0DETAILED LESSON PLAN IN COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

DETAILED LESSON PLAN School EGUIA NATIONAL HIGH SCHOOL Grade Level 12-HUMSS
Department of Education COMMUNITY ENGAGEMENT,
Teacher DENICE RICKY ANNE A. CABRITO Learning Area
SOLIDARITY AND CITIZENSHIP
March 21, 2025 – Friday (2:00pm-
Teaching Dates and Time Quarter 4th Quarter | 2nd Semester
3:00pm)
TH nd
WEEK 6 of 4 Quarter of the 2 Semester

Course of Action SESSION 1

TEACHING STEPS WHAT THE LEARNER DOES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done to develo
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable students to find significance and joy in learning the lesso
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate understanding of the integration of social science perspective and community action initiatives.
The learner should be able to synthesize the integrative experience of implementing community-action initiatives applying social scienc
B. Performance Standards
ideas and methods.
The learners...
C. Learning Competencies
1. Appraise the value of social equity and gender equality in the context of participatory development. HUMSS_CSC12-IIIh-j-13
At the end of the lesson, 75% of the students should be able to accomplish the following with at least 80% level of success:
By the end of the lesson, learners should be able to:

1. Explain the concept of gender equality and provide real-life examples.

LEARNING OBJECTIVES 2. Recognize and appraise the value of gender equality in fostering inclusive and participatory development; and
3. Create a visually appealing and meaningful placard that promotes gender equality in schools or the community.

Values Integration: Fairness, justice, respect, empathy and responsibility

Subject Integration: Global Citizenship Education, Mathematics/ Statistics
GENDER EQUALITY:
II. CONTENT
Definition, examples of gender inequalities, common examples of gender stereotypes, gender movements and Sustainable Goal no. 5
Learning resources are those resources that the teachers use to help learners to meet the expectations for learning wh
III. LEARNING RESOURCES are defined by the curriculum. They can also be defined as materials used by a teacher to add value to the instruction
given by the teacher and to stimulate the interest of the learners’ present.
A. References Page 3 of 4
1. TG’s Pages
2. LM’s Pages  Abenir, M. (2017) Community Engagement, Solidarity, and Citizenship. Makati City: Diwa Learning System Inc.
 De Leon, H., Textbook on the Philippine Constitution, Quezon City: Rex Bookstore. 2014
 http://www.un.org/en/universal-declaration-human-rights/
  Macionis, J. (2012) Sociology. 14th Edition. New Jersey: Pearson Education, Inc
 Rowell, K. (2006) Essentials of Sociology. Boston, MA: Pearson Education, Inc
 Taguibao, J. (2017) Community Engagement, Solidarity, and Citizenship. Quezon City: Vibal Group Inc.
 15 Examples of Gender Inequality in Everyday Life | Human Rights Careers

3. Textbook’s Pages NOT APPLICABLE

References: Self – learning module in Community Engagement, Solidarity and Citizenship; The Global Goals; Human Rights Careers
B. Other Resources Video Resources: https://youtu.be/vz7IUDOYvXk?si=-4UDIYP9dsd1xYLl, https://youtu.be/BGgkPRIV3qo?si=UeSsvR_zq_EZIlgE
Materials: Visual aids, PowerPoint presentation, Board, and Television.
In a lesson plan, preliminaries (also called the "preliminary activities" or "lesson introduction") refer to the initial part
IV. PRELIMINARY LEARNING the lesson that prepares students for learning. This phase is crucial because it sets the tone, engages students, and
ACTIVITIES connects prior knowledge to the new lesson.
TEACHING STEPS WHAT THE LEARNER DOES

1. Greetings Good afternoon, Grade 12- HUMSS.

Good afternoon, Ma’am Denice!
Please remain standing, for the opening prayer, may I call Angelie
to lead us today.
Let us bow our head and feel the presence of the divine
2. Prayer
providence…
Amen. Thank you, Angelie.

(Students will pick up the pieces of paper and arrange their chair
Before you take your seats, kindly check your surroundings. Please
properly.)
pick up any trash you see and arrange your chairs properly.

For our classroom rules, always remember the SHEESH-rule! What

3. Reminder of the
is our SHEESH rule?
classroom rules and Students’ response to the teacher’s SHEESH Rule;
cleanliness.
SH - Show Respect
E - Engage Actively
E - Exhibit Responsibility
S - Speak Kindly
H - Hear Attentively

SHEESH!
May I call on the secretary, Alexis who is absent this afternoon?
Alexis will respond based on the numbers or names of the studen
4. Checking of Attendance
who are not present.
Okay. That is noted, Alexis. Thank you.
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment activitie
V. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning
LESSON PROPER processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
indicate the time allotment for each step
TEACHING STEPS WHAT THE LEARNER DOES
1. Reviewing previous lesson Before we begin our new lesson, let’s quickly review what we
or presenting the new learned in our last meeting. Who can recall our previous topic?
lesson It’s all about Participatory Development.

Can anyone remind us what Participatory Development means?

It is when people in a community take part in making decisions a
Great! That’s correct. Participatory Development allows people to working on projects that affect them.
have a say in the projects that influence their lives. It is a process
where stakeholders share control over decisions and resources.
Now, why do you think participation is important in development
projects?

Because the community knows its own needs better than outside

Exactly! When communities are involved, projects become more

effective and sustainable. Now, let’s recall—who are the key
participants in Participatory Development?
Stakeholders like the general public, government, civil society
organizations, private sector, and international donors.

That’s right! Each group has a role to play. Why is it important to

involve different groups in development? Because each group brings different perspectives, skills, and
resources that help make the project successful.

Well said! Now, we also discussed Two Perspectives of

Participatory Development.

Can someone tell me about the Social Movement Perspective? It’s about mobilizing people to eliminate unfair systems of power
knowledge, and wealth.

Very good! And how about the Institutional Perspective? It involves getting inputs from stakeholders to help design and
implement development projects.

Excellent! This perspective ensures that people’s voices are heard

at different stages of development, such as research, design,
implementation, and evaluation.
 Alright! Now that we have reviewed Participatory Development,
let’s move on to our next topic.

Let the students know what they will learn and what they will be
expected to do with they’ve learned by means of showing them the
objectives and goals of the lesson;

1. Explain the concept of gender equality and provide real-life

2. Establishing the purpose examples;
of the lesson 2. Recognize and appraise the value of gender equality in fostering
inclusive and participatory development; and
3. Create a visually appealing and meaningful placard that
promotes gender equality in schools or the community.

3. Presenting
examples/instances of the Pop the Balloon: He or She Edition FLASHCARDS
new lesson  We have 31 envelopes, but only 10 of them contain
flashcards with statements.  Cooking dinner for the family
 Each student will receive one envelope from the box. If  Becoming a police officer
your flashcard contains a statement, go in front then you  Crying when feeling sad
will read it aloud.  Driving a motorcycle
 Decide which balloon to pop: If you think the statement is  Taking care of a baby
something only boys should do, pop a blue balloon.  Becoming a teacher
 If you think the statement is something only girls should  Playing basketball
do, pop a pink balloon.  Washing the dishes
 Explain your choice after popping the balloon by saying, "I  Leading a company
popped this balloon because..."  Washing clothes by hand

Processing Question:

That’s a good observation! Now, why do you think it is important

to treat everyone equally, regardless of gender?

Because everyone deserves the same opportunities, whether the

are a boy or a girl. If people are treated unfairly based on gender
can limit their potential and make them feel less valued.
 Great answers! Now, based on our activity, can anyone guess
what our topic for today might be?
Maybe about gender discrimination?

Very close! Today, we’re going to talk about Gender Equality—

what it means, why it matters, and how we can promote it in our
communities.
 Discussing new
concepts and practicing Today, we are going to discuss an important topic—Gender
new skills #1 Equality. Do you have any idea about it?
"It means men and women should be treated the same."
That’s a good answer! Please read the text on the slide, Laurence.

Gender equality, also known as sexual equality or equality of the

sexes, is the state of equal ease of access to resources and
opportunities regardless of gender, including economic participa
and decision-making, and the state of valuing different behaviors
aspirations, and needs equally, also regardless of gender.

Who wants to read the next slide? Yes, Jhayvie.

WHAT IS GENDER EQUALITY?

*The process of being fair to women and men.

* Requires equal enjoyment by women and men of socially value

goods, opportunities, resources and rewards.

* It doesn't mean men and women being the same.

* Seeks the equal treatment of men and women

* Equal opportunities in life

* Elimination of discrimination based on gender, equal pay for eq

work.
Now, let’s talk about gender stereotypes. A stereotype is a fixed
idea that people have about a particular group. Can anyone give an Some people say boys should play with cars and girls should play
example of a gender stereotype? with dolls.

That’s a perfect example! Here are some common gender

stereotypes.

Kindly read, Ava. (The student will read the slide)

No, Ma’am.

Do you think these statements are always true?

Exactly! These are just social expectations and not actual rules. We
should not let stereotypes limit what people can do.
One example is in decision-making and leadership. People often
Can you give an example of gender stereotypes in your community? believe that men are natural leaders, while women should just be
Yes, Alexis. supportive followers.

Sure! In some local councils or barangays, most leadership roles

That’s a great example! Can you explain how this happens in the held by men, while fewer women are given opportunities to take
community? decision-making positions.

In many households, girls are expected to do tasks like washing

dishes, cooking, and cleaning, while boys are often taught to fix
That’s a good observation. What about household responsibilities?
appliances or take out the trash.
Does anyone have an example? Yes, Adrian.

I can share one, ma’am. Some people believe that boys are
naturally better at math and science, while girls are better at
That’s a common stereotype. Now, how about education and language and arts.
opportunities? Anyone? Yes Rex?
 Well, I’ve noticed that some parents prioritize their sons’ educati
thinking they need it more for future careers, while daughters mi
not get the same support because it’s assumed they’ll just becom
homemakers.
And how does that affect real-life situations?

Very Good. These stereotypes can limit opportunities for both men
and women. That’s why promoting gender equality is important.
Thank you for sharing your insights!

4. Discussing new concepts

and practicing new skills Alright, class! Now, let’s proceed to the next topic—Gender
#2 Movements.

Before we dive into the different gender movements, who can share
what they think the term "Gender Movement" means?
I think a gender movement is a social effort to promote equal rig
opportunities, and treatment for all genders.

Very good!
Gender Movements
 Feminism - the advocacy of women's rights on the grounds of
political, social, and economic equality to men.
Gender Movements
 Feminism - the advocacy of women's rights on the grounds of
political, social, and economic equality to men.
Who can give an example of feminism in society?

Ma’am, an example is the campaign for equal pay between men

and women in workplaces.
Yes, that’s a great example! Women have long fought for equal pay
because, in many industries, they are paid less than men for the
same work.

Please read the next slide, Junel.

 Gender Equality - all human beings are free to develop persona
 abilities to make choices without the limitations set by strict gen
roles. o Different behavior, aspirations, and needs of men and
women are considered, valued, and favored equally.

Who can give an example of gender equality?

I think allowing both boys and girls to play any sport they like in
school is an example, Ma’am.

That’s a great example! In the past, some sports were considered

only for boys or only for girls, but now, we encourage everyone to
participate in what they enjoy.

Next is gender equity. Can you please read, Ashley?

 Gender Equity - fairness and justice in the distribution of benefi

and responsibilities of men and women.
How is gender equity different from gender equality?

Gender equality means treating everyone the same, while gende

equity means giving people what they need to have the same
Exactly! Equity recognizes that some people may need extra opportunities.
support to reach the same level as others.

The last one is gender empowerment.

 Gender Empowerment – Women gaining power and control ove

their lives. Freedom of their own decisions and strategic choices
over their lives involves awareness-raising, building self-confiden
expansion of choices and access to and control over resources an
opportunities
Can you give an example of gender empowerment?

When women become leaders in politics or big companies, that i

an example of gender empowerment.
 Did you know that Gender Equality is part of the Sustainable
Development Goals (SDGs)?

SDG 5 aims to achieve gender equality and empower all women

and girls.

Because if men and women are equal, everyone can contribute t

Why do you think gender equality is important for society? society.

Solution: SMASH THE PATRIARCHY!

Very well said! When both men and women have equal
• Equal treatment of children by parents regardless of their gend
opportunities, societies become stronger, and the economy grows.
• Eradicating patriarchy.
Gender equality is not just a women’s issue—it affects everyone,
• Equal educational opportunities for children.
even the member of the LGBTQAI+.
• Instilling the notion of gender equality into kids at a tender age

5. Developing Mastery Now that we’ve discussed Gender Equality, let’s summarize what
we’ve learned today. Gender Equality is the process of being fair to women and men.

Feminism, Gender Equality, Gender Equity, and Gender

Who can tell me—what is gender equality, and why is it important? Empowerment, Ma’am.

What are the four Gender Movements we’ve discussed? Gender Equality means treating everyone the same, while Gende
Equity ensures fairness and justice based on individual needs
 Very Good. What is the difference between Gender Equality and
Gender Equity?

By ensuring that everyone has equal opportunities, regardless of

gender

Excellent. How can we promote gender equality?

Alright! I think you already know the term gender equality.

6. Finding practical Group Activity: Placard Making – Gender Equality Edition

applications of concepts
and skills in daily living Materials Needed:
Cartolina or Poster Board
Markers and Colored Pens
Colored Paper and Scissors
Glue or Tape
1 Stick
1.Each group will collaborate to design and create a placard.
2. The placard should focus on gender equality, addressing topics
such as equal rights, empowerment, and breaking gender
stereotypes/gender inequalities.

Tip: Be creative, expressive, and ensure your message promotes

Criteria for Evaluation

Relevance (30%) – The placard clearly promotes
to Theme gender equality and conveys a
strong message related to schools or
the community.

Creativity (30%) – The placard is visually appealing,

and Design well-organized, and uses colors,
symbols, and images effectively.

Clarity and (20%) – The slogan or text is clear, concise,

Impact of and meaningful, making the
Message message easy to understand.

Effort and (20%) – The placard demonstrates

Presentatio teamwork, effort, and neatness, and
 gender equality!

I have a story: Imagine a crowded bus where everyone is tired after

a long day. A woman gets on and has to stand because all the seats
are taken. Should a man give up his seat for her, even if he is just
as exhausted from work? Does gender determine who should offer
their seat, or should kindness and need be the basis for such
actions?
Khim: I believe men should offer their seats to women as a sign o
respect and chivalry. Even if both are tired, it’s part of good
7. Generalizing and
manners for men to be more considerate.
abstractions about the
lesson
Thank you for sharing your thoughts! This situation is not just about
being a man or a woman—it’s about respect, kindness, and
consideration for others. Offering a seat should be based on who
needs it more, not just on gender.
Before we end, I want to leave this quote to you.
“Man or woman, strong and free,
Equal rights! for you and me!”

8. Evaluating Learning
QUIZ
Direction: Read each question carefully and choose the best Answer Key:
answer. Write the letter of the correct answer. 1. C – Equal access to opportunities and resources regardles
1. What is gender equality? of gender
a. Treating men and women exactly the same 2. C – A company hires both men and women based on skills
b. Giving men more rights than women and qualifications
c. Equal access to opportunities and resources regardless of 3. B – SDG 5
gender 4. B – Gender-based discrimination and unequal opportunitie
d. Allowing only women to have special privileges 5. C – Only girls should help with household chores
2. Which of the following is an example of gender 6. B - Providing additional scholarships for girls in STEM field
 equality? to bridge the gender gap
a. A woman is paid less than a man for the same job 7. B - Giving women control over their decisions and choices
b. A girl is not allowed to go to school while her brother can
c. A company hires both men and women based on skills and 8. C – Everyone has the right to education, work, and
qualifications leadership roles
d. A man is denied paternity leave because caregiving is for 9. B- Gender Equality means treating everyone the same, w
women Gender Equity ensures fairness and justice based on
3. Which Sustainable Development Goal (SDG) focuses individual needs
on gender equality? 10. C - By ensuring that everyone has equal opportunities,
a. SDG 1 regardless of gender.
b. SDG 5
c. SDG 10
d. SDG 15
4. What does gender equality aim to eliminate?
a. The natural differences between men and women
b. Gender-based discrimination and unequal opportunities
c. The right of women to work outside the home
d. The responsibilities of men in society
5. Which of the following statements is a gender
stereotype?
a. Boys can play with dolls, and girls can play with cars.
b. Men and women should receive equal pay for equal work.
c. Only girls should help with household chores.
d. Both men and women can be leaders in politics.
6. Which of the following is an example of gender
equity?
a) Giving both boys and girls the same resources in school
b) Providing additional scholarships for girls in STEM fields
to bridge the gender gap
c) Expecting women to do all household chores
d) Making boys play sports while girls do arts and crafts
7. What does Gender Empowerment focus on?
a) Encouraging women to stay at home
b) Giving women control over their decisions and choices
c) Allowing only men to lead businesses and politics
d) Ensuring men make all financial decisions
8. What is an example of Gender Empowerment?
a) Encouraging women to become leaders in government
and business
 b) Preventing women from making decisions
c) Assigning household duties only to women
d) Stopping girls from studying science and technology
9. What is the difference between Gender Equality and
Gender Equity?
a) Gender Equality ensures fairness, while Gender Equity
treats everyone the same
b) Gender Equality means treating everyone the same, while
Gender Equity ensures fairness and justice based on
individual needs
c) Gender Equality focuses only on men, while Gender Equity
focuses only on women
d) Non of the above
10. How can we promote gender equality?
a. By assigning specific roles to men and women
b. By giving more privileges to one gender over the other
c. By ensuring that everyone has equal opportunities,
regardless of gender
d. By preventing women from working outside the home

"Gender Equality in My Community"

Instructions:
1. Observation: Look around your home, school, or
community and identify one situation where gender roles or
9. Additional Activities for stereotypes are visible.
Application or 2. Documentation: Take a photo, draw a picture, or describe
Remediation the situation in a short paragraph.
3. Analysis: Answer the following questions:
o What gender stereotype or inequality do you
observe?
o How does it affect people involved?
o What can be done to promote gender equality in this
situation?