following answering the of a particular following questions;
questions. following questions? counselling method in After being familiarized with the
After being familiarized After being familiarized self-understanding roles of disaster risk reduction, ask
with the roles of disaster with the roles of and come up with a two students at least to summarize
risk reduction, ask two disaster risk reduction, generalization of its the roles of disaster risk reduction
students at least to ask two students at importance in relating and how it changed their attitudes
summarize the roles of least to summarize the within a group and and values?
disaster risk reduction and roles of disaster risk society
how it changed their reduction and how it
attitudes and values? changed their attitudes Applied Social
and values? Sciences, particularly,
counselling, contribute
to Awareness and
Knowledge of Self
I. Evaluating learning Paper and Pen. Write an essay about Teacher will evaluate Write an essay
In sheet of paper. the pros and cons of students sharing As an individual, what is your
social media. using the following participation in your community
rubric: during a calamity?
5- Excellently
expressed ideas with
relevant examples.
4- Very Satisfactorily
expressed ideas with
relevant examples
3- Satisfactorily
expressed
J. Additional activities for Research on different Read about risk What is climate change
application or remediation types of Mass media reduction Present pictures of examples of
management.
V. REMARKS

VI. 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
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: Checked and Reviewed by: Noted by:

AURA LOUELLA M. AGUSTIN DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY


Division of Tarlac Trainer/Facilitator SHS HUMSS EPS II, CLMD
School CLASS C Grade Level 12
Grades 1 to 12
DAILY LESSON Teacher Jose M. Calma Learning Area Discipline and Ideas in the Applied
LOG Social Sciences
Teaching Dates and Time WEEK 7 Quarter II

Day 7 Day 8 Day 16


To identify and handle conflict as they To understand the process of To recognize the importance of
I. OBJECTIVES arise. peacebuilding. community life as learners begins their
List the different strategies of conflict List the processes in peace building journey towards their career life.
management. To value friendship and unity amidst List down the components of community
To have a positive outlook of the aspects diversity of personalities life.
of conflict. To value individuals worth as member of
a community.
Effects of Applied Social Sciences Processes
A. Content Standards

Participate in a one-day exposure trip to an existing development program and write a sincere
B. Performance Standards

C. Learning Competencies/ Analyze the effects of Applied Social Sciences processes on individuals, groups, and society HUMSS_DIASS 12 IIe f 44.
Objectives
Write the LC code for each
Conflict Management Peacebuilding Process Community Life
II. CONTENT
HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-f-44

III. LEARNING RESOURCES

A. References Curriculum Guide HUMSS_DIASS page Curriculum Guide HUMSS_DIASS Curriculum Guide HUMSS_DIASS page
6 of 7. page 6 of 7. 6 of 7.
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
Recall of the topic Power and Drill: Ask one or two learners about RECAP
Corruption (5 mins) what they have learned about conflict Concept mapping on how peacebuilding
and how you have managed to resolve creates an ideal community living.
t? (5 mins) (5 mins)
Picture Presentation: Working in Teams BAHAY, BAGYO, TAO
By presenting a picture in the class, the (Puzzle Solving) (Dynamics)
A. Reviewing previous lesson or
learners will be asked to observe and Each team will be given puzzles to The class will be asked to play this
presenting the new lesson
give their point of views about what they complete in the board. dynamic in order to show what
see. What can you say about the First team to win gets the reward and community life is all about. What do you
presentation? additional points. What did you do to think the dynamic is all about?
(5 mins) solve the puzzle instantly? How did you (15 mins)
do it?
(10 mins)
B. Discussing new concepts and Pin-It BIG IDEAS Discuss:
practicing new skills #1 The learners will be asked to pin in the (gRAhic Organizer) Ask: What makes a community? How do
board the Do(s) to avoid conflict and TRUTH PEACE you think these component parts of
Dont(s) to initiate conflict. (5 mins) JUSTICE MERCY innumerable cells and inhabitants play a
(5 mins) vital role in the lives of the people in that
C. Discussing new concepts and Ask: What is conflict management and Say/Ask: Peacebuilding-What is it and community?
practicing new skills #2 its strategies? (5 mins) why is it important? (5 mins) (5 mins)

D. Developing mastery (leads to Focused Group Discussion: Sustainable Peacebuilding Process DEEPENING!
Formative Assessment 3) (input process-output) Discuss/Analogy: Why do you think the
Ask: How Do You Resolve Conflict? Can you say processes are more Body is a Community made up of its
(10 mins ) important than inputs and outputs in innumerable cells and inhabitants?
peacebuilding? If yes, how? If no, why? (10 mins)
Ven Diagram presentation (5 mins)
E. Finding practical applications of How To Give an APOLOGY? Poster Making Contest regarding Given the concepts being discussed,
concepts and skills in daily living I am sorry peacebuilding process with the theme how can you help your community as a
Next time I promise "United with One World" (with rubrics) Senior High Student?
How can I make it better. (15 mins) (5 mins)
(10 mins)
F. Making generalizations and Often, a conflict presents opportunities for Does peacebuilding strengthen a As learners ,why is it a necessary to
abstractions about the lesson improvement. So is it important to society's capacity to manage conflict in have a firm grasp of their significant
understand (and apply) various conflict
resolution techniques? non-violent ways? (4 mins) roles towards nation building?
(5 mins) (5 mins)
G. Evaluating learning Mind Map Practice Quiz: Essay
Followed by a short quiz Followed by Essay Question Briefly: What makes up community and
(15 mins) (with rubrics) how does it contribute to the individuals
(11 mins) worth?
(15 mins)
H. Additional activities for Search about the importance of
application or remediation peacebuilding and how it helps
countries that are in conflicts.

V. REMARKS

VI. 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 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?
School HUMMS CLASS C Grade Level Grade 12
Grades 12 Teacher ETHELRINE A. VILLANUEVA Learning Area Discipline & Ideas in the Applied
DAILY LESSON Sciences
LOG Teaching Dates and Time WEEK 8 Quarter II

Day 9 Day 10 Day 11 Day 12


I. OBJECTIVES At the end of the lesson, the students are At the end of the At the end of the
expected to: lesson, the students lesson, the students
1.To describe structural change on are expected to: are expected to:
personal development 1. The learners be 1. To become aware
2. The students will be able to trace their able to describe of the influx of
family genealogy gender as a factor overseas migration of
3. To value the importance of family of structure change. OFW.
genealogy 2. Distinguish 2. Participate in the
gender and sex. discussion of OFW
3. To appreciate the as an agent of
importance of Structural Change.
gender equality. 3. To value the
importance Overseas
Filipino Workers.

Effects of applied social sciences processes


A. Content Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection
B. Performance Standards
report on the effects of the processes on the clientele.

Evaluate the effects of certain program or projects on knowledge, attitude and behaviour of individuals ,
groups and society.
C. Learning Competencies/ HUMSS_DIASS 12- HUMSS_DIASS 12- HUMSS_DIASS 12- HUMSS_DIASS12-
Objectives IIe-f-44 IIe-g-45 IIe-h-44 IIe-i-45
Write the LC code for each
Structural change , Structural change , Structural change , Structural change ,
II. CONTENT i.e., personal and i.e., Personal and i.e., Gender i.e.,
family relations , family relations OFW
III. LEARNING RESOURCES
A. References Discipline and Ideas Discipline and Ideas Discipline and Ideas Discipline and Ideas
in Applied Social in Applied Social in Applied Social in Applied Social
Sciences Sciences Sciences Sciences
1. Teachers Guide pages CG page 6/7 CG page 6/7 CG page 6/7 TG page 6/7
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources www.slideshare.com www.slideshare.com www.slideshare.com www.slideshare.com

IV. PROCEDURES
A. Reviewing previous lesson or PASS THE MAGIC Present snop-shot ( Word Symbols Where are you
presenting the new lesson BOX Video Review) The students will from?
1. What is bahala na highlights of the make an Acronym For a class of
habit lesson yesterday. about the word internationals , give
2. How did the (5min) FAMILY. each students a
applied social post-it not flag to
science processes (5min) place on their home
affected the way country on your
individuals perceived classroom world
bahala nahabit ? map. After everyone
Instruction: Pass the has placed their
Magic box to the post it , students
class . try to guess whose
(5 min) note is whose.
(5min)
B. Establishing a purpose for the GET TO KNOW YOU Student will be PICTURE Video Presentation
lesson The teacher will asked to evaluate about Overseas
choose five students the video clip on Filipino Workers.
that will described the commercial of
themselves through LUCKY ME
draw lots.
Guide Question:
(5min) What is the ANALYSIS
message of the (5min) (5min)
commercial?
(5min)

1. What can you say


about the picture?

C. Presenting examples/instances of QUESTIONS: CIRCLE TIME The teacher will What is the
the new lesson 1. What does the DISCUSSION present a pictures of message of the
photo in the poster try Are all families the the following: video clip?
to convey? same? -Fireman
2. If a symbol is used, Are all the families -Laundryman
is it clear and easy to the same ?
interpret? Why? This Socially
3. Are the messages accepted why or
in the poster primarily (5min) why not ? The
visual, verbal, or teacher will discuss .
both?
4. Who do you think
is the intended
audience for the
poster?
5. What does the tell (5min) (5min)
and photo in the
poster tell you?

(5min)

D. Discussing new concepts and Personal Family- a group of MYTH OR TRUTH? MAPPING SCALE
practicing new skills #1 Development the people who are 1. If a father does The students will list
set of emotional related to each the household work, down the countries
qualities , ways of other. he is considered as with the most and
behaving , etc ., that Extended Famliy- under the saya. least Overseas
makes a person Longer than usual 2. Men are better Filipino Workers.
different from one or typical unusually leaders and (20min)
another. long. administrators than
Understanding the Nuclear-the part of women.
knowledge and ability family that includes 3. It is not proper for
to judge a particular only the father , a girl to say I love
situation. mother and children you first to a boy.
Personality test- any Blended Famliy- a 4. The mother
of several tests that family that includes should be the only
consists of children from a one responsible of
standardized tasks previous marriage of child rearing and
designed to the wife, husband or parenting.
determine various both parents.
aspects of the (20min) Is it true that Men to
personality or the the LEFT because
emotional status of Women are always
the individual RIGHT?
examined.
(20min)
(20min)

E. Discussing new concepts and How Personal What are the Give at least 5 Being a Filipino is
practicing new skills #2 Development affects significant roles of issues related to _______.
career growth of an each family gender sensitivity. The students will
individual? member? 1. Single Parent think a word the
(5 min) 1. Father 2. Patriarchal would best describe
2. Mother Concept our Overseas
3. Siblings 3. Bullying Filipino Workers.
(5min) 4. LGBT (5min)
5. Women group
such as Gabriela.
(5min)

F. Developing mastery (leads to Write a short essay The class will define a. How is Homo Students will write
Formative Assessment 3) that will explain the Nuclear and Sexual differ from atleast 5 amazing
functions and Extended Famliy. heterosexual? facts about
purpose of (5min) b. Are there laws Overseas Filipino
personal life and promulgated to Workers.
career growth. protect them>
(5min)
G. Finding practical applications of Select two students Do you consider 3rd Day ROLE PLAY
concepts and skills in daily living to give testimony your family as practical create a The students will
about their personal extended or slogan depicting make a short role
development. nuclear? gender equality ? play about Overseas
(5min) (5min) (5min Filipino Workers.
(5min
H. Making generalizations and What is the EVALUATING Call 2 students in HIDDEN
abstractions about the lesson importance of Self- MIND MAP the Gender roles of TREASURE
Awareness in Have students mind men and women. Write several
developing your map what they (5min icebreaker
personal relations? remember all questions on the
throughout the sticky side of post
(5min) lesson. Let them it- notes and stick
remember their way. them to to the
(5min) board. Each
students takes turns
choosing 1 sticky
note and answering
the questions on the
back. He then
chooses another
student to answer
the question.
(5min
I. Evaluating learning What is importance of Essay : Do a formal True or False. Write Write a short essay
self awareness on essay regarding T if the statement is about Overseas
personal relations? family relations. True F if its not. Filipino Workers.
(10min) (10min) 1-2. Two spirited
people believe they
hold the soul of a
man and a woman. (10min)
3-4. Sociologist
believe that sex and
gender are
essentially the same
thing.
5-6. Abused children
always become
abusive partners or
parents.
7-8. There is no
difference between
gender and sex.
9-10. Gender Only
has two categories
Male and Female.
(10min)

J. Additional activities for application SNAP-SHOTS Write a short essay Give the meaning of Give the different
or remediation Create snap-shots of by answering the OFW. types of Domestic
the lesson as you go question . What kind (5min) Violence.
. Ask the students to of Model Family (5min)
create a video of the what to have?
highlights of the (5min)
lesson.
(5min)
V. REMARKS

VI. 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 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

Ethelrine A. Villanueva
Morong National High School

Checked and Reviewed by

Dr. Lovella Paragas


Facilitator Trainor SHS HUMSS

Noted by

Dr. Engelbert B. Agunday


Regional Education Supervisor II
School HUMMS CLASS C Grade Level Grade 12
Grades 12 Teacher ARVIC O. BALDOZA Learning Area Discipline & Ideas in the Applied
DAILY LESSON LOG Sciences
Teaching Dates and Time WEEK 9 Quarter II

Day 13 Day 14 Day 15 Day 16


a. Define Domestic Violence and a. Identify ways how 1. Identify the ways on 1. Recognize the importance of
I. OBJECTIVES its different types Social work can be of community life as learners
how applied social
b.Understand that cases of help to victims and science processes begins their journey towards
domestic violence come into perpetrators of domestic contribute in dealing their career life.
many forms. violence 2.List down the components of
with single parenthood.
c. Increase awareness of b. Appreciate the role of community life.
Domestic violence through the social work in reducing 2. Value the struggles 3.Value individuals worth as
use of media.1.Analyze the domestic violence experienced by single member of a community.
effects of applied social sciences c. Simulate situations parents and the
processes on individuals, groups, were role of social worker importance of having a
and society. help reduce domestic complete family.
violence 3. Participate in the
group sharing.

Effects of applied social sciences processes


A. Content Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the processes on the clientele.
B. Performance Standards

C. Learning Competencies/ HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe- HUMSS_DIASS 12-IIe-h-44 HUMSS_DIASS12-IIe-i-45


Objectives g-45
Write the LC code for
each
7.4 Structural change : Domestic 7.4 Structural change: Structural Change: Single 7.4 Structural change ,i.e.,
II. CONTENT Violence Domestic Violence Parenthood community life

III. LEARNING RESOURCES


A. References
1. Teachers Guide pages CG page 6/7 CG page 6/7 CG page 6/7
2. Learners Materials
pages
3. Textbook pages Discipline and Ideas in Applied
Social Social,---------
4. Additional Materials from Ppt. presentation/videos from Ppt. presentation
Learning Resource (LR) social networks
portal
B. Other Learning 1. Breaking the Silence: The 4 Social Service Solo Parents Welfare Act
Resources Realities of Family Violence in the Interventions for and work benefits to solo-
Philippines taken from Domestic Violence parent employees By Atty.
http://www.hdn.org.ph/wp- https://www.nap.edu/rea Lorna Patajo-Kapunan
2. Ever Heard of Battered d/5285/chapter/6 - September 13,
Husbands? f taken from 2015http://www.businessmirro
http://www.gmanetwork.com/news/l PSYCHOLOGICAL r.com.ph/solo-parents-welfare-
ifestyle/content/80412/ever-heard- COUNSELING act-and-work-benefits-to-solo-
of-battered-husbands/story/ SERVICEShttp://pcw.g parent-employees/
3. Kim by Eminen downloaded ov.ph/sites/default/files/d The Hardships of Solo
from Youtube. ocuments/resources/psa Parents
4. Short Film about VAWC by Mark ts_dswd.pdf https://www.youtube.com/watc
Henry downladed from h?v=SUiVcSlZ97c
https://www.youtube.com/watch?v= In DSWD launches Naano lang Remarks by Tito
xXRLFdRS6jY counseling services for Sotto downloaded from
5. Domestic Violence and its domestic violence https://www.youtube.com/watc
Tyoes from offendersttp://www.ugn h?v=LyDvZkR46EI
https://www.justice.gov/ovw/domes ayan.com/ph/gov/PIA/Ar Failon Ngayon Solo Parents
tic-violence ticleView/3CE4 Act
https://www.youtube.com/watc
Self-defense against h?v=qQXo6o1uAUg
Domestic Violence by
ABS-CBN
https://www.youtube.co
m/watch?v=9A5feZvzO-
Q

IV. PROCEDURES
A. Reviewing previous Review Overseas migration of Review domestic Review the previous lesson RECAP
lesson or presenting the OFWs violence (5 MINS) Concept mapping on how peace
new lesson building creates an ideal
community living.
(5 mins)

B. Establishing a purpose 1. The Class will be divided into Note: Students must Shortfilm Viewing: Naano BAHAY, BAGYO, TAO
for the lesson four groups. Each group will be also be reminded of the lang Remarks by Tito Sotto (Dynamics)
given different forms of media roles of social worker as: downloaded from
containing about domestic violence 1. Educator https://www.youtube.com/watc The class will be asked to play
cases: 2.Facilitator h?v=LyDvZkR46EI this dynamic in order to show
GROUP A-Domestic Violence from 3. Advocate what community life is all about.
a news paper 4. Case Manager Students will be asked: What do you think the dynamic is
GROUP B-Domestic Violence from 5. Counselor all about?
a scholarly source (EXCERPT) 1. What are the connotation/s (15 mins)
GROUP C- Audio/Video Clip of SIMULATION: about single parenthood which
KIM by Eminem From your assignment, the short film expressed?
GROUP D- Short Film about Create a simulation on
Domestic Violence how social workers deal 2. What are the other negative
2. Five minutes will be given to with the domestic implications that is commonly
each group to analyse their violence. attached to single
materials. GROUP1: EDUCATOR parenthood? Why?
3. In a piece of paper (or provided GROUP2. (8-10 mins)
by teacher) students will fill up the FACILITATOR
chart with three columns which GROUP3. ADVOCATE
contain the ff: GROUP4. CASE
COLUMN A: WHAT ABOUT? MANAGER
(This is where they will write what GROUP5:
they understand from their COUNSELOR
material) (5 MINS TO PREPARE)
COLUMN B: I AM DISTURBED
(This is where they write disturbing
facts they have found from their
material)
COLUMN C: WHAT CAN I DO?
(This is where they can write what
can they do at their stage)
(5 MINS)

Presentation Follows: (20 mins)

C. Presenting Teacher will ask the following: STUDENTS WILL HAVE Presenting the Struggles of Discussion:
examples/instances of 1. If you were an alien from outer THEIR SIMULATION the Single Parents: Ask: What makes a community?
the new lesson space and witnessed these (15 MINS) The Hardships of Solo How do you think these
violence, what would you think Parents component parts of innumerable
about humans? https://www.youtube.com/watc cells and inhabitants play a vital
2. How do you feel about the h?v=SUiVcSlZ97c role in the lives of the people in
victims? How about the abusers? that community?
(What do you think is our lesson for (5 mins)
today? (5 mins)
1. What are the hardships
single parents do experience
according to the film?
2. What do you think are the
challenges being faced by
students with a single parent?
3. Do single parents deserve
the negative remarks from the
first activity? Why? Why not?
(8-10 mins)

D. Discussing new Teacher discusses DOMESTIC Teacher will process the SINGLE PARENTHOOD and DEEPENING!
concepts and practicing VIOLENCE. He or she can share activity with the following EFFECTS ON CHILDREN Discuss/Analogy: Why do you
new skills #1 the following: questions: think the Body is a Community
Domestic violence as a 1. How do social Single parenthood, or the made up of its innumerable cells
pattern of abusive behavior in any workers contribute to the act of raising a child or and inhabitants?
relationship that is used by one change in the society in children with only one parent (10 mins)
partner to gain or maintain power dealing with domestic in the house.
and control over another intimate violence?
partner. 2. Do applied social NEGATIVE EFFECTS OF
Domestic violence can be sciences such as SINGLE PARENTHOOD
physical, sexual, emotional, counselling, social work 1. Financial Troubles
economic, or psychological actions and communication play 2. Low-Parenting Qualities
or threats of actions that influence important role in 3. Adjustment problems
another person. This includes any reducing cases of 4. Emotional Problems
behaviors that intimidate, domestic violence? 5.Loneliness
manipulate, humiliate, isolate, Why?
frighten, terrorize, coerce, threaten, POSITIVE EFFECTS OF
blame, hurt, injure, or wound SINGLE PARENTHOOD
someone. 1. Strong Mother/Father and
Child bonding
2. Strong sense of Community
3. Shared Responsibility
4. Maturity
5. Parental Role Model
6. Lack of Parental Conflicts
(10 mins)
(http://www.momjunction.com/
articles/effects-of-single-
parenting_00373930/#gref)

Note: Teacher must


emphasize that single
parenthood is a social
phenomenon that goes
against the traditional
marriage and united family.
However, no one has the right
to discriminate.
E. Discussing new 1. Physical Abuse: Hitting, Social Work Having accepted the reality of Given the concepts being
concepts and practicing slapping, shoving, grabbing, Intervention by DSWD Single Parenthood, what could discussed, how can you help
new skills #2 pinching, biting, hair pulling, etc are for Domestic Violence be the role of Counseling, your community as a Senior
types of physical abuse. This type 1. PSYCHOLOGICAL Social Work and High Student?
of abuse also includes denying a COUNSELING Communication over this (5 mins)
partner medical care or forcing SERVICES matter that leads to structural
alcohol and/or drug use upon him 2. WOMENS DESK change?
or her. 3. REPORTING OF
CASES GROUP SHARING:
2.Sexual Abuse: Coercing or 4.COUNSELING FOR 1. Group A- COUNSELLING
attempting to coerce any sexual OFFENDERS 2.Group B Social Work
contact or behavior without 3. Group C-
consent. Sexual abuse includes, COMMUNICATION
but is certainly not limited to, (3 MINS. Brainstorming, 10
marital rape, attacks on sexual mins for sharing)
parts of the body, forcing sex after
physical violence has occurred, or In the Philippines, because of
treating one in a sexually Applied Social Sciences
demeaning manner. Processes, the Single Parent
Act was enacted as a Law.
3.Emotional Abuse: Undermining Video Presentation: Failon
an individual's sense of self-worth Ngayon Solo Parents Act
and/or self-esteem is abusive. This
may include, but is not limited to (5 mins)
constant criticism, diminishing
one's abilities, name-calling, or
damaging one's relationship with
his or her children.

4. Economic Abuse: Is defined as


making or attempting to make an
individual financially dependent by
maintaining total control over
financial resources, withholding
one's access to money, or
forbidding one's attendance at
school or employment.

5. Psychological Abuse:
Elements of psychological abuse
include - but are not limited to -
causing fear by intimidation;
threatening physical harm to self,
partner, children, or partner's family
or friends; destruction of pets and
property; and forcing isolation from
family, friends, or school and/or
work.
F. Developing mastery As learners, why is it necessary
(leads to Formative 1. What is single parenthood to have a firm grasp of their
Assessment 3) and its effects? significant roles towards nation
2. How did the applied social building?
sciences contribute to (5 mins)
structural change?
3. What are the rights entitled
to single parents? Do they
deserve these rights? Why?

G. Finding practical Students will be asked: Quiz: Essay


applications of concepts Briefly: What makes up
and skills in daily living Students will watch a 1.Is there a significant change community and how does it
short video clip on Self- in your point of view on single contribute to the individuals
defense against parents? worth?
Domestic Violence by 2. Will you be more (15 mins)
ABS-CBN understanding to people who
https://www.youtube.co are part of single-parent
m/watch?v=9A5feZvzO- family? Why?
Q
H. Making generalizations At least 3 students will be asked to With the knowledge of Students will write three
and abstractions about summarize the discussions or domestic violence and sentences in a sheet of
the lesson make generalizations. the help one can get, paper capsulizing the content
each group will of the discussion:
Domestic Violence is a pattern of generalize or make a
abusive behaviour to gain power summary of how applied
over the other and it comes into social sciences reduce
many forms and it can happen to cases of domestic
anyone. violence in 3 sentences.
I. Evaluating learning IDENTIFICATION: Teacher will Short quiz.
post images and students will At the back of of the 1/4th
identify them by writing their Students will present sheet of paper, answer the
answers on a sheet of paper. their following:
Possible images can be the clue summary/generalization What is your greatest
pertaining to: in three sentences. learning for todays lesson?
1. Economic Abuse Explain why.
2. Psychological Abuse
3. Physical Abuse
4. Sexual Abuse
5. Emotional Abuse
6.Domestic Violence
J. Additional activities for Assignment: Assignment : Teacher will close the class Assignment:
application or 1.What can social processes such with the following saying:
remediation as counselling,social work and
communication do to reduce if not No family is perfect. We ague,
irradicate domestic violence? we fight. We even stop talking
2. Search on incidents where these to each other sometimes. But
3 social science processes became in the end, family is family.
of help to people suffering from Love will always be there.
Domestic Violence.
V. REMARKS

VI. 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 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: Checked and Reviewed by: Noted by:

ARVIC O. BALDOZA DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY


Division of Balanga Trainer/Facilitator SHS HUMSS EPS II, CLMD
School Class C Grade Level Grade 12
Grades 12 Teacher Jose A. Fabricante Jr. Learning Area Discipline & Ideas in the Applied
DAILY LESSON LOG Sciences
Teaching Dates and Time Week 10 Quarter II

Day 17 Day 18 Day 19 Day 20


I. OBJECTIVES At the end of the lesson, the students are At the end of the lesson, the At the end of the lesson, the students are
expected to: students are expected to: expected to:
1.Identify the common criminal activities 1.explain what substance abuse is; 1. Identify the effects of the processes of
happening in our society; 2.follow the steps or tips to avoid the existing development program on the
2. Create a matrix of activities to be or prevent substance abuse: and clientele
implemented by our authorities in the 3.resist any form of substance or 2. Conduct a one-day exposure trip to an
community to prevent or counter criminal drugs that can be abused existing development program
activities; 3.
3. Internalize on the effects of criminalities
to the physical, emotional and psychological
aspect of people

Effects of applied social sciences processes


A. Content
Standards

Participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the
B. Performance
processes on the clientele.
Standards

C. Learning HUMSS_DIASS 12-IIe-f-44 HUMSS_DIASS 12-IIe-g-45 HUMSS_DIASS12-IIe-i-45


Competencies/
Objectives
Write the LC
code for each
7. Effects of applied social sciences 7. Effects of applied social sciences Presentation of reflection reports
II. CONTENT processes 7.4 Structural change i.e. personal processes 7.4 Structural change i.e.
and family relations, gender, overseas personal and family relations,
migration of OFW,domestic violence, single gender, overseas migration of
parenting, community life, criminality, OFW,domestic violence, single
substance abuse parenting, community life,
criminality, substance abuse
III. LEARNING
RESOURCES
A. References

1. Teachers Guide CG page 6/7 CG page 6/7 CG page 6/7


pages
2. Learners
Materials pages
3. Textbook pages Discipline and Ideas in Applied Social Discipline and Ideas in Applied Discipline and Ideas in the Applied Social
Sciences Social Sciences Sciences
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Laptop/ ppt.presentation
Resources http://www.encyclopedia.com/law/encyclop
edias-almanacs-transcripts-
andmaps/economis-and-social-effects-crime
IV. PROCEDURES
A. Reviewing How are we going to help single parents Review on the causes and effects of Review on the causes and effects of substance
previous lesson deal with their problems/issues and criminality. abuse.
or presenting concerns? ( 5 minutes) 1. What are the common causes of 1. What are the substances commonly abused?
the new lesson criminalities? 2. What are the effects of substance abuse to
2. What are the effects of criminal people? ( 5 minutes)
activities to the community
( 5 minutes)
B. Establishing a Using metacards. Reflect the peace and Teacher shows pictures of different The teacher will introduce the learners who will
purpose for the order situation in our country and substances or drugs.. share the reflection report for the EXPOSURE
lesson internationally using meta cards. ( 5 mins.) Students will identify whether the TRIP. (3 minutes)
Local International substances presented are legal,
prohibited or regulated. (5 minutes)
C. Presenting Teacher shows slides pictures/scenarios.The Movie Clip presentation:
examples/instan students will then identify whether it is a Teacher shows a video clip of
ces of the new criminal act or not. (3minutes) people who are victims of drug and
lesson substance abuse. (5minutes)
D. Discussing new Teacher presents videos of news showing Discussion on the different SHARING: A reflection report will be
concepts and the common criminal activities Students substances being abused and their presented by selected learner/s in each of the
practicing new will then be asked on the causes and effects effects. three groups.
skills #1 of criminalities presented that need to be (5minutes)
addressed./Interactive Discussion (10 minutes)
(10mins)
E. Discussing new The students will be asked to form Discussion of the outputs presented. Giving of
concepts and three groups and perform using the feedbacks .
practicing new terms learned in a song/dance/ (10 minutes)
skills #2 simulation (15minutes)

Figure 1 Pyramid of Task/Graphic Organizer/Ladder of


Activities

Learners will be asked to come up with


activities to be implemented by the
authorities to counter common criminal acts
in our society using any of the given graphic
organizers. Choose someone to present their
output in the class (10 minutes)
F. Developing What are the effects of criminal activities to What do you think are the possible
mastery (leads you as a student and as a member of the human actions that contribute to the
to Formative community? Climate change? (5minutes)
Assessment 3) What will you do to help maintain peace
and order in our country? (3minutes)
G. Finding practical How will you use the advance technology What are the steps to be undertaken
applications of that we have in order to help curb criminal in order to reduce the effects of
concepts and activities? climate change? ( 5 minutes)
skills in daily a. In the school
living
b. In the community (5 minutes)
H. Making Ask the students to make a synthesis on the Ask 2 students to give their
generalizations effects of criminalities to the physical, generalizations about the topic being
and abstractions psychological and economic aspect of our discussed.
about the lesson lives. Guide questions.
Expected Answer: 1. What are the common causes of
Criminal activities affect us negatively. substance abuse?
Physically it causes harm to the victims who 2. How does substance abuse affect
will be affected psychologically as well as the individuals physical,
their families and loved ones. The ultimate psychological emotional and
cost is loss of life. Since crimes create fear sociological aspect of his life?
and terror, it also affects the economic
productivity when victims miss Expected Generalization:
work.Because of the unstable peace and (5mins)
order situation, investors may leave the Drugs or substances when abused
community which will affects the livelihood triggers the release of more
and job opportunities become lesser. dopamine that gives the feeling of
( 3 minutes) euphoria.Using drugs or abusing a
certain substance condition their
brain to anticipate the same
substance fuelled pleasant
sensations.

I. Evaluating Group Activity. Instruct the students to Prepare for a one day exposure trip Using a rubric, feedbacks on the presented
learning create a community anti-criminality task to an existing development program outputs will be presented by the following
force of an existing government or non- evaluators:
government organization. 1. Members of other groups
2. Teacher
(10- minutes)
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
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: Checked and Reviewed by: Noted by:


JOSE A. FABRICANTE JR. DR. LOVELLA R. PARAGAS DR. ENGELBERT D. AGUNDAY
Division of Nueva Ecija Trainer/Facilitator SHS HUMSS EPS II, CLMD
School CLUSTER C Grade: SHS Grade 12
Teacher Frederick A. Macale, Michelle C. Cruz, Romelyn T. Asis Learning Area: DIASS
Daily Lesson Log
Date LAST WEEK Quarter: Second Quarter

DAY 1 DAY 2 DAY 3 DAY 4


I. OBJECTIVES At the end of the lesson, the learners are expected to:
1. Synthesize the various learnings and experiences in the major areas tackled throughout the course which include the areas of
counseling, social work and communication.
2. Organize a student-led program wherein the best learnings and experiences will be shared among class members.
3. Appreciate the importance and application of social sciences in different fields and applied disciplines.
A. Content Standard COURSE SYNTHESIS
B. Performance The learners submit a portfolio of output from the course.
Standard
C. Learning The learners synthesize the learning from the course and its applications.
Competency HUMSS_DIASS 12-IIj-46
II. CONTENT COURSE SYNTHESIS COURSE SYNTHESIS COURSE SYNTHESIS OVERALL COURSE
COUNSELING SOCIAL WORK COMMUNICATION SYNTHESIS
III. LEARNING RESOURCES
A. References
1. Teachers Guide DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7
Pages
2. Learners Materials
pages
3. Text book pages

4. Additional
Materials from
Learning Resources
B. Other Learning Rubric Rubric Rubric Powerpoint Presentation:
Resources http://iro.aua.am/files/2012/04/Oral-
Metacards
Presentation-Rubic-National-Council- http://iro.aua.am/files/2012/04/Oral- http://web.uri/assessment/files/reflection-
of-Teachers-of-English-NCTE.pdf Presentation-Rubic-National-Council-
rubric.doc
of-Teachers-of-English-NCTE.pdf
Portfolio, Powerpoint

IV. PROCEDURES
A. Reviewing Review topics/lessons that STUDENT-LED PROGRAM. STUDENT-LED PROGRAM. RUN DOWN. The facilitator will
previous lesson or require submission of the Selected students will serve as Selected students will serve as give a run-down of what
presenting the new portfolio. facilitators to recapitulate facilitators to recapitulate transpired in the past synthesis
lesson yesterdays presentations. yesterdays presentations. sessions.
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
B. Establishing a The facilitator will explain the Learner-presenters of the best Learner-presenters of the best Facilitator will explain the last
purpose for the rationale for the weeklong output in the area of SOCIAL output in the area of objective for the course which
lesson course synthesis activity, the WORK will be introduced. COMMUNICATION will be is to synthesize the important
schedule and the rubric for introduced. learning for the whole term and
grading the BEST OUTPUT application to their lives. The
PRESENTERS in the areas of (5 minutes) (5 minutes) mechanics for exit sharing will
applied social sciences be presented.
(counseling, social work, and
communication). (5 minutes)
(10 minutes)

C. Presenting STUDENT-LED PROGRAM: STUDENT-LED PROGRAM: STUDENT-LED PROGRAM: STUDENT-LED PROGRAM:


Examples/instances Selected students will serve as Selected students will serve as Selected students will serve as Selected students will serve as
of new lesson facilitators to introduce the facilitators to introduce the facilitators to introduce the facilitators to introduce the
presenters of outputs in the presenters of outputs in the presenters of outputs in the area of presenters of outputs in the
area of COUNSELING. area of Social Work Communication area of Exposure Trip
(5 Minutes) (5 Minutes) (5 Minutes) (5 Minutes)

D. Discussing new PRESENTATIONS: The best PRESENTATIONS: The top PRESENTATIONS: The top three EXIT SHARING. The learners
concepts and output in the area of three best outputs in the area of best outputs in the area of will write phrases about their
practicing new skills counseling will be presented. social work will be presented communication will be presented thoughts and learnings in color
#1 by the learners. by the learners. coded metacards.
The output to be presented The output to be presented may The output to be presented may GREEN: Best Learning
may come from any of the come from any of the following: come from any of the following: YELLOW: Best Feelings
following: 1. Participant Observation 1. Participant Observation WHITE: Personal Realizations
1. Participant Observation 2. Social Work Needs Survey 2. Communication Clientele Survey ORANGE: Further Questions
2. Counseling Needs Survey 3. Case Study on Integrative 3. Comparative Study on TV
3. Case Study of a Counselee Social Work (optional) Network Programming (20 minutes)
(20 minutes) (20 minutes) (20 minutes)

E. Discussing new ASK. The learner-presenters ASK. The learner-presenters ASK. The learner-presenters will be CLASS SHARING. Facilitator
concepts and will be asked on what led them will be asked on what led them asked on what led them to come up and learners will synthesize
practicing new skills to come up with quality output. to come up with quality output. with quality output. and process the responses by
#2 presenting the dominant
(5 Minutes) (5 Minutes) (5 Minutes) themes posted in the
metacards through class
sharing.
(5 Minutes)
F. Developing The class will engage in a The class will engage in a panel The class will engage in a panel What is the significance of
mastery panel discussion discussion discussion conducting Counseling, Social
(Leads to Formative (5 Minutes) (5 Minutes) (5 Minutes) Work and Communication
Assessment) (5 Minutes)

G. Finding Practical Complete the sentence: Complete the sentence: Complete the sentence: Complete the sentence:
applications of If I were a Counselor, I will If I were a Social Worker, I will If I were a Journalist, I will If I were to create a program fo
concepts and skills ______________________ ______________________ ______________________ this subject I will
______________________
H. Making Counseling involves the holistic Social Work is humanitarian Communication is a process of GOODBYES. Parting
generalizations and approach of advising someone service to fellowmen without transferring information, ideas, messages will be uttered
abstractions about to cope up in all the adversities monetary compensation. thoughts, emotions and feelings to reminding students about the
the lesson of life. other people through speech, guiding thought:
behavior, signals and writing. Pag-aralan ang lipunan,
Paglingkuran ang
Sambayanan!
(5 minutes)
I. Evaluating Learning RUBRIC. Using a rubric, feedback on the presented output will be communicated by the following
evaluators: 1. Peer/s 2. Teacher What are the outputs
The presentation will be evaluated according to the following criteria: presented?
1. Delivery 2. Organization 3.Content 4. Supporting Materials 5. Central Message What is the importance of
(10 minutes) producing such outputs?

J. Additional activities Prepare for the synthesis on Prepare for the synthesis on Write a reflection paper on the Prepare for the quarterly
for application or social work. communication exposure trip examination. Review the ff:
remediation Goals and scope of
communication up to Effects of
applied social sciences,
processes on individual,
groups and society
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
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
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:

FREDERICK JOHN A. MACALE MICHELLE C. CRUZ ROMELYN T. ASIS


Division of Malolos Division of City of San Jose del Monte Division of City of San Jose del Monte

Checked and Reviewed : Approved by:

LOVELLA G. PARAGAS, Ph.D ENGELBERT B. AGUNDAY, Ed.D


Facilitator/Trainer SHS HUMSS EPS-II, CLMD
Name: _________________________________________________ Date: _________________________

Essay Rubric
Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your
essay and check it again before you submit your essay.

Traits 4 3 2 1
Focus & There is one clear, well- There is one clear, well- There is one topic. The topic and main
Details focused topic. Main focused topic. Main Main ideas are ideas are not clear.
ideas are clear and ideas are clear but are somewhat clear.
are well supported by not well supported by
detailed and accurate detailed information.
information.
Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides provides an overview conclusion is included. or conclusion.
an overview of the of the paper. A
paper. Information is conclusion is included.
relevant and presented
in a logical order. The
conclusion is strong.
Voice The authors purpose The authors purpose The authors purpose The authors purpose of
of writing is very clear, of writing is somewhat of writing is somewhat writing is unclear.
and there is strong clear, and there is some clear, and there is
evidence of attention evidence of attention evidence of attention
to audience. The to audience. The to audience. The
authors extensive authors knowledge authors knowledge
knowledge and/or and/or experience with and/or experience with
experience with the the topic is/are evident. the topic is/are limited.
topic is/are evident.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. The words and phrases. The that communicate limited vocabulary.
choice and placement choice and placement clearly, but the writing Jargon or clichs may
of words seems of words is inaccurate lacks variety. be present and detract
accurate, natural, and at times and/or seems from the meaning.
not forced. overdone.
Sentence All sentences are well Most sentences are Most sentences are well Sentences sound
Structure, constructed and have well constructed and constructed, but they awkward, are
Grammar, varied structure and have varied structure have a similar structure distractingly repetitive,
length. The author and length. The author and/or length. The or are difficult to
Mechanics, &
makes no errors in makes a few errors in author makes several understand. The author
Spelling
grammar, mechanics, grammar, mechanics, errors in grammar, makes numerous errors
and/or spelling. and/or spelling, but mechanics, and/or in grammar, mechanics,
they do not interfere spelling that interfere and/or spelling
with understanding. with understanding. that interfere with
understanding.
Reviewers
Comments
APPENDICES

Day 1
https://www.youtube.com/watch?v=8wASNE6UebM

https://www.google.com.ph/search?q=roles+and+functions+of+counselor&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjNuMiPqPbTAhXEyrwKHZI4AikQ_AUIBigB&biw=136
6&bih=651#spf=1495003035079

Day 3

https://www.google.com.ph/search?q=roles+and+functions+of+counselor&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjNuMiPqPbTAhXEyrwKHZI4AikQ_AUIBigB&biw=136
6&bih=651#tbm=isch&q=different+career+opportunities+of+counselor&spf=149500303
5080
Quiz no. 1

Instruction:

In a 1/4 sheet of paper, identify the specific work areas where counselor are usually
employed.

1. Make an inventory of students behaviour profile.

2. Conduct and develop the criteria for the screening of applicants.

3. Provide a diagnosis of a person with personality problem.

4. Provide assistance through group counselling and group guidance.

5. Consider diversity in enhancing educational perspective

6. Emphasize on educational placements in course and programs.

7. Aid individuals on decisions and planning concerning their career.

8. Manifested in the challenges posed by its clientele with mental disorder.

9. Refers to the process of reaching out to students with concerns on drugs, family,
peers or gang involved.

10. These professionals offer a wide range of services for couples and families.

ANSWERS:

1. School Counselling
2. Career Counselling
3. Mental Health Counselling
4. Group Counselling
5. School Counselling
6. School Counselling
7. Career Counselling
8. Mental Health Counselling
9. School Counselling
10. Marriage and Family Counselling
FACT or BLUFF ACTIVITY

INSTRUCTION: Answer the following questions by Fact as True and Bluff as False.
1. Career counsellor focuses on helping couples and families discover options and
opportunities for effective family living. BLUFF
2. School counsellor makes an inventory of students behaviour profile.
3. Mental health disorder focuses on clientele with mental disorder.
4. Marriage and family counsellor emphasizes on encouraging relationship with
couple or family and appreciate complications in the family system.
5. One of the jobs of a child counsellor is to make sure of the well-being of
individuals ages 18-25.
INFO-TEST
1. Fair treatment of all clients and the provision of adequate services. ETHICAL
2. Respect for the clients right to be self-governing. ETHICAL
3. Equal opportunity to clients availing counselling services. ETHICAL
4. Fostering responsible caring. ETHICAL
5. Commitment IN promoting the clients well-being. ETHICAL
Discuss the roles and functions of counselor by answering the WH questions using
graphic organizer.

1. Roles and Functions of counselor.


Appendix B

PRACTICAL RESEARCH RUBRICS

The purpose of this rubric is to guide students and the research committees as they develop research
papers. Quality indicators are indicated in the rubric. A numerical rating scale is associated with each
category of the rubric. Please mark your rating by putting a check within each box. Space has been
provided for specific remarks in each criteria.

RESEARCH TITLE:

Researchers:

Rating Scale Verbal Description


5 - Outstanding
4 Very Good
3 - Good
2 Needs Improvement
1 - Did not meet Expectation

CRITERIA 5 4 3 2 1 REMARKS
CLARITY & CONTENT
OF SURVEY ITEMS
*All essential questions/
survey items are clear and
properly address.
RESULT AND
RECOMMENDATION
*Result of the study is
concise and clear.

*Recommendations are
concrete, action-oriented
and are logically based
from the significance of the
study, findings and
conclusions.
OVER ALL PAPER
WRITING STYLE
*The research study is
written in scholarly
language. The writing is
clear, precise, and avoids
redundancy. The flow of
words is smooth and
comprehensible.

TOTAL SCORE:
Appendix C

ORAL PRESENTATION

The purpose of this rubric is to guide students and the research committees as the researchers present and
defend their paper. The rubric includes a rating category for group and individual evaluation of actual defense
performance. A numerical rating scale is associated with each category of the rubric. Please mark your
evaluation by writing the rating number within each box.

RESEARCH TITLE:
Researchers:

GROUP PERFORMANCE (30%) Rating


Presentation: 5 Excellent, 4 Very Good, 3 Good, 2 Fair, 1
Needs Improvement
Q&A: 5 81-100% correct, 4 61-80% correct, 3 41-60% correct, 2
21-40% correct, 1 0-20% correct
Teamwork (*Average of Collaboration in individual Perf.)
SUBTOTAL A: 15-13 = Outstanding, 12-10 = Very Good, 9-7 = Good, 6-
4 = Fair, 3-0 = Needs Improvement

INDIVIDUAL PERFORMANCE (70%)

RESEARCHERS NAME:

PERSONALITY (5 Excellent, 4 Very Good, 3 Good, 2 Fair, 1 Needs Improvement)


Confidence

Communication Skills

Collaboration*

Mastery
Actual Q & A (5 Excellent/Comprehensive answer, 4 Very Good Answer, 3 Good Answer, 2
Ambiguous Answer, 1 Incorrect Answer, 0 No answer)
Question #1

Question #2

Question #3
SUBTOTAL B:
Final Individual Rating:
To get the final individual rating, ADD SUBTOTAL A and SUBTOTAL B OUTSTANDING 50-41, VERY GOOD
40-31, GOOD 30-21, FAIR 20-11, NEEDS IMPROVEMENT 10-1
Appendix A

Name (Optional): _________________________Grade/Position:___________

SELF-ASSESSMENT TOOL

How can your guidance counselor help you?


1. I feel like I am having troubles in my
___Academics
___Love Life
___Family Matters
___Choosing my Career
___Relationship with Friends/Peers/Colleagues
___Spiritual Growth
___Work
___Finances
___Relationship with my Self
___Others (Please specify)
_____________________________________________

2. What program or activity would you like us to have in order to assist


you in your concerns?
___Family Problems
___Study Habits
___Courting & Dating
___Difficulty in making friends/ Social
___Adjustments
___Others (Please specify)
_____________________________________________

3. Are your needs or concerns addressed effectively by your school


counselor & the office?
___Yes
___No
(If no please explain briefly)_____________________________
Rubric : Pantomime

Teacher Name:

Student Name: ________________________________________Grade:________________________


Period: ___________________________________

CATEGORY 4 3 2 1 TOTAL
Student is focused Student maintains Student struggles to Student is unable to
and maintains focus through most of stay focused during complete the
character throughout the presentation but presentation and is pantomime because
pantomime. Student may occasionally lose easily distracted. of a lack of focus.
is not distracted and focus. However, Student may
Focus /4
completes pantomime student stays in giggle, stop and
effectively without character, does not restart pantomime,
use of words or use words and use words, etc.
interruptions. completes
pantomime.
Facial expressions Facial expressions Facial expressions Very little use of
and body language and body language and body language facial expressions
generate a strong sometimes generate a are used to try to or body language.
interest and strong interest and generate Did not generate
Enthusiasm enthusiasm about the enthusiasm about the enthusiasm, but much interest in /4
topic in others. topic in others. seem somewhat topic being
faked. presented.

Student effectively Student is accurately Student's gestures Student is unable to


conveys the activity portrays most of the and movements are convey the activity
using a variety of activity, but needed repetitive and do through use of
gestures and clearer gestures and not effectively gestures and
Use of gestures and movements. movements. convey the activity. movements.
/8
movements (x2) Gestures and
movements may be
too simple or too
vague to convey
the pantomime.
Shows a full activity Shows a good Shows an okay Does not seem to
from start to finish. understanding of the understanding of understand how to
Pantomime has at activity. Student activity, but has left portray the activity
least 8-10 steps. makes an effort to out 1-3 key steps well. Student
convey the activity, and audience might leaves out so many
Content (x2) but could have added be confused. steps that the /8
more steps. Student pantomime is
only has 5-7 steps. incomplete and
confusing. Student
has less than 5
steps.
Listens and watches Listens and watches Sometimes does Sometimes does
intently. Does not intently but has one not appear to be not appear to be
make distracting distracting noise or listening or listening and has
noises or movements. movement. watching, but is not distracting noises
Audience Etiquette Demonstrates distracting. or movements. /4
excellent audience
etiquette.

Student is completely Student seems pretty The student is Student does not
prepared and has prepared but might somewhat seem at all
obviously rehearsed. have needed a couple prepared, but it is prepared to present.
more rehearsals. clear that rehearsal
Preparedness was lacking. /4

TOTAL /32

Rubric Made Using:


RubiStar ( http://rubistar.4teachers.org )
Rubric for evaluating NEWS REPORTS

Category Excellent (4) Good (3) Adequate (2) Inadequate Total


(1)
Opening & Clearly, quickly Established focus Audience had an Little or no
intro (x1) established the by the end of the idea of what was intro, such that
focus of the intro, but went coming, but the audience did not
/4
presentation, off on a tangent intro did not know the
gained audience or two. clarify the main speakers main
attention Gained attention. focus. focus.
Clarity & Main points Main points Main points Presentation
Organization clearly stated and fairly clear; somemust be inferred jumps among
explained; logical, missing links or by audience; random /8
(x2) topics. Main
smooth transitions. holes are
organization evident. points unclear
Content (x2) Evidence clearly Evidence perhaps Evidence, Lacks key
presented. not assumptions, and observations.
Thorough, quite clearly interpretation Evidence
knowledgeable separated from difficult to unclear.
interesting, assumptions and untangle from Appears largely
/8
logical. interpretation of one another. opinion-based.
Assumptions and evidence, but
interpretations story is logical.
clear, and clearly
identified.
Style & Audience could Audience could Audience couldSpeakers spoke
Delivery (x2) see & hear see & hear mostly see & to the screen or
speakers clearly. speakers clearly, hear speakers.mostly to one
Effective pauses Most pauses & Speakers show person in the
and verbal verbal intonation some audience. /8
intonation. were effective. hesitation or Poorly timed.
uncertainty. Appears to
have not
practiced.
Visual Aids Well-selected, Reasonable Some chosen Chosen images
(x1) wellplaced images and text, images and text
images and not always well- extraneous to marginally
text. Figures placed. Figures presentation or useful. Too
clearly support clearly support marginally much/little /4
ideas presented ideas presented. support extra detail.
without May have some presentation. Lack of
extraneous extra/missing Too much/little connection to
info. info extra detail. topic.
Summary Conclusions Conclusions Summary Summary non-
(x1) clearly stated. stated. Summary shown but existent or
Summary perhaps poorly very
integrated main not quite fully explained by abrupt.
/4
points and supported by speaker. Lack of
brought the evidence shown, Audience has to synthesis.
presentation to a but main points
clear.
logical & summarize for
effective closure themselves.

Addressing Questions Questions Speaker made a Speaker lacked


questions handled with handled in a strong effort to answers to
confidence and knowledgeable answer obvious
(x2) questions the
in a way but with questions, but
knowledgeable some hesitation. lacked depth of audience would
way. Speaker Speaker clearly knowledge be likely to ask.
clearly demonstrated beyond what Speaker
/8
demonstrated further depth of he/she already struggled to
further depth of knowledge than presented. link answer to
knowledge than just the content of
just the information in presentation.
information in his/her
his/her presentation.
presentation.
TOTAL: /44
Commercial Presentation Rubric
Presenter(s) __________________________________________________

Product ___________________________________________ Date _______________


Start Time __________ End Time _________

3 2 1 Total

Creativity The commercial is The commercial is The commercial


creative and somewhat creative shows little
and
effectively written and effective creativity or
presentation and is presented and/or the effectiveness
(x2) well. presentation is and/or is not well
adequate. presented.
Level of The commercial The commercial The commercial
clearly shows an somewhat shows a does not show
Persuasion
excellent level of good level of persuasion.
(x2) persuasion. persuasion.

Visual aids The commercial The commercial The commercial


(props) (x1) makes good use of includes visual aids does not include
visual aids or props. or props, but they any visual aids or
do props.
not significantly
contribute to the
commercial and/or
they are not well
done.
Enunciation/ Presenters Presenters Presenters
diction (x1) enunciation/diction enunciation/ enunciation/
is excellent. diction is diction is below
average. average.
Within time The commercial is The commercial is The commercial is
presented within the presented slightly presented
frame (1-2
time frame. outside the time significantly
minutes) frame. outside the time
(x1) frame.
Total Points: /21

Comments:

Source:
http://www.readwritethink.org/files/resources/lesson_images/lesson1120/CommercialRu
bric1.pdf
Interview Guide

Name of Social Worker

Barangay

Barangay Address

Describe the specific setting to


which you have rendered your
service.

What are the problems you


encountered in your job?

What solutions did you find for


these?

Do you find your job to be self-


fulfilling?

_____________________________________
Signature over printed name of Social Worker

Interview format:
Introduction
Analysis
Summary
Interview Rubric

Criteria Low Average Above Average Exemplary (10 Score


Performance (5points) (7 points) points)
(2points)
Introduction: Introduction Introduction Introduction Introduction
Includes a narrative included some included most of included all included all
of the interview. of the required the required required required
information information was information information
was unclear or somewhat was somewhat was written in
disorganized. unclear or unclear and clear manner.
Other relevant disorganized. unorganized. All relevant
information Other relevant Other information
was missing. information was important was included.
included. information
was included.
Interview Protocol: Interview Interview Interview Interview
Includes the actual questions questions are questions are questions are
set of interview show little or somewhat important, important,
questions as used in no connection important; most clearly written, clearly
the interview to the main are clearly do not elicit written, do
guiding written, elicits yes or no not elicit yes
question, are some yes or no answers and or no answers
unclear or responses and primarily and
unimportant shows some connected to connected to
connection to the main the main
the main guiding guiding guiding
question. question. questions.
Interview Responses Responses from Responses Responses
Responses: from the the interview or from the from the
Responses from the interview or narrative are interview are interview are
interview are narrative are unclear, or somewhat clearly
written for each incomplete, portions are unclear or written. No
question or the unclear and missing. portions are responses are
interview responses missing missing or missing.
are summarized in responses. narrative is
narrative form somewhat
unclear.
Analysis: Analysis Analysis showed Analysis Analysis
Information showed little some attempt to showed showed
received during the attempt to examine and examination complete
interview is examine and synthesize the and synthesize examination
analysed with synthesize the responses and to the and
respect to the responses and relates to the responses and synthesize to
guiding questions. relates to the guiding relates to the the responses
guiding questions and guiding and relates to
questions and sub questions questions and the guiding
sub questions sub questions questions and
sub questions
Summary: Ideas and Ideas and Ideas and Ideas and
Ideas from the analysis from analysis from the analysis from analysis from
interview are the interview interview are the interview the interview
summarized and are not not summarized. were brought were brought
brought together in summarized. Ideas lack insight together in together in
a closing statement. Closing or are not summary or summary or
statement is rational and closing closing
not logical. logical. statement. statement.
Some Ideas are Most of Ideas
insightful, are insightful,
rational and rational and
logical. logical.
SOCIAL WORK PROCESSES

Carole Sutton has labelled this the ASPIRE model, Assessment, Planning, Intervention, Review
and Evaluation.

Assessment:

The assessment stage is when the social worker and the client review the
information shared by the client to develop strategies for intervening. Social
workers utilize their abilities to reiterate what was said in order to clarify with
the client. Strengths in the client that are recognized by the social worker are
shared and reiterated to the client to boost confidence in both the client and the
helping process. Systems that affect the client are also shared so the client is
able to see where he or she spends his or her time and how that can have a
positive or negative experiences. Missing information is also gathered so a clear
picture can be painted in order for the social worker and the client to begin
establishing an action plan for change.
Planning

In the planning stage the social worker begins working with the client,
and much like the assessing stage begins developing a plan with the client in
order to accomplish goals that work to resolve the targeted issues. Specific
actions and objectives are created in order for the goals to become more
attainable. If needed a contract can be drafted in order to ensure that the goals
and objectives are clear, concise, and easily understood by both parties.

Intervene:

Intervening in the client involves both the planning and implementing


stages. Implementation then is when the contract is executed, and each side
does their part in ensuring the contract gets met. The contract can be revised if
both parties agree to a revision. The social worker is generally responsible for
monitoring progress and attaining information so services can be rendered to
the client. The client then acts on those services and implements the objectives
and actions in order for the goals to be achieved.

Review and Evaluate:

The Evaluation stage is executed throughout the intervention stage and is


crucial to determining whether goals have been met. Moreover, review is
necessary to monitor and to attain the goals of social work. Evaluations can take
the forms of a questionnaire, a one on one meeting where the social worker
receives feedback from the client about the process, a goal attainment scale
which the client fills out, and many other ways. The hope is that the goals are
met and the client begins to feel better and takes steps to independently
continue to work on the issues. However sometimes it is necessary to begin the
assessment and implementation stages over if the client feels that specific issues
were not adequately addressed.

The methods of social work will help his/her to understand ways of helping
people. Social work methods are:

Primary methods (direct helping method)

1) Social case work

2) Social group work.

3) Community organization.
Secondary methods (Auxiliary methods)

4) Social work research.

5) Social welfare administration.

6) Social Action
Assessment Rubric for Class Presentation

CATEGORY 5 4 3 2 1

Content Shows a full Shows a good Shows a good Does not Does not
understand- understanding of understanding of seem to understand or
ing of the the topic. parts of the topic. understand address any
topic. the topic very topic.
well.

The type of The type of The type of The type of No


presentation is presentation is presentation is presentation presentation at
Presentation very appropriate for partially is not all.
appropriate for the topic. appropriate for appropriate
the topic the topic. for the topic.

Organization Information is Information is Information is Information is Student did not


completely presented in partially not presented present any
presented in logical manner. presented in in logical information.
logical logical manner. manner.
manner.
TABLEAU RUBRIC NAME:

Level R Level One Level Two Level Three Level Four


Does not use body Attempts to use body Communicates a Communicates a clear Effectively
language to language to somewhat clear message message with clear communicates a clear
communicate a message. communicate messages, with emotions shown emotions shown through message with clear
but they are unclear. through body language. body language. emotions shown through
body language.
Uses only one form of Uses a limited variety of Uses some low, medium Uses low, medium and Effectively uses low,
level (low, medium or low, medium or high and high levels to vary high levels to vary medium and high levels
high). levels to vary tableau tableau scene. tableau scene. to vary tableau scene.
scene.
Uses only one type of Uses little variety of Uses some body shapes, Uses a variety of body Uses a wide variety of
body shape (open or body shapes, some open some open and some shapes, some open and body shapes both open
closed). and some closed. closed. some closed. and closed.
There is no Use of spatial Use of spatial Use of spatial Effective use of spatial
consideration of body relationships is unclear. relationships is relationships is clearly relationships clearly
positioning evident. somewhat clearly demonstrated through demonstrated through
demonstrated through body positioning. body positioning.
body positioning.
There is no focus or There is often an unclear There is usually a There is a clear focus or There is a clear and
main element. focus or main element. somewhat clear focus or main element. effective focus or main
main element. element.

COMMENTS
Radio or TV Broadcast

Teacher Name: _________________________________________

Student Name: ________________________________________


Score:__________
CATEGORY 8 6 4 2
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Does NOT speak
distinctly all of the distinctly all of the distinctly most of the clearly and distinctly
time and time but time and most of the time
mispronounces no mispronounces 1 or mispronounces no AND/OR
words. more words. words. mispronounces more
than 1 word.

Point of View-- Broadcast establishes Establishes a The purpose is It was difficult to


Purpose a purpose at the purpose at the somewhat clear but figure out the
beginning and beginning, but many aspects of the purpose of the
maintains that focus occasionally wanders broadcast seem only broadcast.
throughout! from that focus.ly slightly related.

Content-Accuracy All content Most of the content The content is Content is typically
throughout the is accurate but there generally accurate, confusing or
broadcast is accurate. is one piece of but one piece of contains more than
There are no factual information that information is one factual error.
errors. might be inaccurate. clearly flawed or
inaccurate.

Content-Inclusion All content listed in Most (99-90%) of Many (89-75%) of Fewer than 75% of
the project the content in the the content items in the content items in
description is project description is the project the project
included. included. description are description are
included. included.

Content-Clarity All content is clear Most (99-90%) of Much (89-75%) of Fewer than 75% of
and informative. the content is clear the content is clear the content is clear
and informative. and informative. and informative.

Originality Broadcast shows Broadcast shows Broadcast shows an Broadcast is a rehash


considerable some originality and attempt at originality of other people's
originality and inventiveness. The and inventiveness on ideas and/or graphics
inventiveness. The content and ideas are 1-2 cards. and shows very little
content and ideas are presented in an attempt at original
presented in a unique interesting way. thought.
and interesting way.
Effectiveness Broadcast includes Broadcast includes Broadcast is missing Broadcast is lacking
all material needed most material needed more than two key several key elements
to gain a comfortable to gain a comfortable elements. It would and has inaccuracies
understanding of the understanding of the make an incomplete that make it a poor
topic. It is a highly material but is presentation. presentation.
effective lacking one or two
presentation. key elements. It is an
adequate
presentation.
Beginning Developing Accomplished Score
2 3 4

Begins talking Says hello but either Says hello in a


pleasant tone of
without a greeting or doesnt use persons
voice, using the
Greeting gives an title or doesnt use a person name and
inappropriate pleasant tone of title (ex.
greeting. voice. Mr./Mrs.)

States name, but


States name but States name,
leaves out 2 or more
leaves out one of the personal
of the following: information,
following: personal
personal position
Relay information, position
information, position applying/calling
pertinent applying/calling
applying/calling about, and asks if
information about, or does not the person has a
about, or does not
ask if the person has couple minutes to
ask if the person has
a couple minutes to talk.
a couple minutes to
talk.
talk.

Asks for at least 3


pieces of
Either doesnt ask information
information on the about the job or if
Asks for at least 2
job or ask for the person cant
1 piece of pieces of information
talk: the student
information about about the job or if the
Information thanks the person
the job or if the person cant talk: the
on the job for his or her
person cant talk: the student thanks the
time and asks if
student says bye or person for his or her
he/she can
just hang up the time.
schedule a better
phone. time to call back
or to come into to
meet in person.
Asks the person if
he/she has any
Thanks the person questions of the
Says goodbye. for his or her time, student, thanks
Call ending the person for his
and says goodbye.
or her time, and
says goodbye.

Score ______
Appendices: Day 3
Functions of Applied Social Sciences on News and Information.
Picture Perfect

1. In the service of the Filipino People


2. Serbisyong Totoo Lamang
3. Hindi namin kayo tatantanan.
4. Magandang Gabi Bayan.
5. Ang Buhay Weder Weder lang.
Appendices: Day 4

Organizing advocacy and mobilization.

Advocacy on Family Planning Advocacy on war on Drugs Advocacy on Environment

(5 minutes)

PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

______ 1. Social science can be used to study and understand society.

______ 2. Organizing advocacy and mobilization is one of the function in applied social sciences.

______ 3.Advocacy is an activity by an individual or group which aims to influence decisions within political, economic, and social systems and institutions.

______ 4 The action of organizing and encouraging a group of people to take collective action in pursuit of a particular objective:

______ 5. Applied social science is not a good background for advocacy organizing and mobilization because multi disciplinary field studies politics, governance social and

Political dynamics.

Appendices: Day 1
(Name Game) Show pictures of a celebrities and icons.
PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.

______1. Social Science can influence by arts and entertainment.


______2. The function of the Social Sciences can only found in arts and entertainment.
______3. There are three focus of function of Applied Social Science
______4. The action of an artist can influence their audience
______5. Social Sciences can be link on entertainment without communication
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES

LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-42


Explain each of the functions of applied social sciences

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 1

NAME GAME

COUNSELING SOCIAL WORK COMMUNICATION

FUNCTIONS OF APPLIED SOCIAL SCIENCES TO SELF-DEVELPMENT

Counseling offers guidance to individuals in varying situations of conflict,


confusion, and crisis and provides the tools for the individual to address
issues of self-development.

Social Work offers a wide range of services, particularly in aid of


emancipating the marginalized individuals and facilitating participation in the
public goods and services that are necessary for self-development.

Communication empowers the individual with listening and speaking skills


in order for them to be effective. The individual has to be sure that the
message comes across accurately by considering the message itself, the
audience or receiver, and how the message is likely to be received.

1
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES

LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-43


Identify situations that would require or necessitate the performance of
the various functions in local/Philippine settings

CONTENT: Functions of Applied Social Sciences to Self-Development

WEEK 2-4
DAY 2

PICTURE ANALYSIS

NOT NEEDED NEEDED

NOT NEEDED NEEDED

NEEDED

2
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES

LEARNING COMPETENCY: HUMSS_DIASS 12-IIb-d-43


Identify situations that would require or necessitate the performance of
the various functions in local/Philippine settings

CONTENT: Functions of Applied Social Sciences to Self-Development

DAY 4

RUBRIC FOR ROLE PLAYING

Name: ______________________________ Date: _____________________


Activity: ________________________ Role played: _____________________
Assessment done by: ______________________________________________

Criteria: Rating:
Speech was clear with appropriate volume and inflection. 54321
Role was played in a convincing, consistent manner. 54321
Arguments and viewpoints expressed fit role played. 54321
Costumes and props were effectively used. 54321
Role-play was well prepared and organized. 54321
Role-play captured and maintained audience interest. 54321

Additional Criteria:
______________________________________________________________
______________________________________________________________
Comments:
______________________________________________________________
______________________________________________________________

3
PARAGRAPH ESSAY RUBRIC

CATEGORY 4 3 2 1

THE INTRODUCTION ISINVITING , THE INTRODUCTION THE INTRODUCTION STATES THE MAIN
STATES THE MAIN OPICS AND CLEARLY STATE THE MAIN TOPIC, BUTDOES NOT ADEQUATELY THERE IS NO CLEAR INTRODUCTION OF
INTRODUCTION PREVIEW THE SRUCTUREOF THE TOPIC AND PREVIEW THE PREVIEWTHE STUCTURE OF THE PAPER THE MAIN TOPI ORSTRUCTURE OF THE
PAPER. STURCTURE OF THE PAPER NOR IT IS PARTICULARLY INVITING TO PAER.
BUT IS NOT PARTICULARLY THE READER.
INVITING TO THE READER.

BODY PARAGRAPHS ARE DETAILS ARE PARAGRAPHS ARE DETAILS EITHERSOME PARAGRAPH OR DETAILS PARAGRAPH ARE NOT IN ORDER. MANY
PARAGRAPHS PLACED IN A LOGICAL ORDER AND ARE PLACED IN A LOGICAL ARE NOT IN A LOGICAL OR EXPECTED DETAILS ARE NOT IN A LOGICAL OR
THE WAY THEY ARE PRESENTED ORDER AND BUT THE WAY ORDER, THIS DISTRACTS THE READER. EXPECTED ORDER.
EFFECTIVELY KEEPS THE INTEREST OF THEY ARE PRESENTED
THE READER. SOMETIMES MAKE THE
WRTING LESS INTERESRTING.

SENTENCE MOST SENTENCE ARE WELL MOST SENTENCE ARE WELL SENTENCESLACK STRUCTURE AND
STRUCTURE ALL SENTENCE ARE WELL CONSTRCTED WITH VARIED CONSTRUCTED BUT HAVEA SIMILAR APPEAR INCOMPLETE OR RAMBLING.
CONSTRUCTED STUCTURE. SSTUCTURE.

SUPPORT TOPIC RELEVANT TELLING QUALITY DETAILS SUPPORTING DETAILS AND SUPPORTING DETAILS ARE IRELEVANT SUPPORTING DETAILS AND
GIVE THE READER IMPORTANT INFORMATION ARE RELEVANT BUTSEVERAL KEY ISSUESOR INFORMATION ARE TYPICALLY UNCLEAR
INFORMATION THAT GOES BEYOND BUT ONE KEY ISSUEE OR PORTIONSOF THE SSTORYLINE ARE OR NOT RELATED TO THE TOPIC.
THE OBVIOUS OR PREDICTABLE. PORTION OF THE STORYLINE UNSOPPORTED
IS UNSOPPORTED.
RUBRIC FOR ORAL PRESENTATIONS:

Source: http://iro.aua.am/files/2012/04/Oral-Presentation-Rubic-National-Council-of-Teachers-of-English-NCTE.pdf
Source: http://iro.aua.am/files/2012/04/Oral-Presentation-Rubic-National-Council-of-Teachers-of-English-NCTE.pdf