Grade Level G12

Quarter Second
Lesson Plan: Writing News Teacher Melvin L. Viana
Features Disciplines and Ideas in the Applied JOSEPHINE D. ROSALES
Learning Area / Time Checked by: Principal II
Social Sciences

I. OBJECTIVES Learning objectives: Annotations

By the end of the period, students should be able to:
Knowledge: define the discipline of social work
Skills: identify the goals and scope of social work
Attitude: give importance to the principles and core values of social work
A. Content Standards The learner understands the disciplines of social work
B. Performance demonstrate a high level of understanding of the basic concepts of social work through a case study of
Standards cases handled by social workers in the immediate community.
C. Learning 1. Identify the goals and scope of social work (HUMSS_DIASS 12-Ie-16)
Competencies/ 2. Demonstrate comprehension of the principles of social work (HUMSS_DIASS 12-Ie-17)
Objectives 3. Discuss the core values of social work (HUMSS_DIASS 12-Ie-18)
(Learning Codes)
1. CONTENT Introduction to the Discipline of Social Work
2. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
3. PROCEDURES 1. Prayer
2. Attendance
A. Reviewing/Presenting Recap of previous lesson on writing memoirs.
lesson
B. Establishing purpose Targets:
for the lesson 1. Define the discipline of social work.
2. Identify the goals of social work.
3. Show appreciation for the principles and core values of social work
C. Presenting GALLERY WALK:  This activity, the
examples/Instances of  Instruct students to post their assignments in the classroom. Five (5) groups may be chosen to Gallery Walk is aimed
the new lesson post their assignments. at allowing students to
 Allow the entire class to roam around the room with their metacards, noting keywords, construct their own
similarities and differences in the assignments of their classmates. meaning out of the
 Allow students to roam for five minutes, noting differences on definitions first.
many definitions given
 For another five minutes, allow each group to come up definitions of social work based on their
them.
understanding of the various displays.
 Provide feedback for misconceptions.
D. Discussing new FISHBOWL:
concepts and  Have each group check their assignments for the goals and scope of social work.
practicing new skills  Facilitate a discussion using the fishbowl.
#1  Mechanics:
 An initial of five students will be chosen to join the fishbowl.
 Each “fish” shall give one goal of social and discuss it briefly.
 “Fish” from other groups may tap out those “fish” that have already given an answer.
 This ‘tapping out’ shall continue until all the goals of social work has been discussed.
 Ask students to enumerate/summarize the goals of social after all items have been exhausted.
 Provide feedback for misconceptions.
 Follow same process for ‘scope of social work’.
 See textbook for list of and discussion on the goals and scope of social work.
E. Discussing new MODIFIED HARKNESS: As teaching strategies, the
concepts and  Choose ten students to participate in a modified Harkness Circle. Harkness Circle and the Fishbowl
practicing new skills  The circle is to sit at the center of the class while their classmates shall stand/sit around to allow for REFLECTIVE
#2 listen to their discussion of the principles and core values of social work. APPROACH wherein students
 Encourage students outside the circle to take notes and form questions based on the are allowed to think about their
discussion of the circle. own learning/understanding
 Allow people outside the circle to raise their concerns and queries by raising their hands about the topic.
and by being acknowledged by the facilitator.
 By the end of the discussion, engage students outside the circle by asking the following
questions:
a. What are the basic principles of social work? Enumerate.
b. What are the core values of social work? Enumerate.
c. Give instances where these principles and core values maybe applied in social work.
F. Developing mastery
G. Finding practical 7 Photo Skit (Pecha Kucha) At this point, students will be
applications of  Ask each group to think of scenarios where the principles and core values of social work may be asked to use their phone cameras
concepts and skills in applied. to shoot stills of various
daily living  Have them shoot these scenarios as still photos. scenarios. This allows for ICT
 Each presentation should reflect at least three principles and/or core values of social work. integration as the students will
 Ideas students may develop include the roles of social workers on: have to design their own
a. Settling family disputes projects.
b. Coordinating employment
c. Counseling children and teenagers
d. Counseling adults a
e. Handling sensitive cases (i.e., rape)
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning CHECK UP
J. Additional Activities
for application or
remediation
4. REMARKS
5. (Continuation or
transfer of teaching to
the next because of
various reasons like re-
teaching, lack of time,
or class suspension.)
6. 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:

MELVIN L. VIANA
Teacher III

Noted by:

CRIZA JEAN L. SULIT

Master Teacher I