School MAASIN CITY NATIONAL HIGH SCHOOL Grade Level GRADE 12

Grades 1 to 12
Community Engagement,
Daily Lesson Log Teacher ALLAN E. BASUGA Learning Area
Solidarity, and Citizenship (CSC)

Teaching Dates February 10, 2020

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Quarter 3rd
and Time 7:30-9:00 a.m.
Session 1
The learners demonstrate an understanding of the integration of social science perspective and community action initiatives
The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’
ideas and methods
The learners…
13. promote awareness of human rights in communities among the learners
HUMSS_CSC12IIIh-j-13
C. Core Values and Principles of Community-action Initiatives
1. Human rights
2. Social justice
3. Empowerment & advocacy
4. Participatory development
5. Gender equality
Zeal For Action: Community Engagement, Solidarity, and Citizenship (CSC), pages 85- 88. PHOENIX Publishing House.
Ask the students to share in class their own understanding of the phrase “The Universal Declaration of Human Rights.”
Activity 1: “Ano ang Alam Ko?”
Objective: To determine your level of understanding of the Universal Declaration of Human Rights
Instructions:
1. Answer the following question on a piece of paper.
Are you aware of the Universal Declaration of Human Rights? If yes, what do you know about it?
2. Put your paper in a box and then get a piece of paper from the box. Read what is written on the paper and the name of the student-
author. The student-author will explain his/her answer.
3. Repeat the process for at least five times.
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Discussing new concepts and
practicing new skills #3
G. Developing Mastery
(Leads to Formative Assessment)
H. Finding practical applications of
concepts and skills in daily living
I. Making generalization and
abstractions about the lesson
J. Evaluating Learning
Guide Questions:
The learners will answer the following questions:
1. What are your realizations after the activity?
2. What new information have you learned?
Discussion on the Universal Declaration of Human Rights
Reflection Question: From your assessment, do the poor people of this country enjoy the basic rights that they are entitled to?
Activity 2: “Karapatan”
Objective: To determine your level of awareness of human rights violations
Instructions:
1. Read the text below.
When you were young, you were bombarded with many dos and don'ts and concepts of right and wrong. Your parents or teachers
could have based their values and principles on the Bible, the Ten Commandments, the teachings of the church, the Koran, or the
Constitution. As you start to interact with the larger society, the so called concept of rights and responsibilities becomes more prominent.
However, you are slowly exposed to violations of basic human rights. Ask yourself why this is so. Is it because people are unaware of their
rights? Is it because these rights are not clearly integrated into the system of the government? Or is it because they do not care?
2. Cut out pictures showing human rights violations experienced by the basic sectors of society from newspapers, magazines, or
pictures from the internet.
3. The class will be divided into small groups. Share your picture to your group. As a group, create a collage that illustrates human
violations. Paste the pictures on a piece of manila paper or cartolina. Each group will be given 10-15 minutes to create the collage.
Guide Questions:
The learners will answer the processing questions:
1. What are your insights regarding the human rights situation in the country?
2. How do you feel about the current situation?
3. What should be done to address human rights violations?
The teacher will deliver a synopsis or summary of the topic- ask questions, clearing doubts, gives inspirations, and among others.
You are expected to promote awareness of human rights in communities among the learners, be aware and appreciate the
Universal Declaration of Human Rights. Learning has to be demonstrated through the development of an advocacy material which you
may use for your campaign.
Advocacy is an act of supporting a cause. It is undertaken through different methods that prompt and affect the perspectives,
sentiments, and choices of individuals and groups of people. Advocacy material may be in the form of videos, PowerPoint presentation,
or brochures and flyers.
In assessing the advocacy material, the following rubric will be applied:
Categories 4 3 2 1
Coverage of the topic Captures all important Captures important Captures information Captures some
information about the information about the about the issue; the information about the
 issue; leads the audience issue; leads the audience understanding of an issue; the understanding
to full to a basic issue is not given. of an issue is not given.
understanding of the understanding of the
issue. issue.

Accuracy of Facts All supporting facts are Almost all supporting Most supporting facts Most supporting facts
accurate. facts are accurate. are accurate. are inaccurate.
Sequencing of The information is Most information is Some information is Poor organization of
information organized in a clear and organized in a clear and organized in a logical information.
logical way. logical way. way.
Use of Graphics All graphics are A few graphics are not The graphics are Graphics are not
attractive and they attractive; but they attractive but they do attractive and they do
support the topic. support the topic. not support the topic. not support the topic.
Layout and Design Clear and can easily be Some parts are not clear. Most parts are unclear. Not clear and can hardly
viewed be viewed/seen/read.

K. Additional activities for application Assignment:

or remediation The learners will compose a POEM which promotes awareness of human rights in communities among the learners. It will be titled
by the author-learner himself/herself or they may use: Human Rights Advocates.
Rubric/Measures in checking includes:
1. Clarity----------------------------------- 8
2. Structure & Logic -------------------- 6
3. Content Development ------------- _6_
20 pts.
3. REMARKS
4. 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 teaching strategies
worked well? Why did these
work?
F. What difficulties did you
encounter which my principal or
supervisor can help me
G. What innovation or localized TV, laptop, Manila Paper, Newspaper/Magazines, and Pen
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

ALLAN ESTRADA BASUGA IAN R. MAGLINES TEOFILA B. EPIS

Teacher I Master Teacher II Principal II