1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices for DLPs - Class F.pdf

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) i
Republic of the Philippines
Department of Education
Region III
A Compendium of Daily Lesson Plans and Resource Materials in
COMMUNITY ENGAGEMENT,
SOLIDARITY, AND
CITIZENSHIP
The compendium of DLPs and resource materials was collaboratively developed and
reviewed by educators of Region III HUMSS Teachers (Class F) during the
Mass Training of Senior High School Teachers
May 4 – 24, 2017
San Fernando City, Pampanga

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) ii
INTRODUCTION
The Department of Education, in its continuing effort to uphold the vision and
mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the
Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to
further equip the SHS teachers with the needed skills, knowledge, expertise and most of
all confidence in developing lifelong learners and preparing graduates for tertiary
education, entrepreneurship, and employment.
The HUMSS (Humanities and Social Sciences) teachers, armed with great
dedication, passion and skills felt the need to collaborate and produce teaching guides
specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with
varied methodologies and strategies patterned to the interest and personality of the
millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This
will aid teachers in facilitating activities and questions as well as to understand the
content areas and competencies deeper.
In addition, the DLPs look forward to empowering not only the teachers but the
learners as well as to become independent, confident and self-directed as they engage
fully in the content areas and competencies.
REGION III HUMSS CLASS F

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iii
THE CONTRIBUTORS
It is with pride and honor to present to the Department of Education Region III the
Compendium of Daily Lesson Plans (DLPs) and Resource Materials in
as output of
18-day Mass Training of Senior High School Teachers for HUMSS-C
held on May 4-24, 2017 at Orotel, City of San Fernando, Pampanga.
ALTAR, ELIZA T. MAROLLANO, RICHARD
ARAGON, RENZ JEFFREY M. MELEGRITO, ANTONETTE T.
BALINGIT, ROSELLA B. MENDOZA, BETH B.
BATO, JOSEPHINE C. MIRANDA, MARIA CECILIA
BERROY, KAREN JOY C. NAVAL, BENJIE R.
BETE, ESTRELLA A. OSORIO, MARKY P.
BOGNOT, JONNALYN V. PATRON, MARIA CONCEPCION A
BRIGUELA, JR. JAIME MARCELO PECSON, RYAN R.
CORDOVA, MAY N. PEREZ, GRACE P.
CUNANAN, BABY INES LEA N. PINEDA, JOANNE G.
DE OCAMPO, NORVIN D. PODRIDO, JAJE ANGELIKA A.
DE VERA, JASMIN J. PUNDAVELA, JOCELYN B.
DE VERA, MILAGROS M. QUIMSON, ASHER ISRAEL
DIONISIO, CELIA G. RAGANIT, REAGAN V.
ECLEVIA, DANIEL RAMOS, BERNARD C.
ELCA, MERCEDES CECILIA O. RAMY, EDWIN REY J.
FLORES, ARVI S. SALEM, ROSITA B.
GARCIA, KEVIN CEDDIE C. SANCHEZ, RHODA A.
GARINGO, ELSON S. SANTOS, ANDRES VERGEL V.
GONZALES, IRIS RUTH E. SOLOMON, CAROLINE M.
LIBID, SANDYVALJASPER B. TIGLAO, IRENE V.
LINGAT, ALEJANDRO B. TOMANENG, GLENDA LUISA M.
LULU, NATHANAEL G. TORRES, MARIANNE M.
MACTAL, SHERILYN P. VALLAGAR, JOY EMMANUEL S.
MALGAPO, GERBY B. VELASCO, JOSE L.
MAMARADLO, JAYSON A. VILLASIS, VINCENT S.
MANGUNE JR., EMMANUEL M VIVAS, JULIANNE G.
YANGA, EDWIN T.
ANA LIZA R. LEPASANA
Facilitator

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iv
TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………………………………………ii
THE CONTRIBUTORS………………………………………………………………………………………………iii
BUDGET OF WORK………………………………………………………………………………………………….v
THIRD QUARTER
Chapter 1:
Concepts and Perspectives of Community…………………………………………………………..1
Chapter 2:
Community Action…………………………………………………………………………………………………10
Chapter 3:
Core Values and Principles of Community Action Initiatives…………………………….31
FOURTH QUARTER
Chapter 4:
Methodologies and Approaches of Community Actions and Involvements
Across Disciplines……………………………………………………………………………………………………40
Chapter 5:
Community Action Initiatives: Field Practicum……………………………………………………57

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) v
BUDGET OF WORK
NO LEARNING COMPETENCY CODE SCHEDULE
A.1
Explain the importance of studying
community dynamics and community action
in relation to applied social sciences and the
learners' future career options.
HUMSS_CSC12-Iii a-c1 WEEK 1 DAY 1
A.2
Compare and contrast the definitions of
community using various perspective, e.g.
Social science, institution, civil society, and
local/ grassroots level
HUMSS_CSC12-IIIa-c 2 WEEK 1 DAY 2-4
A. 3
Develop/ affirm sense of shared identity and
willingness to contribute to the attainment of
the common good
HUMSS_CSC12-IIIa-c 3 WEEK 2 DAY 1
A. 4 Recognize diversities in communities HUMSS_CSC12-IIIa-c 4 WEEK 2 DAY 2-4
A. 5
Analyze functions of communities in terms
structures, dynamics, and processes
HUMSS_CSC12-IIIa-c 5 WEEK 3 DAY 1
A. 6
Compare and contrast typologies of
communities
HUMSS_CSC12-IIIa-c 6 WEEK 3 DAY 2-3
ASSESSMENT (UNIT TEST) WEEK 3 DAY 3
B.7
Recognize the value of undertaking
community action modalities
HUMSS_CSC12-IIId-g-7 WEEK 4 DAY 1-4
B.8
Acknowledge interrelationship of self and
community in undertaking community action
B.9
Identify opportunities to contribute to
community development through solidarity
B.10
Recognize the importance of solidarity in
sociopolitical processes in promoting
national and global community development
HUMSS_CSC12-IIId-g-10 WEEK 7 DAY 1
B.11
Assess selected community-action
initiatives
ASSESSMENT (UNIT TEST) WEEK 7 DAY 4
C.12
Promote awareness of human rights in
communities among the learners
HUMSS_CSC12-IIIh-j-13 WEEK 8 DAY 1-3
C.13
Appraise the value of social equity and
gender equality in the context of
participatory development
HUMSS_CSC12-IIIh-j-14
WEEK 8 DAY 4
WEEK 9 DAY 1
C.14
Analyze strategies of empowerment and
advocacy through community action
HUMSS_CSC12-IIIh-j-15 WEEK 9 DAY 2-3
C.15
Develop commitment and conviction to
participatory development for community
well-being
HUMSS_CSC12-IIIh-j-16
WEEK 9 DAY 4
WEEK 10 DAY 1
C.16
Appraise the value of social equity and
gender equality in the context of
participatory development
HUMSS_CSC12-IIIh-j-17 WEEK 10 DAY 2
C ASSESSMENT (UNIT TEST) WEEK 10 DAY 3-4
D.17
Explain the processes, methodologies, and
approaches in applied social sciences
related to community study
HUMSS_CSC12-Iva-d-17 WEEK 11 DAY 1-2
D.18
Apply systematic social research methods
in conducting a community study
HUMSS_CSC12-Iva-d-17
WEEK 11 DAY 3
TO
WEEK 14 DAY 2
D.19
Develop a community action plan using
participatory approaches
HUMSS_CSC12-Iva-d-17 WEEK 14 DAY 3
D
ASSESSMENT (PRESENTATION OF
COMMUNITY ACTION PLAN)
WEEK 14 DAY 4
E.20 Implement Community Action Initiatives
HUMSS_CSC12-IV-e-h-
20
WEEK 15 DAY 1-4
WEEK 16 DAY 1-4
E.21
Appreciate the value of applying social
sciences in community action initiatives
HUMSS_CSC12-IV-e-h-
21
WEEK 17 DAY 1-3

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) vi
E.22
Synthesize the integrative experience of
implementing community action initiatives
HUMSS_CSC12-IV-e-h-
22
WEEK 17 DAY 4
WEEK 18 DAY 1-2
E
ASSESSMENT (CIMPLEMENTATION OF
COMMUNITY ACTION PLAN)
WEEK 18 DAY 3-4

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 1
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APPENDICES
A. CONCEPTS AND PERSPECTIVES OF COMMUNITY
Appendix A.1.2.1
REVIEW
 Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make
conclusions based on their observations about the dynamics that exist in their communities.
 Teacher asks 2 or 3 students to answer the following question:
a. Where do you belong along these groups?
b. Ten years from now, where would you be on these groups
Appendix A.1.3.2
REVIEW
 Presentation of Homework: Learners will present their community pictures in PowerPoint.
They will individually describe in 2-3 sentences the pictures.
Appendix A.1.4.3
DEVELOPING MASTERY
I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is
not.
_____ 1. Community is a collection of people in a particular territory.
_____ 2. Collection of people is always synonymous with community.
_____ 3. The daily operations in the community constitute to a feeling of isolation.
_____ 4. Society is another term for community.
_____ 5. Being a part of a community develops a sense of belongingness among individuals.
II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space
provided.
_________________ 1. It is defined as collection of people in a geographical area.
_________________ 2. It is the study of society and social interactions.

_________________ 3. An element of a community which pertains to a geographical area which
pertains to a geographical area which can be under the jurisdiction of the
government.
_________________ 4. It is the study of man.
_________________ 5. It is defined as an established organization.
III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space
provided.
A.
_______ 1. Pertains to highly industrialize communities.
_______ 2. Consists of agricultural lands, also referred as pre-industrial communities.
_______ 3. A densely populated area usually crowded and has dirty run-down housing.
_______ 4. An area of land that has been divided on smaller areas on which houses were
built.
_______ 5. Refers to the social standing of an individual.
B.
a. Slums
b. Urban
c. Social Status
d. Rural
e. Subdivision
f. Community
Appendix A.2.1.1
 Community Song
 Process Question/s:
a. What is the message of the song? (Presentation of the competencies.)
Appendix A.2.1.2
 Song analysis (Magkaisa)
 Process Question:
a. How can you relate the song to our activity?
 Values Integration: Unity
 Discussion of saying and a bible excerpt.
a. “Together we stand, Divided we fall.” John F. Kennedy
b. “As a body is one though it has many parts and all the parts of the body
c. Though many are one body, so also as Christ.”1 Corinthians 12:12
d. Each part of the body is unique and important. Like us each of us is unique and our
uniqueness can help strengthen our community.
Appendix A.2.2.3
MOTIVATION
 Song analysis ( Mabuting Pilipino by Noel Cabangon)
a. What is the message of the song?
b. Based on the song what are the characteristics of a good citizen?
c. Do you possess these characteristics?
Appendix A.2.3.4
DISCUSSION
 PROCESSING QUESTIONS:
a. Why do you think these show socio-political structure, cultural structure, economics
structure?
b. Is it possible that these elements of the community create differences in the lives of the
people in the community? How? And Why?
c. Do these pictures contribute to the development of society?
d. Do you think these elements can exist on their own without the others?
PowerPoint Presentation:

Appendix A.2.4.5
MOTIVATION
 Concept Sketches Activity
A picture/sketch is shown and let the student give short statements that describe the
processes, concepts, and interrelationships shown in the sketch.
Sketch to Stretch Activity
 Draw/sketch a symbol or an object about a community
without a leader.
Students shall draw the concepts learned individually and
presented in class.
a. Ask the student:
 Where do you think is the center based located?
 Do you think leaders of each organization are important?
 What would happen to a community without a leader? Effects?
 Do you think that we can also lead or manage a small community as it should be?
b. Do you have a specific way or strategy in leading a small organization?
Appendix A.2.4.6
DISCUSSION
 Teacher presents the topic by using power point presentation
 And elucidate the topic about community power and its importance, leadership and types of
leadership. (Reciprocal Questioning)
PowerPoint Presentation:

Appendix A.3.2.1
Review
 Before going into today’s discussion, the class will go back to the previous lesson through the
use of pictures prepared by the teacher.

Appendix A.3.2.2
Motivation
 The students will view a video presentation regarding the composition of a community.
After viewing the presentation, teacher will ask:
a. What composes the community?
b. How do they work?
c. Do they help one another for the purpose of co-existence?
http://m.youtube.com/watch?v=pkrQzmGMsg0
Appendix A.3.2.3
Rubric 1
RUBRICS FOR WRITTEN WORK (ESSAY)
RAW SCORE INDICATORS
5 Write the essay nicely and it has appropriate content related to the topic.
4 Correct and appropriate but lack of neatness.
3 Wrong use of capitalization , punctuation marks, indention, etc.
2 Incomplete work.
1 Obviously copied the work of others.
0 Not submitting any work.
Rubric 2
Rubrics for Essay Evaluation
CREDITS TO DEPED TAMBAYAN BLOGGERS TEAM -
http://richardrrr.blogspot.com/
SHARE THIS TO ALL TEACHERS
HOW TO USE THIS RUBRIC? PLS VISIT THIS LINK >> http://bit.ly/rubricsassessment
CRITERIA 1 2 3 4
Format
 includes typed
final, prewrite or
outline, marked
draft, & Works
Cited in
prescribed format
 includes typed
final, prewrite or
outline, marked
draft, & Works
Cited in
prescribed
format
 includes
typed final,
prewrite/ outline,
draft, & Works
Cited, but
insufficient editing
of draft; several
errors in
prescribed format
 missing
prewrite/outline,
draft or Works
Cited; insufficient
editing of draft or
outline;
numerous errors
in format
Understandin
g of literature/
texts
 writing shows
unusual insight
understanding
 writing shows
strong, clear
understanding
 writing shows
adequate
understanding but
may be too
general or
superficial
 writing shows
little or no
understanding of
text
Idea
Development
 presents fresh
thesis in an
original manner
while displaying
unusual insight
 presents an
effective thesis
and developme
nt using a
consistent,
careful manner
incorporating e
xamples
 presents a clearly
defined thesis, but
the
development is
too general or may
not be marked by
independent
thought
 poorly defined or
inconsistent
development
of thesis that
displays little
insight
Text Support
 more than
adequate/correct
MLA format;
smooth
embedding
 adequate/some
errors in MLA
format;
generally
smooth
 inadequate/severa
l errors in MLA
format; some
faulty embedding
 inadequate/nume
rous errors in
MLA format;
ineffective
embedding

embedding
Organizationa
l Pattern
 strong,
interesting; clear
beg/middle/end;
strong thesis that
is marked on
draft
 organized; clear
beg/middle/end;
clear thesis that
is marked on
draft
 somewhat
organized; attempt
at beg/middle/end;
thesis is weak or
unclear
 not marked on
draft
 no attempt at
organization;
lacks clear
beg/middle/ end;
thesis lacking or
inappropriate not
marked on draft
Word Choice
 fresh/vigorous;
contributes to
"voice" very
limited use of
1st
and 2nd
person
& "to be" verbs
 vivid/interesting;
attempt to
establish "voice"
limited use of
1st
and
2nd
person & "to
be" verbs
 appropriate but not
specific or vivid;
weak "voice"
 weak attempt to
limit use of 1st
and
2nd
person & "to
be" verbs
 simple/vague;
appears to lack
"voice"
 excessive use of
1st
and 2nd
person
& "to be" verbs
Sentence
Structure
 correct/varied  correct, but
lacks variety
 sometimes
incorrect & lacks
variety
 frequent errors &
lacks variety
Transitional
Devices
 smooth &
effective; marked
on draft
 somewhat
smooth &
generally
effective; most
marked on draft
 many not smooth
& some errors in
usage; many not
marked on draft
 not used &/or
frequent errors in
usage; many not
marked on draft
Language
Mechanics
 very few (if any)
errors; very well
proofread
 few errors;
generally well
proofread
 several errors;
requires additional
proofreading
 numerous errors;
appears not to
have been
proofread
Appendix A.3.3.4
MOTIVATION
The learners will be given a puzzle activity which is entitled as FIT IT RIGHT! Wherein, students will
be divided into three groups and each group will need to put puzzle pieces as fast as they can.
Note: Each group puzzle will form a picture showing Rural, Urban and Suburban Community. (5
mins.) The learners will give his/her observation regarding the puzzle they made.
RURAL URBAN SUBURBAN
Appendix A.3.3.5
ABSTRACTION
 Collaborative Learning with teacher
Group the class into 3 groups:
Discuss the following questions:
1. Discuss what is the difference between rural and urban/suburban, global and local
community?
2. Give example about rural, urban/suburban, global and local community.
Note: Each group will be given 2-3 minutes to present their output then the teacher will
discuss the comparison and difference between the types of community based on
sociological theories and perspective. Likewise, teacher will give input including;
A. Types of Community
 Rural – consist of agricultural lands, also referred as pre-industrial communities.
 Urban – pertains to highly industrialize communities.
 Sub-urban – relating to or characteristic of or situated in suburbs.

Appendix A.3.4.6
UNIT TEST
Name __________________________ Grade & Section _______________
I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is
not.
_____ 1. Community is a collection of people in a particular territory.
_____ 2. Collection of people is always synonymous with community.
_____ 3. The daily operations in the community constitute to a feeling of isolation.
_____ 4. Society is another term for community.
_____ 5. Being a part of a community develops a sense of belongingness among individuals.
II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space
provided.
_________________ 1. It is defined as collection of people in a geographical area.
_________________ 2. It is the study of society and social interactions.
_________________ 3. An element of a community which pertains to a geographical area which
pertains to a geographical area which can be under the jurisdiction of the
government.
_________________ 4. It is the study of man.
_________________ 5. It is defined as an established organization.
III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space
provided.
A. Terms
a. Slums
b. Urban
c. Social Status
d. Rural
e. Subdivision
f. Community
B. Description / Definition
_______ 1. Pertains to highly industrialize
communities.
_______ 2. Consists of agricultural lands, also
referred as pre-industrial
communities.
_______ 3. A densely populated area usually
crowded and has dirty run-down
housing.
_______ 4. An area of land that has been divided
on smaller areas on which houses
were built.
_______ 5. Refers to the social standing of an
individual.
IV. ESSAY (5 pts. each)
1. As a student how can you help lessen the diversity issues now in our society?
2. What type of leadership do you think is suitable in your community? And why did you
choose that type of leadership?

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APPENDICES
B. COMMUNITY ACTION
Week 4
Appendix B4.1.1
Video URL
Warm up: RePLAY, ReLIVE, ReCREATE - Community Engagement through Sports
Link: https://www.youtube.com/watch?v=kI_6quF_sJ4
Appendix B4.1.2
Performance Task Rubric
Group:
Task:
Criteria Weight
Exceptional
(100% - 80%)
Admirable
(79% - 51%)
Acceptable
(50% - 31%)
Attempted
(30%)
Understanding
of Topic
50%
 (10) Factual
information is
accurate
 (10) Indicates
a clear
understanding
of topic
 (8) Factual
information is
mostly
accurate
 (8)Good
understanding
of topic
 (5) Factual
information is
somewhat
accurate
 (5) Fair
understanding
of topic
 (3)
Information is
inaccurate
 (3)
Presentation
is off topic
Cooperation 20%
 (10) Accepts
ideas of
others; able to
compromise
 (20) All
members
contribute
 (8) Accepts
most ideas
without
negative
comments;
able to
compromise
 (15) Some
members
contribute
 (5) Unwilling to
compromise
 (10) Few
members
contribute
 (3) Group
does not work
together
 (6) One
person does
all the work
Presentation 30%
 (10) Shows
confidence
 (10)
Informative
 (10)
Entertaining;
engages
audience
 (10) Speaks
loudly and
clearly
 (10)
Appropriate
use of body
language
 (8) Shows
some
confidence
 (8) Presents
some
information
 (8) Engages
audience
 (8) Can be
heard
 (8) Some use
of body
language
 (5) Unsure of
responsibility
 (5) Somewhat
informative
 (5) Engages
audience
intermittently
 (5) Hard to
hear
 (5) Some
movement
 (3) Portrayal
stalls
 (3) Lacks
information
 (3) Audience
bored
 (3) Mumbles
 (3) Body
language is
lacking;
inappropriate
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Task Score ___________ x (.10) = Final Score ________________
Evaluator:
____________________________
____________________________
Appendix B4.2.3
Balloon Frenzy
GROUP DYNAMICS GUIDE FOR BALLOON FRENZY
Spatial Requirements: Gym / outdoor space required
Activity Type: Movement / Group
Group Size: 2 or more
Time: 15 minutes

Introduction: As students work to keep balloons from touching the ground, they will recognize the
importance of collaboration in achieving goals. They will experience negative change and identify the
feeling of being overwhelmed. This activity will help them understand that success often depends on the
help we receive from others.
Materials:
 Enough filled balloons for each member of the group to have at least two balloons.
Activity:
To begin, hand each student one filled balloon, and ask them to wait for instructions. Gather the
remaining balloons into a pile for you and other facilitators to add to the game later.
Note: There should be enough student facilitators in the room to observed the game and identify when a
balloon touches the ground.
Tell students the goal of the game is to keep the game going as long as possible. To keep the game
going. They must keep all of the balloons in the air. Students can use any part of their body during play,
but once a balloon has touched the ground they are not to pick it up. Students can assist or receive help
from other students to keep their balloons in the air. IF a student’s balloon touches the ground, they can
assist their classmate in keeping his/her balloon in the air. IF five balloons in the group touch the ground,
the game is over.
Begin the game. After a short time, you and the other facilitators should add another balloon for each
student. Remind students that the goal is to keep all of the balloons in the air. If the student drops a
balloon, remind them not to pick it up.
The game is stopped when five balloons touch the ground.
Processing the Experiences:
 Was it easy to keep one balloon from touching the ground?
 How did you feel when the second balloon was added?
 How were you able to keep both balloons up?
 Did you ever need someone else’s help to keep your balloons from touching the ground?
 Did you ever help someone else to keep his or her balloon from touching the ground?
 At what point did you realize you were dependent on the other group members to succeed at
keeping all of the balloons in the air
 Did you feel a responsibility toward the other group members to keep all of the balloons in the
air?
 Why did you feel this way?
 How does this relate to your own life?
 In life, is it easier to juggle life’s challenges alone or with the help of other.
Appendix B4.2.4
Essay Assessment Rubric
Performance
Areas
Excellent
10 - 7
Good
6 - 4
Needs
Improvement
3 - 2
Unacceptable
1 - 0
Content /
Development
Essay has a
specific central
idea that is clearly
stated in the
opening
paragraph.
Central idea is
vague; somewhat
sketchy and non-
supportive to the
topic; lacks focus.
Unable to find
specific
supporting details;
more than 4 errors
in information.
Essay had no
central idea or
supporting details.
Organization
Essay is logically
organized and
well-structured
displaying a
beginning, a boy
and a conclusion.
Critical thinking
skills are evident
Essay somewhat
digresses from the
central idea; ideas
do not logically
follow each other.
Central point and
flow of essay is
lost; lacks
organization and
continuity.
Ideas were
unorganized and
vague; no
particular flow was
followed.
Style
Writing is smooth,
coherent, and
consistent with the
central idea.
Sentences are
strong and
expressive with
varied structure.
Sentences are
varied and
inconsistent with
central idea,
vocabulary and
word choices.
Lacks creativity
and focus.
Unrelated word
choice to central
idea. Diction is
inconsistent.
Writing is
confusing, hard to
follow. Contains
fragments and/or
run-on sentences.
Inappropriate
diction.

Diction is
consistent and
words well
chosen.
Mechanics
Written work has
no errors in word
selection and use
sentence
structure, spelling
punctuation and
capitalization
Written work is
relatively free of
errors in word
selection and use,
sentence
structure, spelling,
punctuation, and
capitalization
(1-2 errors)
Written work has
several errors in
work selection
and use, sentence
punctuation, and
capitalization (3-4
error)
Written work has
serious and
persistent errors
in word selection
and use, sentence
punctuation, and
capitalization.
Appendix B4.3.5
Citizenship
GROUP DYNAMICS GUIDE FOR CIVIL SOCIETY AND CITIZENSHIP
Spatial Requirements: Classroom
Activity Type: Cognitive / Group
Group Size: 2 or more
Time: 15 minutes
Introduction: While many people may take citizenship for granted, anyone need only turn on the news to
see just how important it is. This lesson plan will help make sure your students understand not only
citizenship, but also their role in civil society.
Materials:
 Cartolina or Manila paper and Marker for the student output.
Activity:
Break your class into 4-5 groups.
Have each group come up with their own list of rights and responsibilities for citizens. Then discuss
among the class.
Now let's focus more on civil society. Have your students break into smaller groups this time, around 2-3
people per group.
Have students generate a list of civil society activities that they have been involved in or would like to
participate in. Once their list is generated (each group should have at least contribution per student), have
students choose which civil society activity they believe would be the most beneficial to their community.
Once their group choice is made, have students research how they might participate in said activity in
their own community. For instance, if students decide their community would benefit from a soup kitchen,
have them research volunteer opportunities in your town/city.
Have students share with the class their choice of activity and what kind of opportunities exist in the
community to meet that need.
Processing the Experiences:
 Was it easy to list own right and responsibility for your citizens? Why?
 How did you come up with this list of rights and responsibilities?
 What are the civil society you come up with?
 Why you choose those create those civil society?
 How did you come up with activities for this civil society?
 At what point did you realize that this civil society is important to your life? If not why?
 Did you feel a responsibility toward the civil community you want to participate?
 Why did you feel this way?
 How does this activity relate to your own life?

Appendix B4.3.6
Citizenship
TRUE OR FALSE
_________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the
Philippines.
Answer: False
_________2. Filipino citizenship can be lost if the person is naturalized in another country.
Answer: True
__________3. Filipino citizenship cannot be lost or taken away
Answer: False
__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization.
Answer: True
__________5. Citizenship is when a person who is entitled to the rights and protections afforded by a
state and owes the state certain duties,
Answer: True
Appendix B4.4.7
Summative Assessment
Name: _______________________________________________ Score: _________________
Section:_______________________________________________ Date: _________________
A. Read the following questions carefully. Then, choose letter of your answer in your paper.
Multiple Choice Question (2 points each)
1. What’s the best explanation of citizenship?
a. A person who is resident of a state
b. A person who is a resident of a country
c. A person who is entitled to the rights and protections under a state
d. A person who is entitled to the rights and protections afforded by a state and owes the state certain
duties*
e. None of the answers are correct
2. Which of the following is incorrect about citizenship in the Philippines?
a. You can obtain citizenship simply by being born in the Philippines
b. You can obtain citizenship through naturalization process
c. Philippines does not permit dual citizenship*
d. None of the choices are incorrect
e. All of the choices are incorrect
3. Which of the following is part of civil society?
a. A for-profit business*
b. A Local Government Unit
c. Office under the President
d. Office under the Vice President
e. c and d
True or False
__________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in
the Philippines. *false
__________2. Filipino citizenship can be lost if the person is naturalized in another country. *true
__________3. Filipino citizenship cannot be lost or taken away. *false
__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization.
*true
__________5. Citizenship is when a person who is entitled to the rights and protections afforded
by a state and owes the state certain duties. *true
Enumeration
1. Give five (5) example of duties and responsibility of a Filipino citizen?
2. Give four (4) example of civic communities?
Short Answer (5) points
1. Based on your understanding of the lesson, define of citizenship.

Week 5
Appendix B5.1.1
Triple Venn Diagram
Differences:
A - Community Engagement
B - Solidarity
C - Citizenship
Similarities:
D - Community Engagement and Citizenship
E - Community Engagement and Solidarity
F - Solidarity and Citizenship
Appendix B5.1.2
Texts for Group Activity
Group 1: Self-Involvement to Community Engagement
People can get involved in many ways--here are just a few:
 Get involved in planning processes like creating goals or defining the problem
 Donate money or help out with a fundraising effort
 Volunteer to staff the office, answer phones, put together mass mailings, or make phone calls
 Doing research, writing grant proposals, or handling correspondence
 Attend public events like rallies, community hearings, or fundraising events
 Serve on committees that focus on specific problems or activities
 Take leadership roles in a community partnership
Source: Community Tool Box (2016). Section 7. Involving People Most Affected by the Problem.
Retrieved 10 May 2017 from http://ctb.ku.edu/en/table-of-contents/participation/encouraging-
involvement/involve-those-affected/main
Appendix B5.1.3
Inputs of the Teacher
COMMUNITY PARTICIPATION
Concepts concerning community participation offer
one set of explanations as to why the process of
community engagement might be useful in
addressing the physical, interpersonal, and cultural
aspects of individuals’ environments. The real value
of participation stems from the finding that
mobilizing the entire community, rather than
engaging people on an individualized basis or not
engaging them at all, leads to more effective results
(Braithwaite et al., 1994). Simply stated, change "...
is more likely to be successful and permanent when
the people it affects are involved in initiating and
promoting it" (Thompson et al, 1990, p. 46). In other
words, a crucial element of community engagement
is participation by the individuals, community-based organizations, and institutions that will be affected by
the effort.
Source: https://www.quotemaster.org/leadership+model#&gid=1&pid=8

This participation is "a major method for improving the quality of the physical environment, enhancing
services, preventing crime, and improving social conditions" (Chavis et al., 1990,
p.56). There is evidence that participation can lead to improvements in neighborhood and community and
stronger interpersonal relationships and social fabric
(Florin et al., 1990). Robert Putnam notes that
social scientists have recently "...unearthed a wide
range of empirical evidence that the quality of public
life and the performance of social
institutions...are...powerfully influenced by norms
and networks of civic engagement." Moreover,
"researchers in...education, urban poverty,...and
even health have discovered that successful
outcomes are more likely in civically engaged
communities" (Putnam, 1995, p.66). For example,
Steckler’s CODAPT model, for "Community
Ownership through Diagnosis, Participatory
Planning, Evaluation, and Training
(for Institutionalization)," suggests that when
community participation is strong throughout a
program’s development and implementation, long-
term program viability, i.e., institutionalization, is
more likely assured (Goodman et al., 1987-88).
The community participation literature suggests
that:
· People who interact socially with neighbors are
more likely to know about and join voluntary
organizations.
· A sense of community may increase an individual’s feeling of control over the environment, and
increases participation in the community and voluntary organizations.
· Perceptions of problems in the environment can motivate individuals (and organizations) to act to
improve the community (Chavis et al., 1990).
"When people share a strong sense of community they are motivated and empowered to change
problems they face, and are better able to mediate the negative effects over things which they have no
control," Chavis et al., (1990, p. 73) write. Moreover, "a sense of community is the glue that can hold
together a community development effort" (Chavis et al., 1990, p. 73-74). This concept suggests that
programs that "...foster membership, increase influence, meet needs, and develop a shared emotional
connection among community members" (Chavis et al.,1990, p. 73) can serve as catalysts for change
and for engaging individuals and the community in health decision-making and action.
Main Source:
Community Engagement: Definitions and Organizing Concepts from the Literature. Retrieved from
http://chl.berkeley.edu/images/stories/conference/f6%201%20community%20engagement%20-
%20definitions%20and%20organizing%20concepts.pdf
Appendix B5.1.4
Rubrics for Group Presentation
Group #/Name: ______________________ Date: ______________
Grade Level / Section: ________________ Score: _____________
Criteria 4 3 2 1 Points
Content
Did the
presentation
have valuable
material?
Presentation
had an
exceptional
amount of
valuable
material and
was extremely
beneficial to the
class.
Presentation
had a good
amount of
material and
benefited the
class.
Presentation
had moments
where valuable
material was
present but as
a whole content
was lacking.
Content Did
the
presentation
have valuable
material?
Collaboration
Did everyone
contribute to the
presentation?
Did everyone
seem well
versed in the
material?
The teammates
never worked
from others’
ideas. It seems
as though only a
few people
worked on the
presentation.
The teammates
sometimes
worked from
others’ ideas.
However it
seems as
though certain
people did not
do as much
work as others.
The teammates
worked from
others’ ideas
most of the
time. And it
seems like
every did some
work, but some
people are
carrying the
presentation.
The
teammates
always worked
from others’
ideas. It was
evident that all
of the group
members
contributed
equally to the
presentation
Source:
https://www.pinterest.com/pin/488288784575981479/

Organization
Was the
presentation
well organized
and easy to
follow?
The
presentation
lacked
organization and
had little
evidence of
preparation.
There were
minimal signs of
organization or
preparation.
The
presentation
had organizing
ideas but could
have been
much stronger
with better
preparation.
The
presentation
was well
organized, well
prepared and
easy to follow.
Presentation
Did the
presenters
Speak clearly?
Did the engage
the audience?
Was it obvious
the material had
been
rehearsed?
Presenters were
unconfident and
demonstrated
little evidence of
planning prior to
presentation.
Presenters were
not consistent
with the level of
confidence/
preparedness
they showed the
classroom but
had some
strong
moments.
Presenters
were
occasionally
confident with
their
presentation
however the
presentation
was not as
engaging as it
could have
been for the
class.
Presenters
were all very
confident in
delivery and
they did an
excellent job of
engaging the
class.
Preparation is
very evident.
Retrieved from: http://pbl101.weebly.com/uploads/3/1/3/1/31318861/group_presentation_rubric.pdf
Appendix B5.1.5
SWOT Analysis Matrix
Group #/Name: _______________________ Date: ______________
Score: _____________
A. Given Community Situation / Activity
________________________________________________________________________________
______________________________________________________
B. Description (1 to 2 sentences)
________________________________________________________________________________
______________________________________________________
________________________________________________________________________________
______________________________________________________
________________________________________________________________________________
______________________________________________________
C. Analysis (At least one description per area)
Area Description
Strength/s
Weakness/es
Opportunity/ies
Threat/s
Appendix B5.1.6
Rubrics for Photo Essay 1
Name: _____________________________ Date: ______________
Criteria 4 3 2 1 Remarks
Creativity
Provides unique
and interesting
approach to
subject in the
photography,
Some unique
aspects
evident which
add to story
message.
Interesting
elements
support the
story
message, but
No evidence
of unique or
interesting
elements that
connect to the

writing and story
message.
are not
unique.
story
Storytelling
All story
elements relate
compelling story
(setting,
character, plot,
exposition,
conflict, climax,
resolution)
Most of the
story
elements
evident which
still provide a
compelling
story
While some
elements of
story evident,
they do not
support a
compelling
story
Few elements
present which
do not
support a
coherent,
compelling
story.
Writing
Proper structure,
grammar,
punctuation
used to not only
link images and
story, but also
enhance overall
message.
Technically
well written
with some
interest to
support the
story.
Writing has
technical
problems, but
overall
message is
supported.
Multiple
technical
problems with
narrative
which
detracts from
overall story
and message.
Note: This is the rubric if the student does not take photos of their own.
Appendix B5.1.7
Rubrics for Photo Essay 2
Name: _____________________________ Date: ______________
Criteria 4 3 2 1 Remarks
Creativity
Provides unique
and interesting
approach to
subject in the
photography,
writing and story
message.
Some unique
aspects evident
which add to
story message.
Interesting
elements
support the
story
message, but
are not
unique.
No evidence
of unique or
interesting
elements that
connect to
the story
Storytelling
All story
elements relate
compelling story
(setting,
character, plot,
exposition,
conflict, climax,
resolution)
Most of the
story elements
evident which
still provide a
compelling
story
While some
elements of
story evident,
they do not
support a
compelling
story
Few elements
present which
do not
support a
coherent,
compelling
story.
Writing
Proper
structure,
grammar,
punctuation
used to not only
link images and
story, but also
enhance overall
message.
Technically well
written with
some interest to
support the
story.
Writing has
technical
problems, but
overall
message is
supported.
Multiple
technical
problems with
narrative
which
detracts from
overall story
and
message.
Photography
Lighting, angles,
composition,
cropping and
content in all
photos support
story. Variety of
images.
Lighting,
angles,
composition,
cropping and
content in all
photos support
story
Either quality
of photos are
not consistent
or they do not
support the
story
Neither photo
quality or
story support
is evident in
images
provided.
Note: This is the rubric if the student takes photos of their own.
Judging Criteria:
• Creativity is the original, fresh, and external expression of the imagination of the maker by using the
medium to convey an idea, message or thought. Compelling essays evoke laughter, sadness, anger,
pride, wonder or another intense emotion. The use and control of light to create dimension, shape, and
roundness in an image or the way the creator uses words to express thoughts and emotions can be
considered.
• Storytelling refers to the Essay's ability to evoke imagination, create a feeling, tell a story, or visually
illustrate an idea. The images should tell the story in a visual way creating interest by capturing the

moment. Images can better illustrate the story and keep the viewer's interest with variety, angles,
lighting, color, etc.
• Writing should be creative using proper technique and mechanics. The writing should evoke the
emotion and wonder of the reader leaving them to want more by the time they reach the end. Does the
story have a conflict, a climax, and an end?
• Photography includes impact, creativity, technical excellence, composition, lighting, style, color, and
storytelling. The photos should provide variety, interesting angles, imagination, and properly illustrate
the story being told.
Retrieved from:
http://projects.kydataseam.com/photojournalism/CommunDetails_files/photoessayrubric.pdf
Appendix B5.2.8
Images for Photo Analysis
Picture A Picture B Picture C
SOLIDARITY IN THE COMMUNITY:
Solidarity is the acceptance of our social nature and the affirmation of the bonds we share with all our
brothers and sisters.
Social Virtue of Solidarity: The willingness to practice participation while striving for social justice in the
community.
Appendix B5.2.9
Paper and Pencil Test
Direction. Identify to which kind of solidarity each item falls under. Choose the letter of the correct answer
in the box.
_______1. We are called to be a rich expression of that love and solidarity and a witness
of the same to the world and put aside all the differences and remember that
a family will always stand behind one another in any circumstance.
_______2. It is the recognition of the common fatherhood of God and brotherhood in
Christ that will ensure the realization of this important principle.
_______3. This yields a healthy society, a thriving economy, and care for those on the
margins, and structures that protect the family.
_______4. This fully achieved when the reciprocal differences of men and women are
seen as an affirmation of the equal dignity of each person.
Appendix B5.3.10
CITIZEN’s SOCIAL PARTICIPATION
1. Community Activists: Work with others on local
problems, form a group to work on local problems, active
membership community organizations, contact officials on
social issues.
2. Apathetic Inactive: no participatory activity, not even
voting.
3. Passive Supporters: vote regularly, attends patriotic
parades, pay all taxes but don’t indulge in social projects.
4. Protesters: Join in public street demonstration, protest
vigorously if a government does something morally wrong,
attend protest meetings, or refuse to obey unjust laws.
5. Communicators: Keep informed about the state of the
nation, engaged in discussions, write letters to newspaper
editors, send support or protest messages to national and
local leaders.
A. Family B. Community C. Church D. School E. individual

6. Volunteerism: It is an essence of democracy which refers to the principle or system of supporting or
doing something by voluntary efforts or actions. It comes from the word voluntariness or the quality of
being free in the exercise of one’s free will; and that such act or deed is performed without
valuable/material consideration.
Appendix B5.4.11
Survey Questionnaire for the Involvement of Students in Community Action*
Dear Student,
This survey intends to determine your initial level of involvement as students in community
engagement.
In view of this, your utmost honesty, cooperation, and participation by answering all the items the
needed information in this questionnaire are hereby requested. Rest assured that your answers will be
treated confidentially and will be used solely for enriching the lesson.
Your cooperation will be highly appreciated.
Truly yours,
_______________________
Teacher
Name (Optional) : ____________________________________________________
Part I. Reasons for Involvement
Direction: This evaluation is to appraise your reasons for prospective involvement in a community action
by encircling the appropriate score. Choose your answer from the listed alternatives:
Weighted Mean Point Scale Descriptive Rating Interpretation
4.21 – 5.00 5 Always Highly Considered
3.41 – 4.20 4 Often Considered
2.61 – 3.40 3 Fair Moderately Considered
1.81 – 2.60 2 Seldom Less Considered
1.00 – 1.80 1 Never Not Considered
Part II. Interests
Direction: This evaluation is to appraise your interests for having a prospective involvement in a
community action by encircling the appropriate score. Choose your answer from the listed
alternatives:
4.21 – 5.00 5 Always Highly Interested
3.41 – 4.20 4 Often Interested
2.61 – 3.40 3 Fair Moderately Interested
1.81 – 2.60 2 Seldom Less Interested
1.00 – 1.80 1 Never Not Interested
Indicators Scale
1. Make important networking contacts 5 4 3 2 1
2. Learn or develop skills 5 4 3 2 1
3. Teach your skills to others 5 4 3 2 1
4. Enhance your résumé 5 4 3 2 1
5. Gain work experience 5 4 3 2 1
6. Build self-esteem and self-confidence 5 4 3 2 1
7. Improve your health 5 4 3 2 1
8. Meet new people 5 4 3 2 1
9. Feel needed and valued 5 4 3 2 1
10. Express gratitude for help you may have received in the past from an organization
5 4 3 2 1
11. Communicate to others that you are ambitious, enthusiastic and care about the
community
5 4 3 2 1
12. Make a difference in someone’s life 5 4 3 2 1
13. Improves the likelihood you’re your children will volunteer as an adult 5 4 3 2 1
14. Other ________________________ 5 4 3 2 1

Part III. Skills
Direction: This evaluation is to appraise your skills beneficial in conducting a prospective involvement in
a community action by encircling the appropriate score. Choose your answer from the listed
alternatives:
4.21 – 5.00 5 Always Highly Skilled
3.41 – 4.20 4 Often Skilled
2.61 – 3.40 3 Fair Moderately Skilled
1.81 – 2.60 2 Seldom Less Skilled
1.00 – 1.80 1 Never Not Skilled
Part IV. Special Needs
Direction: This evaluation is to appraise your special needs in conducting a prospective involvement in a
community action by encircling the appropriate score. Choose your answer from the listed
alternatives:
4.21 – 5.00 5 Always Highly Needed
3.41 – 4.20 4 Often Needed
2.61 – 3.40 3 Fair Moderately Needed
1.81 – 2.60 2 Seldom Less Needed
1.00 – 1.80 1 Never Not Needed
* Adapted from “Making a Difference: How to Become and Remain Active in Your Community”. Retrieved
from http://www.state.sc.us/dmh/client_affairs/volunteer_guide.pdf
Indicators Scale
1. Politics 5 4 3 2 1
2. Energy / Environment 5 4 3 2 1
3. Advocacy 5 4 3 2 1
4. Education 5 4 3 2 1
5. Health Care 5 4 3 2 1
6. Housing / Homeless 5 4 3 2 1
7. Veterans 5 4 3 2 1
8. Children 5 4 3 2 1
9. Animals 5 4 3 2 1
10. Conservation 5 4 3 2 1
11. Safety and Security 5 4 3 2 1
12. Other ________________________ 5 4 3 2 1
Indicators Scale
1. Computer literate 5 4 3 2 1
2. Typing 5 4 3 2 1
3. Sales 5 4 3 2 1
4. Construction 5 4 3 2 1
5. Teaching 5 4 3 2 1
6. Proficient in American Sign Language 5 4 3 2 1
7. Engine Repair 5 4 3 2 1
8. Management 5 4 3 2 1
9. Artistic 5 4 3 2 1
10. Athletic 5 4 3 2 1
11. Cooking 5 4 3 2 1
12. Other ________________________ 5 4 3 2 1
Indicators Scale
1. No crowds/ loud noises 5 4 3 2 1
2. Accessibility 5 4 3 2 1
3. Medical Needs – equipment, medicines, etc. 5 4 3 2 1
4. Stamina 5 4 3 2 1
5. Other ________________________ 5 4 3 2 1

Appendix B5.4.12
Graffiti Wall Template
Source: http://www.istockphoto.com/photo/white-stone-brick-wall-gm517850584-8969321
WEEK 6
Day 1
Appendix B6.1.1 – Graphic Organizer
Appendix B6.1.2 – Images

Appendix B6.1.3
Day 2
Appendix B6.2.4 Rubrics for Essay
Day 3
Appendix B6.3.5 Paper Tower Building

Appendix B6.3.6 Brainstorming Process Guide
Day 4
Appendix B6.4.7 Rubrics for Presentation

Appendix B6.4.8 Rubrics for Essay
- Appendix B6.2.4 (page 23)
Week 7
Day 1
Appendix B7.1.1 The Puzzle
Appendix B7.1.2 Video Presentation
- The Animal Team Work (1:23 mins.)
- https://www.youtube.com/watch?v=c7gF3hDoUqk
Appendix B7.1.3
The Importance of Solidarity
(Graham’s Grumbles)
SOLIDARITY IS MORE THAN UNIONS
Solidarity is about more than Unions. Its about working with people on the things that matter to them. It is
also about removing the boundaries that prevent us from working together. It is about believing that what
hurts my neighbour also hurts myself, that when I need a neighbour I have no right to expect help if I have
not first helped others. It is both an emotion and a goal, a process and a state of being. I try to tear down
the fence that prevents others from experiencing the wealth and opportunities I experience, but I also act
for them here and now.
It’s certainly true that when Solidarity goes wrong, it usually ends in patronisation or some kind of
corruption. If I say I’m acting in Solidarity with the First Nations most directly affected by Tar Sands, by
way of an example, am I first and foremost asking them what they think the priorities are? There is room
SOLIDARITY IS MORE THAN UNIONS
SOLIDARITY IS DEFYING BOUNDARIES
SOLIDARITY IS FROM COMMUNICATION TO ACTION

for initiative, but to show solidarity, one must meet as equals and listen. There is Solidarity with those
closest to me, but this is merely helping out my friends; to misquote Jesus, even the Tories do that!
SOLIDARITY IS DEFYING BOUNDARIES
These boundaries that get in the way can be race, nation, gender, wealth, indeed anything upon which a
segregation can be created. These walls create several effects. First, that people on one side cannot
experience the privileges that are largely arbitrarily awarded to people on the other side. Second, that
those on the latter side cannot appreciate life on the first side, and therefore feel they are justified in their
current position. Third, it creates resentment, often both ways.
SOLIDARITY IS FROM COMMUNICATION TO ACTION.
So Solidarity can flow from communication, but it requires action to become a real and present force.
Sometimes that action needs to be confrontational, to improve the lot of one group relative to another,
and sometimes it needs to be conciliatory, taking down the walls and bringing people together as equals. I
can’t claim to be an expert in deciding which is which. What I do know is that without Solidarity, without
considering the needs of the other, without looking at what I have and realizing there are few valid
reasons that I should have so much when others have so little, is a necessary step towards creating a
more civilized world. The endless pursuit of profit at the expense of others, or the maintenance of these
divides simply prevents us from relating to each other properly as humans. As such, they prevent us from
experiencing life in all its fullness.
DAY 2
Appendix B7.2.4
CHARACTERISTICS OF SHORT AND LONG TERM COMMUNITY ACTION INITIATIVES
PICTURES OF DIFFERENT COMMUNITY ACTIVITIES
DIFFERENCES BETWEEN SHORT-TERM & LONG-TERM PROJECTS
by Tara Duggan
Generally speaking, short-term projects take a few hours, days or weeks to complete. Long-term projects
take months or even years to finish. Typically, companies require more documentation and infrastructure
for longer-term efforts. Decisions about project governance usually depend on budget, resources
required, business impact, and the scope the project. Effective project managers start by assessing the
project need and determining how much time is needed to meet the desired outcomes.
Budget
Short-term projects typically require less money to complete than long-term efforts. An exception might
occur for a short-term disaster recovery effort or other unplanned event that requires immediate, all-out
attention. Because short-term projects typically cost less, they usually require fewer approvals to get
started and completed. Short-term project leaders may simply keep track of expenditures in a
FEEDING
PROGRAM
CLEAN UP DRIVE
DISASTER MANAGEMENT
LIVELIHOOD PROJECTS

spreadsheet, while larger, more complex projects might require the use of more sophisticated accounting
software packages to track and monitor forecasting and spending.
Resources
The number of resources required for a short-term project typically depends on the type of product or
service being developed. Short-term projects usually require specialized expertise. For example, you
might institute a short-term project to analyze a recurring product problem and devise a solution. Large,
complicated T development projects typically require numerous resources over the course of the project
life cycle to initiate, plan, execute, control, and close the project.
Impact
Short-term projects typically have a limited impact. You may initiate a project to handle a specific problem
or react to a situation. Once the problem is solved, the project team disbands. Longer-term projects tend
to have a larger impact on the business, community or employees. For example, you might institute a
long-term project to analyze complex problems and make sweeping changes that affect your entire
company. Project team members typically commit to working on the project for the duration of the effort.
This ensures consistency and continuity.
Scope
Long-term projects tend to be complex. Project plans describe multiple objectives, business needs and
interdependent requirements. Long-term projects may be divided into smaller projects to make them more
manageable and to produce more immediate results. Short-term projects typically focus on a single goal.
Evaluating short-term projects requires less effort and analysis than larger projects. Your company may
require a formal scope statement for projects that last more than a month. Establishing this type of
governance ensures that the number of features and requirements of the project is documented early on
to prevent miscommunication, misunderstandings and cost overruns later.
CHARACTERISTICS SHORT TERM COMMUNITY
ACTION INITIATIVES
LONG TERM COMMUNITY
ACTION INITIATIVES
BUDGET LOCAL FUNDS NATIONAL FUNDS
RESOURCES COMMUNITY OFFICIALS BUREAUS/GOV’T AGENCIES
IMPACT SPECIFIC NEEDS OF THE
COMMUNITY
COMMON NEEDS OF THE
COMMUNITIES
SCOPE LIMITED LARGER
Day 3
THE INFOGRAPHICS

Appendix B7.3.5 THE SURVEY QUESTIONNAIRE FOR ASSESSMENT OF COMMUNITY ACTION

For access on the online survey questionnaire and softcopies, contact:
Andres Vergel V. Santos, andresvergel.santos@deped.gov.ph
Ryan R. Pecson, ryan.iamateacger@gmail.com

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APPENDICES
C. CORE VALUES AND PRINCIPLES OF COMMUNITY-ACTION INITIATIVES
Appendix C 8.1.1
The learner will watch video clip about human rights.
https://www.youtube.com/watch?v=OwTeqyxOxo4
After watching the video, teacher will ask:
1. What have you observed on the video?
Ans. It talks about Human rights
2. Which is the most basic among the rights presented in the video?
https://en.wikipedia.org/wiki/Right_to_life
Appendix C 8.1.2
HUMAN RIGHTS is defined as
the supreme, inherent, and
inalienable rights to life, to dignity,
and to self-development. It is
concerned with issues in both areas
of civil and political rights and
economic, social and cultural rights
founded on internationally accepted
human rights obligations
ABORTION ISSUES
An issue of abortion is that of mandatory
notification and consent. Some believe that a
pregnant minor should not be allowed to abort
her pregnancy without the consent of a parent or
guardian.
Likewise, some believe that consent of the
woman's husband or the child's biological father
should be required.
Not only is it unfair to the unborn child, but it
could be unfair to the father who might want to
have the baby.
RIGHT TO LIBERTY
THE RIGHT TO BE FREE,HUMAN
RIGHT(LAW)ANY BASIC RIGHT OR FREEDOM
TO WHICH ALL HUMAN BEINGS ARE ENTITLED
AND IN WHOSE EXERCISE A GOVERNMENT
MAY NOT INTERFERE(INCLUDING RIGHTS TO
LIFE AND LIBERTY AS WELL AS FREEDOM OF
THOUGHTS.
One major issue that pro-life groups
stress is abortions unfairness to the
babies
Pro-life supporters say that it is murder
because the babies have a heartbeat.
Pro-life activists say that if a criminal is
convicted of murdering two people, if a
woman is pregnant, what is the
difference if you have an abortion?
Right to property
property rights refer to the theorotical and legal
ownership of specific property by individuals and
the ability to determine how such property is
used…in economics,property rights form the basis
for all market exchange,and the allocation of
property rights in a society affects the efficiency
of resource use.

Appendix C 8.2.3
Listen to the song “Ang Bayan Ko”
Learners answer the questions.
1. What is the message of the song?
2. What basic right is stressed in the song?
https://www.youtube.com/watch?v=PCJHq9iDr1k
(5 minutes)
Appendix C 8.2.4
Mapping Human Rights in Our Community
Overview
Participants work cooperatively to create a map of their community and identify the rights associated with
each major institution.
Time: 1 hour (but could extend over several days)
Materials: Art supplies, chart paper
Copies of the UDHR, complete or simplified version
Setting: Elementary school - Adult groups
Procedure
1. Divide participants into small groups and ask them to draw a map of their town (or neighborhood in the
case of larger communities). They should include their homes, major public buildings (e.g., parks, post
office, city hall, schools, places of worship) and public services (e.g., hospitals, fire department, police
station) and any other places that are important to the community (e.g., grocery stores, cemetery,
cinemas, gas stations).
2. When the maps are complete, ask participants to analyze their maps from a human rights perspective.
What human rights do they associate with different places on their maps? For example, a place of
worship with freedom of thought, conscience, and religion; the school with the right to education; the
post office with the right to information, to privacy, and to self-expression. As they identify these rights,
they should look up the relevant article(s) in the UDHR and write the article number(s) next to that
place on the map.
3. Ask each group to present its map to the whole group and summarize its analysis of human rights
exercised in the community.
 Did any parts of your map have a high concentration of rights? How do you explain this?
Appendix C 8.3.5
A Human Rights Tree
Overview
Participants work cooperatively to create an image that helps to define human rights and human needs.
Time: 10+ minutes
Materials: Art supplies, chart paper
Setting: Elementary school - Adult groups
Links:
A good follow-up or alternative to Activity 1, Human
Beings/Human Rights
Procedure
1. Ask participants, working in small groups, to draw a tree on large chart paper.
 Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that they
think all people need to live in dignity and justice.
 A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the
things that make human rights flourish. For example, a healthy economy, the rule of law, or
universal education.
2. When drawings are complete, ask each group to present its tree and explain its reasons for the items
they have included.
Going Further
1. Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights and
write the number of the article next to each item.
2. Display these trees in the classroom or in public places.
3. Identify rights concerns that are of particular concern to you and your community.
Source: Amnesty International-Austria

Appendix C 8.3.6
Appendix C. 8.3.7
The learners will answer the following with the phrases: “in every case”, in most cases”, and “in some
cases”.
1. Killing is wrong.
2. All people should be treated equally.
3. All people have the right to medical help if they are ill.
4. All people have a right to education.
5. People should be allowed to travel and leave the country if they wish.
Answer Key:
1. In every case
2. In every case

3. In every case
4. In every case
5. In some cases
Appendix C9.1.1
(Video Presentation)
DOES SOCIAL JUSTICE EXIST? The learner will guest what is the video all about. The learner will take
down note all the important details/ information from the video.
Appendix C9.1.2
GALLERY WALK
The learner will explain their answer in class base on how they understand the existence of social justice
and it’s important.
`
C9.1.3 CYCLE ARROW PROCESS

Appendix C9.1.4
MODOFIED TRUE OR FALSE
Direction: TRUE OR FALSE Read and understand the statement below, write capital latter T if the
statement is true and write capital latter F if the statement is false. Write your answer in the
given space before the number.
___1. Social justice is the reasonable relationship between the individual and society.
___2. Practicing equal treatment to each and every one in a community is an example of existing social
justice.
___3. Enjoy being a wealthy man is a form of social justice.
___4. Giving alms to the poor for your political agenda is good practice of social justice.
___5. Having a productive community is the important of social justice.
Appendix C9.2.5 Picture of Violence against Women
Exist Social Justice
1.
2.
3.
Importance of Social
Justice
1.
2.
3.
Community
1.
2.
3.

Appendix C9.2.6
Picture of Kilusan mayo Uno
Appendix C9.2.7
Film Clip of Violence against Children (0.41 secs) – https://www.youtube.com/watch?v+MjnAoCyLf5M
Appendix C9.2.8
Video Feed/News of Freedom from Debt Coalition (1.51 mins.)
- https://www.youtube.com/watch?v+SeuUCE6aWdl
Appendix C9.2.9
Activity: Dama ko! Sigaw ko!
Rubrics for Slogan Making
Appendix C9.2.10
Insert Slide Presentation of a man looking at a community
(The Teacher can make a Slide Presentation of the following:

Appendix C9.3.11
ACT LIKE A MAN/ ACT LIKE A WOMEN ACTIVITY
Appendix C9.4.12 Definition of Terms
Appendix C9.4.13
Write down what might people
“say” or “do” if someone does not
act like a man or woman as
defined in the middle column.
Act Like A Man Jobs one would choose if
they acted like the
descriptions listed in the
middle column.

Appendix C10.1.1 PICTURES
Appendix C10.1.2
Answer Key for the Summative Test:
1. T
2. T
3. T
4. F
5. T
6. T
7. Violence against Women
8. Freedom from Death Coalition
9. Participatory Development
10. Advocate
11. In every case
12. In every case
13. In every case
14. In every case
15. In some case
16-25. Essay (It’s up to the teacher based on the results of the rubrics)

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APPENDICES
D. METHODOLOGIES AND APPROACHES OF COMMUNITY ACTIONS AND INVOLVEMENTS
ACROSS DISCIPLINES
Appendix D11.1.1
Republic of the Philippines
Department of Education
Region III
Schools Division of ___________
_____________ National High School
________________
EVALUATION FORM FOR
ELEMENTS OF THE COMMUNITY ACTION PLAN
_ (Project Title)_
Section: _______________
Group: ______________
ELEMENTS OF THE
ACTION PLAN
MORE EFFECTIVE
(3)
SOMEWHAT
EFFECTIVE
(2)
LESS EFFECTIVE
(1)
WHO
Plan includes name of
an organization or
community as well as
the name of a peer
support person and the
name(s) of others from
the community who will
be involved in the action
plan.
an organization or
community as well as
the name of a peer
support person.
one support person.
RATING:
WHAT
Plan includes a goal
statement that is clear,
specific, measurable,
and attainable. Also
included is a statement
of purpose that features
the development and
the leadership skills
required to promote the
cause.
Plan includes a goal
statement that is clear,
specific, measurable,
and attainable
Plan includes a
statement of what is to
be done.
RATING:
HOW
Plan includes a step-by-
step outline of what is to
be done, and includes a
description of the
leadership skills and
development strategies
needed to work toward
the goal and achieve it.
Plan includes some
detail of what is to be
done.
Plan includes a vague
outline of what is to be
done.
RATING:
WHY
Plan includes
justification of why
specific steps are
planned to meet the
goal. Possible barriers
or obstacles are listed,
along with ways they
might be overcome.
Plan includes some
detail about why some
steps are in place.
Plan includes a vague
explanation about why
particular steps are in
place.
RATING:
WHEN
Plan includes start and
end dates as well as
check-in dates and
celebration dates.
Details are included
about dates and times
Plan includes start date,
end date, and at least
the first check-in date.
Plan includes start date
and end date.

for each step of the
action plan.
RATING:
WHERE
Plan includes specific
indication of exactly
where each step of the
action plan will occur.
Plan includes scant
details about where the
action is to occur.
Plan includes no
indication of where the
action plan is to occur.
RATING:
TOTAL:
FINAL SCORE:
Evaluated by:
___________________ ____________________ _______________________
Evaluator #1 Evaluator #2 Evaluation#3
Noted by:
_______________________
Subject Teacher
Source: https://course1.winona.edu/shatfield/air/saskhealthplan.pdf (Original Format)
Writing a community action plan
What are needed in writing an action plan
1. A clear vision
2. A set of values
3. The strategic framework
4. An overall goal
Appendix D11.2.2
Elements of an Action Plan
1. Statement of what must be achieved – the goal or output
2. Activities that have to be followed to reach the objective or goal
3. Target date for completion or schedule for when each activity must begin/end
4. Identification of the organization/individual who will be responsible for each activity
5. Clarification of the inputs/resources needed to complete the task
6. Identification of indicators which will allow for measurement of progress towards the goals
Parts of a Community Action Plan
I. Cover Page
II. Executive Summary
III. Table of Contents
IV. Community Profile
V. Introduction to the Plan
a. How the plan was developed
b. Who was involved in the development of the plan
c. Who will manage the implementation of the plan
d. Other information that is important to the plan
VI. Action Plan
VII. Appendices and Supporting Documentation
Appendix D11.3.3
PERFORMANCE TASK
TOPIC: Partnership Building with Local Groups
Objective: The learners will be able to identify different groups with the community (i.e., community
based, government based, and faith based).
Day 1
Activity 1:
Part 1 (5 mins.)
1. Group yourselves into four (count 1-4);
2. Share/Identify local groups within your community as to community based, government based, and
faith based.
3. What beneficial do these groups contribute to the community?
a. Part 2 (2 mins. per group)
4. Present your work
Discussion:
1. What is the purpose of forming partnerships?
• To bring about more effective and efficient delivery of programs and eliminate any unnecessary
duplication of effort.
• To pool resources.

• To increase communication among groups and break down stereotypes.
• To build networks and friendships.
• To revitalize wilting energies of members of groups who are trying to do too much alone.
• To plan and launch community-wide initiatives on a variety of issues.
• To develop and use political clout to gain services or other benefits for the community
• To create long-term, permanent social change.
• To obtain or provide services.
2. What are the types of partnership?
• Community-based
• Government-based
• Faith-based
3. What are the different methods and approaches in building partnership in the community?
• Coordination
• Cooperation
• Collaboration
• Partnership
http://www.jsi.com/JSIInternet/Inc/Common/_download_pub.cfm?id=14333&lid=3
https://en.wikipedia.org/wiki/Local_community
Appendix D11.4.4
Activity
1. Stay in your group
Role: Youth advocate promoting unity among religious group, organizations and denominations.
Audience: Religious leaders of different denominations throughout the world.
Situation: There will be an International Conference of the different religious denominations organized by
the United Nations. The objective of this conference is to discuss Ecumenism, promote unity amidst
religious diversity and to end conflict brought about by different beliefs. As youth advocates your group
was invited to present the positive and negative effects of religion and to promote unity despite of having
religious diversity. You are tasked to do it using a compilation or narrative report or a picture slide
presentation consists of articles, photos and editorial coming from credible sources.
Product/ Performance: Narrative Report or Picture slide Presentation.
Standard:
Content 50%
Presentation 40%
Relevance 10%
---------
100%
CHECKRICS
NARRATIVE REPORT/ PICTURE SLIDE PRESENTATION
CONTENT 50%
The content was able to show detailed, reliable unbiased information about the positive
and negative effects of religion in an organized way. Through the presentation they were able to
promote unity amidst religious diversity.
Presentation 40%
They were able to provide all the requirements in the checklist.
Relevance 10%
All information provided are vital for the presentation and it promotes the value of unity.
Appendix D12.1.1
Sample
Community Profile Form
Put a check on the blank of your response or write the corresponding information needed.
Name: ______________________________________ Date: _______________________
Complete Address: ____________________________________________________________
Religion: __________________
Sex: _____ Male ______ Female
Age: _____ 15-16 ______ 17-18 _______ 19 and above
Type of family
____ Nuclear ______ Extended ____ Single Parent
Number of Siblings: ______________________
Family Income per month: ______ Php 2000 ______ Php 5000 ______ Php 8000
_____ Php 10000 _______ Php 15000 ______Php 16000 and above

Name some business establishments in your community:____________________________
____________________________________________________________________________
Do you have schools in your community? ____ Yes _____None
If yes, ____ Day Care Centers _____Elementary ____ High School ___College
Are health services available in your community? ____ Yes _____ No
If yes, ____ Health Center ___ Clinic____ Public Hospital ___ Private Hospital
Methodologies and Approaches of Community actions and involvements across Disciplines
-Community Profile
Establishing a purpose for the lesson
The class was grouped according to: number of siblings, occupation of father/mother,
membership in an organization, barangay where we live, family income, means of transportation and
religion.
Appendix D12.2.2
Methodologies and Approaches of Community actions and involvements across Disciplines
- Needs Assessment

Things that help me learn
Put a small box inside the line for your response regarding the things that help you learn.
1. Why do we need to perform an assessment?
Community needs assessment is a process that describes the state of local people, enables
the identification of the actions needed and how to address these.
A plan which delivers the most effective care to those in greatest need; applies the principles
of equity and social justice in practice;
2. What does a community assessment measure?
Community needs assessment measures the strengths and resources available in the community
to meet the needs of the children, youth and families.
3. When should you do needs assessment?
Needs assessment should be done before doing a community-action plan.
4. What does needs assessment contain?
A community assessment contains compilation of demographic data from census records, results
of surveys conducted/ by others and informal feedback from community partners.
AssessingCommunityNeedsandResources
This toolkit provides guidance for conducting assessments of community needs and resources.
1. Describe the makeup and history of the community to provide a context within which to
collect data on its current concerns.
a. Comment on the types of information that best describes the community (e.g.,
demographic, historical, political, civic participation, key leaders, past concerns, geographic,
assets)
b. Describe the sources of information used (e.g., public records, local people, internet, maps,
phone book, library, newspaper)
c. Comment on whether there are sufficient resources (e.g., time, personnel, resources)
available to collect this information
d. Assess the quality of the information
e. Describe the strengths and problems you heard about
2. Describe what matters to people in the community, including a description of:
a. Issues that people in the community care about (e.g., safety, education, housing, health)
b. How important these issues are to the community (e.g., perceived importance,
consequences for the community)
c. Methods the group will (did) use to listen to the community (e.g., listening sessions, public
forums, interviews, concerns surveys, focus groups)
3. Describe what matters to key stakeholders, including:
a. Who else cares about the issue (the stakeholders) and what do they care about?
b. What stakeholders want to know about the situation (e.g., who is affected, how many, what
factors contribute to the problem)
c. Prioritized populations and subgroups that stakeholders intend to benefit from the effort
d. Methods you will (did) use to gather information (e.g., surveys, interviews)
4. (For each candidate problem/goal) Describe the evidence indicating whether the problem/goal
should be a priority issue, including:
a. The community-level indicators (e.g., rate of infant deaths or vehicle crashes) related to the
issue
b. How frequently the problem (or related behavior) occurs (e.g., number of youth reporting
alcohol use in the past 30 days)
I take
responsibility
for my
choices
I understand my learning
goals. I ask
questions
when I don’t
understand.
I do my best all the
time.
I treat other people
with respect.
I help others in my
group.
I finish what I
start.
I offer help
before I am
asked.

c. How many people are affected by the problem and the severity of its effects
d. How feasible it is to address the issue
e. Possible impact and/or consequences of addressing the problem/goal
5. Describe the barriers and resources for addressing the identified issue(s), including:
a. Barriers or resistance to solving the problem or achieving the goal (e.g., denial or
discounting of the problem) and how they can be minimized (e.g., reframing the issue)
b. What resources and assets are available and how the group can tap into those resources to
address the issue
c. Community context or situation that might make it easier or more difficult to address this
issue
6. (Based on the assessment) Select and state the priority issue (or issues) to be addressed by
the group.
What are the things needed in each step?
The things needed in each step are community profile, survey for needs assessment and
priority issue presentation.
What would you do in each step?
In each step the following should be done: describe the make-up history of the community,
describe what matters to people/stakeholders, describe the barriers and resources and select
priority issue.
Why do we need to do a community needs assessment? How can a needs assessment help the
community?
A community needs assessment is needed to describe the condition of the community; identify
the major risk factors and their causes; and enable the identification of the actions needed to
address these.
Rubric: Community Needs Assessment Form
Beginning Developing Accomplished Exemplary
Clarity
The direction and items
are written in clear
manner.
Current action and
organizations
Thoroughly identifies
current action and
organizations taking
action at a variety of
levels.
Content
Thoroughly assesses
the community.
Identifies strengths and
resources as well as
the problems
Appendix D12.3.3
- Community Profile and Needs Assessment
How is community profile different from community needs assessment?
Community profile essentially answers the question, “Where is the community now?” and provides
baseline information on the present situation of the community like population and other unique
characteristics of the community. The information can then be used for planning purposes while
community needs assessment is a systematic process for determining and addressing needs or gaps
between current conditions or wants.
Appendix D12.3.3
Rubric
Essentials Score
Clarity - expressed the essay in an organized manner.
Literature review - identified the priority issue of the community based on the
community profile and needs assessment.
Significance of the topic/issue - selected the most priority issue of the community.

Sample Needs Survey
Name : _______________________________
Grade and Section: _____________________
4 3 2 1
A. Human Rights Always Often Rarely Never
1. My school is a place where students are safe and secure
2. All students receive equal information and
encouragement about academic and career opportunity
3. No one in our school is subjected to degrading treatment
or punishment.
4. I have the liberty to express my beliefs and ideas
(political, religious, cultural, or other) without fear of
discrimination
5. My school provides equal access, resources , activities ,
and scheduling accommodations for all individuals
B. Social Justice
1. My teachers teach us to become aware of injustices
occurring in society.
2. I am aware of my own power and privileges in society.
3. I am encouraged to question the authorities.
4. I am treated fairly regardless of my economic status or
sexual orientation.
5. My school is fair when identifying punishments for
students ‘misbehavior.
C. Empowerment and Advocacy
1. My teachers encourage me to get involved with different
school activities
2. I have the free will to join the club of my choice.
3. My teachers assign me to do a certain responsibility in
our classroom.
4. My teachers invite me to be an advocate of change.
5. My teachers keep us updated with new the school
training offerings
D. Participatory Development
1. I am inform that the PTA funds go to the school's
development projects
2. I always participate in Brigada Eskwela activities.
3. I frequently volunteer to community service at school.
4. I support my school's proper waste management
campaign.
5. I always observe proper usage of water and electricity in
school
E. Gender Equality
1. My teachers always favor the females in leading the
class.
2. According to my teacher, computer related courses are
intended for male students only.
3. The school authorities are very strict with the male
students' behavior.
4. There is a prescribed school uniform for male and female
in our school.
5. The school practices / promotes fairness to both male
and female students.
APPENDIX D12.4.4
5 Levels of Leadership

Appendix D12.4.4
RUBRICS FOR GROUP ACTIVITY
RUBRICS
CRITERIA GROUP 1 GROUP 2 GROUP 3 TOTAL
CONTENT (5)
COHERENCE (5)
RELEVANCE (5)
MECHANICS (5)
Appendix D12.4
Participatory Action Planning
I. Rationale and Definition
Participatory planning is an urban planning paradigm that emphasizes involving the entire community in
the strategic and management processes of urban planning; or, community-level planning processes,
urban or rural. It is often considered as part of community development. Participatory planning aims to
harmonize views among all of its participants as well as prevent conflict between opposing parties. In
addition, marginalized groups have an opportunity to participate in the planning process. (Lefevre,
Pierre; Kolsteren, Patrick; De Wael, Marie-Paule; Byekwaso, Francis; Beghin, Ivan (December
2000). "Comprehensive Participatory Planning and Evaluation" (PDF). Antwerp, Belgium: IFAD.
Retrieved 2017-05-11)
II. The Need for Participatory Action Planning
1. Public distrust of planning based on past practices
Participatory planning is needed when there is public distrust of previous planning practice and/or
where new development may lead to significant conflicts. Research around the globe present
several examples where failures of traditional planning approaches and public distrust of planning
led to innovations and new forms of participatory planning. In South Africa planning had been part
of the apartheid system and so the need to reinvent a new form of planning was overwhelming. In
the Ephrata case study, a planning consultant was brought in as a mediator after litigants had
obtained a court order against the city's plan that had been adopted after a traditional process of
'public participation'. Therefore, public relations consultants have been hired to 'do public
outreach, run community meetings, provide public notices and informational items to get the
public involved'. This sounds less ambitious than many examples encountered in our research,
but the point remains that there is a perceived need to make a step-change from past practices.
2. Governments' desire to improve the co-ordination
Planning needs to change from a narrow, self-enclosed system of regulation to become a means
of delivering development that achieves broader objectives, social justice and other sustainable
development action initiatives. Planning needs to be about integration not about separation -
integration between public and private investment in an area, between different scales of
government and between different agencies. Thus there is a need to rethink the traditional
approach to consultation with stakeholders and other public agencies. It means moving from 'We
have a plan; what do you think about it?' to active integration of the aspirations and intentions of
other players into the preparation of the plan and its structures for implementation. This will
require engagement and negotiation to anticipate and reconcile differences, but it offers the
prospect of eventual shared commitment to the plan and to its implementation. Where conflicting
aspirations between planning and other institutions and agencies with sectoral responsibilities
threaten to block agreement, independent persons such as academics can play a valuable role
as 'informal' mediators in efforts to find consensus.
3. Respect to Grassroots Community
Planning practice needs to engage with the reality of diversity in today's society. This means
being aware of different cultures and ensuring that issues of diversity are addressed throughout
the planning process. Traditional public participation has often failed to do this. Participatory
planning is built around diversity, conflicting interests and the need to listen to the voices of
marginalised groups.
A recognition amongst governments and non-governmental organisations that sustainable
development requires consensus building and engagement with citizens.Grassroots involvement
and local participatory democracy are much more a part of a political culture while in other
country it is a non-political culture, a sense of resistance. Thus, there is a good deal of regional
variability in attitudes toward planning, government, and local activism. Planning is accepted
widely and there is an emphasis on grassroots participation and inclusivity.

(http://www.chs.ubc.ca/archives/files/Participatory%20planning%20for%20sustainable%20develo
pment.pdf (pp36-42) Retrieved 2017-05-11)
III. Levels of Participatory Action Planning
WHAT ARE THE LEVELS OF PARTICIPATORY PLANNING?
There are a number of ways to consider participatory planning. As demonstrated in the
discussion above of advantages and disadvantages, this kind of process always presents, even at
best, a trade-off between efficiency and inclusiveness. Time pressure, the needs of the community, the
skills and experience of those participating, and the nature of the intervention, among other factors, all
help to dictate the actual shape of the planning process.
So what are the possibilities? Just how participatory do you want to be? David Wilcox, in his excellent
"Guide to Effective Participation," sets out the following as a model of the different possible levels of
participation:
1. Information - The least you can do is tell people what is planned.
2. Consultation - You offer a number of options and listen to the feedback you get.
3. Deciding together - You encourage others to provide some additional ideas and options, and join
in deciding the best way forward.
4. Acting together - Not only do different interests decide together what is best, but they form a
partnership to carry it out.
5. Supporting independent community initiatives - You help others do what they want - perhaps
within a framework of grants, advice and support provided by the resource holder.
Each of these levels may be appropriate in different circumstances, or with different groups,
although only at "deciding together" and above do they really begin to be fully participatory in the
sense that the term is used in this section. (http://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/participatory-approaches/main)
Evaluation (Week 2; Day 3)
Participatory Action Plan Table
Activities
Implementers
and Partners
When
to be
done
Resources
Potential
Barriers or
Resistance
Communication
Plan for
Implementation
Monitoring
and
Evaluation
What
needs to
be done?
Who will be
responsible
for the task
completion?
What
date
the
action
will be
done?
What are
the
available
and
needed
resources?
Who or what
possible
resistance to
be
encountered?
How?
What
organization or
who are the
people should
be informed
about/involved
with these
tasks?
What
indicators
have been
identified to
measure
progress?
- http://www.aarp.org/content/dam/aarp/livable-communities/documents-
2015/AARP%20Action%20Planning%20Webinar%20on%20Age%20Friendly%20%20Communities%2
0v5.pdf
Supplementary sites:
- http://pdf.usaid.gov/pdf_docs/pdacu835.pdf
- http://tulsagrad.ou.edu/studio/turley/A%20Third%20Place%20Community%20Foundation%20Commu
nity%20Garden%20Park.pdf
- https://www.youtube.com/watch?v=wf_ummoKYWY
Appendix D13.1.1
The Resource Mobilization Cycle
A. Plan- including an assessment and design element;
B. Act- implementation;
C. Reflect- RM lessons learned.
Figure 1

A. The Planning Phase
Firstly, a situation analysis of the external resource environment is required in order to discover
what RM opportunities may exist and how best to approach potential resource partners.
Secondly, the resource requirements of the programme or project should be examined and a plan
developed on how to engage the likely resource partners. The planning phase should ideally
establish an RM strategy and action plan (for the immediate term), describing how particular
resource partners will be targeted and for which resources. A communication plan, describing the
various tools for communication with specified resource partners would form an element of this. A
communication plan therefore supports the RM strategy. The resource targets formulated in the
RM strategy or Action Plan are tied to those as specified and prioritized in the programme or
project document.
Appendix D13.1.1
B. The Action or Implementation Phase
This phase is broken into a five- step process.
C. The Reflect Phase
Here, the RM effort (strategy and action plan) is monitored and evaluated, specifically reporting
on successes and failures, and working through lessons learned, in order to tailor and refocus
RM initiatives to maximize success.
(Second Day)
Identify the following if it is under Planning, Action or Reflect Phase.
1. Including an assessment and design element. (Planning)
2. The RM effort (strategy and action plan)is monitored and . (Reflect)
3. This phase is best broken down into a five-step process. (Action)
4. The resource requirements of the programme or project should be examined and a plan
developed on how to engage the likely resource partners. (Planning)
5. Manage and Report (Action)
6. Communicate Results (Action)

7. Situation analysis of the external resource environment (Action)
8. A communication plan therefore supports the RM Strategy. (Planning)
9. Identify external sources of funding (Action)
10. Engage means involves seizing every opportunity to communicate the programme for which
resources are sought. (Action)
Appendix D13.2.1
REVIEW:
Directions (The parts of the cycle are cut prior to the lesson). Students will have to arrange the
cycle of resource mobilization and explain briefly.
Appendix D13.2.1
Motivation
Write examples for each type of resources
Appendix D13.2.1
Resource Mobilization Hand-outs:
• Resource Mobilization is a process where we identify the Resources essential for the development,
implementation and continuation of works for achieving the organization’s mission.
• It is focused on the relationships with Resource Providers, the skills, knowledge and capacity for
proper use of resources.
Following this concept, we can say that Resource Mobilization is:
 Just a means to the end.
 A team effort
 A set of accountabilities shared by everyone onboard
 A management process that has no quick fixes
 A management process that involves identifying people who share the same values as your
organization and taking the steps to manage that relationship.
 RESOURCE MOBILIZATION is not just about FUNDS and RAISING FUNDS.
The Importance of Resource Mobilization
• Diversifies and expand resources
• Formulates an independent budget (fund),
Financial Human Services
1.
2.
3.
4.
5.
6.
7.

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