School Grade: SHS Grade 11

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

Daily Lesson Log

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

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. Teacher’s Guide CG pg. 1 CG pg. 1 CG pg. 1 CG pg. 1
Pages
2. Learner’s 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 Sciences
Time: 3 minutes
presented pictures disciplines in Applied Social
Anthropology Sciences?
Economics Time: 3 minutes
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
into two groups. concepts about disciplines under key concepts: Use concept map to expound
 Each group will be given Social Sciences and 1. Counseling the term.
a task to create word Applied Social Sciences 2. Social work
maps by writing on color 3. Communication Time: 3 minutes
coded strips of paper to Time: 5 minutes 4. Services
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
S.S
The words to be guessed are: each group will be assigned to
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 Further discussion on the What is the difference between: The teacher provides cases/
concepts and Tchart 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 Work Counseling Identify area of Applied Social
3. Communication and Time: 10 minutes Sciences that could best handle
4. Linguistics it. Explain your answer.

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 Sciences between Social Sciences 3. Media Choose two Applied Social
and Applied Social and Applied Time: 10 minutes Sciences and cite relationship
Sciences? Social between the two. Time: 5
Time: 5 minutes Sciences minutes
Time: 5 minutes
G. Finding Practical Reflection: How can the disciplines of Which Applied Social Science is Which among the Applied Social
applications of Which discipline of Social Applied Social Sciences be used best applicable in proper use of Sciences would best deal with
concepts and skills Sciences were you able to find in the development of the media? Why? Time: 7 minutes concerns about life?
helpful in your current career? students? Time: 3 minutes
Time : 5 minutes Time: 10 minutes
H. Making Two learners will be asked to Reflection: What is the significance of different What is the relevance of
generalizations and summarize the topic discussed Upon knowing, what is the 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
Math column A, Disciplines in learners will describe the Applied Social Sciences. differences among applied
Social Sciences with column B, relationship between Social Time: 5 minutes social sciences. Time: 5 minutes
definitions if the disciplines Sciences and Applied Social
A B Sciences.
Time: 5 minutes
Disciplines Definitions

J. Additional activities Homework: The facilitator will
for application or write the course requirement on
remediation the board entitles:
“PORTFOLIO of SOCIAL
SCIENTIST IN THE MAKING”
V. REMARKS
Assignment:
Which among the Social
Sciences and Applied Social
Sciences is the most
interesting? (150 words essay)
Homework:
Is there a social worker in your
community? Know his/her
perception about social work.
Assignment: (Short Bond
Paper)
Cut and paste 3 photos of
situations related to
Counseling.
Briefly describe each photo.
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
JANICE T. REYES, JOSEPH I. ANDAGAN,
Teacher Learning Area HUMSS
ANDIE RAFAEL E. QUIBALLO
GRADES 12 Teaching Dates and Time Semester First Semester
DAILY LESSON LOG

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
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
Disciplines of Counseling
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. Teacher’s 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. Learner’s 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. (4mins.) counseling.
social sciences. (5mins.)
What have you searched
about the principles of
counseling?
(2mins.)
B. Establishing a “Student Feud” Game Ask the students to recite the “Prinsipyo Mo, Isulat Mo” Present the mechanics and
purpose for the lesson  Common problems among core values of the rubrics for the evaluation of
senior high school students school. (2mins.) Instructions: the group presentation.
 Common misconceptions about 1. In a piece of paper, students
counseling. will write their principle in
(5mins.) DepEd Core Values: 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 (10mins.)
3. Academic mental
problems illness
4. Financial 2. Counseling
problems means giving
5. Personal advice
problems 3. Counseling is
6. Etc. part of the
discipline
board
4. A counselor
is a problem
solver
5. Counseling is
brain washing
C. Presenting some Group Activity: “Kailangan Ko’y
examples instances and/or Ikaw”
of the new
lesson Make a concept map showing the
persons they turn to in times of
troubles and uncertainties and
present it to the class (7mins.)
Example:
The teacher will present Processing question: a Preparation for Group
examples of core values from 1. What transpires you to presentation (10mins.)
different organizations (e.g., have these principles?
other government agencies, 2. How do these principles
business affect your life as student?
institutions, etc.) (8mins.)
Examples:

Chowking
_____
• Appreciate other people’s
interest beyond work
_____ YOU _____

Cebu Institute of Technology

_____ University:
• S-pirit of altruism
• P-assion for excellence
Processing Question: • I-ntegrity
• R-esponsibility
1. What do you and the person to • I-nnovativeness
whom you go to do in trying to • T-eamwork
solve your problem? • 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 (10mins)
new skills #1 • What is counseling? (10mins.) powerpoint presentation.
_____
(10mins)
What core values should a
_____ Counseling _____
counselor possess? Principles of Counseling:

_____
Expected Answers: 1. Reassurance
1. Respect for human 2. Release of emotional
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 of 5. Personal integrity 7. Empathy & positive regard
Goals 6. Social justice 8. Clarification, confrontation,
Counseling? and interpretation.
Elaborative Learning: 9. Transference and
Gibson and Mitchell (2003); countertransference
1. Do you think these
Generic Goals: counselors’ core values
1. Development are important? Expound
2. Preventive your answer.
3. Enhancement
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 the Presentation of Group 2
concepts and practicing helping profession. (5mins.) Square: (15mins.) 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 adhere 2. Do you think that all these
and even health aspect of an and dwell to a set of principles are necessary in
individual. However, it does not counseling core values? counseling? Why or why
deal with the clinical cases such 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 who’s thinking of Why should “Be My Counselor”
dropping or cutting classes from your counselors imbibe the
class, how will you help him/her using core values of counseling? Note: The teacher will only
the different concepts of counseling? (7mins.) choose through draw lots 3
(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 group
generalizations and topic. (3mins.) counseling and the 1. What are the principles of presentation.
abstractions the importance of these to the counseling?
about Expected answer: field and its members. 2. How these principles help
lesson (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 School Division of Bulacan Grade Level 12

12 Teacher Annie S. Rafols, Ph.D, RGC Learning Area Discipline and Ideas in Applied Social
DAILY Faith Ann D. Farne Sciences
LESSON LOG
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 counselors. accountabilities of counselors.
2. recite the roles and settings of 2. describe the 2. distinguish between ethical
functions of counselors. workrelated and unethical behavior of
counselors. 3. explore the opportunities for counselors.
3. appreciate the unique importance of the counselors under 3. value the rights,
roles and functions of different areas of different settings. responsibilities, and
counselors by specialization where 3. value the importance accountabilities of
answering the WH counselors work. of the different career counselors.
questions and using opportunities intended
the graphic organizer for counselors.

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 Write counselors. counselors work. counselors. accountabilities.
the LC code for
each HUMSS_DIASS12-Ic-6 HUMSS_DIASS12-Ic-7 HUMSS_DIASS12-Ic-8 HUMSS_DIASS12-Ic-9

1. Roles, functions, and
II. CONTENT competencies of counselors.
2. Areas of specialization
where counselors work.
3. Career opportunities of
counselors.
5. Distinguish between ethical
and un ethical behaviors
among counselors.
HUMSS_DIASS12-Ic-10 .
.
4. Rights, responsibilities,
accountabilities, and code of
ethics.

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s 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)
lesson or presenting Picture analysis:
the new lesson Processing questions:
1. What are the roles and
functions of counselors in
relation to their level of
competencies?
2. How does a counselor
perform his/her roles and
functions?
(5 minutes) (5 minutes) (5 minutes)
Guessing game: Dora the Drill: Oral recitation Ask: What is the significance
Explorer. of Code of Ethics in a
Instructions: At least 5 students will be asked profession?
1. Student will be to name some of the career
asked to look and opportunities intended for Ask: What are the examples of
explore their counselors. ethical and unethical
imaginary backpack behaviour of a professional
full of the roles and counselor?
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)
purpose for the Video presentation about the
lesson different roles of school
counselor:
Do the following in your Journals: Instructions:
1. What part of the video clip
becomes appealing to you?
2. Identify some of the roles
and functions of counselors
shown in the video.
3. Why do you think
counselors must do their
roles and functions based
on level of competencies?
(5 minutes) (5 minutes) (10 minutes)
Puzzle Game Picture Analysis: Count Me in, Count Me Out:
Will I Give My Job or Not?
Processing Information: Instructions:
1. The students will be 1. Describe the different 1. The class will be divided
given four pieces of career opportunities for into two. The first group
papers to write some counselors. will choose, “quit the
roles and functions job.” The second group
under specific work 2. Ask the students: Using will
setting they the pictures, identify the choose “stay on the
remember from career opportunities for job.”
the previous activity, counselors ( (the students 2. Using the given
2. The students will will be asked to answer per situations answer the
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
into different small of counselor you like? Situations:
parts if needed to (ask at least two volunteer
students)
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)
examples/instances 1. Present and discuss the
of the new lesson different roles and
functions of counselors
base on competencies
(power point presentation)
2. Ask: What are the different
roles and functions of
counselors? How does
counselor manage to do
his/ her unique roles which
correspond to his/ her
specific function? If you are
a counselor, what level of
competency do you think
would best suit the kind of
counselor who works for
helping adolescent to cope
with problem behaviour?
(5 minutes) 10 (minutes) (5 minutes)
1. Present and 1. Present and discuss the 1. Present the different
discuss the specific career opportunities for Code of Ethics in the
work areas where counselors under the counselling profession
counselor work. following work areas: in terms of the seven
(power point 1.1 the school setting section of Code of
presentation) a. school counselor Ethics of Counselor
b. guidance (Gladding, 2000)
2. Ask: which of the counselor
areas of c. teacher-counselor 2. Ask: What are the
specialization you d. consultant rights, responsibilities,
think counselors 1.2 the clinical setting and accountabilities of
can be more a. clinical counselor a practicing counselor?
effective? Why do b. counseling
you say so, explain therapist
your answer c. consultant
base on your own d. behavioral
personal life- counselor
experience. 1.3 the industrial setting
a. human resource
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) Fact (10 minutes)
concepts and Discussion on the roles and Integrative Game: Charade 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 in confidentiality of the
groups. chorus the given Code of Ethics, there is a
1. Roles and functions of 2. For every group- questions using “Fact” as portion on client’s 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
function of a client, found out that the
WHEN WHAT
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 two
areas of will take the position of
specializations? 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
into five groups. presentation). opportunities for
2. Each group will role counselors under
play any of the 2. Ask: What are the different work areas?
following: 2.1 Group 1 – roles and functions Give some examples.
Bullying of counselors under
2.2 Group 2 – Teenager’s various areas of 3. Group Activity:
Suicide specialization. Jigsaw Puzzle
2.3 Group 3 – Compulsive Instruction:
gambler 3. Group Activity: each 3.1 The students will
2.4 Group 4 – Battered wife student will discuss assemble the cut
2.5 Group 5 – Poor to his/her group pictures; and
academic performance members his/her 3.2 The students will
own list of the roles determine the
and functions of specific career
counselor base on opportunities
areas of under specialized
specialization. work areas per
work setting.
F. Developing mastery (10 minutes)
(leads to Formative Oral discussion:
Assessment ) Instructions:
1. The students will be asked
to recite the roles and
functions of counselors
2. For every 1 function and
role to be recited by the
student it will correspond to
a point following the
intended rubrics.
Roles & Points
Functions
5 5
4 4
3 3
2 2
1 1
(5 minutes) (5 minutes) (5 minutes)
Focus Group Discussion Formative assessment: Info-Test (1-10)
(FGD): What are the Grade as you Go: Instruction:
specific work areas of Instructions: In a 1/4 sheet of paper
counselors? Which among 1. The class will be called distinguish the situation
the work areas of according to their number if it is ethical or
counselors do you think is in class record using the unethical behaviour of a
important to help you BINGO. professional
discover more about 2. The student will be asked counselors.
yourself? on career opportunities
for counselors (Nystul,
Written Activity: Reflection 2003).
Instructions:
1. The students will
make a short (5 to
10 sentences)
reflection papers on
the following:
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)
generalizations and Present a short video clips
abstractions about depicting the everyday roles and
the lesson functions of counselors.
Guide Questions:
1. Ask: How do you see the
importance of the roles and
functions of counselor? Do
you think that counselors
have unique roles and
functions than other
professionals? Why do you
say so?
(5 minutes) (5 minutes) Instruction:
Self- Evaluation Instruction: Two students will be asked to
Two students will be asked to summarize the topic discussed
summarize the topic discussed
Instructions: Guide questions: Guide question:
1. The students will 1. What are different career 1. What is the significance of
write in their journal opportunities for Code of Ethics in counselling
their most significant counselors? profession?
learning about the 2. Describe the work-
topic discussed. related opportunities Expected generalization:
2. The students will available for
evaluate the counselors under The counselors’ primary
learning they have different settings. responsibility is to respect the
from the topic dignity and to promote the
discussed where “5” Expected generalization: There welfare of clients. They are
as the highest “1” as are different types of career also expected to encourage
the lowest ( 5 – opportunities available for client’s growth.
outstanding to 1 – counselors, such as career in
poor or no learning school setting, working as
at all) Guidance Counselor (K-12 or
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)
1. Give at least 4 to 5 roles
and functions of counselors
2. Name at least some of the
activities conducted by
counselors in your place
base on their unique roles
and functions?
(5 minutes)
Topic Evaluation:
Quiz No. 1
(1-10 items)
Instruction:
In a 1/4 sheet of paper, ask
the students to identity
which specific work areas
counselors are usually
employed (Clinical,
Industrial and School
settings).
1. Make an inventory of
students” behavior profile.
2. Interview and do the
criteria for the screening of
applicants.
3. Provide a diagnosis of a
person with personality
problem. Etc.
(5 minutes) (10 minutes)
Written activity: Essay test Quiz No. 2
Instructions: In a ½ crosswise sheet of
1. Students will be given set paper, explain the rights,
of pictures depicting the responsibilities, and
career opportunities for accountabilities of counselors.
counselors.
2. Each student will say (refer to the given rubrics)
something about the
picture on how he/she
can relate to it.
3. Students will write a short
narrative about the
reason why they choose
the picture and how they
find it important on the
basis of the career
opportunities only
counselors can do.
 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 down at least 5 to for counselors. encountered to his/her
work as a Guidance, or 10 career client?
Industrial or Clinical opportunities for Reference: Magna Carta for Licensed
Counselor? counselors. Guidance Counselor book or any 2. How did you handle the
search engines.
3. What do you love most 3. Attach some situation?
about your roles and pictures of work
functions as Counselor? place of
4. What do you think are your counselors.
competencies unique to
other professions?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
 did I use/discover
which I wish to share
with other teachers?
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

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
PLAN Teacher 1st & 2nd Day Learning Area Disciplines and Ideas in the Applied Social Sciences
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
and audience of counseling.
2. Articulate the characteristics and needs of the
different types of clientele and audiences for
counseling.
3. To value the participation of the learners in
conducting the research survey.
A. Content Standard Clientele and Audiences in Counseling
.
At the end of the lesson, the learners At the end of the lesson, the learners will
will be able to: be able to:
1. Identify the settings where 1. Identify the different processes
counselors are found. and methods in counselling.
2. Demonstrate the role of 2. Illustrate the different processes
counselors in different setting. and methods of counselling.
3. Appreciate the services of the 3. Appreciate the awareness of
counselors render in different different methods and processes.
setting.
Settings, Processes, Methods and Tools in Counselling

1
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

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
LEARNING
RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide- Humanities and Social Sciences page 2 of 7
pages
2. Learner’s
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
2
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: Q:
lesson or functions of a counselor? describe the 3 types of A student will give a recap from the What are the different settings where
presenting the new Identify the work areas and clientele and audience previous lesson by sharing his/her counsellors may be found?
lesson career opportunities. in counseling. (5 experience in conducting a survey Time: 3 minutes
Enumerate the Code of 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

3
lesson students to pick a piece of 1. While you were Instructions: second with a school
paper in the box containing looking for your 1. The teacher will present a picture encounter
“hugot lines”. These hugot respondents of the school guidance counsellor counsellor. Time: 5
lines represent problems 2. While you were and ask the student the following minutes
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 data c. what is the role of the guidance
3. Community. (5 minutes) counselor?

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 will (8 minutes)
be written on the
space provided.

Sample Hugot Lines:

1. “Hithit ka nang hithit,
baka ikay magipit”

4
2. “Papunta ka pa lang,
pabalik na ako.”
3. “Laklak ka ng laklak
baka ikaw ay

5
 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)

6
C. Presenting Recall an instance/s or
examples/Instances experience/s wherein you
of the new lesson were able to help somebody
who has personal troubles
and difficulties. Describe
what you did in order to be
of help to that person.
Specifically:
a.)How did you help
him/her?
b.)What made you
realize that he/she really
needs your help? (5
minutes)
The teacher will ask the
students to present the
result of the data gathering
activity from the structured
questions through power
point presentation or visual
aids.(2 minutes)
Activity: “Saan mo ako Unlocking:
Mahahanap?” What do we mean when we say:
Group Activity and Sharing Process and Method?
Instructions: Graphic Organizer:
1. The learners will be divided into Through a concept map, present your
4 groups. Each member will be given ideas regarding the processes and
a methods of counselling.
5x8 inch card Time: 7 minute
2. Learners will print their name
on the center of the card. Directly Counselling
under their name they will write the
quality that they most value in people.
3. Write the following on the sides
of leaner’s index card.
Methods Processes
 Upper left- the place where
you spent your happiest
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
7

D. Discussing new The teacher will discuss the
concepts and characteristics and types of
practicing new skills clientele and audiences in
#1 counseling according to
Cleofe, et.al (2016):
1. Individuals
2. Group/ Organizations
3. Community
The teacher will give
instructions on how the
students will present their
researches.
The rubrics will be
discussed in order for the
students to know how their
presentation will
be graded. (5
minutes)
an opportunity to share information
about themselves?
3. Why is it necessary for you
to understand the members of
the class? (8 minutes)
Interactive Class InteractiveDiscussion with
Discussion Different PowerPoint Presentation:
Settings Where counsellors Processes in Counselling
are found a. Government 1. Relationship Building
setting 2. Assessment and Diagnosis
b. Private Sector 3. Goal Setting
c. Civil Society 4. Intervention and Problem-Solving
d. Schools setting 5. Termination and Follow-up
e. Community setting 6. Evaluation
Methods in Counselling
“SELF-ASSESSMENT TOOL” 1. Psychodynamic Approach
From the Survey(hypothetical result) 2. Experiential Approach
How can your guidance counselor 3. Cognitive-
help you? BehaviouralApproach
Academic 10 4. Eclectic Approach Time: 15
Love Life 12 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)
8
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 individuals,
(Gibson and Mitchell, 2003). (5 minutes) groups,

1. People Who Abuse 2. Give suggestions on how the

Drugs identified needs can be effectively
2. People Who use 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 Lesbian Choosing my Career 15
Women (10 minutes)
Relationship 25
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

9
F. Developing mastery Who are the individuals and
(leads to Formative groups who needs
Assessment 3) counseling?
What are their needs and
demands?
(10 minutes)
From among the survey
questions, are there any
additional question/s that
you can suggest that
needs to be included in
order to address the issues
at hand.
(5 minutes)
Activity: “Saan Ba Ito Activity: Sort and Decide
Patutungo?”Group Work On colored strips of paper, write known
Instruction: processes and methods. Sort these
Learners will work in group and strips of paper on the posted chart.
identify which setting is described 1. Time: 5 minutes
Counselors working on this setting
focus on the client’s academic and Processes Methods
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
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)
10
G. Finding practical PRACTICAL RESEARCH
application of ACTIVITY
concepts and skills Instructions:
in daily living 1. The teacher will provide a
Needs Assessment Tool.
This assessment tool will be
used by the students to
address the needs and
concerns of the following
respondents:
A. Grade 10 students
B. Grade 11 students
C. Grade 12 students
D. Teaching Personnel
E. Non- teaching
Personnel
2. After the data
gathering activity the
students will consolidate/
tally the results of the
survey.
3. From the result of the
survey, the students will
come up with conclusions
and recommendations on
the prevalent counseling
PERFORMANCE WORK: If you are going to be a guidance Guide Question: Why do you think is it
ORAL PRESENTATION counselor, which setting would you important for students and the
prefer to work in? community to know the processes and
The teacher will ask the Guide questions: methods of counselling?
students to present the 1. Why did you choose that setting? 2.
result of the data gathering What factors did you consider in
activity through power point choosing that particular setting?
presentation or visual aids.  skills
Based from the result  interest
presented, the teacher will  hobbies (8 minutes)
ask the following
questions.
1. What are the most
prevalent concerns
that you have
gathered?
2. What are the top 3
programs needed by
the respondents?
3. What do you think
are the reasons why
the respondents
checked those
item/s?
4. As a student, what
program/s can you
11
 needs of the respondents.
They will present it in the
class through a powerpoint
presentation/ visual aids.
See attached appendix A:
Self-Assessment Tool
(10 minutes)
H. Making Why is it important to help
generalizations and individuals or group of
abstractions about individuals address their
the lesson needs and discover their
potentialities?
(5 mins)
To capitalize on their
potentialities
recommend to
address their
concerns?
(Each group will be given
8 minutes to present the
result and answer the 4
questions above.)
How does a guidance Call a student and ask to summarize Call a student and ask to summarize the
counselor deals with the the lesson and answer the following lesson.
problems and concerns of guide questions: GQ:What new learning did you acquire
an individuals, groups and 1. What new learning did you acquire about the different processes and
organization, and about the different processes and methods in counselling?
community? ( 5 minutes) methods in counselling? Expected Generalization 1: The
Students will be encouraged to give processes of counselling should be done
From the result of their their reflections about the importance in order.
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.
12
I. Evaluating learning True or False (5 items)
Direction: Write TRUE if the
statement is true, and write
FALSE if the statement is
incorrect.
1. The counselor does not
deal with a mixture of
people with different
concerns and issues.
2. The guidance and
counseling services
deals with students’
concern, most of which
are behavioral.
The teacher will use a Paper and Pen: Paper and Pen:
rubric to evaluate the Paper and Pen: 1. Illustrate the processes and
written report and oral 1. Enumerate the different the methods in counselling
presentation of the settings where counselors are found Time: 5 minutes
students. [6 items]
Time: 5 minutes
*See attached
Appendix B : Practical
Research Rubric
Appendix C: Oral
Presentation Rubric
After the evaluation, the
teacher will announce
the scores of the
students. (3 minutes)

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)

13
J. Additional activities Assignment: The students Assignment: What are the Assignment: Research for: Assignment: Research about the Social
for application or will conduct a survey settings, processes, 1. Counseling services Work definition, goals, scope, core
remediation addressing the counseling methods and tools in 2. Counseling Processes 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
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?

14
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

3rd Day:
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:
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

15
Checked and Reviewed:

DR. LOVELLA G. PARAGAS, EPS I

Facilitator/Trainor SHS HUMSS

Approved by:

DR. ENGELBERT AGUNDAY

EPS-CLMD

16
 Grades 1 to School PEREZ NATIONAL HIGH Grade Level GRADE 12
12 SCHOOL
DAILY LESSON Teacher LANIE G. DAGUM Learning Discipline and Ideas in the Applied Social
PLAN Area Sciences

Teaching Dates and 7th 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 lesson,
I. OBJECTIVES students will be able to; 1. identify and discuss the principles of social work. the students
1. identify the goals and 2.demonstrate the principles of social work through a will be able to;
scope of social work. simulation activity and group presentation. 1.discuss the core
2. discuss the goals and 3.realize the importance of principles in doing social values of social work.
scope of social work. 2.share insights on the
work.
3. appreciate the value different core values of
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 social discuss the core
Objectives scope of social work 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 Social
II. CONTENT Scope of Social Work Work

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum guide p3 Curriculum guide p3 Curriculum guide p3 Curriculum guide p3
2. Learner’s 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.c 2.om/watch?v=Dr0Vn5QBMtM ns
Learning Resource (LR) Powerpoint Presentatio
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: The
the lesson teacher will show
pictures of different
scenarios in relation to
social work.
Learners will describe the
picture.
Guide Questions:
What can you depict from
the picture/s.
What makes it social
work?
Scenario 1: Community
immersion
Scenario 2: Typhoon victim
Scenario 3: Nursing homes
Scenario 4. Street Children
What would be the
principal goal of social work
based on the pictures
presented?
 Students will look at
their research
assignment in presenting
the principles. 
Enumerate the different
Principles of Social Work
 The students’ will be
asked to express
insights in each principle.
Activity: Cabbage Game
Directions: Pass the
cabbage to every
student as the music
stops, read the situation
in the leaf of the cabbage.
Activity: Fast Talk Activity: Text Twist
Representative of Game ( 5 minutes)
each group should What are the words
stand in front for the that you noticed in
fast talk activity. the text twist game?
1. Give or receive How are those words
2. Self or others related to our topic?
3. Equality or equity
4. Wealth or
integrity
5. Charity or salary
Students will now
process the
principles of
social work
C. Presenting Unlocking of difficulty Think-Pair- Share: Situational Analysis: Video presentation
examples/instances of the The learners will define Get your partner. What Case analysis with (3 minutes) “The
new lesson social work using comes into your mind guided questions. Good
semantic weband when you hear the Samaritan”
metacard. (3 minutes) word: “What’s on your
Ask: What comes to your 1. Discrimination
mind?”
mind when you hear the 2. Human Rights
3. Equality Provide a status
phrase “social work?” about the video of
4. Integrity
5. Charity the Good Samaritan,
IAL
W
OR
K
Students will now you may start with a
have an idea on statement-
principles of social Feeling _________
work. (5 minutes) (using the core
How will you define a values)
Each group will give
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 instruction tableau.
2. Child, Youth and Justice) o 5 minutes and rubric reiteration, Other groups will
Women instruction group preparation guess the core
(simulation/tableau) and rubric presentation o 10 minutes group values portrayed.(5
; o 10 minutes group preparation minutes group)
3. Disaster, risks and 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  What are the I-Hash Tag mo. (5
(leads to Formative and answer principles manifested in principles being minutes)
Assessment 3) Based on the discussion, the group 1 shown in group 3 #CoreValues
the student will identify presentation? presentation? #SocialWork
the goals of social workas (5 minutes) o Explain Pictures will be
to care, cure and change.  What are the comprehensively. o shown and give a
(5 minutes) principles of social work 10 minutes core values that best
1. Embrace a world displayed in the discussion fits the picture in a
view of human issues presentation of
and solutions to problems Group 1 & 2
2. Empower people, form of hashtag.
individually and Give a short
collectively, to discussion.
utilize their own # Dignity and Worth of
problem-solving the Person
and coping #Service
capabilities more #Integrity
effectively. #Importance of
3. Uphold the human relationships
integrity of the #socialjustice
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 family’s 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 Make What particular core
Ask: your own title of your values of social work
What will motivate you to 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 and Let the student Make generalizations Discuss in the class the
abstractions about the summarize the goals about the principles of three principles of social
lesson and scope of social social work. work ;
worker in 2-3 sentences. (3 minutes) 1. Self-
(5 minutes) Ask: Determination
What are the goals and 1.Identify and discuss the 2. Client’s
scope of social work? principles of social work participation
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
 10. Medical Social
Work
11. Clinical Social Work
12. Social work
administration and
management
13. International social
work
14. Social work as
community
organizer
15. Women welfare
16. Crisis intervention
17. 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. (5 minutes) about the core
following: (10 points) a. Purposeful values of social
1. Write the expression of Principles of Social Work work? Explain in 1/4
definition of feelings Selfdetermi Client’ Confid sheet of paper.
social work as b. Controlled nation s entialit (5 minutes)
a profession? emotional partici y
2. Describe involvement pation
briefly the c. Acceptance
goals and d. Individualization
scope of social
work.
(7 minutes)
 J. Additional activities for
application or remediation
Internet Workload: Read on the principles of Internet workload: Search Internet workload:
Search on the different social work please refer to on the core values of Search on the roles
principles of social work the 7 Principles of Social social work. and functions of
with respect to: Work. social worker.
(3 minutes) 1. Self-Determination
1. Human Rights 2. Client’s
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?

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 HUMSS_DIASS 12-If-20
for each HUMSS_DIASS 12-If-19 HUMSS_DIASS 12- Distinguish
If21 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
Roles, Functions and
Competencies of Social
Workers
Practitioners in Social
Workers
Areas of specialization in
which a social workers work
Practitioners in Social Practitioners in
Workers Social Workers
Career Opportunities Rights,
of Social Workers Responsibilities,
Accountabilities
and Code of Ethics

III. LEARNING
RESOURCES

A. References Curriculum Guide DIASS page 3

1. Teacher’s Guide
pages
2. Learner’s
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 The teacher will review the The teacher will review the The teacher will review The teacher will
previous lesson class about the basic concepts class about the different roles the class regarding review the class
or presenting the of social work. and functions of social specific work areas in regarding career
new lesson 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:
examples/instances
of the new lesson The Teacher will present a
picture showing a slum area.
Guide Questions:
1.What common problem do
you notice based on the picture areas of expertise.
presented?
2.Who among our professional
you think can help solved such
problems?
(4 minutes)
The teacher will introduce
and discuss the areas of
specialization that
professionals can pursue and
focus on.
The teacher will provide
specific functions of each
(10 minutes)
The teacher using The students will
power point read the texts
presentation will show regarding
pictures of the career responsibilities,
opportunities of the rights and
social workers. accountabilities of
a social workers as
The teacher will briefly well as the code of
analyze and explain ethics of a social
all the pictures worker.
presented in the
power point. (10 minutes)
The students will
explain all the pictures
presented in the
power 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 functions of a social work. birth month. groups. reporting regarding
skills the topic .
#2 The students are task to 1st group – January to march 1. The first group
discuss using FormulateDecide- 2nd group – April to June will give the Group 1 –
Illustrate (FDI Scheme) 3rd group – July – September career Responsibility of a
4th group – October – opportunities Social Worker
Formulate your own job December of social Group 2 – Duties
description indicating the major workers. of a Social Worker
function/task you will perform General instruction to the 2. The second Group 3 –
students: group will give Accountabilities of
Based on the needs of your its explanation a Social Worker
barangay a barrio, what Mimic the different areas of of career
possible indicators will you look specialization in which social opportunities Group 4 – Ethical
at to determine whether the workers work. that the first Behavior of a
objectives of your work are (15 minutes) group have Social Worker
achieved? mentioned.
Group 5 –
Act on how you will work with (10 minutes) Unethical Behavior
other client systems such as of a Social Worker
individuals and groups.
(Role Play/ Simulation) ( 9 minutes)
(15 minutes)
F. Developing The students, in the lecture The teacher will ask: The teacher will post The teacher will
mastery notebook will enumerate the in class a graphic give an
(leads to roles and functions of a social 1.What environmental organizer. The enumeration on
Formative worker. impediments in your barangay students will pick a the following:
Assessment 3) 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 Social workers
ethical
responsibilities

(4 minutes)
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 worker? will give reaction
skills in daily Why is it necessary for a Outside school, in on this:
living 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 summarize the lesson discuss some concepts that will repeat the career enumerate the
and abstractions according to the following guide they learned regarding opportunities in social following
about the lesson questions: specializations of social works workers.
Give at least three
( 5 minutes) Expected answers: Codes of Ethics as
1. Give the functions and
roles of a social worker.
2. Describe the
competencies of a
social worker. (5
minutes)
Expected answer:
There are specific functions,
roles and competencies of
social work which provide
social protection of the
socially disadvantaged
people of the community.
Health board social a Practitioners of
Expected answer: Social workers Social Workers.
workers has social work Medical social
specialties namely: child workers Working for Give at least one
family and school social the local authorities rights,
worker, community social Working for the responsibilities and
worker, hospice and palliative department of justice accountabilities of
care social worker, medical Working for voluntary a social worker.
health social worker, medical agencies
health social worker and Working in industry (4 minutes)
mental health and social
substance abuse social ( 7 minutes) Expected answer:
worker, military and veterans
social worker and psychiatric Social workers
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 “ A What are the career
Social Worker? social worker’s 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” (5 minutes) opportunities of social unethical Behavior
workers ( 8 of a Social
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
Social Sciences (DIASS)
DAILY
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 At the end of the lesson, At the end of the lesson, the learners
I. OBJECTIVES clientele and audiences in social work. the students should be should be able to:
2. Present the needs of the able to: 1. Understand the different
individuals, groups, organizations and 1. Identify the different processes and methods
community. 3. Appreciate the settings in social work. involved in doing social
importance of social work in addressing 2. Demonstrate an work.
the needs of 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 needs
e particularly ages 13 – 17 on their social critically evaluate whether can be effectively addressed.
Standards work needs. the needs of the
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. Teacher’s 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. Learner’s
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. 104109
Disciplines and in the Applied Social the Applied Social
Ideas in the Sciences. pages Sciences. REX Printing
Applied Social 8892. 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”
g a 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 Abad’s 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 power
examples/i learning: Are you help every person photos of different point presentation on Social
nstances of compelled or asking for help settings of social work Work Services, Process and
the new obliged when especially financial and will ask the students Methods
lesson you see a person assistance ? why to give their insights. (10 mins.)
in need of help? ?(5min.) Photo 1: (Home for the
Why? (5 min) aged)
Photo2: (Hospitals)
Show a short Photo 3: (Correctional)
video clip about Photo 4: (Public School)
the life of Jesus Photo 5: (Slum area)
Christ. Photo 6: (DSWD)
Photo 7: (Rehabilitation)
Describe these Photo 8: (Home for the
people girls)
surrounding Photo 9: (Home for the
elderly)
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-
LGU’s on each
barangay, local
council, church,
people’s
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 dgeMatchin g Type: Using a graphic Group Presentation:

mastery Knowle Class ided into Match Column A with organizer the Analysis of the video clip to
(leads to shall be div four Column B on what ar agency students will identify be shared to the class.
Formative groups. at least particulof orkers a the unique needs (Will be graded using a
Assessmen 1. Ask: Describentele insocial e fits in. Write er of your that are recognized rubric). (5 mins.)
t 3) three types of w ge clientel on the blank and addressed in
clie terms of work.the Lett d before the each setting of social
his/her a work.
bracket of social A (5mins)
Clientele Age answer Drug ent
Bprovideacke Neglected
tnumber.
1. Individual Column Insane Rape
2. Groups and ____ 1.
organizations depend
3. Communities ____ 2.
 children e Homeless
2. Ask: How factors ____ 3.
thes affect the
clientel normal e’s
____ 4.
ng?victims A. Mental
way of livi (10
____ 5. Hospital
mins.)
family B. Rehabilitatio
n
Column B

D. Women’s Desk
center E. Gawad
C. DSWD Kalinga
)

(5 mins.
G. Finding Draft a proposal What group or organization where If you were a social Situation Analysis: Your
practical to a specific you can share the assistance to the worker, what setting mother was hospitalized and
application group of people people in need? Select 3 students would you choose? diagnosed of a serious
s of or individuals for to answer the question. Explain why? (2mins) illness. You have nothing to
concepts whom the needs spend for the medication.
and skills in of said clientele Guide Questions:
daily living are to be met. 1. Who will you approach?
2. What are the steps or
process

Follow the simplified (7mins.) that you will do to address the

proposal format. problem? (5 mins.)

Objectives Actions
to be
taken

(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
ons and clientele and following summarize the lesson. lesson.
abstraction audiences of social clienteles: (2mins) Guide Question:
s about the work and specify 1. Abandon babies – 1. What are the processes
lesson their needs. foster parents, involved in conducting
1. Individual adoptive home 2. social work of the DSWD
2. Groups and Homeless elderly – particularly among abused
Organizations Adoptive home, children?
3. Community medical care, 2. How do you find the
(5mins.) nutritional needs 3. method and process of
Substance doing social work? (5
dependent – mins.)
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 Say: What will you do if Quiz. Essay: Describe the monitoring
learning Categorize the you found a baby in a Direction: Identify two phase within the process of social
pictures posted to garbage can? settings where social works. (10 mins.)
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. 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) (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. Teacher’s 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. Learner’s Materials
Pages
3. Textbook Pages 4. Additional materials from learning resource (LR) portal
B. Other Learning Communication Principles of CommunicationBasic 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 Ask the students about Ask the students about
lesson or presenting the the different processes and the definition, scope, the functions and the core values and
new lesson methods involved in goals of communication. principles of barriers of
undertaking social work (5mins.) communication previously communication.
through a graphic organizer discussed. (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 cartolina, magazines
• Identify the title of the topic as well as a scenario that (e.g. tongue twisters and or any other recyclable
movie. they will talk about or make a famous quotations). Each materials. Put captions
• Analyze the different skit in front of the class group will be given three to better illustrate the
goals of communication (5mins.) sets of messages. cycle.
based on their
observation. The following tongue
twisters and quotation will
(5mins.)
be utilized in the game, to
The following movie lines will wit:
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,
kasama sa buhay, kasiping sa (5mins.)
kama.
Maricel: At ako naman ang
anak. Ang anak, hindi
napapalitan. Pero ang asawa,
nahihiwalayan.
- Yesterday, Today and
Tomorrow
(5mins.)
Brainstorming Collaborative Learning: Dyad Activity:
C. Presenting examples / Ask the students about their
Instances for the new ideas / knowledge about
lesson communication.
Use the students’ answers
for introducing
communication to the
students. (3mins.)
Interactive Discussion:
Ask the students about the 1. Introduce the
discussed topic and whether Ask the students about their communication
these are common subjects experiences about the process to the
among conversation between game. students.
them and their fellow students. 2. Show them how
Ask the students on their the elements of
Introduce the principles of different roles in the communication play
communication to the students.communication process. their role in the
communication
Use the skits / conversations 1.What are the external and process.
made by the volunteers internal factors they 3. Ask them if they
earlier as an example. encounter while relaying have different
(10mins.) perceptions on how
the messages? (5mins.)
communication flows.
4. Let the students
compare and analyze
their
answers.(10mins.)
Situational Analysis:
D. Discussing new 1. Discuss the definition
concepts and practicing of communication to the
new skills #1 students.
2. Ask the students for
different instances of
communication to the
students.
3. Present different ways
of saying a message to the
students using different
means. (15mins.)
Think-Pair-Share-Post:
1. Ask the students about 1. Provide examples to the
their ways of communicating students of situations
with their classmates. wherein the elements of
2. Ask the students for communication take place.
instances where they 2. Let the students share
experienced misunderstanding their answers to the class.
or miscommunication in 3. Let the class analyze the
communicating with their different elements they
classmates. encounter during the pre-
3. Introduce the principles activity.
communication to the class. (15mins.)
4. Make the students
analyze 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 of the goals of
and practicing new skills #2 communication and share it (Scripwriting)
with a partner. Then post on
the board ideas from your
discussion using sticky notes.
(10mins.)
Brainstorming: Let the students
analyze the given
communication
1. The students will make a process.
short script to the given
scenarios, let 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. (5 mins.)
Scenario 2: Friends talking
 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 communication to the
the goals of communication. samples of scenarios for the of communication affect students. Analyze the
(2mins.) students and let them analyze their 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 process (10mins.) student
if there are breakdowns. (5
mins.) 2. Chatting with
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 today’s lesson
in their school and
respective communities.
(2 mins.)
in improving their
communication skills?
(3 mins.)
way to encourage communication in
independent thought. improving their
Help your students communication skills.
argue 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 Situational Analysis

 Give the students scenarios of Provide statements to the Provide situations with Provide
communication and make students about the principles missing solutions or communication
them determine the elements of communication. Let then communication barriers scenarios of
of communication within the expound their answer. (3 and let the students provide communication and let
given scenarios involved. mins) the missing information. (3 the students analyze
(10mins.) mins.) them. (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

how the goals of that will emphasize the
communication make this different process of
teleserye more viewable and communication.
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 School San Nicolas High School ( Grade Level 12
12 Division of Gapan )
DAILY Teacher Gio B. Jimenez Learning Area Discipline and Ideas in the
LESSON LOG 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/
Objectives
Write the LC code for each
II. CONTENT
The learners show understanding of The learners identify specific work areas
the roles and functions of in which communicators and journalists
communicators and journalists. work.
HUMSS_DIASS12-IJ-32 HUMSS_DIASS12-IJ-33
Roles, Functions Roles, Functions Areas of Areas of
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. Teacher’s Guide pages Curriculum Guide p. 4

2. Learner’s 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 , Applied Sciences ,
, pp.122-123 pp.122-123 pp.123124 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 1. What are the 1.What are the first
lesson communication? the function of four major five areas in which
communication competencies of a communicators
practitioner in the communication and journalists
society? practioner? work?
2. Checking 2. Call two 2. Answer the
of Assignment: students to present assignment.
(2 minutes ) Present your their Call two
encounter with reflection paper students. ( 2
a journalist. ( 2 minutes )
minutes ) ( 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 the picture imply?
pictures imply. forms words that posess the best? 1.
are very useful in 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 1. Discuss the 1. Disscuss the Think-Pair-Share
and practicing new skills the 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 Marketing professional could
video clip on the b. Communication specialize?
life of 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 1. Group Work 1. Group Work Use 1. Discuss the
and practicing new skills Deepening of Present a the Venn diagram to areas to the
#2 discussion on the situation/ case compare
 functions of a having a difficulty and contrast the learners using
journalist 2. in the listening skill areas of graphic organizers.
Think- and speaking specialization of
PairShare skills. communication d. Theather and
3. Presentation of practitioners. Performing Arts e.
ideas Group 1: Listening 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 Using metacards Oral recitation:
to Formative Assessment organizer show are the different the learners identify Guide question: 1.
3) the functions and compentencies of the specific areas in Choose one area
roles of communicators? which of specialization
journalists and 2. Ask/Say: communicators and which a
communicators in Identify which journalists work. communication
the society. among the practitioner can
compentencies work and elaborate
you think you are the scope of their
strong or weak? work. ( 3 minutes)

( 5 minutes ) ( 5 minutes ) ( 5 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 and State the function State the State the three State the last two
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 e.
Education 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 areas of of specialization of
the delivery of in the following specialization in communication
information to the compentencies which practitioners and
public? of communication journalists and
communication practitioners and expound.
practitioners: a. journlaists work?
Speaking Explain each.
b. Listening
c. Writing
d. Reading .
( 7 minutes ) ( 5 minutes ) ( 7 minutes )
( 10 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 Grade Level 12
School
DAILY LESSON Teacher Roberto DC. Manuel Learning Area Discipline in Applied Social
LOG Sciences
Teaching Dates Quarter First Quarter
and
Time
DAY 1 DAY 2 DAY 3 DAY 4
At the end of the lesson, learners are expected to:

I. OBJECTIVES 1. identify career opportunities of communicators and journalists;

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.

1
 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
code for each) journalists. practitioners
(HUMSS_DIASS12-Ij-34) (HUMSS_DIASS_12-Ij-36)

Career Opportunities of Rights, Responsibilities, Accountabilities Code of Ethics of

Communicators and Communicators and
II. CONTENT Journalists Journalists

III. LEARNING
RESOURCES
References
Teacher’s Guide Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4 Curriculum Guide p. 4
pages

2. Learner’s
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

2
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.

Phoenix Publishing House,
Inc. Quezon City,
Philippines.
Phoenix Publishing House, Phoenix Publishing House, Phoenix Publishing House,
Inc. Quezon City, Philippines. Inc. Quezon City, Philippines. Inc. Quezon City, 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 Ask: What are the rights and Ask: What are the
previous career opportunities of
communicators or journalists responsibilities of accountabilities of
lesson or communicators and
presenting work. journalists? (2 communicators and communicators and
the new minutes)
journalists? journalists?
lesson
(2 minutes)
(2 minutes) (2 minutes)

3
B. Establishi WHO’S WHO? TELL ME WHY SINO ANG DAPAT THINK BEFORE YOU CLICK
ng a SISIHIN?
purpose
Show pictures of journalists. Show magazines. Ask the (Tell me who) Present different statements
for the
which are either with basis or
lesson Let the class identify them learners:
without basis. Then ask the
and imitate their way of Present different situations learners to analyze the
1. What is the purpose of the which show the effects of flashed statement. If they
communication delivery. malpractice of duties among think the statement has a
magazine? different professionals. Let reliable basis they will answer
(4 minutes) the learners identify the POST and if it is NOT they
1. Why was it made? professionals accountable to

(5 minutes)

the given situations and will answer DELETE. (

explain their answers. 3 minutes)

(5 minutes)

4
C. Presentin Through concept map the
g map the teacher will engage
teacher will engage into a
examples/
instances discussion on the traits and
of the new
characteristics of journalists.
lesson
Ask the class to provide
examples of journalists that
they like on the traits they
like most and ask why?
Give examples of journalists. Present a dialogue showing Through the use of concept
Let the students classify them accountability of true
into a discussion on the
according to specific duties. information. Let the class differences between the
ethical and unethical
examine the relevance of the
behavior. (4 minutes)
a) writer
ETHICAL UNETHICAL
exchange of messages.
b) news reporter
c) news anchor.
( 4 minutes )
(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 responsibilities of of communicators and communicators and
opportunities of
concepts communicators and journalists through a concept journalists. (10 minutes)
and communicators and journalists. (5 minutes) map. (5 minutes)
journalist.(5 minutes)

practicing
new skills Accountability
#1

5
E. Discussin 1. Discuss further on the Give real situations of Divide the class into two MANNEQUIN CHALLENGE
journalists as to their rights to
g new career opportunities in groups. Present a case on
deliver correct information to
Divide the learners into six
concepts relation to one’s personality. public and responsibilities to accountability to public groups. Each group will do
cover and deliver news and
and information VS twisted the mannequin challenge of
risks involved. (20 minutes)
2. WHAT FITS YOURS? the given three to four
practicing stories/info. Let the two situations which either show
new skills (PAIR ACTIVITY ) groups choose between the ethical or unethical behaviors
of the practitioners. One
#2 two issues, mining industry
Ask: If you were a journalist, member of each group will
and war on drugs. Ask: How identify if it is ethical or not
what career opportunity fits and provide a brief
would you handle the
your personality? Explain explanation (18 minutes)
information? (20 minutes)
your answer. Share your
insights to your partner.

(Call some learners to

present to the class their
partner’s answer. )

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

6
 (leads to his/her personality --his/her 1. Enumerate the rights of 1. Identify which one
Formative skills and characteristics. journalists. 1. As a student, what exhibits ethical behavior.
Then ask the class to identify
Assessme which career opportunity fits 2. How do you find the job was the ethical behavior 2. Identify which one
nt 3) for him. And ask the learner
and functions of a journalist? manifested by the exhibits unethical behavior. (5
to explain their answer. (10
minutes) (5 minutes) journalists? minutes)
2. What was the
unethical behavior shown
in the situation? (10
minutes)
G. Finding Ask: Ask: Ask: Ask:
practical
applicatio
What is the importance of If you were a journalist, how If you were a journalist, If you were a journalist, how
ns of
concepts knowing the career would you handle a call of would you accept the bribe in would you resist temptations
and skills
opportunities where you duty coincide with personal exchange of a large sum of in your work?
in daily
living should go? needs? money?

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

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
abstractio chosen fits him/her? rights and responsibilities? work of a journalist? said as ethical or unethical?
ns about
the lesson
(3 minutes) (2 minutes) (2 minutes) (2 minutes)

7
 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

8
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

9
No. of learners
who continue to
require
remediation

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?

10
 What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

ROBERTO DELA CRUZ MANUEL

Teacher 1, JRLMHS
Schools Division of Gapan City

Checked and Reviewed by:

11
 DR. LOVELLA G. PARAGAS
Trainer/Facilitator

Approved by:

DR. ENGELBERT B. AGUNDAY

EPS II, CLMD

ESSAY SCORING RUBRIC

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5

Content _____ out of 10 Interesting content and Some interesting content; Conventional ideas or Cursory; gives the impression of writing just to
points presentation; ideas well points clichés; little supporting detail complete the assignment.
conceived and developed not sustained or not fully included.
with sufficient examples. developed.

5 4 3 2

12
Structure, Logic and _____ out of 5 Logical progression of Logical progression of ideas Gaps in logic or no Disorganized; appears to have been written as
Transitions points ideas with well-executed but often lacks transitions. transitions. thoughts occurred to the writer.
transitions.

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

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

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

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

5 4 2-3 0

13
Punctuation, Spelling, _____ out of 5 Correct spelling (including Occasional mechanical Frequent mechanical errors. English spelling and punctuation: no accents;
and points accents) and punctuation; errors. mechanical errors in most sentences.
Presentation neatly typed with correct
format as specified
(MLA).

Total _____ out of 50

points

14
 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 Are expected:
communication 1. Identify the settings where 1. Distinguish the different
2. Conduct a survey about the communication needs communications and communication media channels.
of the individuals, groups, organizations and communities journalists are found; 2. Demonstrate
3. Appreciate the value of good communication 2. Describe the different communication skills in different
processes and methods settings and situations.
involved in communication; 3. appreciate the use of mass
and media, new media and social
3. Illustrate the different media, and telecommunications
settings, processes and
methods involved in
undertaking
communication.
A. Content Standard Clientele and audiences in communication Setting, Processes, Methods, and Setting, Processes, Methods, and
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 us types of Setting, Processes, Methods, And 5. Communication
1. Characteristic and needs of varioclientele Tools In Communication media channels 5.1
and audiences Mass media
1. Individual 5.2 New Media and Social media
2. Group and ons 5.3 Telecommunications
Organizati
3. Communities
III. LEARNING RESOURCES
A. References
1. Teacher’s 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. Learner’s
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? What are the characteristics and every time the music stops, the
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
purpose for the teacher will present
lesson pictures of scenarios that
show different audiences
and clienteles in
communication.
Pic 1: Best friends
talking to each other Pic
2: Teacher and students
during class discussion
Pic 3: Manager and
employees
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
Examples/instances Point Presentation on the
of new lesson Characteristics of the
Clienteles and audiences
of communication
The students will present
their conducted survey
research about the
communication needs of
young adults (18-21 years
old)
Based on the results of the
conducted survey the class
will now have a discussion
about the needs of
clienteles and audiences in
communication.
Discussion with Power Point PICTURE ANALYSIS
Presentation on the Needs (7 min)
of the Clienteles and
audiences of communication
4 PICS 1 WORD - (3 min) Video Clip Presentation”
Have the learners identify the Guide Questions:
correct term for each set of 1. Based on the video, what
pictures & tell how information is did you observe?
usually delivered. 2. Can you give an example of
1. Government each communication media?
2. Private Sector 3. Enumerate three (3)
3. Civil Society
features and uses of
4. Schools
communication media. (5mins.)
5. Community
The teacher will provide pictures
of different communication media
• The teacher will provide channels
photos of different settings
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

E. Discussing new Exploration of the topic
concepts and with group discussion.
practicing new skills Guide Question: Describe
#2 the characteristics of the
different types of clienteles
and audiences in
communication:
Group Activity:
Group 1 – Individual
Group 2 – Group and
Organization
Group 3 - Community
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?
Group Activity Data Collaboration - 10 min Deepening of discussion
Retrieval Chart: Further discussion on the through exploration of
Describe the need of the setting, process and Communication media channels.
different types of clientele methods in Group I – Mass media
and audiences and communication through Group II – New media and social
determine the most group engagement media
appropriate type of activity. The teacher Group III – Telecommunications
communication medium provides the flow of
communication for each
( 7 mins)
setting.
Clienteles/ Needs 1. Government
Audiences Medium 2. Private Sector
3. Civil Society
Individual 4. Schools
5. Community
Group/ Group presenter will
Organization explain the process and methods
of communication assigned to
them.
Community
F. Developing
mastery
(Leads to Formative
Assessment)
Using the graphic
organizer, the students will
give the characteristics of
audiences and clienteles in
communication.
Using the same groupings,
the teacher will ask the
students to compose a short
jingle about the needs of the
clienteles and audiences in
communication.
Rubrics: See attached file
Ask:
What are the different methods of
communication used in different
settings?
By using graphic organizer, the
students will put the
Communication media channels
1. Mass media
2. New media and Social media
3. Telecommunication
(5 mins.)
G. Finding Practical If you were a journalist, The teacher will provide
applications of would you have a specific situations wherein
concepts and skills preferred type of communication is needed by
audience? Who would it be individuals, groups,
and why? organizations and
communities. The students
will identify the needs of
each type of clienteles and
audiences of
communication.
Collaborative/ Graphic
Organizer – 13 min Explain
how the desired communication
can be achieved. Present your
answer using a diagram.
Situation A: A super typhoon is
expected to hit your area
Situation B: A case of food
poisoning was reported in a large
chain restaurant
Situation C: An NGO wants to
encourage healthy food habits
among children.
Processing Questions:
1. How can students be
responsible to use the
communication now a days?
2. How can you use these
communication skills
effectively?
3. Which among the channels of
communication you mostly
use? (10 mins)

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
generalizations and the characteristics of the
abstractions about clienteles and audiences
the lesson of communication?
Expected answer:
Communication can only
be effective when
What are the different needs 3 min Ask the learner: what new
of the clienteles and Ask: learning did they develop about
audiences of • What is the significance of the communication media
communication? establishing settings, process channels?
Expected Answer: Different and methods in 1. What is the importance of
individuals, groups and communication? different communication media
communities have distinct channels in mass media, new

communicators take into
consideration the
characteristics of their
intended clientele and
audiences.
communication needs.
Individuals for personal and
professional advancement,
groups and organizations in
accomplishing group tasks,
lastly, communities consider
communication as a form of
empowerment.
Expected Answer: media and social media and
1. Good communication telecommunications?
ensures that you are being 2. How do you use it effectively?
heard; Expected Answer:
2. Presents a strong point of Communication is a dynamic
view and developing process in which humans strive
mutual understanding; to convey to one another. It also
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 3. Community good communication in phone conversation in
these characteristics of times of solving issues and marketing businesses (7 mins.)
clienteles and audiences concerns.
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 PEŇA
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 School Division of Bulacan / Nueva Grade Level 11/12
12 Ecija
DAILY Teacher Grace G. Mayoralgo / Mel M. Learning Area Discipline on Applied Social Sciences
LESSON LOG Ortiz
Teaching Dates and Quarter Second Quarter
Time
C. Learning Competencies/ Objectives Write the LC code for each
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
the students are expected the students are expected students are expected to: expected to: to: to:
I. OBJECTIVES 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

Functions of applied social science

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

HUMSS_DIASS12-IIb-d42 HUMSS_DIASS12-IIb-d-43 HUMSS_DIASS12-IIb- HUMSS_DIASS12-IIb-d-43

d43
II. CONTENT Art and Entertainment News and Information Organizing advocacy and mobilization

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Curriculum Guide HUMSS Curriculum Guide HUMSS Curriculum Guide Curriculum Guide HUMSS DIASS
pages DIASS p. 5 DIASS p. 5 HUMSS p. 5
DIASS p. 5
2. Learner’s 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 on Art and The class will be asked to analyze different pictures about
Sciences on Entertainment Presenting new lesson, advocacy campaigns and ask to say something about how
Persuasion. Ask: Name Functions of Applied they relate to it.
the first 2 Functions of Social Sciences on News
Applied Social and Information. 5 mins.
Sciences.
5 mins.
5 mins.

5 mins.
B. Establishing a purpose (Name Game) Show Word Game: Picture Perfect. Showing Present the key concepts on organizing advocacy, and
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 work
concepts and Social Sciences in Art and 2 television network regarding Guide questions: 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 one’s 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. Group 1Community (No to
of recognition. Group 1 Drugs)
Communication in Group 2 Environment (No To Mining)
a remote area Group 3 Family Planning
Group 2 2. List down atleast 3 pros and cons of the reasons
War on Drugs behind specific advocacy campaign.
Group 3 3. Develop a 3 item checklist answerable by Yes or No
Issues on Gender in 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 one’s 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.

I. Evaluating learning
J. Additional activities for
application or remediation
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
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.
Assignment: What do you Assignment: Additional activity:
think is the main function Watch or listen to more By watching a news
of applied social sciences stories about family life and program in 3 consecutive Read an article regarding functions of applied of social
on art and entertainment? relationship. Instructions: days. Analyze the type/ sciences on education.
In your journal answer the kind of news is being
following: shown.
Guide Questions:
1. What is the most
common issue a family has in 1. Do you think they
general for keeping a delivered a
harmonious family relationship? balanced type of
2. How do you find your news and
current relationship with your information?
family? 3. Do you think you
have a happy and loving 2. Do you believe
family? Yes, if No, why? that a certain
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 School Grade Level Grade 12
12 Teachers Learning Area DIASS
DAILY
Teaching Dates and Time Week 2 Quarter Second Quarter
LESSON LOG

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 to would apply the various applied social sciences a) Identify situations in
self-development functions of applied social to mass media the Philippines that
b) Enumerate ways of science to communication and are applicable for
developing one’s self selfdevelopment 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 Social Sciences to advertisement for a
counseling, social work selfdevelopment in local persuasion and mass business, product or
and communication in setting media campaign
one’s 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
one’s 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 fulfilled
B. Performance in:
Standards 1. Comparison of the programming of any two television networks

C. Learning Competencies/ Explain the functions of Identify situations that would Explain the functions of Identify situations that
Objectives applied social sciences require or necessitate the applied social sciences would require the
Write the LC code for HUMSS_DIASS12-IIb-d42 performance of the various HUMSS_DIASS12-IIb-d-42 performance of the
each functions in local/Philippine various functions in
local/Philippine settings
settings HUMSS_DIASS12-
HUMSS_DIASS12-IIbd-
IIb-d-43 43
II. CONTENT Self-development Persuasion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide P. 5-6.
pages
2. Learner’s 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 on Review on the functions of Select a student to present Call 2 or 3 students to
lesson or presenting 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. Communication communication) to one’s them about what they have disadvantages of
involves the giving and self-development. learned yesterday. persuasion to one’s
receiving information Call a student to give the beliefs, attitudes and
and ideas. (F) functions of applied social behavior.
2. Communication is sciences.(3 mins)
not

an interest-based. (B) 3. In
mass media, audience are
obliged to pay attention or
give feed backs. (B)
4. Blogging and social
networking are the most
prominent forms of social
media. (F)
5. Mass media does not
contain much of the
sender, message and
receiver. (F)
(3mins.)
B. Establishing a purpose “Name Game”: “Video Clip Analysis” “Commercial Showing” Video Clip showing a
for the lesson A video clip will be viewed salesman promoting
Describe what is being by the students. AMA Senior High TVC feat a product to potential
portrayed in the following Coco Martin 30s customers. Guide
pictures. Guide Questions: Questions:
1. Counseling 1. What does the Guide Questions: 1. Did the
2. Social Work video want to convey? a. What did you observe salesman able to
3. Communication 2. What issues have in the video? persuade the
Guide Question: you seen in the video b. Why do you think customers to buy his
1. How important are that you think need to be Coco Martin has been product?
these pictures in one’s addressed? (6 mins) chosen to be the endorser 2. What do you
development? for AMA? think
(3 mins) are the traits
displayed by the
salesman?
C. Presenting Self-development “Yes or No” Give words or phrases that Presenting other
examples/instances describes influence of examples of traits of a
of 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 it functions of the applied
contributes to one’s social sciences if 1. Politician
selfdevelopment or not. otherwise, write NO. Mass 2. Showbiz
1. Studying Media personality
2. Personal hygiene
1. A student who has failing 3. Lawyer
3. Socialization
4. Smoking
grades in science and 4. Teacher
math.
 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 a. Explain the functions of persuading people
#1 brainstorming. Functions of the functions of social mass media to persuasion using power point
of applied social sciences: sciences. (10 mins.) b. Give the factors that presentation.
a. Counseling 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, social “NEEDED” or “NOT 2. Applying for a job They are going to
work and communication NEEDED”. Justify. 3. Presenting your platform make their own
address such problem? (5 mins) during a school campaign commercial along the
(Choose one from the above given areas of:
situations)
Suggestions: 1. Product
1. Randomly select Advertisement
(7 mins)
students who will 2. Business
monologue the Advertisement
following situations. 3. Advocacy
2. Choose a partner Campaign
and perform the (15 mins.)
following situations. (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 the problem encountered? to your behaviour, attitudes (5 mins)
to you? (5 mins) and beliefs?
2. How this activity (5 mins)
affects 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 the following question: the lesson. sum up the lesson of
abstractions about the functions of the ff. the day.
lesson applied social sciences 1. How important are a. What are the functions of
to his/her the functions of applied applied social sciences to 1. What are roles of
selfdevelopment: A. social sciences in the mass media and mass media in
Counseling different situations persuasion? persuading people?
B. Social Work
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 one’s 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 Integrate the concepts that paper. of commercial is being
foster the listening and you learn from the session portrayed.
speaking skills of an (5 mins) Guide Question: (5 mins)
individual. 1. Explain how guidance
(TRUE) and counselling, social work 1. Mang Inasal
2. Counseling is offer and communication can be (Business Ad)
to individuals with applied in mass media and 2.Rexona (Product
problems only. (to all persuasion? Ad)
individuals) 3. Cite examples. 3. BDO (Business Ad)
Counseling provides
solution to individuals

seeking help. (provides (5 mins) 4. Lucky Me with

guidance and assistance) the song of “Isang
4. Social work is intended taon pa lang
for the rich people. ako…(Advocacy
(marginalized individuals) Campaign)
5. Counseling provides the 5. Lucky Me with
individual the tools to the scene of the father
address issues for is scolding his son,
sefldevelopment. (TRUE) “Gabi ka na naman…”
(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 one’s 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 ROCHELLE G. TULIAO
LOG
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 Competencies Explain each of the functions of applied social sciences.

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

II. CONTENT EDUCATION SOCIALIZATION

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide Curriculum Guide P. 5-6

pages

2. Learner’s
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

B. Other Learning projector, PP, speaker, laptop projector, PP, speaker, laptop paper projector, PP, speaker, laptop
Resources https://www.youtube.com/watch?v=6WxscB and pen paper and pen
X09Xs paper and pen
Video clips “ The Aim Motivational film”
projector, Power Point Slides,
speaker, laptop

IV. PROCEDURES
A. Reviewing Review “If given a chance to be a
previous lesson or member of an advocacy, in what
presenting the new lesson group would you like to belong? (e.g.
HIV/AIDS, Anti-Bullying, Pro-Nature
and Buhay)
Call a student to share his opinion.
( 5 mins.)
B. Establishing a The teacher will show a famous line
purpose for the lesson.
“Education is the Key to Success”
Processing question:
Do you think education can
lead you to become
successful? Why?
(5 mins)
Recapitulate
Question: Cite social issues
wherein functions of applied social
sciences in education can be
applied.
Word Flash: “ UNESCO”
Cnstruct ideas about UNESCO.
Ask:
1.What is socialization?
2. Does socialization affect the
growth and development of an
individual?
Explain:
“ No man is an island”
Processing questions:
1. Can individual live on his own?
2. What is the role of
socialization in turning a child
into a full-pledged responsible
adult?
Review:
Question: What is socialization?
How it affect the growth and
development of an individual?
Describe briefly your experience
1. While you were looking
for your case study
2. While you were gathering
data from the case study
3. While you were
interpreting the case
study.
C. Presenting The teacher wi present video clip Theatre Reading: (Excerpt from 3pix1word The teacher will ask the
examples/ instances of the entitled “ The Aim “ a motivational UNESCO 1996 report, Learning: students to present the result of
new lesson The Treasure Within( page 11) “ Identify the pictures and analyze the case study activity through
film
In confronting the many power point presentation or
Guide Questions: challenges that the future holds visual aids.
in the store, humankind sees
1. What social issue is evident on education as an indispensable
the connection in the socialization.
the film? asset in its attempt to attain the
2. What is the implication of this ideals of peace, freedom, and
video to education? social justice,. As it concludes
First picture – community
its work, the Commission
affirms its belief that education Second picture- family
( 10 mins) has a fundamental role to play
in personal and social Third picture – society
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.
concepts and practicing
new skills #1 Group Activity: Brainstorming
Present and discuss the various
functions of applied social sciences
in terms of education.
( 10 mins )
INTERACTIVE DISCUSSION. ACTIVITY: The teacher will give instructions
as to how the students will
UNESCO Four Pillars of education: Think Pair Share:
present their case studies.
1.learning to know Give and explain the functions of
applied social sciences
2. learning to do The rubrics will be discussed in
in socialization.
order for the students to know
3. learning to live together
how their presentation will be
4. learning to be graded.
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
new skills #2 Four pillars of education in applied
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 society? Why and why not?
1. How do you understand the 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
164165)DIASS Elias M. Sampa
G. Finding practical Reflection:
applications of concepts
and skills in daily living
How do applied social sciences help
you as a student?
(5 mins)
Oral Quiz: Pen and Paper: PERFORMANCE WORK: ORAL
PRESENTATION
Explain briefly: As member of the
society how can you be an agent of
1. As senior high school change to improve the present
student, what can you condition of our country? The teacher will ask the students
contribute to lessen the to present the result of the case
social issues in your study activity through power
community? point presentation or visual aids.
2. How can you apply the Based from the result presented,
things you have learned in the teacher will ask the following
the school to solve the question.
problem in your
community?
What are the most prevalent
concerns that you have
identified?
H. Making Call a student to sum up the
generalizations and discussion of the day by focusing on
abstractions about the the following guide question:
lesson
What is your significant
learning in the functions of
applied social science in
education?
Expected generalization:
Students and teachers are important
agents in addressing social issues
through education.
(5 mins)
What is the importance of the
functions of applied social sciences
in education?
Expected generalization:
The functions of applied social
sciences in education is
preparation for social praxis in the
present and emerging contexts
inasmuch as it is an essential
means to economic and human
capital development for individuals
and communities.
1. Cite an example of how
socialization has influenced an
individual within the society.
Expected Generalization:
• Socialization plays an
important role in the
development of an
individual.
( 5 mins )
Ask a student to summarize the
lesson being discussed.
Expected generalization:
• The functions of applied
social sciences in
education is preparation
for social praxis in the
present and emerging
contexts inasmuch as it
is an essential means to
economic and human
capital development for
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 students.
IN 5 to 10 sentences explain on
how socialization can equip you to
( 5 mins ) functionally interact with others?
( 5 mins )
( 5 mins)

J. Additional JOURNAL WRITING. SLOGAN MAKING:

activities for application or
remediation Assess objectively through an
individual project how the functions
In your own understanding, how Make a slogan about the
 applied social sciences can help you
to improve the quality of your life?
importance of applied social
sciences in minimizing social
problems concerning education.
( Rubrics)
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

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?
 G. What innovation or
localized materials did I
use/ discover when I wish
to share with other
teachers?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

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
Sciences
LOG
Teaching Dates and Time WEEK 6 Quarter II

Day 1 Day 2 Day 3 Day 4

At the end of the lesson, At the end of the At the end of the At the end of the lesson, the
I. OBJECTIVES the students are expected lesson, the students lesson, the students students are expected to:
to: are expected to: 1. are expected to 1. identify the role of disaster
1.explain the functions of describe the distinctive 1.Identify the four risk reduction during calamities.
applied social sciences; features of the most aspects of one’s self 2. cite the roles of disaster risk
2. relate the functions of common media of through the Johari reduction.
applied social sciences to mass communication, Window 3. appreciate the importance of
own personal and social print and broadcast 2. Participate in having knowledge of disaster risk
context experiences. medium, films, filling reduction.
3. Value the contribution recorded, etc. 2. up the Johari Window
of the importance of explain the importance and share insights
applied social science of films and recorded through group
music. 3. Value the sharing.
contribution of the 3. Appreciate how
importance of applied self-understanding
social science contributes in having
harmonious
relationship
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 HUMSS_DIASS 12-IIe-f44 HUMSS_DIASS 12- HUMSS_DIASS 12- HUMSS_DIASS12-IIe-i-45
Competencies/ IIeg-45 IIe-h-44
Objectives Analyze the effects of applied social science processes on individuals, groups and society
Write the LC code for
each

1. Awareness and CONT. Awareness and Awareness and 1. Attitude and Value Change:
II. CONTENT knowledge knowledge knowledge : Self-  disaster risk reduction
 social media  Social media Understanding

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide CG page 6/7 CG page 6/7 CG page 6/7 CG page 6/7
pages
2. Learner’s Materials N/A N/A N/A N/A
pages
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 previous lesson regarding Self-understanding
presenting the new regarding Social (5mins)
lesson media
(5mins)
B. Establishing a VINE BRANCHES K-W-L CHART After dividing the class Video clip analysis: “RESCUE” by
purpose for the Using particular examples 1. What do you know into 4 groups, the Paolo Bediones @ TV 5 on
lesson 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
respective media. Distributes the
4. In the third column Johari Window
indicate what you want photocopies…
to know about these. 3. Teacher
After completing this Explains the
lesson , answer to this Contents of the
chart and write what Johari Window:
you have learned a.Open-Things that
about the topic in the we know about
third column ourselves and others
as well.
b. Blind-Things that
we do not know but
others do.
c.Hidden-Things that
we know about
ourselves but others
don’t.
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 Collaborative work this part of himself/herself calamities that normally take place
of 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. person’s ear as if it is 2) How should we deal with these
INFORMATION a secret so on and so calamities?
CORRELATION forth. The last person What actions do we need to
CONTINUITY then says what he/she undertake to avoid the effect of
ENTERTAINMENT has heard out loud. these calamities?
MOBILIZATION 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 1. Discuss further
concepts and what is meant by
practicing new skills “communication as a
#1 practical social science.”
2. What is meant by
communication used for
correlation? for continuity
? Calamity
1. Art of Questioning : A. The students will T- Chart:
-print media be given time to fill up 1. Students will be group into two.
-broadcast media - the windows. (3 mins.) Using the T-Chart, explain how
new media / social individuals undergo changes of
media their attitude/value toward a
-film and recorded calamity.
2. Taking down notes.
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 1. Provide examples of Mind Mapping having B. MOVE-AROUND Have the learners cross-analyze
concepts and situations that illustrate the group activity. Students will move the role of counselling, social
practicing new skills different functions tasks of around to allow 4 to 6 worker and communication on
#2 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 humans toward a calamity?
, and then SHARE with agree level/levels of
the entire class communication (5mins)
used during the
process of 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
applications of Students can do this
concepts and skills either as individuals o in
in daily living pairs. Have them WRITE a
sentence which has
something to do with the
LESSON for each letter of
the ALPHABET.
Write the three facts Each group will be Simulation/Tableau
they learned about the assigned to answer
topic. the following Demonstrate how the following
Next, two questions questions: applied social science processes
they still have about GROUP 1: How does appropriate attitude and values
the topic that might not the Johari Window towards calamities;
have been covered in contribute to the 1. Couselling
the class. Finally, have awareness and 2. Social worker
your students write one knowledge of one’s 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 Ask the students about
generalizations their learnings by
and abstractions answering the following
about the lesson questions.
After being familiarized
with the roles of disaster
risk reduction, ask two
students at least to
summarize the roles of
disaster risk reduction and
how it changed their
attitudes and values?
I. Evaluating learning Paper and Pen.
In ¼ sheet of paper.
Ask the students about GROUP 4: Make an Ask the students about their
their learnings by analysis of the effect learnings by answering the
answering the of a particular following questions;
following questions? counselling method in After being familiarized with the
After being familiarized self-understanding roles of disaster risk reduction, ask
with the roles of and come up with a two students at least to summarize
disaster risk reduction, generalization of its the roles of disaster risk reduction
ask two students at importance in relating and how it changed their attitudes
least to summarize the within a group and and values?
roles of disaster risk society
reduction and how it
changed their attitudes “Applied Social
and values? Sciences, particularly,
counselling, contribute
to Awareness and
Knowledge of Self”
Write an essay about Teacher will evaluate Write an essay
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 types of Mass media reduction Present pictures of examples of
remediation 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
Teacher Jose M. Calma Learning Area Discipline and Ideas in the
DAILY
Applied Social Sciences
LESSON LOG
Teaching Dates and WEEK 7 Quarter II
Time
B. Other Learning Resources
IV. PROCEDURES
Recall of the topic “Power and
Corruption” (5 mins)
Picture Presentation:
A. Reviewing previous lesson By presenting a picture in the
or presenting the new class, the learners will be asked to
lesson observe and give their point of
views about
what they see.
What can you
say about the
presentation?
(5 mins)
B. Discussing new concepts Pin-It
and practicing new skills #1 The learners will be asked to pin
in the board the Do(s) to avoid
conflict and Don’t(s) to initiate
conflict. (5 mins)
C. Discussing new concepts Ask: What is conflict management
and practicing new skills #2 and its strategies? (5 mins)
D. Developing mastery (leads Focused Group Discussion:
to Formative Assessment
3) Ask: How Do You Resolve
Conflict?
(10 mins )
Drill: Ask one or two learners
about what they have learned
about conflict and how you have
managed to resolve t? (5 mins)
Working in Teams
(Puzzle Solving)
Each team will be given puzzles
to complete in the board.
First team to win gets the reward
and additional points. What did
you do to solve the puzzle
instantly? How did you do it?
(10 mins)
BIG IDEAS
(gRAhic Organizer)
TRUTH PEACE
JUSTICE MERCY
(5 mins)
Say/Ask: Peacebuilding-What is
it and why is it important? (5 mins)
Sustainable Peacebuilding
Process
(input –process-output)
Can you say processes are
more important than inputs and
outputs in peacebuilding? If yes,
how? If no, why? Ven Diagram
presentation (5 mins)
RECAP
Concept mapping on how
peacebuilding creates an ideal
community living.
(5 mins)
BAHAY, BAGYO, TAO
(Dynamics)
The class will be asked to play
this dynamic in order to
show what community life
is all about. What do you think
the dynamic is all about? (15
mins)
Discuss:
Ask: What makes a community?
How do you think these
component parts of innumerable
cells and inhabitants play a vital
role in the lives of the people in
that community? (5 mins)
DEEPENING!
Discuss/Analogy: Why do you
think the Body is a Community
made up of its innumerable cells
and inhabitants?
(10 mins)
 E. Finding practical
applications of concepts
and skills in daily living
How To Give an APOLOGY?
I am sorry……
Next time I promise……
How can I make it
better………. (10 mins)
Poster Making Contest regarding
peacebuilding process with the
theme
"United with One World" (with
rubrics) (15 mins)
Given the concepts being
discussed, how can you help your
community as a Senior High
Student?
(5 mins)

F. Making generalizations and
abstractions about the
lesson
G. Evaluating learning
H. Additional activities for Search about the importance of
application or remediation
Often, a conflict presents Does peacebuilding strengthen a As learners ,why is it a necessary
opportunities for improvement. So is society's capacity to manage to have a firm grasp of their
it important to understand (and conflict in significant
apply) various conflict
resolution non-violent ways? (4 mins) roles towards nation
techniques? (5 building? (5 mins)
mins)
Mind Map Practice Quiz: Essay
Followed by a short Followed by Essay Question Briefly: What makes up
quiz (15 mins) (with rubrics) community and how does it
(11 mins) contribute to the individual’s
worth? (15 mins)
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
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. Teacher’s Guide pages CG page 6/7 CG page 6/7 CG page 6/7 TG page 6/7
2. Learner’s 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 from?
presenting the new lesson BOX Video Review) The students will For a class of
1. What is bahala highlights of the make an Acronym internationals , give
na habit lesson yesterday. about the word each students a
2. How did the (5min) FAMILY. post-it not flag to
applied social place on their home
science processes (5min) country on your
affected the way classroom world
individuals perceived map. After everyone
“bahala na”habit ? has placed their
Instruction: Pass the post –it , students
Magic box to the class try to guess whose
. note is whose.
(5 min) (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: ANALYSIS
(5min) What is the (5min)
message of the (5min)

commercial?
(5min)

1. What can you say

about the picture?
C. Presenting QUESTIONS: CIRCLE TIME The teacher will What is the message
examples/instances of the 1. What does the DISCUSSION present a pictures of of the video clip?
new lesson photo in the poster try Are all families the the following: -
to convey? same? Fireman
2. If a symbol is Are all the families -Laundryman
used, is it clear and the same ?
easy to interpret? Why? This Socially
3. Are the accepted why or
messages in the (5min) why not ? The
poster primarily visual, teacher will discuss .
verbal, or both?
4. Who do you
think is the intended
audience for the
poster? (5min)
5. What does the (5min)
tell 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 “under the saya.” least Overseas
makes a person FamliyLonger than 2. Men are better Filipino Workers.
different from one usual or typical leaders and (20min)
another. unusually 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. 4.
Personality test- any Blended Famliy- a The mother should
of several tests that family that includes be the only one
consists of children from a responsible of child
standardized tasks previous marriage of –rearing and
designed to determine the wife, husband or parenting.
various aspects of the both parents.
personality or the (20min) Is it true that Men to
emotional status of the LEFT because
the individual Women are always
examined. RIGHT?
(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 personal (5min) b. Are there laws Overseas Filipino
life and career promulgated to Workers.
growth. protect them>
(5min)

G. Finding practical applications Select two students Do you 3rd Day ROLE PLAY
of concepts and skills in daily to give testimony consider your practical create a The students will
living about their personal family as slogan depicting make a short role
development. extended or gender equality ? play about Overseas
(5min) nuclear? (5min) (5min Filipino Workers.
(5min
H. Making generalizations and What is the EVALUATING Call 2 students in the HIDDEN
abstractions about the lesson importance of Self- MIND MAP Gender roles of men TREASURE
Awareness in Have students mind 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. 1-2. Filipino Workers.
(10min) (10min) Two spirited people
believe they hold
the soul of a man
and a woman. 3-4. (10min)
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 SNAP-SHOTS Write a short essay Give the meaning of Give the different
application 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

Prepared by

Ethelrine A. Villanueva
Morong National High School

Checked and Reviewed by

 materials did I use/discover
which I wish to share with
other teachers?

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

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

B. Establishing a 1. The Class will be divided into Note: Students must Shortfilm Viewing: ““Naano BAHAY, BAGYO, TAO
purpose for the four groups. Each group will be also be reminded of the lang” Remarks by Tito Sotto (Dynamics)
lesson given different forms of media roles of social worker as: downloaded from
containing about domestic 1. Educator https://www.youtube.com/watc The class will be asked to
violence cases: 2.Facilitator h?v=LyDvZkR46EI play this dynamic in order
GROUP A-Domestic 3. Advocate to show what community
Violence from a news paper 4. Case Manager Students will be asked: life is all about. What do
GROUP B-Domestic 5. Counselor you think the dynamic is
Violence from a scholarly 1. What are the all about?
source (EXCERPT) SIMULATION: connotation/s about single (15 mins)
GROUP C- Audio/Video From your parenthood which the short
Clip of assignment, Create film expressed?
“KIM” by Eminem a simulation on how
GROUP D- Short Film social workers deal 2. What are the other
about with the domestic negative implications that is
Domestic Violence violence. commonly attached to single
2. Five minutes will be GROUP1: parenthood? Why? (8-10
given to each group to EDUCATOR mins)
analyse their materials. GROUP2.
3. In a piece of paper FACILITATOR
(or provided by teacher) GROUP3.
students will fill up the chart ADVOCATE
with three columns which GROUP4. CASE
contain the ff: MANAGER
COLUMN A: WHAT GROUP5:
ABOUT? COUNSELOR
(This is where they will write (5 MINS TO
what they understand from PREPARE)
their
material)
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
examples/instances following:
of the new lesson 1. “If you were an alien
from outer space and
witnessed these violence,
what would you think about
humans?
2. How do you feel
about the victims? How
about the abusers? (What
do you think is our lesson
for today? (5 mins)
STUDENTS WILL Presenting the Struggles Discussion:
HAVE of the Single Parents: Ask: What makes a
THEIR “The Hardships of Solo community? How do you
SIMULATION Parents “ think these component
(15 MINS) https://www.youtube.com/watc parts of innumerable
h?v=SUiVcSlZ97c cells and inhabitants play
a vital role in the lives of
the people in that
community? (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
concepts and DOMESTIC VIOLENCE.
practicing new He or she can share the
skills #1 following:
Domestic violence as
a pattern of abusive
behavior in any relationship
that is used by one partner
to gain or maintain power
and control over another
intimate partner.
Domestic violence
can be physical, sexual,
emotional, economic, or
psychological actions or
threats of actions that
influence another person.
This includes any
behaviors that intimidate,
manipulate, humiliate,
isolate, frighten, terrorize,
coerce, threaten, blame,
hurt, injure, or wound
someone.
Teacher will SINGLE PARENTHOOD and DEEPENING!
process the activity EFFECTS ON CHILDREN Discuss/Analogy: Why
with the following do you think the Body is
questions: Single parenthood, or the act a Community made up of
1. How do of raising a child or children with its innumerable cells and
social workers only one parent in the house. inhabitants? (10 mins)
contribute to the
change in the NEGATIVE EFFECTS OF
society in dealing SINGLE PARENTHOOD
with domestic 1. Financial Troubles
violence? 2. Low-Parenting Qualities
2. Do applied 3. Adjustment problems
social sciences 4. Emotional Problems
such as 5.Loneliness
counselling, social
work and
POSITIVE EFFECTS OF
communication play
SINGLE PARENTHOOD
important role in
1. Strong Mother/Father and
reducing cases of
Child bonding
domestic violence?
2. Strong sense of Community
Why?
3. Shared Responsibility
4. Maturity
5. Parental Role Model
6. Lack of Parental Conflicts
(10 mins)
(http://www.momjunction.com/
articles/effects-of-
singleparenting_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 Given the concepts being
concepts and slapping, shoving, grabbing, Intervention by reality of Single discussed, how can you
practicing new skills pinching, biting, hair pulling, DSWD for Domestic Parenthood, what could help your community as a
#2 etc are types of physical Violence be the role of Senior High Student?
abuse. This type of abuse 1. PSYCHOLOGICAL Counseling, Social Work (5 mins)
also includes denying a COUNSELING and
partner medical care or SERVICES Communication over this
forcing alcohol and/or drug 2. WOMEN’S DESK matter that leads to
use upon him or her. 3. REPORTING OF structural change?
CASES
2.Sexual Abuse: Coercing 4.COUNSELING GROUP SHARING:
or attempting to coerce any FOR 1. Group A-
sexual contact or behavior OFFENDERS COUNSELLING
without consent. Sexual 2.Group B – Social Work
abuse includes, but is 3. Group C-
certainly not limited to, COMMUNICATION
marital rape, attacks on (3 MINS. Brainstorming,
sexual parts of the body, 10
forcing sex after physical mins for sharing)
violence has occurred, or
treating one in a sexually In the Philippines,
demeaning manner. because of
Applied Social Sciences
3.Emotional Abuse: Processes, the Single
Undermining an individual's Parent Act was enacted
sense of self-worth and/or as a Law.
self-esteem is abusive. This Video Presentation:
may include, but is not “Failon
limited to constant criticism, Ngayon Solo Parents’
diminishing one's abilities, Act “
name-calling, or damaging
one's relationship with his or (5 mins)
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
(leads to Formative 1. What is single necessary to have a firm
Assessment 3) parenthood and its grasp of their significant
effects? roles towards nation
2. How did the building? (5 mins)
applied social sciences
contribute to 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 Briefly: What makes
concepts and skills in Students will watch a 1.Is there a significant up community and
daily living short video clip on change in your point of how does it contribute
Selfdefense against view on single parents? to the individual’s
Domestic Violence by 2. Will you be more worth? (15 mins)
ABS-CBN understanding to people
https://www.youtube.co who are part of single-
m/watch?v=9A5feZvzO- parent family? Why?
Q
 H. Making At least 3 students will be
generalizations asked to summarize the
and abstractions discussions or make
about the lesson generalizations.
“Domestic Violence is a
pattern of abusive behaviour
to gain power over the other
and it comes into many
forms and it can happen to
anyone.”
I. Evaluating learning IDENTIFICATION: Teacher
will post images and
students will identify them by
writing their answers on a ¼
sheet of paper. Possible
images can be the clue
pertaining to:
1. Economic Abuse
2. Psychological Abuse
3. Physical Abuse
4. Sexual Abuse
5. Emotional Abuse
6.Domestic Violence
J. Additional activities for Assignment:
application or 1.What can social processes
such as counselling,social
remediation
work and communication do
to reduce if not irradicate
domestic violence? 2.
Search on incidents where
these 3 social science
processes became of help to
people suffering from
Domestic Violence.
V. REMARKS
With the knowledge of Students will write three
domestic violence and sentences in a ¼ sheet
the help one can get, of paper capsulizing the
each group will content of the
generalize or make a discussion:
summary of how
applied social sciences
reduce cases of
domestic violence in 3
sentences.
Short quiz.
At the back of of the
Students will present 1/4th sheet of paper,
their answer the following:
summary/generalization “What is your greatest
in three sentences. learning for todays’
lesson?
Explain why.
Assignment : Teacher will close the Assignment:
class with the following
saying:
“No family is perfect. We
ague,
we fight. We even stop
talking to each other
sometimes. But in the
end, family is family. Love
will always be there.”
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
Sciences
LOG
Teaching Dates and Time Week 10 Quarter II

Day 17 Day 18 Day 19 Day 20

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
I. OBJECTIVES
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

 Competencie
s/
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. Teacher’s CG page 6/7 CG page 6/7 CG page 6/7

Guide pages
2. Learner’s
Materials pages
3. Textbook Discipline and Ideas in Applied Social Discipline and Ideas in Applied Discipline and Ideas in the Applied Social
pages Sciences Social Sciences Sciences
4. Additional
Materials
from
Learning
Resource
(LR) portal
 B. Other Laptop/ ppt.presentation
Learning http://www.encyclopedia.com/law/encyclop
Resources 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 deal with their problems/issues and criminality. abuse.
lesson or concerns? ( 5 minutes) 1. What are the common causes 1. What are the substances commonly abused?
presenting the of criminalities? 2. What are the effects of substance abuse to
new lesson 2. What are the effects of people? ( 5 minutes)
criminal activities to the community
( 5 minutes)
B. Establishing Using metacards. Reflect the peace and order Teacher shows pictures of different The teacher will introduce the learners who will
a purpose situation in our country and substances or drugs.. share the reflection report for the EXPOSURE
for the internationally using meta cards. ( 5 mins.) Students will identify whether the TRIP. (3 minutes)
lesson Local International substances presented are legal,
prohibited or regulated. (5 minutes)

C. Presenting Teacher shows slides pictures/scenarios.The Movie Clip presentation: Teacher

examples/instan students will then identify whether it is a shows a video clip of people who
ces of the new criminal act or not. (3minutes) are victims of drug and substance
lesson 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
concepts and three groups and perform using of feedbacks . (10 minutes)
practicing new the terms learned in a song/dance/
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 to you as a student and as a member of the human actions that contribute to the
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
generalizations effects of criminalities to the physical,
and psychological and economic aspect of our
abstractions lives.
about the Expected Answer:
lesson
Criminal activities affect us negatively.
Physically it causes harm to the victims
who will be affected psychologically as
well as their families and loved ones. The
ultimate cost is loss of life. Since crimes
create fear and terror, it also affects the
economic productivity when victims miss
work.Because of the unstable peace and
order situation, investors may leave the
community which will affects the
livelihood and job opportunities become
lesser. ( 3 minutes)
Ask 2 students to give their
generalizations about the topic
being discussed. Guide questions.
1. What are the common causes
of substance abuse?
2. How does substance abuse
affect the individuals’ physical,
psychological emotional and
sociological aspect of his life?
Expected Generalization:
(5mins)
Drugs or substances when abused
triggers the release of more
dopamine that gives the feeling of
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 COURSE SYNTHESIS
Standard
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. HUMSS_DIASS 12-IIj-
Competency 46
II. CONTENT COURSE SYNTHESIS COUNSELING COURSE SYNTHESIS SOCIAL WORK COURSE SYNTHESIS COMMUNICATION OVERALL
COURSE
SYNTHESIS
III. LEARNING RESOURCES
A. References
1. Teacher’s DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG, p. 6 of 7 DIASS CG,
Guide p. 6 of 7
Pages
2. Learner’s
Materials pages
3. Text book
pages
4. Additional
Materials from
Learning
Resources
B. Other Rubric Rubric Rubric Powerpoint
Learning http://iro.aua.am/files/2012/04/OralPresentation- http://web.uri/assessment/files/reflectionrubric.doc Presentation:
Resources Rubic-National-Councilof-Teachers-of-English- http://iro.aua.am/files/2012/04/OralPresentation- Metacards
Rubic-National-Councilof-Teachers-of-English-
NCTE.pdf
NCTE.pdf
Portfolio, Powerpoint
IV. PROCEDURES
A. Reviewing Review topics/lessons that require STUDENT-LED PROGRAM. STUDENT-LED PROGRAM. RUN DOWN.
previous submission of the portfolio. Selected students will serve as facilitators Selected students will serve as facilitators The facilitator
lesson or to recapitulate yesterday’s presentations. to recapitulate yesterday’s presentations. will give a
presenting the (5 minutes) (5 minutes) (5 minutes) run-down of
new lesson what
transpired in
the past
synthesis
sessions.
(5 minutes)

B. Establishing a The facilitator will explain the
purpose for the rationale for the weeklong
lesson course synthesis activity, the
schedule and the rubric for
grading the BEST OUTPUT
PRESENTERS in the areas of
applied social sciences
(counseling, social work, and
communication).
(10 minutes)
Learner-presenters of the best
output in the area of SOCIAL
WORK will be introduced.
(5 minutes)
Learner-presenters of the best Facilitator will explain the last
output in the area of objective for the course which
COMMUNICATION will be is to synthesize the important
introduced. learning for the whole term and
application to their lives. The
(5 minutes) mechanics for exit sharing will
be presented.
(5 minutes)
C. Presenting STUDENT-LED PROGRAM:
Examples/instances Selected students will serve as
of new lesson facilitators to introduce the
presenters of outputs in the
area of COUNSELING.
(5 Minutes)
D. Discussing new PRESENTATIONS: The best
concepts and output in the area of
practicing new skills counseling will be presented.
#1
The output to be presented
may come from any of the
following:
1. Participant Observation
2. Counseling Needs Survey
3. Case Study of a Counselee
(20 minutes)
E. Discussing new ASK. The learner-presenters
concepts and will be asked on what led them
practicing new skills to come up with quality output.
#2
(5 Minutes)
F. Developing The class will engage in
mastery a panel discussion (5
(Leads to Formative Minutes)
Assessment)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the
presenters of outputs in the
area of Social Work
(5 Minutes)
PRESENTATIONS: The top
three best outputs in the area of
social work will be presented
by the learners.
The output to be presented may
come from any of the following:
1. Participant Observation
2. Social Work Needs Survey
3. Case Study on Integrative
Social Work (optional)
(20 minutes)
ASK. The learner-presenters
will be asked on what led them
to come up with quality output.
(5 Minutes)
The class will engage in a
panel discussion (5 Minutes)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the
presenters of outputs in the area of
Communication
(5 Minutes)
PRESENTATIONS: The top three
best outputs in the area of
communication will be presented
by the learners.
The output to be presented may
come from any of the following:
1. Participant Observation
2. Communication Clientele Survey
3. Comparative Study on TV
Network Programming
(20 minutes)
ASK. The learner-presenters will be
asked on what led them to come up
with quality output.
(5 Minutes)
The class will engage in a
panel discussion (5 Minutes)
STUDENT-LED PROGRAM:
Selected students will serve as
facilitators to introduce the
presenters of outputs in the
area of Exposure Trip
(5 Minutes)
EXIT SHARING. The learners
will write phrases about their
thoughts and learnings in
color coded metacards.
GREEN: Best Learning
YELLOW: Best Feelings
WHITE: Personal Realizations
ORANGE: Further Questions
(20 minutes)
CLASS SHARING. Facilitator
and learners will synthesize
and process the responses
by presenting the dominant
themes posted in the
metacards through class
sharing. (5 Minutes)
What is the significance of
conducting Counseling, Social
Work and Communication (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 (10 What is the importance of
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

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
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?

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, There is one clear, There is one topic. The topic and main
Details wellfocused topic. wellfocused topic. Main Main ideas are ideas are not clear.
Main ideas are clear ideas are clear but are somewhat clear.
and are well not well supported by
supported by detailed detailed information.
and accurate
information.
Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the the main topic and the main topic. A introduction, structure,
main topic, and provides an overview conclusion is included. or conclusion.
provides an overview of the paper. A
of the paper. conclusion is included.
Information is relevant
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s purpose The author’s 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 clear, and there is
evidence of attention some evidence of evidence of attention
to audience. The attention to audience. to audience. The
author’s extensive The author’s author’s knowledge
knowledge and/or knowledge and/or and/or experience
experience with the experience with the with the topic is/are
topic is/are evident. topic is/are evident. limited.

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 clichés 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,
Mechanics, & length. The author and length. The author and/or length. The or are difficult to
Spelling makes no errors in makes a few errors in author makes several understand. The author
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.

Reviewer’s
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 client’s 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 client’s 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, 64

= Fair, 3-0 = Needs Improvement

INDIVIDUAL PERFORMANCE (70%)

RESEARCHER’S 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 giggle,
Focus completes pantomime student stays in stop and restart /4
effectively without character, does not pantomime, use
use of words or use words and 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.
Gestures and /8
movements (x2)
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 not Sometimes does
intently. Does not intently but has one 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 prepared
obviously rehearsed. have needed a couple prepared, but it is 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
off on a tangent intro did not /4
presentation, know the
gained audience or two. clarify the main speaker’s main
attention Gained attention. focus. focus.
Clarity & Main points Main points Main points Presentation
Organization clearly stated and fairly clear; some must be inferred jumps among
explained; logical, missing links or by audience; random /8
(x2) smooth transitions. holes are topics. Main
organization evident. points unclear
Content (x2) Evidence clearly Evidence Evidence, Lacks key
presented. perhaps not assumptions, and observations.
Thorough, quite clearly interpretation Evidence
knowledgeable separated from difficult to unclear.
interesting, assumptions and untangle from Appears largely
logical. /8
interpretation of one another. opinion-based.
Assumptions and evidence, but
interpretations story is logical.
clear, and clearly
identified.
Style & Audience could Audience could Audience could Speakers 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
uncertainty. timed.
Appears to
have not
practiced.
Visual Aids Well-selected, Reasonable Some chosen Chosen images
(x1) wellplaced images and text, images and text
images not always extraneous to marginally
and text. wellplaced. presentation or useful. Too
Figures clearly Figures clearly marginally much/little
/4
support ideas support ideas support extra detail.
presented presented. May presentation. Lack of
without have some Too much/little connection to
extraneous extra/missing extra detail. topic.
info. info
Summary Conclusions Conclusions Summary Summary
(x1) clearly stated. Summary shown but non- existent
stated. perhaps not poorly or very abrupt.
Summary quite fully explained by Lack of
integrated main supported by speaker. synthesis. /4
points and evidence Audience has to
brought the shown, but
presentation to a main points
clear.
logical & summarize for
effective closure themselves.

Addressing Questions Questions handled Speaker made a Speaker lacked

questions handled with in a strong effort to answers to
confidence and in knowledgeable answer questions, obvious
(x2) a way but with some but lacked depth questions the
knowledgeable hesitation. of knowledge audience would
way. Speaker Speaker clearly beyond what be likely to ask.
clearly demonstrated he/she already Speaker
/8
demonstrated further depth of presented. struggled to link
further depth of knowledge than 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 creativity or
and effective and/or
presentation and is presented the effectiveness
(x2) well. presentation is and/or is not well
adequate. presented.

Level of The commercial The commercial The commercial

Persuasion clearly shows an somewhat shows a does not show
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 is enunciation/ enunciation/ diction
excellent. diction is average. is below 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 outside
minutes) frame. the time frame.
(x1)
 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

selffulfilling?
 _____________________________________
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 show questions are questions are questions are
set of interview little or no somewhat important, important,
questions as used in connection to important; most clearly written, clearly
the interview the main are clearly do not elicit yes written, do
guiding written, elicits or no answers not elicit yes
question, are some yes or no and primarily or no answers
unclear or responses and connected to and connected
unimportant shows some the main to the main
connection to guiding guiding
the main guiding question. questions.
question.
Interview Responses: Responses Responses from Responses Responses
Responses from the from the the interview or from the from the
interview are written interview or narrative are interview are interview are
for each question or narrative are unclear, or somewhat clearly
the interview incomplete, portions are unclear or written. No
responses are unclear and missing. portions are responses are
summarized in missing missing or missing.
narrative form responses. narrative is
somewhat
unclear.
Analysis: Analysis Analysis showed Analysis Analysis
Information received showed little some attempt to showed showed
during the attempt to examine and examination complete
interview is analysed examine and synthesize the and synthesize examination
with respect to the synthesize the responses and to the and synthesize
guiding questions. responses and relates to the responses and to the
relates to the guiding questions relates to the responses and
guiding and sub guiding relates to the
questions and questions questions and 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 not the interview the interview
summarized and are 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 seem Does not
understanding understanding of understanding of to understand understand or
of the topic. the topic. parts of the topic. the topic very address any
well. topic.

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

presentation is presentation is presentation is presentation is at all.
very appropriate for partially not
Presentation 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 purpose The purpose is It was difficult to
Purpose a purpose at the at the beginning, but somewhat clear but figure out the
beginning and occasionally wanders many aspects of the purpose of the
maintains that focus from that focus.ly broadcast seem only broadcast.
throughout! 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

Says hello in a
Begins talking Says hello but either pleasant tone of
without a greeting or doesn’t use person’s voice, using the
Greeting gives an title or doesn’t use a person name and
inappropriate pleasant tone of title (ex.
greeting. voice. Mr./Mrs.)
 States name, but States name,
States name but
leaves out 2 or more personal
leaves out one of the
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
about, or does not the person has a
ask if the person has
ask if the person has couple minutes to
a couple minutes to
a couple minutes to talk.
talk.
talk.

Asks for at least 3

pieces of
information
about the job or if
Either doesn’t ask the person can’t
information on the Asks for at least 2 talk: the student
job or ask for 1 pieces of information thanks the person
piece of information about the job or if the for his or her
Information
about the job or if person can’t talk: the time and asks if
on the job
the person can’t student thanks the he/she can
talk: the student person for his or her schedule a better
says bye or just hang time. time to call back
up the phone. 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

2
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES

NOT NEEDED NEEDED

NOT NEEDED NEEDED

NEEDED

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

3
Learning Area: DISCIPLINE AND IDEAS IN APPLIED SOCIAL SCIENCES
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:
______________________________________________________________
______________________________________________________________

4

CATEGORY
THE INTRODUCTION ISINVITING ,
INTRODUCTION STATES THE MAIN OPICS AND
PREVIEW THE SRUCTUREOF THE
PAPER.
BODY PARAGRAPHS ARE DETAILS ARE
PARAGRAPHS PLACED IN A LOGICAL ORDER AND
THE WAY THEY ARE PRESENTED
EFFECTIVELY KEEPS THE INTEREST OF
THE READER.
SENTENCE
STRUCTURE ALL SENTENCE ARE WELL
CONSTRUCTED
SUPPORT TOPIC RELEVANT TELLING QUALITY DETAILS
GIVE THE READER IMPORTANT
INFORMATION THAT GOES BEYOND
THE OBVIOUS OR PREDICTABLE.
PARAGRAPH ESSAY RUBRIC
4 3 2 1
THE INTRODUCTION THE INTRODUCTION STATES THE MAIN
CLEARLY STATE THE MAIN TOPIC, BUTDOES NOT ADEQUATELY THERE IS NO CLEAR INTRODUCTION OF
TOPIC AND PREVIEW THE PREVIEWTHE STUCTURE OF THE PAPER THE MAIN TOPI ORSTRUCTURE OF THE
STURCTURE OF THE PAPER NOR IT IS PARTICULARLY INVITING TO PAER.
BUT IS NOT PARTICULARLY THE READER.
INVITING TO THE READER.
PARAGRAPHS ARE DETAILS EITHERSOME PARAGRAPH OR DETAILS PARAGRAPH ARE NOT IN ORDER. MANY
ARE PLACED IN A LOGICAL ARE NOT IN A LOGICAL OR EXPECTED DETAILS ARE NOT IN A LOGICAL OR
ORDER AND BUT THE WAY ORDER, THIS DISTRACTS THE READER. EXPECTED ORDER.
THEY ARE PRESENTED
SOMETIMES MAKE THE
WRTING LESS INTERESRTING.
MOST SENTENCE ARE WELL MOST SENTENCE ARE WELL SENTENCESLACK STRUCTURE AND
CONSTRCTED WITH VARIED CONSTRUCTED BUT HAVEA SIMILAR APPEAR INCOMPLETE OR RAMBLING.
STUCTURE. SSTUCTURE.
SUPPORTING DETAILS AND SUPPORTING DETAILS ARE IRELEVANT SUPPORTING DETAILS AND
INFORMATION ARE RELEVANT BUTSEVERAL KEY ISSUESOR INFORMATION ARE TYPICALLY UNCLEAR
BUT ONE KEY ISSUEE OR PORTIONSOF THE SSTORYLINE ARE OR NOT RELATED TO THE TOPIC.
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