CES DLL Q1W5 PDF

**LESSON SCRIPT/PLAN/EXEMPLAR** **NAME OF TEACHER:** MONALISA C. BALMES **DATE:** October 21-24, 2024 ---------------------- ------------------------------------------------- -------------- --------------------- **SUBJECT:** COMMUNITY ENGAGEMENT...

**LESSON SCRIPT/PLAN/EXEMPLAR** **NAME OF TEACHER:** MONALISA C. BALMES **DATE:** October 21-24, 2024 ---------------------- ------------------------------------------------- -------------- --------------------- **SUBJECT:** COMMUNITY ENGAGEMENT SOLIDARITY AND CITIZENSHIP **QUARTER:** SECOND (2) **CLASS/TIME:** G12 SOCRATES/09:00-10:00 **WEEK:** FIVE (5) +-------------+-------------+-------------+-------------+-------------+ | | **SESSION | **SESSON | **SESSION | **SESSION | | | 1** | 2** | 3** | 4** | +=============+=============+=============+=============+=============+ | I. **CURRI | | | | | | CULUM | | | | | | CONTENT | | | | | | , | | | | | | STANDAR | | | | | | DS, | | | | | | AND | | | | | | LESSON | | | | | | COMPETE | | | | | | NCIES** | | | | | +-------------+-------------+-------------+-------------+-------------+ | A. Content | Formulating | | | | | | Action Plan | | | | +-------------+-------------+-------------+-------------+-------------+ | B. Content | The | | | | | Standar | learners | | | | | ds | demonstrate | | | | | | an | | | | | | understandi | | | | | | ng | | | | | | of the | | | | | | integration | | | | | | of social | | | | | | science | | | | | | perspective | | | | | | and | | | | | | community | | | | | | action | | | | | | initiatives | | | | | |. | | | | +-------------+-------------+-------------+-------------+-------------+ | C. Perform | The | | | | | ance | learners | | | | | Standar | shall be | | | | | ds | able to | | | | | | synthesize | | | | | | the | | | | | | integrative | | | | | | experience | | | | | | of | | | | | | implementin | | | | | | g | | | | | | community-a | | | | | | ction | | | | | | initiatives | | | | | | | | | | | | applying | | | | | | social | | | | | | sciences' | | | | | | ideas and | | | | | | methods. | | | | +-------------+-------------+-------------+-------------+-------------+ | D. Learnin | Develop a | | | | | g | community | | | | | Compete | action plan | | | | | ncies | using | | | | | | participato | | | | | | ry | | | | | | approaches | | | | | | (HUMSS\_CSC | | | | | | 12- | | | | | | | | | | | | IVa-d-19) | | | | +-------------+-------------+-------------+-------------+-------------+ | E. Learnin | 1. | | | | | g | Recognize | | | | | Objecti | the role of | | | | | ves | the youth | | | | | and | in | | | | | Duratio | community | | | | | n | action; | | | | | | | | | | | | 2. Identify | | | | | | the major | | | | | | issues | | | | | | existing in | | | | | | the | | | | | | community; | | | | | | | | | | | | 3. | | | | | | Formulate | | | | | | community | | | | | | action plan | | | | | | that will | | | | | | address the | | | | | | community | | | | | | issues. | | | | +-------------+-------------+-------------+-------------+-------------+ | II. **LEARN | | | | | | ING | | | | | | RESOURC | | | | | | ES** | | | | | +-------------+-------------+-------------+-------------+-------------+ | F. Referen | | | | | | ces | | | | | +-------------+-------------+-------------+-------------+-------------+ | G. Other | COMMUNITY | | | | | Learnin | ENGAGEMENT, | | | | | g | SOLIDARITY | | | | | Resourc | AND | | | | | es | CITIZENSHIP | | | | | | Second | | | | | | Quarter -- | | | | | | Module 5: | | | | | | FORMULATE A | | | | | | COMMUNITY | | | | | | ACTION | | | | +-------------+-------------+-------------+-------------+-------------+ | III. **TEAC | | | | | | HING | | | | | | AND | | | | | | LEARNIN | | | | | | G | | | | | | PROCEDU | | | | | | RES** | | | | | +-------------+-------------+-------------+-------------+-------------+ | **Before/ | | | | | | Pre | | | | | | Lesson-Prop | | | | | | er | | | | | | (10mins)** | | | | | +-------------+-------------+-------------+-------------+-------------+ | Preliminary | Quick recap | Quick recap | Quick recap | Quick recap | | Activities | of the | of the | of the | of the | | | previous | previous | previous | previous | | | lesson. | lesson. | lesson. | lesson. | +-------------+-------------+-------------+-------------+-------------+ | H. Activat | VOCABULARY | The teacher | | Writing of | | ing | LIST | will share | | Community | | Prior | | stories of | | Action | | Knowled | COMMUNITY | how | | Plan. | | ge | -- from the | collaborati | | | | | Latin word | on | | | | (Minds | communitas | has led to | | | | and | meaning | impactful | | | | Moods/R | "fellowship | community | | | | ecall, | ". | projects, | | | | Review) | Its Latin | emphasizing | | | | | | the value | | | | | roots, | of diverse | | | | | communis, | perspective | | | | | means | s | | | | | common. Com | through a | | | | | translates | video | | | | | to "with" | presentatio | | | | | or | n. | | | | | "together"; | | | | | | whereas | | | | | | munire | | | | | | translates | | | | | | to "to | | | | | | strengthen" | | | | | | , | | | | | | "to | | | | | | fortify", | | | | | | or "to | | | | | | defend" | | | | | | | | | | | | COMMUNITY | | | | | | ENGAGEMENT | | | | | | -- refers | | | | | | to the | | | | | | process of | | | | | | working | | | | | | collaborati | | | | | | vely | | | | | | with | | | | | | | | | | | | and through | | | | | | groups of | | | | | | people | | | | | | affiliated | | | | | | by | | | | | | geographic | | | | | | proximity; | | | | | | special | | | | | | interest, | | | | | | or similar | | | | | | situations | | | | | | to address | | | | | | issues | | | | | | affecting | | | | | | the well- | | | | | | being of | | | | | | those | | | | | | people. | | | | | | | | | | | | INSTITUTION | | | | | | S | | | | | | -- are | | | | | | established | | | | | | rules that | | | | | | ensure the | | | | | | regular and | | | | | | predictable | | | | | | behavior of | | | | | | actors | | | | | | within a | | | | | | community. | | | | | | | | | | | | INFORMAL | | | | | | INSTITUTION | | | | | | S | | | | | | - are | | | | | | practices, | | | | | | norms, | | | | | | traditions, | | | | | | culture, | | | | | | conduct and | | | | | | belief | | | | | | systems of | | | | | | a | | | | | | community. | | | | | | | | | | | | SOLIDARITY | | | | | | -- refers | | | | | | to the idea | | | | | | of unity or | | | | | | feeling of | | | | | | agreement | | | | | | among | | | | | | individuals | | | | | | with common | | | | | | interest. | | | | +-------------+-------------+-------------+-------------+-------------+ | I. Establi | Students | The teacher | The teacher | Writing of | | shing | will | will | will | Community | | Purpose | reflect on | highlight | highlight | Action | | of the | their | real-world | real-world | Plan. | | Lesson | personal | examples of | examples of | | | | experiences | successful | successful | | | (Aims/M | and how | community | community | | | otivation) | they can | action | action | | | | contribute | plans that | plans that | | | | to their | resulted in | resulted in | | | | communities | positive | positive | | | |. | changes. | changes | | +-------------+-------------+-------------+-------------+-------------+ | **During/Le | | | | | | sson | | | | | | Proper | | | | | | (20mins)** | | | | | +-------------+-------------+-------------+-------------+-------------+ | J. Develop | Community | COMMUNITY | Community | Writing of | | ing | organizing | ACTION PLAN | organizing | Community | | Underst | and action | | and action | Action | | anding | had and | What Is a | play a | Plan. | | of the | still has | Community | crucial | | | Key | major role | Action | role in the | | | Idea | and | Plan? | development | | | | contributio | | of | | | (Tasks | ns | The | communities | | | and | in the | community | and social | | | Taught) | development | action plan | change, | | | | of a | is one of | particularl | | | | community | the | y | | | | as a | participato | for | | | | practice | ry | marginalize | | | | and | tools used | d | | | | discipline. | to build | groups. | | | | It is a | the | Transformin | | | | constitutiv | | g | | | | e | capacity of | society | | | | dimension | community | effectively | | | | and a core | members in | requires a | | | | process in | taking | focus on | | | | the | action in | the | | | | community | accordance | organizatio | | | | development | with the | n | | | | and in | problems, | of small | | | | social | | communities | | | | change. | needs, and | and | | | | | potential | sectors, | | | | We cannot | of the | especially | | | | fully | community. | those that | | | | develop or | | are poor, | | | | transform | The | deprived, | | | | society | community | oppressed, | | | | without | action plan | or | | | | considering | is a road | excluded. | | | | the | map for | Community | | | | organizatio | implementin | action, | | | | n | g | often | | | | of small | community | referred to | | | | communities | change | as social | | | | and | | action or | | | | sectors, | by | community | | | | especially | clarifying | engagement, | | | | the poor, | what and | encompasses | | | | deprived, | how it will | a broad | | | | oppressed, | be done and | range of | | | | exploited, | who will do | activities | | | | marginalize | it. 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The | on. | | | | activities | focus is | Additionall | | | | involved, | more on the | y, | | | | the scale | process | it aims to | | | | and the | | create | | | | integration | of | economic | | | | within the | understandi | opportuniti | | | | council. | ng | es, | | | | What they | and | such as | | | | have in | overcoming | employment | | | | common is | problems in | and | | | | that they | order to | community | | | | all give | rebuild the | enterprises | | | | opportunity | people\'s |. | | | | to a | lives | Major | | | | greater | rather than | issues | | | | engagement | just | affecting | | | | of local | physical | poor and | | | | citizens in | development | marginalize | | | | planning, | such as | d | | | | designing | building | communities | | | | and | houses, | include | | | | delivery of | providing | various | | | | local | clean water | causes of | | | | services. | or toilet | poverty---s | | | | | facilities. | uch | | | | Purpose of | It is | as low | | | | Community | important | economic | | | | Action | to | growth, | | | | | understand | poor | | | | Community | that the | employment | | | | action is | community | quality, | | | | about | should be | and income | | | | putting | the main | inequality- | | | | communities | actors in | --as | | | | at the | preparing | well as the | | | | heart of | their own | marginaliza | | | | their own | community | tion | | | | local | action | of specific | | | | services. | plan. | groups like | | | | | Producing | immigrants, | | | | Involving | the action | women, | | | | people and | plan helps | youth, and | | | | their | people to | the LGBT | | | | community | take | community, | | | | in the | realistic | whose needs | | | | design and | and | are often | | | | delivery of | concrete | overlooked. | | | | services | steps | | | | | that can | toward | Youth have | | | | | participato | a vital | | | | help | ry | role in | | | | achieve a | development | community | | | | number of | planning in | action by | | | | objectives, | order to | serving as | | | | such as: | improve not | community | | | | | only | organizers | | | | Building | sanitation | through | | | | community | and water | training | | | | and social | system but | and | | | | capacity -- | what is | empowerment | | | | helping the | essential | , | | | | community | in the | enabling | | | | to share | community | them to | | | | knowledge, | | lead | | | | skills and | development | initiatives | | | | ideas. | by bringing | that engage | | | | | everyone | diverse | | | | Community | together to | populations | | | | resilience | think and |. | | | | -- helping | discuss | Their | | | | the | about | participati | | | | community | resources | on | | | | | and group | in | | | | to support | involvement | government | | | | itself. | , | roles | | | | | this tool | allows them | | | | Prevention | increases | to | | | | -- a focus | awareness | influence | | | | on early | about the | change | | | | access to | skills and | actively | | | | services or | resources | and engage | | | | support, | already | their | | | | engagement | available | peers. | | | | in design, | in the | Moreover, | | | | cross-secto | community. | with proper | | | | r | | education | | | | collaborati | General | and | | | | on | Principles | training, | | | | and | of | youth can | | | | partnership | Community | contribute | | | | s. | Action | to | | | | | Plans | community | | | | Maintaining | | planning, | | | | and | It is a | sharing | | | | creating | process for | their | | | | wealth -- | action; not | knowledge | | | | for example | a blueprint | and skills | | | | helping | for future | with | | | | people into | | others. | | | | employment | development | Overall, | | | | or |. | community | | | | developing | | action | | | | community | The | places | | | | enterprises | solution | communities | | | |. | for | at the | | | | | problems | center of | | | | MAJOR | comes from | service | | | | ISSUES | the | design and | | | | AFFECTING | | delivery, | | | | POOR AND | community | aiming to | | | | MARGINALIZE | itself, | address | | | | D | while the | local needs | | | | COMMUNITIES | role of the | and foster | | | | | facilitator | sustainable | | | | Causes of | is | development | | | | Poverty | |. | | | | | more on | | | | | ---Low to | formulating | | | | | moderate | the | | | | | economic | problems in | | | | | growth | the | | | | | | community. | | | | | ---Slow | | | | | | poverty | It is not | | | | | reduction | determined | | | | | growth | from | | | | | | outside the | | | | | ---Low | community | | | | | employment | but | | | | | and quality | grows/emerg | | | | | of work | es | | | | | | from the | | | | | ---Lack of | | | | | | fully | affected | | | | | developed | community. | | | | | agriculture | | | | | | | Avoid | | | | | ---Inflatio | activities | | | | | n | such as | | | | | occurs when | lecturing | | | | | crisis | or teaching | | | | | happens | the people; | | | | | | but | | | | | ---Overpopu | concentrate | | | | | lation | more on | | | | | | workshops | | | | | ---High | as a form | | | | | level of | of | | | | | inequality | discussion | | | | | in income | with the | | | | | | community. | | | | | ---Exposure | | | | | | to risks | Guarantee | | | | | | that all | | | | | Marginaliza | relevant | | | | | tion | groups | | | | | | participate | | | | | The process | in the | | | | | whereby | activities, | | | | | something | particularl | | | | | or someone | y | | | | | is pushed | the women | | | | | to the edge | and other | | | | | of a group | community | | | | | and | groups that | | | | | accorded | are often | | | | | lesser | forgotten. | | | | | importance. | | | | | | This is | | | | | | predominant | Facilitate | | | | | ly | input from | | | | | a social | all groups; | | | | | phenomenon | do not | | | | | by which a | allow one | | | | | minority or | group or | | | | | sub-group | leader to | | | | | is excluded | dominate | | | | | and their | the | | | | | needs or | discussion. | | | | | desires | | | | | | ignored. | Remember | | | | | | that one | | | | | \- | issue might | | | | | Immigrants, | appear to | | | | | Refugees, | be not very | | | | | and | important | | | | | | for one | | | | | Migrants | group, | | | | | | | | | | | \- Women | but is | | | | | and Girls | important | | | | | | for another | | | | | \- Victims | group. | | | | | of Human | | | | | | Trafficking | Avoid too | | | | | | many | | | | | \- Mentally | pictures | | | | | Ill | and text; | | | | | | it is | | | | | \- Children | better to | | | | | and Youth | absorb and | | | | | | remember | | | | | \- People | several | | | | | of | points | | | | | Differing | rather than | | | | | Sexual | make a long | | | | | | list. | | | | | Orientation | | | | | | (LGBT | Use | | | | | community) | simple | | | | | | language | | | | | \- People | and avoid | | | | | of | difficult | | | | | Differing | terms. | | | | | Religions | | | | | | | Make the | | | | | \- | material as | | | | | Development | simple as | | | | | ally | possible. | | | | | Delay\... | | | | | | | The | | | | | \- People | development | | | | | of | and | | | | | Differing | formulation | | | | | Religions | of a | | | | | | community | | | | | \- | action plan | | | | | Development | consists of | | | | | ally | | | | | | Delayed, | several | | | | | | standard | | | | | \- | measures | | | | | Physically | that are | | | | | Disabled, | generally | | | | | or Mentally | applicable. | | | | | | However, in | | | | | ill people | practice, | | | | | | the | | | | | \- | specific | | | | | Incarcerate | context and | | | | | d | nature of | | | | | People (and | community | | | | | their | needs in a | | | | | | specific or | | | | | families) | chosen | | | | | | community | | | | | \- People | | | | | | Released | action plan | | | | | from | will add | | | | | Incarcerati | uniqueness | | | | | on | to those | | | | | | measures. | | | | | \- People | | | | | | of Low | Stages in | | | | | Socioeconom | formulating | | | | | ic | a community | | | | | Status | action plan | | | | | | can be | | | | | \- | described | | | | | Unemployed. | as follows: | | | | | | | | | | | \- People | Opening: | | | | | of Low | Introductio | | | | | Socioeconom | n | | | | | ic | and | | | | | Status | Socializati | | | | | | on: | | | | | \- | This first | | | | | Unemployed | stage | | | | | People | intends to | | | | | | provide | | | | | \- People | | | | | | of a | a common | | | | | Particular | understandi | | | | | | ng | | | | | Ethnicity/C | of the | | | | | ountry | importance | | | | | of Origin | of having a | | | | | | good action | | | | | \- People | plan, and | | | | | with a | | | | | | Differing | a common | | | | | Political | understandi | | | | | | ng | | | | | Orientation | of why an | | | | | | action plan | | | | | | is needed. | | | | | | | | | | | | Social | | | | | | and | | | | | | Environment | | | | | | al | | | | | | Mapping | | | | | | financing: | | | | | | This stage | | | | | | is meant to | | | | | | gain an | | | | | | understandi | | | | | | ng | | | | | | of the | | | | | | latest | | | | | | conditions | | | | | | in the | | | | | | community | | | | | | life that | | | | | | is the | | | | | | social, | | | | | | economic, | | | | | | as well as | | | | | | environment | | | | | | al | | | | | | conditions. | | | | | | By | | | | | | developing | | | | | | a map, the | | | | | | | | | | | | community | | | | | | will be | | | | | | able to get | | | | | | a better | | | | | | picture of | | | | | | problems | | | | | | and | | | | | | priorities. | | | | | | | | | | | | | | | | | | Identifying | | | | | | the | | | | | | Problems, | | | | | | Needs, and | | | | | | Resource | | | | | | Potential: | | | | | | This | | | | | | | | | | | | stage | | | | | | defines the | | | | | | problems | | | | | | that are | | | | | | actually | | | | | | faced by | | | | | | the | | | | | | community, | | | | | | the needs | | | | | | that must | | | | | | be | | | | | | fulfilled | | | | | | in order to | | | | | | overcome | | | | | | the | | | | | | problems, | | | | | | and the | | | | | | financial | | | | | | | | | | | | resources | | | | | | available | | | | | | to | | | | | | accomplish | | | | | | the needs. | | | | | | This | | | | | | process of | | | | | | identificat | | | | | | ion | | | | | | | | | | | | should be | | | | | | done | | | | | | carefully | | | | | | in order to | | | | | | avoid | | | | | | becoming | | | | | | just a task | | | | | | of making a | | | | | | "wish | | | | | | list", and | | | | | | should be | | | | | | viewed as a | | | | | | process of | | | | | | understandi | | | | | | ng | | | | | | the current | | | | | | | | | | | | situation | | | | | | and what | | | | | | must be | | | | | | done to | | | | | | overcome | | | | | | the | | | | | | situation | | | | | | as fast as | | | | | | possible. | | | | | | | | | | | | | | | | | | Determining | | | | | | the | | | | | | Priority in | | | | | | Problems | | | | | | and Needs: | | | | | | In this | | | | | | stage the | | | | | | problems | | | | | | | | | | | | and needs | | | | | | are ranked | | | | | | by the | | | | | | community | | | | | | members | | | | | | according | | | | | | to their | | | | | | level of | | | | | | | | | | | | urgency, | | | | | | their | | | | | | importance | | | | | | for the | | | | | | development | | | | | | of | | | | | | community | | | | | | life, and | | | | | | the | | | | | | opportunity | | | | | | to overcome | | | | | | and to | | | | | | fulfil. | | | | | | | | | | | | | | | | | | Formulating | | | | | | the Choice | | | | | | of | | | | | | Strategy: | | | | | | In this | | | | | | stage, the | | | | | | strategy is | | | | | | developed | | | | | | | | | | | | and the | | | | | | approach | | | | | | chosen that | | | | | | is the most | | | | | | feasible to | | | | | | be used in | | | | | | overcoming | | | | | | the | | | | | | | | | | | | problems | | | | | | and | | | | | | fulfilling | | | | | | the needs | | | | | | on the | | | | | | priority | | | | | | list. | | | | | | | | | | | | | | | | | | Formulating | | | | | | the Choice | | | | | | of Action: | | | | | | In this | | | | | | stage, it | | | | | | is | | | | | | determined | | | | | | which | | | | | | action | | | | | | | | | | | | has to be | | | | | | taken in | | | | | | implementin | | | | | | g | | | | | | the chosen | | | | | | strategy | | | | | | and | | | | | | approach. | | | | | | | | | | | | Formulatin | | | | | | g | | | | | | the | | | | | | Implementat | | | | | | ion | | | | | | Plan: This | | | | | | stage is | | | | | | used to | | | | | | formulate a | | | | | | | | | | | | schedule | | | | | | and the | | | | | | division of | | | | | | tasks in | | | | | | carrying | | | | | | out the | | | | | | action | | | | | | chosen. | | | | | | | | | | | | Formulatin | | | | | | g | | | | | | the | | | | | | Monitoring | | | | | | and | | | | | | Evaluation | | | | | | Plan: This | | | | | | stage is | | | | | | used to | | | | | | | | | | | | formulate a | | | | | | plan and | | | | | | system of | | | | | | monitoring | | | | | | and | | | | | | evaluating | | | | | | the | | | | | | execution | | | | | | of | | | | | | | | | | | | activities. | | | | | | | | | | | | Implementa | | | | | | tion, | | | | | | Monitoring | | | | | | and | | | | | | Evaluation: | | | | | | This final | | | | | | stage | | | | | | consists of | | | | | | | | | | | | carrying | | | | | | out the | | | | | | action, and | | | | | | at the same | | | | | | time | | | | | | monitoring | | | | | | and | | | | | | evaluating. | | | +-------------+-------------+-------------+-------------+-------------+ | K. 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Evaluat | Write | Community | How do the | Writing of | | ing | Community | Action Plan | key | Community | | Learnin | if the | Evaluation | considerati | Action | | g | statement | Quiz | ons | Plan. | | | is TRUE and | | of | | | (Test) | ACTION if | True or | partnership | | | | the | False | s, | | | | statement | | budgeting, | | | | is FALSE. | 1. Building | alignment | | | | | partnership | with | | | | 1. | s | community | | | | Community | among | mission and | | | | organizing | community | vision, and | | | | is | members is | the | | | | essential | essential | feasibility | | | | for the | for | of the | | | | development | accomplishi | action plan | | | | and | ng | contribute | | | | transformat | the goals | to the | | | | ion | in a | effectivene | | | | of society. | community | ss | | | | | action | and | | | | 2. | plan. | sustainabil | | | | Community | | ity | | | | action only | 2\. A | of a | | | | includes | budget is | communit