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School Grade: ​SHS Grade 11 ​Teacher ​Senior High School Teachers ​Learning

Area:
Discipline and Ideas in Applied Social Sciences
Date ​June 5-8, 2017 ​Quarter: ​First Quarter
DAY 1 DAY 2 DAY 3 DAY 4 ​OBJECTIVES ​At the end of the lesson, the
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
At the end of the lesson, the learners ...
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
At the end of the lesson, the learners ...
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
At the end of the lesson, the learners ...
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
A. Content Standard
Social Sciences and Applied Social Sciences
B. Performance
Standard ​Explain clearly perceptions about the work of Social Sciences and Applied
Social Science practitioner
C. ​Learning
Competency
The learners: Clarify the relationships between Social Sciences and Applied
Social Sciences HUMSS_DIASS12-Ia-1
The learners:
Cite differences among Applied Social Sciences 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
Daily Lesson Log
III. LEARNING RESOURCES ​A. References ​1. Teacher’s Guide Pages
CG pg. 1 CG pg. 1 CG pg. 1 CG pg. 1
2. Learner’s Materials pages
n/a n/a n/a n/a
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 from Learning Resources
Cartolina, Colored strips of paper,
Cartolina, Power point n/a puppets
B. Other Learning Resources
IV. PROCEDURES ​A. Reviewing previous lesson or presenting the new lesson
Review: Review Social Sciences Discipline through: Picture Drill: Identify disciplines in
social sciences through presented pictures Anthropology Economics Geography History
Linguistics Political Science Psychology Sociology and Demography Time: 3 minutes
Recapitulation
1. What are the disciplines under Social Sciences?
2. What are related disciplines in Applied Social Sciences?
Time: 3 minutes
Review:
Explain the relationship between Social Science and Applied Social Sciences
Time: 3 minutes
Cite differences of Applied Social Sciences
Time: 3 minutes
B. Establishing a purpose for the lesson
Word Map Activity:
▪ The class will be divided into two groups.
▪ Each group will be given a task to create word maps by writing on color coded strips of
paper to be posted on
Relative to the learners output
Uncovering: ​(first day activity), the facilitator
Arrange the letter to produce ​further gives ideas by providing
the following related key ​concepts about disciplines
concepts: ​under Social Sciences and
1. ​Counseling Applied Social Sciences
2. ​Social work
Time: 5 minutes
3. ​Communication ​4. ​Services ​5. ​Practitioners
Arrange the jumbled letters (EINRAPOASLT)
Use concept map to expound the term.
Time: 3 minutes
the cartolina: Social Science and Applied Social Sciences
▪ Assign a group representative
▪ Brief explanation will follow
Time: 10 minutes
6. ​Arts ​7. ​Government ​8. ​Schools ​9. ​Community ​10. ​News Time: 5 minutes
C. Presenting Examples/instances of new lesson
Concept Map : Social Science and Applied Social Sciences
Provide examples of Social Sciences and Applied Social Sciences.
Time: 10 minutes
“Puppet Show” The class will be divided into three groups, the teacher will give the
different disciplines of applied social sciences and each group will be assigned to make
a simulation showcasing the differences of the three Applied Social Sciences
(The learners will be graded according to the prepared rubrics) Time:20 minutes ​D.
Discussing new concepts and practicing new skills #1
The teacher will provide more examples of Applied Social Sciences. Time: 5 minutes
“4 pics-1 word”
The teacher provides instances of new lesson through a game “Can you make a
guess?”
S.S ​A.S
The words to be guessed are: counseling, social work and communication
Time: 5 minutes
After the presentation of puppet show, the learners will give their own evaluation,
comments and suggestions on the performance of each group using rubrics.
Time: 3 minutes ​E. Discussing new concepts and practicing new skills #2
Discussion on the definition of
The teacher facilitates the
Comparing Concepts: Social Science and Applied
discussion on the relationship of
The teacher will compare Social Sciences through power
Social Science and Applied concepts point presentation
Social Science. Provide an example Time: 12 minutes
(Psychology and Sociology) Time: 13 minutes

How are they alike? Time:


​ 10 minutes
Further discussion through T-
Further discussion on the
What is the difference between:
The teacher provides cases/ chart technique.
relationship of Social Science
A. Counseling and Social
situations for each group. and Applied Social Sciences
Work
Group 1: Case 1 Cite differences through Social
through Venn Diagram:
B. Social Work and
Group 2: Case 2 sciences and Applied social
1. Psychology and
Communication sciences
Counseling
C. Communication and
Guide questions: 2. Sociology and Social
Counseling
Identify area of Applied Social Work
Time: 10 minutes
Sciences that could best handle 3. Communication and
it. Explain your answer. 4. Linguistics
Time: 10 minutes Time: 14 minutes Time: 5 minutes ​F. Developing mastery (Leads to
Formative Assessment)
Analysis on the relationship of Social Sciences and Applied Social Sciences
1. ​Is there a relationship between Social Sciences and Applied Social Sciences? Time:
5 minutes
Analysis on the relationship of Social Sciences and Applied Social Sciences
1. Analyze the relationship between Social Sciences and Applied Social Sciences Time:
5 minutes
What are the implications of Applied Social Science in dealing with different situations
such as:
1. Bullying 2. Child Development 3. Media Time: 10 minutes
Venn Diagram
Choose two Applied Social Sciences and cite relationship between the two. Time: 5
minutes ​G. Finding Practical applications of concepts and skills
Reflection: Which discipline of Social Sciences were you able to find helpful in your
current career? Time : 5 minutes
How can the disciplines of Applied Social Sciences be used in the development of the
students?
Time: 10 minutes
Which Applied Social Science is best applicable in proper use of media? Why? Time: 7
minutes
Which among the Applied Social Sciences would best deal with concerns about life?
Time: 3 minutes
H. Making generalizations and abstractions about the lesson
Two learners will be asked to summarize the topic discussed
Time : 5 minutes
Reflection: Upon knowing, what is the importance of Social Sciences and Applied Social
Sciences? Time: 5 minutes
What is the significance of different Applied Social Sciences? Time: 5 minutes
What is the relevance of knowing the differences among Applied Social Sciences to
​ atching Type:
different concerns of society? Time: 3 minutes ​I. Evaluating Learning M
Math column A, Disciplines in Social Sciences with column B, definitions if the
disciplines A B
Disciplines Definitions
In two simple sentences, the learners will describe the relationship between Social
Sciences and Applied Social Sciences. Time: 5 minutes
Cite differences among the three Applied Social Sciences. Time: 5 minutes
Formulate situations depicting differences among applied social sciences. Time: 5
minutes
J. Additional activities for application or remediation
Homework: ​The facilitator will write the course requirement on the board entitles:
“PORTFOLIO of SOCIAL SCIENTIST IN THE MAKING”
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. ​V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment B. No. of Learners
who require additional activities for remediation C. Did the remedial lessons work? No.
of learners who have caught up with the lesson. D. No. of learners who continue to
require remediation E. Which of my teaching strategies worked well? Why did these
work? F. What difficulties did I encounter which my principal or supervisor can help me
solve? G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?

Prepared: Felinor G. Abellonoza – Senior High School Teacher II – Pampanga:


Masantol High School Jacqueline Joy A. Lising – Senior High School Teacher III –
Olongapo: Mabayuan Senior High School Clark Vencci H. Pelayo - Senior High School
Teacher I – Pampanga: Pasig National High School
Checked and Reviewed:

LOVELLA G. PARAGAS, Ph.D ​Principal I/Facilitator

Approved:

ENGELBERT B. AGUNDAY, Ph.D ​EPS II - CLMD


Day 1 Day 2 Day 3 Day 4 ​I. OBJECTIVES
At the end of the lesson, the students are expected to: 1. discuss the meaning, goals,
scope, principles, and core values of counseling 2. demonstrate a high level of
understanding of the basic disciplines of counseling through group presentation 3. value
the importance of counseling ​A. Content Standards ​Disciplines of Counseling ​B.
Performance Standards ​Demonstrate a high level of understanding of the basic
concepts of counseling through a group presentation of a situation in which practitioners
of counseling work together to assist individuals, group, or communities involved in
difficult situations (e.g., post disaster, court hearing about separation of celebrity couple,
cyber bullying). ​C. Learning Competencies / Objectives
1. Identify the goals and scope of
2. Demonstrate
3. Discuss the core values of counseling. ​HUMSS_DIASS12-Ib-3
comprehension of the
counseling.
--Group Performance-- principles of counseling.
HUMSS_DIASS12-Ib-5 HUMSS_DIASS12-Ib-4
II. CONTENT T ​ he disciplines of counseling:
1.1 Counseling 1.1.1 Definitions 1.1.2 Goals 1.1.3 Scope
The disciplines of counseling: 1.1Counseling (​continuation​) 1.1.5 Principles --Group
Performance--
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
The disciplines of counseling: 1.1Counseling (​continuation​) 1.1.4 Core Values
Grade Level
School TNHS/ MHS/ VANHS ​
Grade 12 ​ JANICE T. REYES, JOSEPH I. ANDAGAN,
Section ​ Teacher ​
Learning Area HUMSS ​
ANDIE RAFAEL E. QUIBALLO ​ Teaching Dates and Time
Semester First Semester
GRADES 12 DAILY LESSON LOG
Resources ​IV. PROCEDURES ​A. Reviewing previous lesson or presenting the
new lesson
Ask the students to accomplish a
Fact or Bluff:​ ​Definitions,
Call a student to enumerate Venn Diagram differentiating the
Goals, and Scopes of
the different core values of social sciences from the applied
counseling.
counseling. social sciences. (5mins.)
(4mins.)
What have you searched about the principles of counseling? (2mins.)
Ask a student to enumerate the principles of counseling
B. Establishing a purpose for the lesson
“​Student Feud” Game
Ask the students to recite
“Prinsipyo Mo, Isulat Mo”
Present the mechanics and ➢ Common problems among
the core values of the
rubrics for the evaluation of senior high school students
school. (2mins.)
Instructions:
the group presentation. ➢ Common misconceptions
1. In a piece of paper, about counseling.
students will write their (5mins.)
DepEd Core Values:
principle in life. 2. All papers will be collected Common
Common
• Maka-Diyos
and placed in a box. problems
Misconceptions
• Makatao
3. Three papers will be picked 1. Relationship problems 2. Family
• Makabayan
• Makakalikasan
from the box. 4. Let the students read and discuss their principle. problems
(10mins.) 3. Academic
problems 4. Financial problems 5. Personal problems 6. Etc.
1. A person seeing a counselor has mental illness 2. Counseling
means giving advice 3. Counseling is part of the discipline board 4. A counselor is a
problem solver 5. Counseling is
brain washing
Processing ​C. Presenting some
Group Activity: ​“Kailangan Ko’y
The teacher will present
question:
Preparation for Group ​examples and/or
Ikaw”
examples of core values
1. What transpires you to
presentation (10mins.) ​instances of the new
from different organizations
have these principles? ​lesson
Make a concept map showing the
(e.g., other government
2. How do these principles persons they turn to in times of
agencies, business
affect your life as a troubles and uncertainties and
institutions, etc.)
student? (8mins.) present it to the class (7mins.) Example:
Examples:
Chowking
• Appreciate other people’s interest beyond work
Cebu Institute of Technology University:
Processing Question:
• S-pirit of altruism
• P-assion for excellence
1. What do you and the person to whom you go to do in trying to solve your problem?
• • • • I-ntegrity
R-esponsibility I-nnovativeness T-eamwork
• T-enacity
Guide Question:
Why is there a need for an organization to establish its core values? (7mins.) ​D.
Discussing new concepts and practicing new skills #1
_____
_____
YOU
_____
_____

Concept mapping: (10mins.)


Interactive Discussion: Ask
Discuss the Principles of
Presentation of Group 1 the students the following;
Counseling through a power-
(10mins)
• What is counseling?
(10mins.)
point presentation. (10mins)
_____

What core values should a


Principles of Counseling:
_____
Counseling
_____

counselor possess?
1. Reassurance
_____

Expected Answers:
2. Release of emotional 1. Respect for human
tension
dignity 2. Partnership 3. Autonomy 4. Responsible caring 5. Personal integrity 6. Social
justice
Elaborative Learning:
1. Do you think these counselors’ core values are important? Expound your answer.
3. Clarified thinking 4. Reorientation 5. Listening skills 6. Respect 7. Empathy & positive
regard 8. Clarification, confrontation,
and interpretation. 9. Transference and
countertransference
E. Discussing new concepts and practicing new skills #2
• How does counseling help individuals, groups, or communities?
• What are the Goals of Counseling?
Gibson and Mitchell (2003);
Generic Goals:
1. Development 2. Preventive 3. Enhancement 4. Remedial Human Dimensional Goals:
5. Exploratory 6. Reinforcement 7. Cognitive 8. Physiological 9. Psychological
Presentation of Group 2 (10mins)
F. Developing mastery (Leads to Formative Assessment 3)
Discuss the scope of counseling as a helping profession. (5mins.)
• The scope of counseling covers personal, social, cognitive, behavioral, psychological,
emotional, spiritual, occupational and even health aspect of an individual. However, it
does not deal with the clinical cases such as mental illness.
Think, Pair, and Share/ Square: (15mins.)
Guide Question:
1. Why do you think that the counselors should adhere and dwell to a set of counseling
core values? Explain.
Ask the students to answer the following:
1. Which among the counseling principles do you agree most? Why? 2. Do you think
that all these principles are necessary in counseling? Why or why not?
Situational Analysis: (5mins.)
Show a Graphic Organizer
Video showing about
Presentation of Group 3 and let the students indicate
counseling. (5mins.)
(10mins) 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 bullying
in school 2. Cases of students’ If you have a friend who’s thinking of
absenteeism 3. Choosing a career track dropping or cutting classes from your
in SHS 4. Students suicidal attempts in class, how will you help him/her using
school 5. Cases of students with clinical the different concepts of counseling?
depression and self-mutilation behavior. (10mins.)
Processing Question: Essay​:
Essay​:
1. What principles of counseling did the
counselor exhibit in the video clip? Why should counselors imbibe the core
values of counseling? (7mins.)
Why should counselors imbibe the core
values of counseling? (7mins.)
Present the activity: (15mins)
G. Finding practical applications of Present the activity: (15mins)
concepts and skills in daily living Present the activity: (15mins)
Role-Playing (Dyad):
through draw lots 3 pairs to present in
“​Be My Counselor​” the class.
“​Be My Counselor​” Note: The teacher will only choose
“​Be My Counselor​” through draw lots 3 pairs to present in
the class.
Note: The teacher will only choose

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.
Ask: ​H. Making / Asking
Call a student to summarize the
Give the core values of
Give feedbacks to each ​generalizations and
topic. (3mins.)
counseling and the
1. What are the principles of
group presentation. ​abstractions about the
importance of these to the
counseling? ​lesson
Expected answer:
field and its members.
2. How these principles help (5mins.)
to achieve effective Counseling is a professional
counseling? (5mins.) relationship that empowers diverse
Expected Answer: individuals, families, and groups to
1. Respect for human
Expected Answer: accomplish mental health, wellness,
dignity
1. Reassurance education, and career goals. The
1. Partnership
2. Release of emotional primary goal of counseling is to help
2. Autonomy
tension people utilize their prevailing social
3. Responsible caring
3. Clarified thinking skills and problem solving skills more
4. Personal integrity
4. Reorientation functionally, or to cultivate new
5. Social justice
5. Listening skills surviving and coping skills.
6. Respect 7. Empathy and positive
regard 8. Clarification, confrontation,
and interpretation. 9. Transference and
countertransference ​I. Evaluating learning ​Short Quiz about the topic
discussed. (5mins.)
1. Define counseling in two to three
sentences. 2. Give at least five goals of
counseling. 3. Give at least five scope of
counseling.
True or False type of quiz.
Assignment/ Journal Writing:
The students will be graded Justify your answers using
Write an essay elucidating
according to the rubric. what you learned in the
how the principles of lesson. (1 mins.)
counseling can be applied to daily dealings. 1. Counselors act with care and respect for
individual and cultural differences. 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 application or remediation
Prepare for group presentations.
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
Prepare a group demonstration of a situation in which practitioners of counseling work
together to assist individuals, groups, or communities 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.)
Advance Reading: (Look for different sources, i.e., books, internet, etc.) about the
Principles of Counseling.
E. Which of my teaching strategies
worked well? Why did these work? F.
What difficulties did I encounter Mr. ANDIE RAFAEL E. QUIBALLO,
which my principal or supervisor can MAEd., RPm., LPT ​SHS T-III, Division
help me solve? G. What innovation of Tarlac Province
or localized materials did I Checked and Reviewed by:
use/discover which I wish to share
with other teachers?
DR. LOVELLA G. PARAGAS
Facilitator/Trainor-Group
Prepared by: C-SHS-HUMSS
Approved by:
Approved by:
Ms. JANICE T. REYES, LPT ​SHS T-II,
Division of Tarlac Province
DR. ENGELBERT B. AGUNDAY ​EPS
– CLMD
Mr. JOSEPH I. ANDAGAN, LPT ​SHS DR. ENGELBERT B. AGUNDAY ​EPS
T-III, Division of Bulacan – CLMD
School ​Division of Bulacan ​Grade Level ​12 ​Teacher ​Annie S. Rafols, Ph.D, RGC
Faith Ann D. Farne
Learning Area ​Discipline and Ideas in Applied Social
Sciences ​Teaching Dates and Time ​Week 3 ​Quarter ​I
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
At the end of the lesson, the learners are expected to...
1. recognize the roles
and functions of counselors. 2. recite the roles and
functions of counselors. 3. appreciate the
unique roles and functions of counselors by answering the WH questions and using the
graphic organizer
At the end of the lesson, the learners are expected to...
1. identify the specific
work areas where counselors work. 2. show the work settings
of counselors. 3. explore the
importance of the different areas of specialization where counselors work.
At the end of the lesson, the learners are expected to...
1. identify career
opportunities for counselors. 2. describe the work-
related opportunities for counselors under different settings. 3. value the importance
of the different career opportunities intended for counselors.
At the end of the lesson, the learners are expected to...
1. identify the rights,
responsibilities, and accountabilities of counselors. 2. distinguish between ethical
and unethical behavior of counselors. 3. value the rights,
responsibilities, and accountabilities of counselors.
A. Content Standards Professionals and Practitioners in Counseling
B. Performance Standards
Undertake participant observation (e.g., a day in a life of a counselor) to adequately
document and critique their roles, functions, and competencies.
C. Learning
Competencies/ Objectives Write the LC code for each
1. Show understanding of the
roles and functions of counselors.
HUMSS_DIASS12-Ic-6
2. Identify specific
areas in which counselors work.
HUMSS_DIASS12-Ic-7
3. Identify career
opportunities for counselors.
HUMSS_DIASS12-Ic-8
4. Value rights,
responsibilities, and accountabilities.
HUMSS_DIASS12-Ic-9
Grades 1 to 12 DAILY LESSON LOG
5. Distinguish between ethical and un ethical behaviors among counselors.
HUMSS_DIASS12-Ic-10 .
.

II. CONTENT
1. Roles, functions, and competencies of counselors.
2. Areas of specialization where counselors work.
2. Areas of specialization where counselors work.
3. Career opportunities of counselors.
3. Career opportunities of counselors.
3. Career opportunities of counselors.
4. Rights, responsibilities, accountabilities, and code of ethics.
4. Rights, responsibilities, accountabilities, and code of ethics.
4. Rights, responsibilities, accountabilities, and code of ethics.
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
Ideas in Applied Social Sciences Book. 2016.pp. 35-38
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 38-39
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 39-40
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 39-40
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 39-40
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 41-45
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 41-45
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 41-45
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 41-45

4. Additional Materials
from Learning Resource (LR) portal B. Other Learning Resources
https://www.youtube.com/watch?v=8w ASNE6UebM ​https://www.google.com.ph/searc
h?q=roles+and+functions+of+cou nselor&source=lnms&tbm=isch&s
a=X&ved=0ahUKEwjNuMiPqPbT AhXEyrwKHZI4AikQ_AUIBigB&bi
w=1366&bih=651#spf=14950030 35079
https://www.google.com.ph/sear ch?q=roles+and+functions+of+c
ounselor&source=lnms&tbm=isc h&sa=X&ved=0ahUKEwjNuMiP
qPbTAhXEyrwKHZI4AikQ_AUIB igB&biw=1366&bih=651#tbm=is
ch&q=different+career+opportun ities+of+counselor&spf=149500 3035080
https://www.google.com.ph/sear ch?q=roles+and+functions+of+c
ounselor&source=lnms&tbm=isc h&sa=X&ved=0ahUKEwjNuMiP
qPbTAhXEyrwKHZI4AikQ_AUIB igB&biw=1366&bih=651#tbm=is
ch&q=different+career+opportun ities+of+counselor&spf=149500 3035080
Magna Carta for Guidance Counselor
Magna Carta for Guidance Counselor
Magna Carta for Guidance Counselor
Instructional Instructional materials:
Instructional materials:
materials: 1. Power point presentation
1.Power point presentation
1. Power point presentation 2. Visual aids
2.Visual aids
2. Visual aids 3. Comic strip 4. Magazines and other journals
Instructional materials: 1.Power point presentation 2.Visual aids
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new lesson
(3 minutes)
(5 minutes) P ​ icture analysis:
Guessing game: Dora the Processing questions:
Explorer. 1. What are the roles and
Instructions: functions of counselors in
1. Student will be relation to their level of
asked to look and competencies?
explore their 2. How does a counselor
imaginary backpack perform his/her roles and
full of the roles and functions?
functions of counselors; 2. He/she will place
one role and function in the graphic organizer divided into three columns representing
three settings where counselors work. 3. Using a gray board the students will write in
one word or two their unique experience in doing the activity.
(5 minutes) Drill: Oral recitation
At least 5 students will be asked to name some of the career opportunities intended for
counselors.
(5 minutes) Ask: What is the significance of Code of Ethics in a profession?
Ask: What are the examples of ethical and unethical behaviour of a professional
counselor?
Graphic Organizer
Industrial School Clinical 1 1 1 2 2 2 3 3 3 B. Establishing a
purpose for the lesson
(7 minutes) Video presentation about the different roles of school counselor:
Do the following in your Journals: 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) Puzzle Game
Instructions:
1. The students will be given four pieces of papers to write some roles and functions
under specific work setting they remember from the previous activity, 2. The students
will
work in dyad using the four pieces of paper. 3. The pieces of paper will be broken down
into different small parts if needed to represent the most ideal roles and functions of
counselors for them. 4. Each partner will try to reconnect the pieces of paper as clue to
identify the ideal role and functions of their partner for a
(5 minutes) Picture Analysis:
Processing Information:
1. Describe the different
career opportunities for counselors.
2. ​Ask the students: Using the pictures, identify the career opportunities for counselors (
(​the students will be asked to answer per group of A for boys and B for girls) ​3. Which among
the
pictures shown you think best represent the type of counselor you like? ​(ask at least two
volunteer students)
(10 minutes) Count Me in, Count Me Out: Will I Give My Job or Not?
Instructions:
1. The class will be
divided into two. The first group will choose, “quit the job.” The second group will choose
“stay on the job.” 2. Using the given
situations answer the following questions in a form of debate: Why? Which is more
ethical? Why is it more ethical?
Situations:
3. In the area of
counselling relationships of Code of Ethics, it states that, “Counselors should not have
any serious relationship with clients and do not counsel person with whom they have
intimate 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?
examples/instances of the new lesson
C. Presenting (10 minutes) 1. Present and discuss the
different roles and functions of (Gladding, 2000)
counselors base on competencies Code of Ethics in the counselling
(​power point presentation) profession in terms of the seven section
(5 minutes) 1. Present and discuss the of Code of Ethics of Counselor
specific work areas where counselor (Gladding, 2000)
work. ​(power point presentation) Code of Ethics in the counselling
(5 minutes) 1. Present and discuss the profession in terms of the seven section
specific work areas where counselor of Code of Ethics of Counselor
work. ​(power point presentation) (Gladding, 2000)
(5 minutes) 1. Present and discuss the Code of Ethics in the counselling
specific work areas where counselor profession in terms of the seven section
work. ​(power point presentation) of Code of Ethics of Counselor
(5 minutes) 1. Present and discuss the (Gladding, 2000)
specific work areas where counselor Code of Ethics in the counselling
work. ​(power point presentation) profession in terms of the seven section
10 (minutes) 1. Present and discuss the of Code of Ethics of Counselor
10 (minutes) 1. Present and discuss the (Gladding, 2000)
10 (minutes) 1. Present and discuss the 2. Ask: What are the different
10 (minutes) 1. Present and discuss the roles and functions of counselors? How
career opportunities for counselors does counselor manage to do his/ her
under the following work areas: unique roles which correspond to his/
career opportunities for counselors her specific function? If you are a
under the following work areas: counselor, what level of competency do
career opportunities for counselors you think would best suit the kind of
under the following work areas: counselor who works for helping
1.1 the school setting adolescent to cope with problem
1.1 the school setting behaviour?
a. school counselor b. guidance 2. Ask: which of the
counselor c. teacher-counselor d. areas of specialization you think
consultant 1.2 the clinical setting counselors can be more effective? Why
(5 minutes) 1. Present the different do you say so, explain your answer
(5 minutes) 1. Present the different base on your own personal life-
(5 minutes) 1. Present the different experience.
(5 minutes) 1. Present the different a. school counselor b. guidance
(5 minutes) 1. Present the different counselor c. teacher-counselor d.
consultant 1.2 the clinical setting
Code of Ethics in the counselling
a. school counselor b. guidance
profession in terms of the seven section
counselor c. teacher-counselor d.
of Code of Ethics of Counselor
consultant 1.2 the clinical setting
a. school counselor b. guidance accountabilities of a practicing
counselor c. teacher-counselor d. counselor?
consultant 1.2 the clinical setting rights, responsibilities, and
a. school counselor b. guidance accountabilities of a practicing
counselor c. teacher-counselor d. counselor?
consultant 1.2 the clinical setting Give examples.
a. clinical counselor b. counseling
a. clinical counselor b. counseling
therapist c. consultant d. behavioral
therapist c. consultant d. behavioral
counselor 1.3 the industrial setting a.
human resource
counselor 1.3 the industrial setting a.
.
human resource
b. trainer c. Industrial
officer
counselor d. Industrial
Code of Ethics in the counselling
consultant e. counselor
profession in terms of the seven section
of Code of Ethics of Counselor rehabilitation center 1.4 others
(Gladding, 2000)
Code of Ethics in the counselling 2. Ask: which among the
profession in terms of the seven section presented career opportunities for
of Code of Ethics of Counselor counselors do you think will be easy for
(Gladding, 2000) them to do? Why do you say so? Cite
Code of Ethics in the counselling some practical examples?
profession in terms of the seven section
of Code of Ethics of Counselor D. Discussing new
(Gladding, 2000) concepts and practicing new skills #1
(5 minutes) Discussion on the roles and
2. Ask: What are the functions of counselor by answering the
2. Ask: What are the WH question using the graphic
2. Ask: What are the organizer.
rights, responsibilities, and
accountabilities of a practicing 1. Roles and functions of
counselor? (10 minutes) Integrative Game:
rights, responsibilities, and Charade Instructions:
accountabilities of a practicing (10 minutes) Integrative Game:
counselor? Charade Instructions:
rights, responsibilities, and (10 minutes) Integrative Game:
Charade Instructions:
1. The class will be person, will you report the client to
1. The class will be police or not? Explain your answer.
divided into five groups. 2. For every confidentiality of the Code of Ethics,
group- there is a portion on client’s right to
(5 minutes) Fact or Bluff: privacy. What if the counselor, in his/her
(5 minutes) Fact or Bluff: conversation with the client, found out
(5 minutes) Fact or Bluff: that the client accidentally killed a
(5 minutes) Fact or Bluff: person, will you report the client to
police or not? Explain your answer.
Instructions: confidentiality of the Code of Ethics,
Instructions: there is a portion on client’s right to
Instructions: privacy. What if the counselor, in his/her
1. The students will answer conversation with the client, found out
1. The students will answer that the client accidentally killed a
person, will you report the client to
in chorus the given questions using
police or not? Explain your answer.
“Fact” as True and “Bluff” as False.
confidentiality of the Code of Ethics,
in chorus the given questions using
there is a portion on client’s right to
“Fact” as True and “Bluff” as False.
privacy. What if the counselor, in his/her
(10 minutes) Will I Report My Client or
conversation with the client, found out
Not?
that the client accidentally killed a
(10 minutes) Will I Report My Client or
person, will you report the client to
Not?
police or not? Explain your answer.
(10 minutes) Will I Report My Client or
counselors.
Not?
each member will be asked to role play
(10 minutes) Will I Report My Client or
any role and function of a counselor in
Not?
specific work area.
(10 minutes) Will I Report My Client or
Not?
Processing Questions:
1. In the area of 1. If given a chance,
1. In the area of which specific work areas would you
1. In the area of like to work? Why? 2. How do you find
1. In the area of the
confidentiality of the Code of Ethics, in chorus the given questions using
there is a portion on client’s right to “Fact” as True and “Bluff” as False.
privacy. What if the counselor, in his/her in chorus the given questions using
conversation with the client, found out “Fact” as True and “Bluff” as False.
that the client accidentally killed a
WHO
that the client accidentally killed a
WHEN
WHAT person, will you report the client to
WHAT
police or not? Explain your answer.
Counselor
confidentiality of the Code of Ethics,
HOW
WHERE
there is a portion on client’s right to
privacy. What if the counselor, in his/her
WHY
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
that the client accidentally killed a
there is a portion on client’s right to
person, will you report the client to
privacy. What if the counselor, in his/her
police or not? Explain your answer.
conversation with the client, found out
confidentiality of the Code of Ethics,
there is a portion on client’s right to Bullying 2.2 Group 2 – Teenager’s
privacy. What if the counselor, in his/her Suicide 2.3 Group 3 – Compulsive
conversation with the client, found out (5 minutes)
that the client accidentally killed a (5 minutes)
person, will you report the client to Further discussion 1. Present and
police or not? Explain your answer. discuss the different roles and functions
confidentiality of the Code of Ethics, of counselors under given specific work
there is a portion on client’s right to areas ​(power point presentation).
privacy. What if the counselor, in his/her Further discussion 1. Present and
conversation with the client, found out discuss the different roles and functions
that the client accidentally killed a of counselors under given specific work
person, will you report the client to areas ​(power point presentation).
police or not? Explain your answer.
2. Ask: What are the
2. Get volunteers. The first roles and functions of counselors under
two will get the position of disclosing the various areas of specialization.
work of counselors under different (10 minutes) Deepening of discussion
areas of specializations? (10 minutes) Deepening of discussion
information to the right authorities. The (10 minutes) Deepening of discussion
other two will take the position of not (10 minutes) Deepening of discussion
disclosing the information to the (10 minutes) Deepening of discussion
authorities. What is your position?
1. Describe the different work
Why? 3. Share your answer opportunities for counselors (use visual
through the debate. 4. Will I report? Or aids, journals, etc.) 2. Ask: What are
will I not some of
report? 1. Describe the different work
opportunities for counselors (use visual
E. Discussing new aids, journals, etc.) 2. Ask: What are
concepts and practicing new skills #2 some of
(5 minutes) Deepening of discussion on 1. Describe the different work
roles and functions of counselors base opportunities for counselors (use visual
on their competencies. aids, journals, etc.) 2. Ask: What are
some of
Group activity Instructions: 1. Describe the different work
1. The class will be divided opportunities for counselors (use visual
into five groups. 2. Each group will role aids, journals, etc.) 2. Ask: What are
play some of
any of the following: 2.1 Group 1 – the career opportunities for counselors
under different work areas? Give some
examples.
the career opportunities for counselors
under different work areas? Give some
examples.
the career opportunities for counselors
under different work areas? Give some
examples.
the career opportunities for counselors
under different work areas? Give some gambler 2.4 Group 4 – Battered wife 2.5
examples. Group 5 – Poor
the career opportunities for counselors
academic performance
under different work areas? Give some
3. Group Activity: each
examples.
student will discuss to his/her group
the career opportunities for counselors
members his/her own list of the roles
under different work areas? Give some
and functions of counselor base on
examples.
areas of specialization.
3.1 The students will assemble the cut
3. Group Activity: Jigsaw Puzzle
pictures; and 3.2 The students will
Instruction:
determine the specific career
3. Group Activity: Jigsaw Puzzle
opportunities under specialized work
Instruction:
areas per work setting.
3. Group Activity: Jigsaw Puzzle
3.1 The students will assemble the cut
Instruction:
pictures; and 3.2 The students will
(5 minutes) Ask: Based on the debate,
determine the specific career
how did you come up with your opinion?
opportunities under specialized work
(5 minutes) Ask: Based on the debate,
areas per work setting.
how did you come up with your opinion?
3.1 The students will assemble the cut
(5 minutes) Ask: Based on the debate,
pictures; and 3.2 The students will
how did you come up with your opinion?
determine the specific career
(5 minutes) Ask: Based on the debate,
opportunities under specialized work
how did you come up with your opinion?
areas per work setting.
(5 minutes) Ask: Based on the debate,
3.1 The students will assemble the cut
how did you come up with your opinion?
pictures; and 3.2 The students will
(5 minutes) Ask: Based on the debate,
determine the specific career
how did you come up with your opinion?
opportunities under specialized work
(5 minutes) Ask: Based on the debate,
areas per work setting.
how did you come up with your opinion?
F. Developing mastery
(leads to Formative Assessment ) 1. The class will be called
(10 minutes) Oral discussion: according to their number in class
Instructions: record using the BINGO. 2. The student
1. The students will be asked will be asked
to recite the roles and functions of according to their number in class
counselors 2. For every 1 function and record using the BINGO. 2. The student
role to be recited by the student it will will be asked
correspond to a point following the according to their number in class
intended rubrics. record using the BINGO. 2. The student
(5 minutes) Focus Group Discussion will be asked
(FGD): What are the specific work on career opportunities for counselors
areas of counselors? Which among the (Nystul, 2003).
work areas of counselors do you think is on career opportunities for counselors
important to help you discover more (Nystul, 2003).
about yourself? (5 minutes) ​Info-Test (1-10) ​Instruction:
(5 minutes) Focus Group Discussion (5 minutes) ​Info-Test (1-10) ​Instruction:
(FGD): What are the specific work (5 minutes) ​Info-Test (1-10) ​Instruction:
areas of counselors? Which among the (5 minutes) ​Info-Test (1-10) ​Instruction:
work areas of counselors do you think is (5 minutes) ​Info-Test (1-10) ​Instruction:
important to help you discover more In a 1/4 sheet of paper distinguish the
about yourself? situation if it is ethical or unethical
(5 minutes) Focus Group Discussion behaviour of a professional counselors.
(FGD): What are the specific work In a 1/4 sheet of paper distinguish the
areas of counselors? Which among the situation if it is ethical or unethical
work areas of counselors do you think is behaviour of a professional counselors.
important to help you discover more In a 1/4 sheet of paper distinguish the
about yourself? situation if it is ethical or unethical
(5 minutes) Formative assessment: behaviour of a professional counselors.
Grade as you Go: Instructions: In a 1/4 sheet of paper distinguish the
(5 minutes) Formative assessment: situation if it is ethical or unethical
Grade as you Go: Instructions: behaviour of a professional counselors.
(5 minutes) Formative assessment: In a 1/4 sheet of paper distinguish the
Grade as you Go: Instructions: situation if it is ethical or unethical
(5 minutes) Formative assessment: behaviour of a professional counselors.
Grade as you Go: Instructions: In a 1/4 sheet of paper distinguish the
(5 minutes) Formative assessment: situation if it is ethical or unethical
Grade as you Go: Instructions: behaviour of a professional counselors.
1. The class will be called In a 1/4 sheet of paper distinguish the
situation if it is ethical or unethical make a short (5 to 10 sentences)
behaviour of a professional counselors. reflection papers on the following: 1.1
my most
significant learning about the topic 1.2 if
given a chance
Roles & Functions
to be a counselor, what type of
Points
counselor would you like to be? Why?
Written Activity: Reflection Instructions:
2. The reflection papers will be graded
Written Activity: Reflection Instructions:
using rubrics following specific criteria.
1. The students will
on career opportunities for counselors
(Nystul, 2003).

5544332211
(5 G. Finding practical
(5 minutes)
(3 minutes)
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
generalizations and abstractions about the lesson
(5 minutes)
(5 minutes)
(5 minutes)
Instruction: Present a short video clips
Self- Evaluation
Instruction:
Two students will be asked to depicting the everyday roles and
Two students will be asked to
summarize the topic discussed functions of counselors.
summarize the topic discussed
Guide Questions:
Instructions:
Guide questions:
Guide question: 1. Ask: How do you see the
1. The students will
1. What are different career
1. What is the significance of importance of the roles and
write in their journal
opportunities for
Code of Ethics in counselling functions of counselor? Do
their most significant
counselors?
profession? you think that counselors
learning about the
2. Describe the work-related have unique roles and
topic discussed.
opportunities available for
Expected generalization: functions than other
2. The students will
counselors under professionals? Why do you
evaluate the
different settings.
The counselors’ primary say so?
learning they have
responsibility is to respect the from the topic
Expected generalization:
dignity and to promote the discussed where “5”
There are different types of
welfare of clients. They are as the highest “1” as
career opportunities available
also expected to encourage the lowest ( 5 –
for counselors, such as career in
client’s growth. outstanding to 1 –
school setting, working as poor or no learning
Guidance Counselor (K-12 or at all)
Tertiary), teacher-guidance, etc, for industrial setting (counselors for rehabilitation
centers and others), as trainer, screening officer, HR, etc., for clinical setting, they can
work as clinical counselors, therapists and the like.
(5 I. Evaluating learning (7 minutes)
(5 minutes)
minutes)
(10 minutes) 1. Give at least 4 to 5 roles
Topic Evaluation:
Written activity: Essay test
Quiz No. 2 and functions of counselors
Quiz No. 1
Instructions:
In a 1⁄2 crosswise sheet of 2. Name at least some of the
(1-10 items)
1. Students will be given set
paper, explain the rights, activities conducted by
Instruction:
of pictures depicting the
responsibilities, and counselors in your place
In a 1/4 sheet of paper, ask
career opportunities for
accountabilities of counselors. base on their unique roles
the students to identity
counselors. and functions?
which specific work areas
2. Each student will say
(refer to the given rubrics) ​counselors are usually

something about the employed (Clinical,


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

V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in the evaluation B. No. of learners who
require additional activities for remediation C. Did the remedial
lessons work? No. of learners who have caught up with the lesson D. No. of learners
who
continue to require remediation E. Which of my
teaching strategies worked well? Why did these work? F. What difficulties did I
encounter which my principal or supervisor can help me solve? G. What innovation or
localized materials
did I use/discover which I wish to share with other teachers?

Prepared by: Checked and Reviewed by: Noted by:

ANNIE S. RAFOLS, Ph,D., RGC DR. LOVELLA R. PARAGAS DR. ENGELBERT B.


AGUNDAY FAITH ANN D. FARNE ​Trainer/Facilitator SHS HUMSS EPS II, CLMD
Division of Bulacan

DAILY LESSON ​PLAN


School Grade Level ​Grade 12
Teacher ​1st ​ & ​2​nd ​Day
Marnie Rose P. Bulahan Allan Dave M. Cortez Dorothy Joy N. Breganio
3​rd ​Day Erlinda C. Cortez Neptune A. Solar
4​th ​Day Jacqueline Joy A. Lising Felinor G. Abellanoza Clark Vencci H. Pelayo
Learning Area ​Disciplines and Ideas in the Applied Social Sciences
Teaching and Dates
June 19-22, 2017 ​Quarter ​First Quarter
Time ​
1​st​Day 2​nd​Day 3​rd​Day 4​th ​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.
At the end of the lesson, the learners will be able to:
1. Identify the settings where
counselors are found. 2. Demonstrate the role of
counselors in different setting. 3. Appreciate the services of the
counselors render in different setting.
At the end of the lesson, the learners will be able to:
1. Identify the different processes and methods in counselling. 2. Illustrate the different
processes and methods of counselling. 3. Appreciate the awareness of
different methods and processes.
A. Content Standard ​Clientele and Audiences in Counseling
.
Settings, Processes, Methods and Tools in Counselling
B. Performance Standard
The learners should be able to:
• Use acceptable research protocols, conduct a survey among young adults (i.e., ages
18-21) on their counseling needs.
• Present results and recommendation for class discussion
The learners should be able to:
▪ Use the results of the survey conducted, critically evaluate whether the needs of the
respondents are addressed by the practitioners and pertinent institutions.
▪ Propose suggestions on how needs can be effectively addressed.
1
C. Learning Competency/ Objectives
Write the LC code for each.
The learners: ​Illustrate the different processes and methods involved in undertaking
counselling [HUMSS_DIASS12-Id-14] Distinguish the needs of individuals, groups,
organizations and communities. [HUMSS_DIASS12-Id-15] ​II. CONTENT ​Clientele and
Audiences in Counseling Settings, Processes, Methods and Tools in Counseling
I. LEARNING
RESOURCES ​A. References
1. Teacher’s Guide pages
Describe the clientele and audience of counseling.
The learners identify the settings in ​(HUMSS_DIASS 12-Id-11)
which counselors are found HUMSS_DIASS 12-Id-12; HUMSS_DIASS 12-Id-13
Curriculum Guide- Humanities and Social Sciences page 2 of 7
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 B. Other Learning
Resource
Others: Laptop, projector, Box/ Bowl, Meta Cards, Appendices; Job Roles For
COUNSELOR– Counseling,School,Apprenticeship,Private organization,Psychology
https://www.counseling.org/PublicPolicy/WhoAreLPCs.pdf ​II. P ​ ROCEDURES ​A. Reviewing
previous
lesson or presenting the new lesson
Review of the previous lesson: ​A student will give a recap from the previous lesson
by sharing his/her experience in conducting a survey (3 minutes)
Review of the previous lesson: ​Q: What are the different settings where counsellors
may be found? Time: 3 minutes
B. Establishing a
purpose for the
What are the roles and functions of a counselor? Identify the work areas and career
opportunities. Enumerate the Code of Conduct in Counseling. ​(5 minutes)
Enumerate and briefly describe the 3 types of clientele and audience in counseling. ​(5
minutes)
Activity: “Kilala mo ba Ako?” ​Picture Analysis Activity: “Hugot-in Mo Ako.”
Sharing: ​The teacher will ask
Share with the class your first and Describe your experiences in the following:
2
lesson students to pick a piece of the following categories: 1. Individuals
paper in the box containing “hugot 2. Groups and Organizations 3.
lines”. These hugot lines represent Community.
problems encountered by people under
c. what is the role of the guidance
Instructions: counselor?
1. There should be 5 Instructions: 1. The teacher will present
volunteers for the said activity. 2. a picture of the school guidance
Students will pick a counsellor and ask the student the
piece of paper containing hugot lines. following questions: a. what his/her
These hugot lines represent concerns name. b. what he/she do at the school.
of different groups of individuals. 3. The c. what is the role of the guidance
volunteer will counselor?
Instructions: 1. The teacher will present
read it aloud and the rest of the class
a picture of the school guidance
will guess who they think is being
counsellor and ask the student the
represented the hugot line. 4. All correct
following questions: a. what his/her
answer
name. b. what he/she do at the school.
will be written on the space provided.
c. what is the role of the guidance
counselor?
Sample Hugot Lines:
Instructions: 1. The teacher will present
1. “Hithit ka nang hithit,
a picture of the school guidance
baka ikay magipit” 2. “Papunta ka pa counsellor and ask the student the
lang, following questions: a. what his/her
pabalik na ako.” 3. “Laklak ka ng laklak name. b. what he/she do at the school.
baka ikaw ay c. what is the role of the guidance
1. While you were looking for your counselor?
respondents 2. While you were
gathering data from your respondents 3. 2. The teachers will present pictures
While you were and will ask what the pictures have to
interpreting your data ​(5 minutes) do with a counselor
Instructions: 1. The teacher will present ➢ (a picture of an ear) it involves
a picture of the school guidance "listening." ➢ (a picture of a closed
counsellor and ask the student the mouth)
following questions: a. what his/her “they don't tell your secrets, and you
name. b. what he/she do at the school. talk about your problems to them." ➢ (a
c. what is the role of the guidance picture of friends) "they help
counselor? when you have problems with friends”
Instructions: 1. The teacher will present ➢ (a picture of people "meeting) "they
a picture of the school guidance might meet with your parents, they
counsellor and ask the student the might meet with teachers, and they
following questions: a. what his/her might talk to the principal." (8 minutes)
name. b. what he/she do at the school.
second encounter with a school
counsellor. Time: 5 minutes
second encounter with a school
counsellor. Time: 5 minutes
second encounter with a school
counsellor. Time: 5 minutes
second encounter with a school
counsellor. Time: 5 minutes

3
lumagapak.” 4. “Hindi ako sa
palagay na isang bagay, lalong hindi rin ako isang hayop, ako ay tao.” 5. “Hindi ako ‘Na
ano
lang’” ​(5 minutes) ​C. Presenting
examples/Instances of the new lesson
Recall an instance/s or experience/s wherein you 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 Mahahanap?” ​Group Activity and Sharing Instructions: 1. The
learners will be divided into 4 groups. Each member will be given a 5x8 inch card 2.
Learners will print their name on the center of the card. Directly 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.
➢ 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
Unlocking: ​What do we mean when we say: Process and Method? ​Graphic
Organizer: ​Through a concept map, present your ideas regarding the processes and
methods of counselling. Time: 7 minute ​Counselling
Processes Methods
4
an opportunity to share information about themselves? 3. Why is it necessary for you to
understand the members of the class? (8 minutes) D. Discussing new
concepts and practicing new skills # 1
InteractiveDiscussion with PowerPoint Presentation: Processes in Counselling ​1.
Relationship Building 2. Assessment and Diagnosis 3. Goal Setting 4. Intervention and
Problem-Solving 5. Termination and Follow-up 6. Evaluation ​Methods in Counselling
1. Psychodynamic Approach 2. Experiential Approach 3.
Cognitive-BehaviouralApproach 4. Eclectic Approach Time: 15 minutes
E. Discussing new
concepts and practicing new skills # 2
The teacher will discuss the
The teacher will give
Interactive Class Discussion ​characteristics and types of
instructions on how the
Different Settings Where ​clientele and audiences in
students will present their
counsellors are found ​counseling according to
researches.
a. Government setting Cleofe, et.al (2016):
b. Private Sector 1. Individuals
The rubrics will be
c. Civil Society 2. Group/ Organizations
discussed in order for the
d. Schools setting 3. Community
students to know how their
e. Community setting presentation will be graded.
“SELF-ASSESSMENT TOOL” ​(5 minutes)
From the Survey(hypothetical result) How can your guidance counselor help you?
Academic 10 Love Life 12 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) The teacher will present and
The students will present
Processing of Needs Assessment. ​identify the different types of
and provide a descriptive
Present the results of the survey special counseling
discussion of their survey
given in the previous session. population according to
results.
1. Enumerate the needs of (Gibson and Mitchell, 2003).
(5 minutes)
individuals, groups,
5
1. People Who Abuse
Drugs 2. People Who use
Tobacco 3. People Who Abuse
Alcohol 4. Women 5. Older Adults 6. People with AIDS 7. Victims of Abuse 8. Gay Men
and
Lesbian Women ​(10 minutes)
2. Give suggestions on how the identified needs can be effectively addressed.
“SELF-ASSESSMENT TOOL” From the Survey(hypothetical result) How can your
guidance counselor help you?
Academic 10 Love Life 12 Choosing my Career 15 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 F. Developing mastery
(leads to Formative
Assessment 3)
Activity: “Saan Ba Ito Patutungo?”​Group Work Instruction: Learners will work in
group and identify which setting is described 1. Counselors working on this setting focus
on the client’s academic and 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 Who are the individuals and
Activity: Sort and Decide ​groups who needs
On colored strips of paper, write known counseling?
processes and methods. Sort these What are their needs and
strips of paper on the posted chart. demands?
Time: 5 minutes
(10 minutes)
Processes Methods 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)
6
social workers to promote psychological well-being of clients. 4. Working in this setting
allows the guidance counselors to work in a part-time or full-time basis. 5. In this setting,
counselor work in parishes or churches to provide services to various groups, such as
those with moral or spirituals issues and concerns. (8 minutes) G. Finding practical
application of concepts and skills in daily living
PRACTICAL RESEARCH ACTIVITY ​Instructions: 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: ORAL PRESENTATION
The teacher will ask the students to present the result of the data gathering activity
through power point presentation or visual aids. Based from the result presented, the
teacher will 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
If you are going to be a guidance counselor, which setting would you prefer to work in?
Guide questions: 1. Why did you choose that setting? 2. What factors did you consider
in choosing that particular setting?
➢ skills ➢ interest ➢ hobbies (8 minutes)
Guide Question: Why do you think is it important for students and the community to
know the processes and methods of counselling?
7
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)
recommend to address their concerns?
(Each group will be given 8 minutes to present the result and answer the 4
questions above.) ​H. Making
generalizations and abstractions about the lesson
Why is it important to help
Call a student and ask to summarize
Call a student and ask to summarize the individuals or group of
the lesson and answer the following
lesson. individuals address their
guide questions:
GQ:What new learning did you acquire needs and discover their
1. What new learning did you acquire
about the different processes and potentialities?
about the different processes and
methods in counselling? ​(5 mins)
methods in counselling?
Expected Generalization 1​: The Students will be encouraged to give
processes of counselling should be ​To capitalize on their
their reflections about the importance
done in order. ​potentialities
of counselors in different setting:
Expected Generalization 2:​The 1. What will happen if there are no
method to be used in counselling should counsellors in schools?
be based on the needs of the client. (5 minutes)
Time: 5 minutes
I. Evaluating learning True or False (5 items)
Direction: Write ​TRUE i​ f the statement is true, and write ​FALSE i​ f 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.
How does a guidance counselor deals with the problems and concerns of an
individuals, groups and organization, and community? ​( 5 minutes)
From the result of their survey, the students will answer how a guidance
counselor could address their concerns of the individuals, groups, and
organization. ​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)
8
3. The counselor deals with individuals who suffered from mental illness/problems. 4.
The counselor can
assess and assist any kinds of problems and concern of individual and group. 5. The
Guidance
Counselors can also work in partnership with other members of the school community.
(10 minutes) ​J. Additional activities for application or remediation
Assignment: ​What are the
Assignment​: Research for: settings, processes,
1. Counseling services methods and tools in
2. Counseling Processes counseling?
3. Counseling Methods
The students will write their answers in a whole sheet of paper.
Assignment: ​Research about the Social Work definition, goals, scope, core values and
principles.
III. REMARKS IV. R ​ EFLECTION ​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
Assignment: ​The students will conduct a survey addressing the counseling needs of
various types of clientele and audiences. The result of the data gathering activity will be
presented on the next session.
9
have caught up with the lesson D. No. of learners who
continue to require remediation E. Which of my
teaching strategies worked well? Why did these work? F. What difficulties did
I encounter which my principal or supervisor can help me solve? G. What innovation or
localized materials did I use/discover which I wish to share with other teachers?

Prepared:

1​st ​and 2​nd ​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

Day: Neptune
3rd ​
​ 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

4​th ​Day:

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

Checked and Reviewed:

DR. LOVELLA G. PARAGAS, EPS I Facilitator/Trainor SHS HUMSS


Approved by:

DR. ENGELBERT AGUNDAY EPS-CLMD

11
Grades 1 to 12 DAILY LESSON PLAN
School ​Class C ​Grade Level ​GRADE 12 ​Teacher ​Merdy Mae D. Delavin
Ariel V. Sobrevilla Arturo R. Cauguiran Eduardo P. Mabita Jr. Emmy Lou C. Calma
Learning Area
Discipline and Ideas in the Applied Social Sciences
Teaching Dates and Time
5th Week ​Semester ​1st ​ ​Semester Quarter I
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
At the end of the lesson, the students will be able to; 1. identify the goals and scope of social
work. 2. discuss the goals and scope of social work. 3. appreciate the value of social work.
At the end of the lesson, the students will be able to; 1. identify and discuss the
principles of social work. 2.demonstrate the principles of social work through a
simulation activity and group presentation. 3.realize the importance of principles in
doing social work.
At the end of the lesson, the students will be able to; 1.discuss the core values of social work.
2.share insights on the different core values of social work. 3.imbibe the core values needed in
social work.
A. Content Standards Discipline of Social Work
B. Performance Standards
The learners emonstrate a high level of understanding of the basic concepts of social
work through a 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/
Objectives Write the LC code for each
identify the goals and scope of social work HUMSS_DIASS12-Ie-16
demonstrate comprehension of the principles of social work.
HUMSS_DIASS12-Ie-17Competency will be taught for 2 days
discuss the core values of social work. HUMSS_DIASS12- Ie-18
II. CONTENT
Definition, Goals and Scope of Social Work
Principles ofSocial Work Core Values of
Social 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
Learning Resource (LR) portal
1. ​https://www.youtube.com/watch?v=Dr0Vn5QBMtM ​2. Powerpoint Presentations 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
lesson or presenting the new lesson
What professional career is likely to havethis picture?
Give the scope and goals of social work through the different pictures.(5 minutes)
Recap the principles of social work discussed. (3 minutes) 1.Anybody who can recap
the principles of social work?
Recap the principles of social work discussed. (3 minutes) 1.Is there anyone who can
recap the principles of social work? 4Pic1word – Values, Core, Social Work B.
Establishing a purpose for
the lesson
Picture Analysis: ​The 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?
Activity: ​Fast Talk ​Representative of each group should stand in front for the fast talk
activity.
1. Give or receive 2. Self or others 3. Equality or equity 4. Wealth or
integrity 5. Charity or salary
▪ Students will look at their
Activity​: Text Twist research assignment in
Game ( 5 minutes) presenting the principles.
What are the words
▪ Enumerate the different
that you noticed in Principles of Social Work
the text twist game?
▪ The students’ will be
How are those words asked to express
related to our topic? insights in each principle. Activity: Cabbage Game Directions: Pass
the cabbage to every
student Scenario 1: Community
as the music immersion
stops, read the situation Scenario 2: Typhoon
in the leaf of the victim
cabbage. Scenario 3: Nursing
(10 minutes) homes Scenario 4. Street Children (5 minutes)
What would be the principal goal of social work based on the pictures presented?
Expected Answer:
1. The goal on caring 2. The goal on curing 3. The goal on
changing.
Students will now process the principles of social work. (5 minutes)
C. Presenting
examples/instances of the new lesson
Unlocking of difficulty ​The learners will define ​social work u​ sing ​semantic web​and
metacard. ​(3 minutes) Ask: ​What comes to your mind when you hear the phrase
“social work?”
How will you define a
Think-Pair- Share: ​Get your partner. What comes into your mind when you hear the
word: 1. Discrimination 2. Human Rights 3. Equality 4. Integrity 5. Charity
Students will now have an idea on principles of social work. (5 minutes)
Situational Analysis: ​Case analysis with guided questions.
IAL ​WORK

Video presentation (3 minutes) “The Good Samaritan”


“What’s on your mind?” Provide a status about the video of the Good Samaritan, you
may start with a statement- Feeling _________ (using the core values) Each group will
give
social work then?
1. Define social work
in the words associated.
at least one statement and give a brief explanation. (5 minutes)
1. What are the
manifested values of the good samaritan. D. Discussing new concepts
and practicing new skills #1
To further understand the value of social work, it is important to study the scope of
social work by providing the key word for each description. ​(7 minutes) Ask: ​What
professional servicescan be offered by
1. Child
development Social Work 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
Discussion on Seven (7) Principles of Social Work through power point presentation.
(10 minutes)
Core Principles:
1. Reciprocity 2. Provide the best
possible solutions. 3. Respect basic
human rights. 4. Confidentiality,
privacy, & responsible for human information.
Discussion on Seven (7) Principles of Social Work through power point presentation.
(10 minutes)
Core Principles 5. Self-
Determination 6. Client’s
participation 7. Confidentiality Guided Question:
1. Why is there a
need to have these last three principles? Explain.
The teacher will discuss on Core Values of Social Work (10 minutes) Group
Brainstorming: Each group will be given a particular core values.
6.Integrity
1. Ser​vice
2. Justice Social
5. Importance
CORE ​of Human
VALUES OF ​Relationship
SOCIAL WORK
4.Dignity and Worth of the Person
The students will post the assigned values.
3.Competence
(Continuation) E. Discussing new concepts
Group Activity:
Simulation Activity:
Group Activity : and practicing new skills
Students will be given
Deepening of
Deepening of
Tableau (15 minutes) #2
meta-cards that include
Understanding (with
Understanding through
“Show me a picture ​the four (4) areas of
rubrics).
Simulation Activity (with
of social work” ​Social Work in Philippine
▪ Group 1 – TV
Rubrics).
Each group will be perspective to be
Advertisement (Human
given a core value presented using DI.
Rights)
▪ Group 3 – Pantomime
and the three groups 1. Family and
▪ Group 2 – News
(Professional Integrity)
will come up with a Community (rap);
Reporting (Social
o ​5 minutes
tableau. 2. Child, Youth and
Justice)
instruction and
Other groups will Women
o ​5 minutes instruction
rubric reiteration,
guess the core (simulation/tableau)
and rubric presentation
group preparation
values portrayed.(5 ;
o ​10 minutes group
o ​10 minutes group
minutes group) 3. Disaster, risks and
preparation
preparation reduction (spoken poetry) and; 4. Person with

Disability (PWD) and Senior Citizen (song). ​Ask: ​1. What are the
problems faced by the different areas of social work? 2. How would social
work be of service to these groups? ​(20 minutes) ​F. Developing mastery
(leads to Formative Assessment 3)
Merry-go-round pause and answer ​Based on the discussion, the student will identify
the goals of social workas to care, cure and change. ​(5 minutes)
1. Embrace a world
▪ What are the principles
▪ What are the
I-Hash Tag mo. (5 manifested in the group
principles being
minutes) 1 presentation?
shown in group 3
#CoreValues (5 minutes)
presentation?
#SocialWork
▪ What are the principles
o ​Explain
Pictures will be of social work displayed
comprehensively.
shown and give a in the presentation of
o ​10 minutes
core values that best Group 1 & 2
discussion
fits the picture in a
view of human issues and solutions to development of knowledge for social
problems. 2. Empower people, work profession through research and
individually and collectively, to utilize evaluation. 6. Help the family to
their own problem-solving and coping make decisions about their pattern of
capabilities more effectively. 3. Uphold reproduction towards enhancing the
the family’s quality of life.
integrity of the profession in all aspects form of hashtag. Give a short
of social work. 4. Promote social discussion. # Dignity and Worth of the
justice and equality of all people with Person #Service #Integrity #Importance
regard to full participation in society. 5. of human relationships #socialjustice
Contribute to the
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
applications of concepts and skills in daily living
Choose among the discussed professional services for social work they believed they
can engage actively. Why? ​Ask: ​What will motivate you to consider engaging in social
work? What traits must you have to become an effective social worker?
(5 minutes)
As a student how can you be an advocate of human rights in your own little ways? (5
minutes) ​Journal Writing
Reflect upon​: A: Give your insights “Social Worker in the Making” B.Journal Writing
Make your own title of your own advocacy as a social worker and how will it be
implemented. (10 minutes)
Do you see yourself as a social worker by profession in the future? (5 minutes) What
particular core values of social work that you are willing to apply in your life? Why?
H. Making generalizations
and abstractions about the lesson
Make generalizations about the principles of social work.
(3 minutes)
1.Identify and discuss the principles of social work Let the student
Discuss in the class the summarize the goals and
three principles of social scope of social worker in
work ; 2-3 sentences.
1. Self- ​(5 minutes)
Determination ​Ask:
2. Client’s What are the goals and
participation scope of social work?
3. Confidentiality
Expected answer:
(5 minutes)
GOALS 1. Care 2. Cure 3. Change
SCOPE
1. Child development
2. Medical Social
Work 3. Clinical Social
Work 4. Social work
administration and management 5. International social
work 6. Social work as community organizer 7. Women welfare 8. Crisis intervention 9.
Criminal Justice
I. Evaluating learning Essay:
Test your understanding by answering the following: (10 points)
1. Write the definition of social work as a profession? 2. Describe briefly
the goals and scope of social work. ​(7 minutes)
Discuss comprehensively
Fill-out the chart with the principles of social
the principles of social work. work.

a. Purposeful
(5 minutes) expression of feelings
Principles of Social Work ​b. Controlled
Self- ​emotional involvement
determi nation ​c. Acceptance d. Individualization
What new learning did you develop about the core values of social work? Explain in 1/4
sheet of paper. (5 minutes)
J. Additional activities for
application or remediation
Client’
Confid s entialit ​partici
y pation
Internet Workload:
Read on the principles of
Internet workload:
Internet workload: Search on the different
social work please refer to
Search on the core
Search on the roles principles of social work
the 7 Principles of Social
values of social work.
and functions of with respect to:
Work.
social worker. (3 minutes)
1. Self-Determination 1. Human Rights
2. Client’s 2. Social Justice
participation
3. Professional
Integrity
3. Confidentiality

V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in the evaluation B. No. of learners who
require additional activities for remediation C. Did the remedial lessons
work? No. of learners who have caught up with the lesson D. No. of learners who
continue to require remediation E. Which of my teaching
strategies worked well? Why did these work? F. What difficulties did I
encounter which my principal or supervisor can help me solve? G. What innovation or
localized materials did I use/discover which I wish to share with other teachers?
Powerpoint Presentation Day 1: (credited to demo-teacherLalaine Q. Dela Peña - City of San
Jose del Monte, May 18, 2017) Powerpoint Presentation Day 4: (credited to demo-teacher
Merdy Mae D. Delavin – Division of Bataan, May 18, 2017)
Prepared by:

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

Checked and Reviewed by:

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


Facilitator/ Trainer
SHS HUMSS

Approved by:

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


EPS II - CLMD
Grade Level ​12 Anne R. Estoesta
Applied Social Sciences

Teaching Dates and Time ​Week 6 Day


1 - 4 ​Quarter ​1st

Teacher ​Reggie O. Cruz, Ed.D., Onelia


1​st ​Day 2​nd ​Day 3​rd ​Day 4​th ​Day
Learning Area ​Disciplines and Ideas in
the
Grades 1 to 12 DAILY LESSON LOG I. OBJECTIVES
School ​Angeles City Senior High The learners will be able to:
School ​Angeles City Senior High
1. Understand the professional and
School (Division of Angeles City), Bilad
practitioners in specific work areas in
High School (Division of Tarlac),
which social workers work 2. Articulate
Pamibian Integrated School (Division of
the different roles, functions,
Zambales), Akle high School (Division
competencies, rights, responsibilities
of Bulacan)
and accountabilities of a social
worker. 3. Appreciate the role of a
J. Lagrada, Glieza E. Adora, Jemie
social worker in the community as Identify career opportunities for social
stated in their ethical standards. workers
Identify career opportunities for social
A. Content Standards workers
The learners should be able to
demonstrate the understanding of HUMSS_DIASS 12-If- 21
Professionals and Practitioners in social HUMSS_DIASS 12-If- 21
works. Value rights, responsibilities and
accountabilities
Value rights, responsibilities and
accountabilities
B. Performance Value rights, responsibilities and
Standards accountabilities
The learners should be able to Value rights, responsibilities and
undertake participant observation (e.g., accountabilities
a day in a life of a social worker) to Value rights, responsibilities and
adequately document and critique their accountabilities
roles, functions and competencies
Distinguish between ethical and
unethical
C. Learning Distinguish between ethical and
Competencies/ Objectives Write the LC unethical
code for each Distinguish between ethical and
Show an understanding of the roles and unethical
functions of social workers behaviors among practitioners

HUMSS_DIASS 12-If-19 HUMSS_DIASS 12-If-22


Identify specific work areas in which HUMSS_DIASS 12-If-23
social workers work
Identify specific work areas in which
social workers work II. CONTENT
Identify specific work areas in which Professionals and Practitioners in
social workers work Social Workers
Professionals and Practitioners in
HUMSS_DIASS 12-If-20 Social Workers
Identify career opportunities for social Professionals and Practitioners in
workers Social Workers
Identify career opportunities for social Professionals and Practitioners in
workers Social Workers
Professionals and Practitioners in Social Workers
Social Workers Areas of specialization in which a social
Professionals and Practitioners in workers work
Social Workers Career Opportunities of Social Workers
Professionals and Practitioners in Career Opportunities of Social Workers
Social Workers Rights, Responsibilities,
Professionals and Practitioners in Accountabilities and Code of Ethics
Social Workers Rights, Responsibilities,
Professionals and Practitioners in Accountabilities and Code of Ethics
Social Workers Rights, Responsibilities,
Professionals and Practitioners in Accountabilities and Code of Ethics
Social Workers
Roles, Functions and Competencies of 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. www.youtube.com
Other Learning Resources
https:www.google.com.ph
www.psychology.northwestern IV. PROCEDURES
https://gradireland.com
A. Reviewing previous
lesson or presenting the new lesson
The teacher will review the
The teacher will review the
The teacher will review class about the basic concepts
class about the different roles
the class regarding of social work.
and functions of social
specific work areas in workers.
which social workers What are the core values of
work. social work?
Giving Opinion: Would you consider the work
Creative Review: (3 minutes)
of a social worker challenging
Bigyan ng Points Yan! yet rewarding career? Why?
(Adapting Bigyan ng (5 minutes)
Jacket Yan! Willie Revillame Show)
The students will dance in tune of willie Revillame upbeat song containing questions on
the specific work areas discussed yesterday.
(5 minutes)
The teacher will review the class regarding career opportunities of social worker.
(Showing pictures of the occupations)
(3 minutes)
B. Establishing a
purpose for the lesson
The teacher will show the Logo
The teacher will show a
The teacher will
The teacher will of DSWD
graphic organizer and a meta
present pictures on the
show a four-minute 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
examples/instances of the new lesson
Picture Analysis:
The Teacher will present a picture showing a slum area.
Guide Questions:
1.What common problem do you notice based on the picture 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 areas of expertise.
(10 minutes)
The teacher using power point presentation will show pictures of the career
opportunities of the social workers.
The teacher will briefly analyze and explain all the pictures presented in the power point.
The students will explain all the pictures presented in the power point.
(10 minutes)
The students will read the texts regarding responsibilities, rights and accountabilities of
a social workers as well as the code of ethics of a social worker.
(10 minutes)
D. Discussing new
concepts and practicing new skills #1
The teacher will discuss using power point presentation about the following:
Social Work
1.Roles 2.Functions 3.Competencies
(15 minutes)
The teacher will discuss the concepts using the GRAPHIC ORGANIZER.
1.Different issues a social worker needs to address. (10 minutes)
The teacher will discuss using power point presentation
Concept:
Introduce the career opportunities of social workers.
(5 minutes)
The teacher will discuss the rights, responsibilities and accountabilities through Cluster
Web.
The teacher will also discuss the code of ethics of social worker practitioners
(9 minutes)

E. Discussing new
concepts and practicing new skills #2
The teacher gives a situation/ case about the roles and functions of a social work.
The teacher will group students according to their birth month.
The teacher will group students according to their birth month.
The teacher will group students according to their birth month.
The teacher will group the students into two groups.
The teacher will group the students into two groups.
The teacher will group the students into two groups.
The teacher will group the students into two groups.
The students will have a group reporting regarding the topic .
The students will have a group reporting regarding the topic .
The students will have a group reporting regarding the topic .
The students will have a group reporting regarding the topic .
The students will have a group reporting regarding the topic .
The students are task to discuss using Formulate- Decide-Illustrate (FDI Scheme)

Formulate your own job description indicating the major function/task you will perform

Based on the needs of your barangay a barrio, what possible indicators will you look at
to determine whether the objectives of your work are achieved?

Act on how you will work with other client systems such as individuals and groups. (Role
Play/ Simulation) (15 minutes)
1​st ​group – January to march 2​nd ​group – April to June 3​rd ​group – July – September 4​th
group – October – December

General instruction to the students:

Mimic the different areas of specialization in which social workers work. (15 minutes)
1. The first group will give the career opportunities of social workers. 2. The second
1. The first group will give the career opportunities of social workers. 2. The second
1. The first group will give the career opportunities of social workers. 2. The second
group will give its explanation of career opportunities that the first group have
mentioned.
group will give its explanation of career opportunities that the first group have
mentioned.
group will give its explanation of career opportunities that the first group have
mentioned.
group will give its explanation of career opportunities that the first group have
mentioned.

(10 minutes)
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker
Group 1 – Responsibility of a Social Worker Group 2 – Duties of a Social Worker Group
3 – Accountabilities of a Social Worker

Group 4 – Ethical Behavior of a Social Worker


Group 4 – Ethical Behavior of a Social Worker
Group 4 – Ethical Behavior of a Social Worker

Group 5 – Unethical Behavior of a Social Worker

( 9 minutes)

F. Developing mastery (leads to Formative Assessment 3)


The students, in the lecture notebook will enumerate the roles and functions of a social
worker.
The teacher will ask:
The teacher will ask:

1.What environmental impediments in your barangay that should be addressed?


1.What environmental impediments in your barangay that should be addressed?
The teacher will post in class a graphic organizer. The students will pick a picture then
they will
The teacher will post in class a graphic organizer. The students will pick a picture then
they will
The teacher will post in class a graphic organizer. The students will pick a picture then
they will
The teacher will post in class a graphic organizer. The students will pick a picture then
they will
The teacher will give an enumeration on the following:
The teacher will give an enumeration on the following:
The teacher will give an enumeration on the following:
The teacher will give an enumeration on the following:
The teacher will give an enumeration on the following:
place 2.What specific solutions
the picture in the could you suggest?
graphic organizer. Explain if it is career (10 minutes)
opportunities of social workers.
(5 minutes)
Social workers responsibilities
Social workers accountabilities
Social workers ethical responsibilities
(4 minutes)
G. Finding practical
applications of concepts and skills in daily living
( 5 minutes)
The teacher will ask if they have been helped by the social worker?
Follow-up question:
How important is the role of social worker in helping people in times of calamities? (5
minutes)
The teacher will ask:
Why is it necessary for a social worker to possess empathy and flexibility?
(5 minutes)
The teacher will ask:
Outside school, in what ways can you apply the career opportunities of social workers?
(5 minutes)
Selected students will give reaction on this:
Social work is a profession that needs to be appreciated because it caters on the people
who are marginalized and abused.
(3 minutes) H. Making
generalizations and abstractions about the lesson
Call 2 to 3 students to summarize the lesson according to the following guide questions:
The selected students will discuss some concepts that they learned regarding
specializations of social works
( 5 minutes)
The selected students will repeat the career opportunities in social workers.
Expected answers:
The student will enumerate the following
Give at least three Codes of Ethics as
1. Give the functions and
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry
a Practitioners of Social Workers.
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.
Expected answer: Social workers has social work specialties namely: child family and
school social worker, community social worker, hospice and palliative care social
worker, medical health social worker, medical health social worker and mental health
and social substance abuse social worker, military and veterans social worker and
psychiatric social worker. 2. Social workers can be required to aid with issues directly
caused by trauma, disability, poor family circumstances, abuse, mental and emotional
problems, addiction, and acute, chronic, or terminal illnesses. Some social workers
prefer to focus their skills on one area of expertise by going into specific fields.
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry
Health board social workers Medical social workers Working for the local authorities
Working for the department of justice Working for voluntary agencies Working in
industry

( 7 minutes)
( 7 minutes)
a Practitioners of Social Workers.
a Practitioners of Social Workers.
a Practitioners of Social Workers.

Give at least one rights, responsibilities and accountabilities of a social worker.


Give at least one rights, responsibilities and accountabilities of a social worker.
Give at least one rights, responsibilities and accountabilities of a social worker.
Give at least one rights, responsibilities and accountabilities of a social worker.

(4 minutes)
(4 minutes)
(4 minutes)

Expected answer:
Expected answer:
Expected answer:

Social workers should promote social justice, Social workers should keep accurate
records and social workers should undertake research ethically.
Social workers should promote social justice, Social workers should keep accurate
records and social workers should undertake research ethically.

Rights – right to live by its values

Responsibility – to help children

Accountability – for their actions regarding values and principles of the professions
I. Evaluating learning Paper-Pencil Test:
Enumerate the functions of a Social Worker?
Explain each function. (5 minutes)
Essay Test: Explain Comprehensively “ A social worker’s job is never done, but the
most successful professionals relish the challenge” (5 minutes)
Essay Test:
Write an essay regarding the Ethical and unethical Behavior of a Social Workers in
relation with their duties and responsibilities, duties and accountabilities. J. Additional
activities for application or remediation
What are the career opportunities of social workers? Explain each career opportunities
of social workers ( 8 minutes)
Conduct an interview to your municipal/city/provincial/national social worker and ask the
following questions: 1.What social problems did he/she encounter in the barangay?
3. What interventions did
he/she give to help solve the problem.
Reflection:
Do you see yourself to become a social worker someday? Why or Why not?
Cut out pictures of other career opportunities of social work practitioners.
Paste it on a short bond paper and describe its scope of work.
Compile the following in your portfolio
a. Interview sheet b. Reflection Paper c. Cut out
pictures
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
School ​Cluster C ​Grade Level ​12
Teacher Learning Area ​Discipline and
Ideas in Applied
Social Sciences (DIASS) ​Covered Date
Week 7 (Days 1-4) ​Semester ​First I. OBJECTIVES
1. Identify the three types of clientele
and audiences in social work. 2.
Day 1 Day 2 Day 3 Day 4 Present the needs of the individuals,
Grades 1 to 12 DAILY LESSON LOG groups, organizations and community.
3. Appreciate the importance of social in social work
work in addressing the needs of
disadvantage people.
At the end of the lesson, the students
should be able to: 1. Identify the B. Performanc
different settings in social work. 2. e ​Standards
Demonstrate an understanding of the
Using the results of the survey
settings of social work. 3. Appreciate
conducted, critically evaluate whether
the contributions of social work in
the needs of the respondents are
different settings.
addressed by the practitioners and
At the end of the lesson, the students
pertinent institutions.
should be able to: 1. Identify the
The learners should be able to propose
different settings in social work. 2.
suggestions on how needs can be
Demonstrate an understanding of the
effectively addressed.
settings of social work. 3. Appreciate
The learners should be able to propose
the contributions of social work in
suggestions on how needs can be
different settings.
effectively addressed.
At the end of the lesson, the learners
The learners should be able to propose
should be able to:
suggestions on how needs can be
At the end of the lesson, the learners
effectively addressed.
should be able to:
At the end of the lesson, the learners
should be able to:
1. Understand the different processes
and methods involved in doing social 1. Learning
work. 2. Illustrate the different Competencie s/ Objectives Write the LC
1. Understand the different processes code for
and methods involved in doing social Use acceptable research protocols,
work. 2. Illustrate the different conduct a survey among young adults
processes and methods involved in particularly ages 13 – 17 on their social
doing social work. 3. Reflect on the right work needs. Present results and
process and methods involved in taking recommendation for class discussion.
social work. Use acceptable research protocols,
conduct a survey among young adults
particularly ages 13 – 17 on their social
A. Content work needs. Present results and
Standards recommendation for class discussion.
Clientele and Audiences in Social Work Use acceptable research protocols,
Settings, processes, methods and tools conduct a survey among young adults
particularly ages 13 – 17 on their social 11. Identify the settings in which social
work needs. Present results and workers are found.
recommendation for class discussion. HUMSS_DIASS12-Ig-26
Use acceptable research protocols, 11. Identify the settings in which social
conduct a survey among young adults workers are found.
particularly ages 13 – 17 on their social HUMSS_DIASS12-Ig-26
work needs. Present results and The learners illustrate the different
recommendation for class discussion. processes and methods involved in
undertaking social work
(HUMSS_DIASS12-Ig-27)
Describe the clientele and audience of The learners illustrate the different
social work. HUMSS_DIASS processes and methods involved in
Distinguish the needs of individuals, undertaking social work
groups, organizations and communities. (HUMSS_DIASS12-Ig-27)
HUMSS_DIASS 12- The learners illustrate the different
Distinguish the needs of individuals, processes and methods involved in
groups, organizations and communities. undertaking social work
HUMSS_DIASS 12- (HUMSS_DIASS12-Ig-27)
Distinguish the needs of individuals, The learners illustrate the different
groups, organizations and communities. processes and methods involved in
HUMSS_DIASS 12- undertaking social work
11. Identify the settings in which social (HUMSS_DIASS12-Ig-27)
workers are found. The learners illustrate the different
HUMSS_DIASS12-Ig-26 processes and methods involved in
11. Identify the settings in which social undertaking social work
workers are found. (HUMSS_DIASS12-Ig-27)
HUMSS_DIASS12-Ig-26
each 12-Ig-24 Ig-25
II. CONTENT
4. Settings, Processes, Methods and Tools in Social Work Setting 3.1.1 Government
3.1.2 Private Sector 3.1.3 Civil Society 3..1.4 Schools 3.1.5 Community
Social Work Services, Processes, and Methods
III. LEARNING RESOURCES
A. References 1. Teacher’s
Guide pages
Clientele and Audiences in Social Work
Characteristics and needs of various types of clientele and audiences
Curriculum Guide HUMSS (DIASS) p.4
2. Learner’s Materials pages 3. Textbook pages
Curriculum Guide
Curriculum Guide
Curriculum Guide HUMSS (DIASS)
HUMSS (DIASS)
HUMSS (DIASS) page 4 page 4
page 4
Disciplines and Ideas in the Applied Social Science pp. 104- 109
4. Additional
Materials from Learning Resource (LR) portal B. Other
Learning Resources
Sampa, E. M.
Sampa, E. M. (2017).
Sampa, Elias M.(2017.) (2017).
Disciplines and Ideas
Disciplines and Ideas in Disciplines and
in the Applied Social
the Applied Social Ideas in the
Sciences. pages 88-
Sciences. REX Printing Applied Social
92.
Company, Inc. Florentino Sciences. pages
St., Sta. Mesa Heights, 88-92.
Quezon City.
https://www.youtube.com/watch?v =McHficxb2Gi
IV.
http://digitalcomm
https://www.youtube.com/ ons.wayne.edu/so
watch?v=ctdSki1iX9I cprac/vol7/iss1/5.
PROCEDURES
A. Reviewing
previous lesson or presenting the new lesson
Ask: Can you give
Present the result of
Based from the survey the roles,
your survey and
conducted, what are the functions and
analyse.
needs of the respondents competencies of
(5 mins.)
which are addressed by social workers?
the practitioners and (3 mins.)
pertinent institutions? (2minutes)
What are the settings in which social workers are found? (2 mins.)
B. Establishin
Teacher will ​
g a purpose for the lesson ​ posts on the board a copy of Jose Abad’s
Painting). Ask: What comes to your mind upon looking on the painting of Jose Abad –
“Hapag ng Pag-asa” (5 mins.)
“ Haybol Rambol” ​The class will be given set of meta cards to arrange and derive with
the processes and methods of social work services. (5 mins.) Guide Question: What do
you think is the most important process? Why?
C. Presenting examples/i nstances of the new lesson
Video Presentation:
The teacher will show a A Video clip of
short documentary video Yolanda Victims in
of social workers in Leyte
particular setting. Ask: How can you be of help in a situation
Guide Questions: like Yolanda typhoon? Write your
What can you say about answer in a one
the video? whole sheet of paper.
What particular activities (5mins.)
are they involved? (5mins) Elaborative
Ask : Is it right to
The teacher will show
Interactive Discussion ​with learning:
help every person
photos of different
power point presentation on Social Are you
asking for help
settings of social work
Work Services, Process and compelled or
especially financial
and will ask the students
Methods obliged when you
assistance ? why
to give their insights.
(10 mins.) see a person in
?(5min.)
Photo 1: (​Home for the n ​ eed of help?
aged) ​Why? (5 min)
Photo2: (​Hospitals​) Photo 3: (​Correctional) ​Show a short
Photo 4: (​Public School​) video clip about
Photo 5: ​(Slum area) ​the life of Jesus
Photo 6: (​DSWD)​ Christ.
Photo 7: (​Rehabilitation​) Photo 8: ​(Home for the ​Describe these
girls) ​people
Photo 9: (​Home for the s​ urrounding
elderly)
Jesus based on their appearance. Then the class will cluster
the following photos according to the five settings where social workers are found.
These are as follows:
a. Government b. Private sectors c. Civil society d. School e. Community (5mins) D.
Discussing
new concepts and practicing new skills #1
Group
Scenario: ​Brainstorming
A three-year-old boy was lost. You Activity: (10
find him crying in despair, roaming mins.)
around the street looking for his mother. As a concerned citizen, Three types of
what will you do to help child? (3 clientele and
mins) audiences.
Guide Questions: 1. Do you need to be a social worker to help someone in need? Why?
2. What are you going to do if you see a mentally deranged woman roaming around the
street? (5 min.)
Exploration with discussion. The Discussion class shall of
be divided into six groups. Ask: In your locality, can
different settings you identify the needs and
of social work and characteristics of the
giving examples. following clientele of social work. (10 mins.)
a.Government- Clientele Chara
Need
Foster care cterist
s
agencies ics
(Children and ​Abandon

families), ​Health ed care settings, ​babies


including Homeles s elderly Substan ce ​depende nt
​ ​Sexually abused
​ Battered women
People with Disability
community-based clinics and hospitals, Schools Federal, state, or local correctional
facilities Settings that serve older adults (nursing homes) b.Private Sector- (Advocacy,
consultancy services, employee
assistance program, counselling, policy and program development) c.Civil Society-
(child caring and child placing social welfare agencies, offering services for adoption,
foster care etc.) d.School- Public and Private Schools e.Community- LGU’s on each
barangay, local council, church, people’s organization) (10mins) E. Discussing
new concepts and practicing new skills #2
Think-Pair-Share Photo-essay about clientele in the social work.
Debate: Is it unlawful to give money to the beggars? (5mins.)
The students will be grouped into 5. Each group will be assigned to explain a setting
where social workers are found.
Group 1: Government Group 2: Private sectors Group 3: Civil society Group 4: Schools
Group 5: Community
Each group will be given 3 minutes to present their output.
Deepening of Discussion: Video clip ​“Sa Kambas ng Lipunan” by Joey Velasco; Part
2. After watching reflect on the life of each of the client. Guide Question.
Evaluate what method of social work can be applied best as well as the tool needed for
each. (15 mins.)
(19mins)
F. Developing mastery (leads to Formative Assessmen t 3)
Group Presentation​: Analysis of the video clip to be shared to the class. (Will be
graded using a rubric). (5 mins.)
G. Finding
practical application s of concepts and skills in daily living
Test Your Knowledge
Matching Type:
Using a graphic organizer Class shall be divided Match into
Column A with
the students will identify four groups.
Column B on what
the unique needs that are 1. Ask: Describe at particular least
agency of
recognized and three types of clientele social in
workers a
addressed in each setting terms of his/her age
clientele fits in. Write
of social work. bracket of social work.
the Letter of your
(5mins) Clientele Age
answer on the blank Bracke provided before the t number. 1. Individual
Column A 2. Groups and organizations 3. Communities
____ 1. Drug dependent ____ 2. Neglected children 2. affect normal (10 Ask: mins.)
the way How clientele’s of these living?
factors ____ ____ victims ____ family
3. 4. 5. Insane Rape
Homeless
Column B A. Mental Hospital B. Rehabilitation center C. DSWD D. Women’s Desk E.
Gawad Kalinga (5 mins.) Draft a proposal
What group or
If you were a social
Situation Analysis​: Your mother to a specific
organization where
worker, what setting
was hospitalized and diagnosed of group of people
you can share the
would you choose?
a serious illness. You have nothing or individuals for
assistance to the
Explain why? (2mins)
to spend for the medication. whom the needs
people in need?
Guide Questions: of said clientele
Select 3 students to
1. Who will you approach? are to be met.
answer the question.
2. What are the steps or process
Follow the simplified proposal format.
(7mins.) that you will do to address the
problem? (5 mins.)

Objec- tives
Actions to be taken
Target Clientel e
Target Clientel e
H. Making
generalizati ons and abstraction s about the lesson
(10mins.) Ask: Identify the different types of clientele and audiences of social work and
specify their needs. 1. Individual 2. Groups and Organizations 3. Community (5mins.)
Ask: Identify the needs of the following clienteles: 1. Abandon babies – foster parents,
adoptive home 2. Homeless elderly – Adoptive home, medical care, nutritional needs 3.
Substance dependent – rehabilitation, counselling, proper education 4. Battered women
– protection, counselling, empowerment 5. People with disability – nutritional needs,
training and equipping for employment, recognition (8mins.)
Ask: Identify the needs of the following clienteles: 1. Abandon babies – foster parents,
adoptive home 2. Homeless elderly – Adoptive home, medical care, nutritional needs 3.
Substance dependent – rehabilitation, counselling, proper education 4. Battered women
– protection, counselling, empowerment 5. People with disability – nutritional needs,
training and equipping for employment, recognition (8mins.)
Ask: Identify the needs of the following clienteles: 1. Abandon babies – foster parents,
adoptive home 2. Homeless elderly – Adoptive home, medical care, nutritional needs 3.
Substance dependent – rehabilitation, counselling, proper education 4. Battered women
– protection, counselling, empowerment 5. People with disability – nutritional needs,
training and equipping for employment, recognition (8mins.)
The teacher will ask a volunteer student to summarize the lesson. (2mins)
The teacher will ask a volunteer student to summarize the lesson. (2mins)
The teacher will ask a volunteer student to summarize the lesson. (2mins)
The teacher will ask a volunteer student to summarize the lesson. (2mins)
The teacher will call 1 or 2 students to summarize the lesson. Guide Question:
The teacher will call 1 or 2 students to summarize the lesson. Guide Question:
The teacher will call 1 or 2 students to summarize the lesson. Guide Question:
The teacher will call 1 or 2 students to summarize the lesson. Guide Question:
The teacher will call 1 or 2 students to summarize the lesson. Guide Question:
1. What are the processes
1. What are the processes
1. What are the processes
1. What are the processes
involved in conducting social work of the DSWD particularly among abused children? 2.
How do you find the method
involved in conducting social work of the DSWD particularly among abused children? 2.
How do you find the method
involved in conducting social work of the DSWD particularly among abused children? 2.
How do you find the method
and process of doing social work? (5 mins.)
and process of doing social work? (5 mins.)

I. Evaluating learning
Post Pictures Say: Categorize the pictures posted to what
What will you do if you found a baby in a garbage can? (5 mins.)
What will you do if you found a baby in a garbage can? (5 mins.)
Quiz. Direction: Identify two settings where social workers are found. Give
Quiz. Direction: Identify two settings where social workers are found. Give
Quiz. Direction: Identify two settings where social workers are found. Give
Essay: Describe the monitoring phase within the process of social works. (10 mins.)
Essay: Describe the monitoring phase within the process of social works. (10 mins.)
Essay: Describe the monitoring phase within the process of social works. (10 mins.)
Essay: Describe the monitoring phase within the process of social works. (10 mins.)
type of clientele in social work they belong and give their characteristics. (5mins.)
one example on each and describe. (10mins)
J. Additional
activities for application or remediatio n
Conduct a survey
Research on the
Assignment: in your own
procedures of DSWD
Interview a social worker community
in catering street
in your barangay or following the
children. Write your
community. Find out the questionnaire
output in your
specific setting to which provided.
notebook.
he/she has rendered 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)
Assign. Identify an NGO involved in social work? How does it conduct social work in
times of calamity?
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 Log
School Grade Level ​12 ​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 / Objectives
1. The students identify the
1. 1. The students demonstrate ​
goals and scope of
comprehension of principles of communication
communication ​(HUMMS_DIASS 12-Ih-28) 2. (HUMMS_DIASS 12-Ih-29)
1. The students discuss the core values of communication ​(HUMMS_DIASS 12-Ih-30)
1. The students describe the elements and levels of communication processes.
(​HUMMS_DIASS 12-Ih-31) II Content Definition and Goals of
Communication.
Principles of Communication.
Basic Elements of Communication Process
Levels of Communication ​III Learning Resources ​A. References
1. Teacher’s Guide Pages
DIASS Curriculum Guide p. 4 of 7
DIASS Curriculum Guide p. 4 of 7
DIASS Curriculum Guide p. 4 of 7
DIASS Curriculum Guide p. 4 of 7 ​2. Learner’s Materials Pages
3. Textbook Pages 4. Additional materials from learning resource (LR) portal
Basic B. Other Learning
Communication
Principles of Communication
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 lesson or presenting
the new lesson
Ask the students about the core values and barriers of communication. ​(5mins.)
B. Establishing a purpose for the lesson
Ask the students to illustrate
Ask the students about the
Ask the students about the the different processes and
definition, scope, goals of
functions and principles of methods involved in
communication.
communication previously undertaking social work
(5mins.)
discussed. through a graphic organizer
(5mins.) (5mins.) Movie Lines Hugot:
Skit:

Message Relay:
The Communication Process: ​Present via video clips the
Ask for volunteer students that
Divide the students into four different classical movie lines
will pair for a conversation in
groups.
Illustrate the and let the students to realize
front of the class.
communication cycle the following, to wit:
Ask the leader of the group
using cut-outs from The volunteers will be given a
to pick a short message (e.g.
cartolina, magazines or
• Identify the title of the
topic as well as a scenario that
tongue twisters and famous
any other recyclable movie.
they will talk about or make a
quotations). Each group will
materials. Put captions
• Analyze the different
skit in front of the class
be given three sets of
to better illustrate the goals of communication
(5mins.)
messages.
cycle. based on their observation.
The following tongue ​(5mins.)
twisters and quotation will be utilized in the game, to wit: The following movie lines will
be presented to the students:
1. Palakang Kabkab,
kumakalabukab, 1. “Walang himala! Ang himala
kaka-kalabukab pa ay nasa puso ng tao, nasa
lamang, puso nating lahat! Tayo ang
kumakalabukab na gumagawa ng himala, tayo naman.
(5mins.)
C. Presenting examples / Instances for the new lesson
ang gumagawa ng mga sumpa
2. Pinaputi ni Tepiterio at ng mga Diyos, walang
ang pitong puting himala!"
putong patong - Nora Aunor in Himala
patong. 2. "Ayoko ng tinatapakan ako! Ayoko ng masikip, ayoko ng
3. Kalabit ng kalabit si mainit! Ayoko ng walang tubig!
Alabit na may bitbit sa Ayoko ng mabaho!"
balikat ng kanyang - Maricel Soriano in Kaya
kalapit-kabalikat Kong Abutin Ang Langit
kapitbahay. 3. Vilma: Ako ang asawa,
(5mins.) ​kasama sa buhay, kasiping sa kama. Maricel: At ako naman ang anak. Ang
anak, hindi napapalitan. Pero ang asawa, nahihiwalayan. - Yesterday, Today and
Tomorrow ​(5mins.) Brainstorming ​Ask the students about their ideas / knowledge
about communication.
Use the students’ answers for introducing communication to the students. ​(3mins.)
Ask the students about the
Collaborative Learning:
Dyad Activity: ​discussed topic and whether
1. Introduce the these are common subjects
Ask the students about their
communication among conversation between
experiences about the
process to the them and their fellow students.
game.
students. 2. Show them how the Introduce the principles of
Ask the students on their
elements of communication to the students.
different roles in the
communication play communication process.
their role in the Use the skits / conversations
communication made by the volunteers earlier
1.What are the external and
process. as an example.
internal factors they
3. Ask them if they ​(10mins.)
encounter while relaying the
have different messages?
perceptions on how ​(5mins.)
communication flows. 4. Let the students compare and analyze their
answers.​(10mins.) D. Discussing new concepts and practicing new skills #1
Interactive Discussion: ​1. Discuss the definition of communication to the 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.)
Situational Analysis: ​1. Provide examples to the students of situations wherein the
elements of communication take place. 2. Let the students share their answers to the
class. 3. Let the class analyze the different elements they encounter during the
pre-activity. ​(15mins.)
E. Discussing new concepts and practicing new skills #2
1. Ask the students about their ways of communicating with their classmates. 2. Ask the
students for instances where they experienced misunderstanding or miscommunication
in communicating with their classmates. 3. Introduce the principles communication to
the class. 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.)
Think-Pair-Share-Post: ​Think of the goals of communication and share it with a
partner. Then post on the board ideas from your discussion using sticky notes.
(10mins.)
Brainstorming: (Scripwriting)
1. The students will make a 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: Y ​ our mother asking you to do household chores.
Scenario 2: F ​ riends talking
Let the students analyze the given communication process.
(5 mins.)
about your crush.
Guide Questions: 2. What are the specific
conversation in your scene that conveys the different principles of communication? 3.
Which principles show
conversation in your scene that depicts the different principles of communications?
4. How did you determine
the principles of communication in each conversation you had? ​(5 mins.)
F. Developing mastery Recitation:
Conduct recitation on the differences, similarities and the goals of communication.
(2mins.)
Group Activity: ​Provide further examples of situations where elements of
communication affect their daily lives and let the students discover their roles in the
communication process ​(10mins.)
Scenario Analysis: ​Provide scenarios of communication to the students. Analyze the
provided scenarios 1. Dramatic
Monologue of a student 2. Chatting with friends in the canteen. 3. A reporter in the
television. ​10mins.) G. Finding practical applications of concepts and skills in daily
living
Situational Analysis:
Make the students provide samples of scenarios for the students and let them analyze
the principles of communication and apply features of communication if there are
breakdowns. (​5 mins.)
Point for Reflection:
Deepening Activity: ​Ask the students about ways they can apply what they
How they will help themselves
Debate
Ask the students about the benefits of knowing Debate is also a great
the process of
in learned in today’s lesson in
improving their their school and respective
communication skills? communities.
(3 mins.) (2 mins.)
communication in improving their communication skills. ​(15mins.)
H. Making generalizations and abstractions about the lesson
way to encourage independent thought. Help your students argue objectively about
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.) Concept Map: A Summary of the Session
Give a summary of the session using a concept map. ​(5mins.)
Point for Reflection: ​Make the students share the principles they explored and relate it
in their everyday living. ​(6 mins.)
Point for Reflection: ​Let the students reflect on the different roles of elements of
communication. ​(5mins.)
Let the students share their perception of communication before and after the lesson on
communication. ​(5mins.) I. Evaluating Learning Situational Analysis
Give the students scenarios of communication and make them determine the elements
of communication within the given scenarios involved. ​(10mins.)
Provide statements to the students about the principles of communication. Let then
Situational Analysis ​
expound their answer. ​(3 mins) ​ Provide situations with missing
solutions or communication barriers and let the students provide the missing
information. ​(3 mins.)
Provide communication scenarios of communication and let the students analyze them.
(3 mins.)
J. Additional activities for application or remediation
Assignment: ​Watch your favorite teleserye
Assignment: ​Make the students create a
.
and write a short reflection on how the earned 80% on the formative
goals of communication make this assessment. B. No. of learners who
teleserye more viewable and appealing require additional activities for
to the audience. remediation. C. Did the remedial
model of communication that will lessons work? No.of learners who
emphasize the different process of have caught up with the lesson. D.
communication. 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
V. Remarks localized materials did I use/discover
which I wish to share with other
VI. Reflection ​A. No. of learners who teachers?
Grade Level ​12
Teacher ​Gio B. Jimenez ​Learning Area ​Discipline and Ideas in the
Applied Sciences ​Teaching Dates and Time
Week 1 Day 1-4 ​Quarter ​Second Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Understand the role and functions of communicators and journalists B. Articulate
understanding of the areas of specializations, roles and functions of communicators and
journalists C. Appreciate the roles and functions of ccommunicator practitioners
A. Content Standards
Professionals and Practitioner in Communication
B. Performance Standards
Undertake partcipant observation (e.g., a day in life of a communicator/journalist) to
adequately document and critique their roles, functions, and competencies
C. Learning Competencies/
Objectives Write the LC code for each
The learners show understanding of the roles and functions of communicators and
journalists. ​HUMSS_DIASS12-IJ-32
The learners identify specific work areas in which communicators and journalists work.
HUMSS_DIASS12-IJ-33
II. CONTENT
Roles, Functions and Competencies of coomunicators and journalists
Roles, Functions and Competencies of coomunicators and journalists
Areas of specialization communication in which communicators and journalists work
Areas of specialization communication in which communicators and journalists work
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide p. 4
2. Learner’s Materials pages
Grades 1 to 12 DAILY LESSON LOG
School ​San Nicolas High School (
Division of Gapan )
Discipline 3. Textbook pages Discipline and
Discipline and
and Ideas Ideas in the
Ideas in the
in the Applied Applied Sciences
Applied Sciences ,
Sciences , pp.123- , pp.122-123
pp.122-123
124
Discipline and Ideas in the Applied Sciences , pp.123-124 4. Additional Materials from
Learning Resource (LR) portal B. Other Learning Resources
https://www.youtu be.com/watch?v= U-yTNp3dDGw
https://www.youtub e.com/watch?v=C GHmlIfUY9U
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Ask: What are the levels of communication?
(2 minutes )
Ask: 1. What are the function of communication practitioner in the society? 2. Checking
of Assignment: Present your encounter with a journalist. ( 2 minutes )

Ask : ​1. What are the four major


​ competencies of a communication practioner? 2. Call
two students to present their reflection paper
( 2 minutes )
Ask: 1.What are the first five areas in which communicators and journalists work? 2.
Answer the assignment. Call two students. ( 2 minutes )
B. Establishing a purpose for
the lesson
Group Activity: 4 Pic 1 Word Say: Guess the word that the 4 pictures imply.
Answer : JOURNALIST
Group Activity: Jumbled Words Say: Arrange the jumbled words to forms words that are
very useful in everyday life.
Answers: SpEAKING,
Picture Analysis Ask: What are the qualities that these personalities posess the best? 1.
Jessica Soho 2. Mike Enriquez 3. Ted Failon
Picture Analysis: Guide Question: What do you think the picture imply?
LISTENING, WRITING, READING.
( 3 minutes ) ( 3 minutes ) ( 3 minutes ) C. Presenting
examples/instances of the new lesson
( 2 minutes ) 1. Present instances of new lessons through a conecpt map about the
roles of journalist.
( 5 minutes )
Ask: Present an example of compentencies of communication practitioners through a
video clip.
(5 minutes )
Present photos on the different areas of specialization of communication proffesionals.
(5 minutes )
Present the objective of the day and the expected concepts to acquire to learn
(5 minutes ) D. Discussing new concepts
and practicing new skills #1
1. Discuss the functions of journalist and communicators in the society. 2. Watch a
video clip on the life of a journalist. Guide Question: 1. What do you think are the roles
of journalists in the society based on the video clip you have watched?
( 10 minutes )
1. Discuss the competencies that a communication practitioner must posess.
( 10 minutes )
1. Disscuss the three areas to the learners.
a. Advertising and Marketing b. Communication Education c. Public Relations
( 10 minutes )
Think-Pair-Share Ask: What are the pther areas in which communication professional
could specialize?
( 5 minutes ) E. Discussing new concepts
and practicing new skills #2
Group Work 1. Deepening of discussion on the
Group Work 1. Present a situation/ case
Group Work Use the Venn diagram to compare
1. Discuss the areas to the
and functions of a
having a difficulty
contrast the journalist
in the listening skill
areas of 2. Think-Pair-
and speaking
specialization of Share
skills.
communication 3. Presentation of
practitioners. ideas
Group 1: Listening Skills Group 2: Speaking Skills Discuss on how the compentency
can be improved. ( 5 minutes)
( 5 minutes )
(5 minutes)
learners using graphic organizers.
d. Theather and Performing Arts e. International Relations
(10 minutes) F. Developing mastery (leads
to Formative Assessment 3)
Use of graphic organizer show the functions and roles of journalists and communicators
in the society.
( 5 minutes )
1. Ask: What are the different compentencies of communicators? 2. Ask/Say: Identify
which among the compentencies you think you are strong or weak?
( 5 minutes )
Using metacards the learners identify the specific areas in which communicators and
journalists work.
( 5 minutes )
Oral recitation: Guide question: 1. Choose one area of specialization which a
communication practitioner can work and elaborate the scope of their work. ( 3 minutes)
G. Finding practical
applications of concepts and skills in daily living
Ask: What do you think will happen if there will be no journalist in our country?
Ask/Say: Having known your weakness on a certain compentcy, what then can you do
to improve your communication skills?
Ask: Give possible jobs, communication practitioners can get if they specialize in the
following areas: Advertising and Marketing b. Communication Education c. Public
Relations
Ask/Say: What do you think is the importance of allowing communication practitioner to
choose area of soecialization?
( 2 minutes ) ( 3minutes ) (3 minutes ) ( 3 minutes ) H. Making generalizations
and abstractions about the lesson
State the function of the communication practioners or journalists in the society.
( 3 minutes )
State the competencies needed by a coomunicaion professional and practioner.
( 2 minutes )
State the three areas of communicators and journalists work. Expected Answer:
Advertising and Marketing b. Communication Education c. Public Relations
( 2 minutes )
State the last two areas of communicators and journalists work. Expected Answer:
d.Theater and Performing Arts e. International Relations
( 2 minutes ) I. Evaluating learning Ask: How can a

communication practioner affect the delivery of information to the public? ​( 7 minutes )


Ask: Give suggestions on how to improve in the following compentencies of
communication practitioners: a. Speaking b. Listening c. Writing d. Reading
( 10 minutes )
Quiz Choose at least two areas of specialization in which communication practitioners
and journlaists work? Explain each.
( 5 minutes )
Choose one among the areas of specialization of communication practitioners and
journalists and expound.

. ​( 7 minutes ) J.
​ Additional activities for
application or remediation
Conduct an interview of a journalist and ask why do they choose that career.
How can lack of competencies of among communicators and journalists influence or
affect their roles and functions?
Given the chance for example to pursue a career in communication which area of
specilaization you 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