CESC 2nd Quarter Module

OUR LADY OF THE PILLAR COLLEGE-SAN MANUEL INC.
DISTRICT 3, SAN MANUEL, ISABELA
BASIC EDUCATION DEPARTMENT
First Semester
A.Y. 2022-2023
2nd QUARTER
LEARNING MODULE IN
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
ARNIE ROSE R. BALA, LPT

Subject Teacher
Prepare
d by:
MELITON III M. A DSUARA,

LPT
1
Lesson 1: Core Values and Principles of Community-Action Initiatives
• HUMMS_CSC12-IId-g-1
• Explain the core values of community action initiatives
Learning • human rights
Competency • social equity gender
• equality participatory
• development
Background Information for Learners:
Community action is any activity that increases the understanding, engagement, and empowerment
of communities in the design and delivery of local services. It is about putting communities at the heart of
their own local services which involves helping the community to share, knowledge, skills and ideas.
Community action involves the different core values and principles which include human rights, social
equality, gender equality, and participatory development.
Human rights are universal and inalienable in nature, which means all people around the globe are
entitled to these rights. According to Nickel (1992), “they exist and are available standards of justification
and criticism whether or not they are recognized or implemented by the legal system or officials of a
country.” Hence, these aim to identify the basis for determining the shape, content, and scope of
fundamental public norms. For example, human rights involve the three basic rights- right to life, right to
liberty, and right to property. Right to Life is a moral principle based on the belief that a human being has
the right to live and in a particular should not be killed by another human being. Example Abortion, every
baby deserved to live they have also a heartbeat. Right to Liberty is the right of all persons to freedom of
their person - freedom of movement and freedom from arbitrary detentions of others. Liberty may be
deprived in terms of administrative authorities wherein it is necessary as in the case of mentally disturbed
persons. During state of emergency or of disarray, right to liberty may legally be limited while intending to
preserve life. And lastly Right to property or right to own property is often classified as a human right for
natural persons regarding their possessions. A general recognition of a right to private property is found
more rarely and is typically heavily constrained insofar as property is owned by legal persons and where it
is used for production rather than consumption. Example slavery and the exploitation of others.
Another principle of action involves social equity. Social equity is defined as the equality and
fairness in terms of the treatment of human beings, access to resources, and life chances. According to
Global Issues Pilot Team (2011), social justice is “a societal value which guides human interaction and in
particular, the fair distribution of society’s benefits, advantages, and assets, not just by law and in the
courts by all aspects of society.” This involves the fairness in distributing financial aids to the needy and
impoverished. Here is an example of a scenario in showing social equity.
 Olivia was teacher at a school. She is a lesbian and began regularly experiencing
homophobictaunts and abuse by pupils at the school. This mainly took the form of oral abuse,
including the use of words such as “dyke”. These incidents were reported to the headteacher,
who told her that taunts from pupils were an accepted part of the job and she was in the
wrong job. The abuse continued and Olivia took sick leave suffering from stress. She never
returned to w ork and eventually had to take ill-health retirement.
https://www.personneltoday.com/hr/equality-act- 2010-ten-example-dual-discrimination-
scenarios/
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Next is gender equality. Gender equality, also known as sexual equity, is the state of equal ease of
access to resources and opportunities regardless of gender. It also includes the state of valuing different
behaviors, and aspirations. Example of this is the existence of gendered comfort room.
Participatory development is also included in the principles of action. As to the definition of Tekman
et al. 2012, participatory development elicits the involvement of local population in creating policies and in
planning, implementing, monitoring, and evaluating development programs and projects that are designed
to empower and help people make effective choices. One concrete example of participatory development
is the attendance and participation of the community during meetings and assemblies.
To sum up, community action initiatives must be guided by principles and core values of social
justice, human rights, gender equality, and participatory development. These community actions have a
purpose, which is to enable people to work in solidarity in addressing social problems. However, it is
important to involve the Filipino youth in addressing these issues so that their communities may benefit
from their contributions, ideas, and energies. By the participation of the youth it can help organize, identify
and remove practices that hinder them to participate in community development initiative. Doing so will
allow the transition from non-participatory practices toward a more meaningful and higher level of youth
participation.
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Activity 1. Diving Deeper
Directions: Explain the different principles of community action based from your
understanding on the topic. Be able to give example for each principle.
Core Values and Principle of Understanding Example

Community Actions Initiative
Human rights belong to Right to life

Human Rights everyone, regardless of their Right to liberty
circumstances. They cannot be Right to know
taken away from you by Right to work and education
anybody. Freedom of opinion and
expression.
Social Equality is not only about

 Fair distribution of public
Social Equality obtaining rights and protecting service
rights but also about
Non-discrimination against
responsibilities and their
individuals with disabilities in
consequence. employment applications,
contrast, dismissals,
Social equity reflects ideas of compensations and conditions
“fairness” and “justness’
Gender Equality is having the When giving vitamin

Gender Equality same rights, status, and supplements, gender equity
opportunities as others, requires women to be given
regardless of one’s gender. more of iron and folic
supplements than men, since
the former need such
supplements more due to their
menstrual cycles and
childbearing capacity.
Participatory development  Community involvement
Participatory Development includes the involvement of in
people in studying their own social issues that affect
situation and in deciding on the the community.
distribution of resources to  Knowing your interest
ensure equitable sharing. and agenda as a
community.
4
Core Values and Principle of Understanding Example
Community Actions Initiative
Human Rights
Social Equality
Gender Equality
Participatory Development
Activity 2. Poster Making. Create a poster concerning or showing the different principles
of community action initiative. Put it in a short bond paper.
Poster Rubrics
1 2 3 4
Coverage of The poster does The poster The poster The poster shows
the Topic not include the quite include includes good exceptional
central idea of the central idea amount of idea understanding of the
the topic. of the topic. about the topic. topic.
Use of Graphics do not All graphics All graphics are All graphics are related
Graphics relate to the relate to the related to the to the topic and make it
topic. topic. topic and most easier to
make it easier to understand.
understand.
Attractive- The poster is The poster is The poster is The poster is
ness untidy and not attractive attractive in terms exceptionally attractive
attractive. though it may of design, layout, in terms of design,
be a bit untidy. And layout, and
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neatness. neatness.
Activity 3. Sigaw Ko. Pakinggan Mo. Based from what is happening nowadays, create an
advocacy (slogan) on how to prevent and eliminate injustices. Write your advocacy in a short
bond paper.
Slogan Rubrics
1 2 3 4
Craftmanship The slogan is The slogan is The slogan is The slogan is
untidy. quite attractive. attractive in exceptionally
terms of neatness. attractive in
terms of neatness.
Creativity The slogan is not The slogan is The slogan is The slogan is
creative. quite creative creative and exceptionally
and some exhibit good creative and the
thought was amount of thoughts
visible. thoughts. are clearly.
Originality The slogan does Average use of Good use of new Exceptional use of
not use new ideas new ideas and ideas and new ideas and
and originality. quite originality. originality. originality.
Activity 4. Compose a poem (at least three (3) stanzas with four (4) lines each stanza) explaining the
different core values and principles of community action initiatives. Provide your own title.
Title
6
Poem Rubrics
1 2 3 4
Organization The sequencing The sequencing The sequencing The sequencing
of words and of words and of words and of words and
phrases is phrases is very phrase is phrases is logical
random. confusing. Somewhat and the reader is
logical. able to followthe
ordering of ideas
easily.
Word Choice & The poem uses The poem uses The poem uses The poem uses
Main Idea general or general or several many precise,
ordinary terms ordinary terms descriptive vivid, and
to describe the to develop a words to descriptive
idea. main idea/ develop a words to
message. main develop a
The words do idea/ main
not develop a message. idea/
main idea or message.
Originality message.
No use of new Average use of Good use of new Exceptional use
ideas and new ideas and ideas and of new ideas and
originality to originality to originality to originality to
write a Poem write a Poem write a Poem write a Poem
Activity 5: Based from your readings and from the previous activities, answer the following
questions. Use the space provided for you.
1. Why should core values in community exist?
2. In your community, write down 3 problems that need to be addressed.

*
.
*
.
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*
.
3. Does social justice exist? How?
.
4. Cite a situation showing that gender inequality still exists.
5. In your locality, describe the participation of your community in eliminating cases of Covid 19 . Cite
at least three (3) programs in preventing Covid 19.
Reflection:
What significant learning did you gain from the topic (core values and principles of
community-action initiatives) .
References:
Books
Melegrito, M. and Mendoza, D., 2016. Community, Engagement, Solidarity, And Citizenship. 927 Quezon
Ave., Quezon City: Phoenix Publishing House, Inc.
Abenir, M.A, et al., 2017. Community, Engagement, Solidarity, And Citizenship. 4/FSEDCCO 1 Bldg. 120
Thailand corner Legazpi Streets Legaspi Village, 1229 Makati City, Philippines: Diwa Learning Systems, Inc.
-------------------------------------------------End of Lesson
1--------------------------------------------
8
Lesson 2: Empowerment and Advocacy of Community-Action Initiatives
• Analyze strategies of empowerment and advocacy of a

Learning community action initiative HUMMS_CSC1 II 1 )
.( 2- Ih -j- 5
Competency
Empowerment is a capacity of individuals to make choices that can produce the desired changes in
their social, economic, and political lives. It is important that people be empowered so that they will not be
depending on others for charity. Empowerment, in varying degrees, also involves the interplay between the
agency and the opportunity structure. Furthermore, empowerment encompasses 1) having the ability to
make one’s own decisions, to control, to gain further control, to fight for one’s rights, and to say something
and be listened to; and 2) being free, independent, recognized and accepted as equal citizens, who can
make a difference (WHO 2010). These are the strategies of empowerment: self confidence, positivity,
meditation, the people around you and priorities.
Advocacy, on the other hand, involves fighting for the rights of others and having their concerns
addressed by targeting people in position of power. It is an act of supporting a cause. There are three
types of advocacy: systematic, individual, and self-advocacy. Systems advocacy focuses on effort that shall
change policies at the local, national, or international levels so that lasting changes will be brought to the
lives of groups or individuals who share similar problems. Individual advocacy focuses on efforts that will
change the situation of an individual and protect his or her right. And lastly Self-advocacy focuses on
strengthening an individual’s ability to communicate with other people, and at the same time persuading
and convincing the individual to address his or her own needs and rights. What is common among these
advocacies is their goal of changing the status quo by targeting decision-makers, leaders, or policymakers
who can affect positive change. Lastly, advocacy work requires a carefully detailed advocacy campaign,
which follows a cyclical procedure:
 Identifying a priority problem

 Gathering information
 Developing achievable aims and objectives
 Identifying the level of advocacy
 Identifying target people or groups
 Developing advocacy messages
 Identifying allies
 Identifying available resources
 Creating an action plan
 Monitoring and evaluating advocacy work.
Advocacy strategies:
 Raising public awareness
 Use the media
 Eight questions that will guide your advocacy strategy
 Remember the relationship between online and offline activities.
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 Consider the impact.
 Ensure your action step is front and center.
 Contact in the best way possible.
 Keep your friends close.
 Be crystal clear.
 Continuously grow your supporter list
However, aside from human beings, it is also possible to have an advocacy on other beings such as
plants and animals, especially when their existence is endangered or threatened by human acts.
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Activity 1. True or False: Read each statement below carefully. Write T on the line if
the statement is TRUE and F if FALSE.
1. Empowerment involves the capacity of an individual to make choices that can make changes
in his life.
2. Empowerment does not involve interplay of different agency and opportunity structure.
3. Participation of everyone is important in making effects decision.
4. In promoting advocacy, there is no need to persuade people to believe in you.
5. Advocacy promotes changes in status quo of individual’s perspectives.
Activity 2. Empowerment or Advocacy: Read carefully the statements below and

determine whether the statement being described is Empowerment or Advocacy. Write E
for Empowerment and A for Advocacy on the blank before each number.
1. It is the ability to make one’s own decision.

2. It involves enhancing the capacity of an individual or group to make purposive outcome.
3. The act of pleading or arguing in favor of something.
4. It involves fighting for the rights of others.
5. It has three types: systemic, individual, and self.
6. The goal is to change the status quo of people.
7. It requires a carefully detailed advocacy plan.
8. The process of becoming stronger and more confident, especially in controlling one’s life and
claiming one’s right.
9. Example of this is a non-profit organization that works to help women of domestic abuse who
feel too afraid to speak for themselves.
10. It includes five kinds of skills: Life Coping, Manipulative, Intellectual, Communicative, and
Artistic.
Activity 3. VENN DIAGRAM: Compare and Contrast the different strategies used in
empowering people and promoting advocacy. Use the Venn diagram for your answer.
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Activity 4. Essay: Based from your readings and from the previous activities,
answer the following questions. Use the space provided for you.
Clarity 10
Relevance of the topic 10
Total 20
1. What are the factors that you consider before making your decision? Explain.
2. Is it really important to empower people? Why?
3. What steps do you undertake in order to influence or help shape local governance in your area
of operation?
4. What are the expected result of advocacy?
.
5. What social issue would you advocate for? Why?
Activity 5. Video Analysis: Analyze the video given and answer the questions below.
If you cannot access the video I provided copy of the story.
Clarity 20
Relevance of the topic 30
Total 50
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http://www.endthecycle.info
My name is Zolekha
My name is Zolekha Khatun and I am 18 years old. I

live with my 6 sisters and my parents,
In a village of Gaibandha districts.
I have a vision impairment and when I was a child, My
parents tried to support me as much as they could.
When I first started going to school,
The teacher said that I wouldn’t be able to read or write.
He said, ‘There’s nothing here for you.’
But I told them that I’d memorize it and I managed to keep going, up to grade 4. The
other students at the school wouldn’t call me by my name at all.
Instead day called me ‘kana’ which is very negative slang word for a person who is blind.
My friends would often say that I was too much of a burden to go out with them.
They didn’t want to have to do things like help me with steps.
They would say, Hey!, why do you want to come with us?
You will just cause problems!
They had negative attitude towards me,
I am involved in a self help group, with 12 other people,
And two of us have received some training
Because of the training I save enough money to get some ducklings,
Then when they are old enough, I sold them and brought a cow.
My family now earns a little from the milk we sell. I
used to be very shy and quite,
But now because of the training I am not afraid to talk to anybody.
I realize that we are all human and no one should be afraid to anyone else.
We received training about our rights, as people with disabilities.
Before, we didn’t know about things like social security, or our legal rights.
And, out of the 12 of us in the group,
11 didn’t have official disability documentation which allows access to government benefits.
We confronted the deputy director of the district social service office.
And he finally gave us a commitment to give us the card.
When I think about my future, ill be ok, as long as my cow is generating an income.
I’d also love to learn Braille so that I could read and write.
Because if I go anywhere, and somebody ask me,
I’d be able to write my parents name and also my address. I
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could even get a job sowing, or work with a computer.
Is there any limit of what I could do?
1. What features of individual empowerment can you find in Zolekha’s story?
2. Discuss Zolekha’s social participation, education experiences, and livelihood. What care and support
did Zolekha receive (or not) from her family and the community?
3. At the end of the video, Zolekha asks,”Is there no limit to the things I can do?” What role did
advocacy organizations play in Zolekha’s story? How did their collective stand create change?
4. How can we support Zolekha and her families, friends and teachers?
5. How can we advocate for inclusive change in the way that organizations work?
.
Reflection:
What significant learning did you gain from the topic (Empowerment and Advocacy)?
14
References:
Books
Abenir, M.A, et al., 2017. Community, Engagement, Solidarity, And Citizenship. 4/FSEDCCO 1 Bldg. 120
Thailand corner Legazpi Streets Legaspi Village, 1229 Makati City, Philippines: Diwa Learning Systems, Inc.
WEB
Post Production
Content Supervision & Sign off: Nazmul Bari
Producer: AJ Clifford
Produced by Room3 for CBM Australia
https://collaborating4inclusion.org/zolekhas-page/
http://www.endthecycle.info
https://operationmeditation.com/discover/5-empowerment-strategies-that-will-help-in-your-personal-
growth/ by Operation/Meditation
https://www.salsalabs.com/blog/advocacy-campaign-strategies-techniques by Mark Kelly, on December
18, 2017
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Lesson 3: Participatory Development in Community-Action Initiatives
Learning • Explain the importance of commitment and action in participatory

Competency development for community well- being. (HUMSS_CSC12IIIh-j-16)
Participatory development has become widespread as one of the established community-action

initiatives to achieve a self-reliant community and sustainable growth and development across the political
spectrum. This approach aims to empower individuals by providing equal and appropriate opportunities
and allowing them to take part in the development process. Also, the social movement and institutional
perspectives are being used to clearly define the ideas of participatory development.
The concept of participatory development is essential, particularly in the Philippine setting,

considering that we are a developing country. Hence, the need for the locals especially the marginalized to
join in the development process is vital to improve their quality of life. Furthermore, participatory
development, once achieved, could redound to a more meaningful partnership from the higher hierarchy
down to grass root level.
The government including the Non-Government Organizations have made an effort to introduce
participation on programs such as poverty alleviation, agrarian reform, solid waste management, medical
missions, and other relevant activities that further addresses the problems inside the community. "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.
Let’s try to understand deeper about participatory development by answering series of activities.
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ACTIVITY 1. PHOTO GALLERY
Directions. Based on the following pictures, list down at least five (5) benefits of participatory
development.
1.
2.
3.
4.
17
5.
RUBRIC FOR THE ACTIVITY

POINTS
CRITERIA DESCRIPTION POINTS
OBTAINED
Content Data gathered is accurate and aligned to the benefits
10
of participatory development.
Analysis Analysis was clear and concise based on the data
6
presented.
Presentation Data gathered and the analysis were presented in an
4
organized manner.
TOTAL 20
ACTIVITY 2. NEWS READING

Directions. Read the article and answer the questions provided.
Environmental groups raise alarm on Nickelodeon threat to sustainability of Palawan
Manila – Environmental groups, together with members of the academe and representatives from
Palawan, called for intensified efforts to safeguard the sustainability and environmental viability of Palawan
in light of apparent lobby efforts to push through with plans for a Nickelodeon theme park in Coron. The
groups blasted corporate collusion with some government agencies that threatens the environment.
This came a few days after Department of Tourism (DOT) Secretary Wanda Tulfo Teo said in an
interview on CNN Philippines that the controversial project would “push through.”
The groups sent a letter to the DOT reiterating their opposition to the project, on behalf of the more
than a quarter million signatories in the online petition site Bataris.org.ph.
The letter reminded the agency of the Tourism Act of 2009, which states that the agency should
‘promote a tourism industry that is ecologically sustainable, responsible, participative, culturally sensitive,
economically viable and ethically and socially equitable for local communities,’ and how the proposed
project and “the excitement of DOT Secretary Teo clearly goes against this mandate.”
“The DOT cannot promote a project that destroys the very attraction you are promoting, which is the
beauty of the healthy marine ecosystem of Coron, among others,” the group said in the letter.
While Teo said Coral World Philippines (CWP) personally assured her that the project will not cause
irreparable damage to Coron’s marine ecosystem, particularly its coral reefs, the group told Teo that “we
cannot risk any of the potential damage that the Attraction would cause on what we consider as the last
ecological frontier of the Philippines.” The groups find it distressing that Teo made a public endorsement
without undertaking environmental impact studies or any scientific basis to rule out the damage that the
proposed attraction would wreak.
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Signatories of the letter include Greenpeace Philippines, Save Philippine Seas, Conservation
International Philippines, Environmental Legal Assistance Center (ELAC), among others.
“The people in the Philippines and all over the world do not want an artificial structure built in
Palawan, the country’s last ecological frontier. For us, Palawan is beautiful as it is,” said Anna Oposa, co-
founder of Save Philippine Seas.
Meanwhile, Greenpeace Philippines said the situation is another example of corporate interest and
profiteers seeking to trash and destroy the environment for money that will only benefit the few.
“Even if the developer says the structures will be floating, these will still be anchored somewhere
and potentially destroy. Again, we are faced with the dilemma of putting profit over our environment and
the rights of our people. When will we ever learn?” said Vince Cinches, Oceans Campaigner of Greenpeace.
On January 9, 2017, Viacom International Media Networks, the global media company that owns
Nickelodeon, announced its plan to build a tourist attraction in Coron, Palawan, with CWP as the project’s
developer. According to the original press release, the structure would “feature one-of-its-kind resort
dining experience with CWP’s trademark underwater restaurants and lounges, which will be located about
20 feet below sea level with vivid views of the world beneath the ocean.”[2]
The proposal immediately met strong opposition from individuals and environmental NGOs. The
Bataris petition gathered over 200,000 online signatures within a few days, with the
#CoronisnotBikiniBottom trending on various social media channels for several days.
Despite this, CWP submitted a letter of intent to invest in Coron to its Mayor, Jerry Barracoso, on
January 25. On January 27, CWP’s Marketing Director, Susan Lee, told the environmental news portal
Mongabay that the master plan would be published “in another two months.”
More than four months later, the master plan has not been made available to the public, nor to the
local government
“Building a structure in Palawan needs to go through due process. In addition to securing permits
from the local government, the developers also need to conduct an Environmental Impact Assessment,
secure an Environmental Compliance Certificate from the Department of Environment and Natural
Resources; clearance from the Palawan Council for Sustainable Development, a multi-sectoral and
intergovernmental body mandated to enforce Republic Act 7611 or the Strategic Environmental Palawan
(SEP) Act; and clearance from the National Commission on Indigenous Peoples, because Coron and
Calamianes Islands are ancestral domain,” emphasized Atty. Gerthie Mayo-Anda, Executive Director of
ELAC Palawan.
The proposed structure could also have negative environmental impacts. “There are at least two
coral species in Coron and Busuanga that are globally endangered,” said Dr. Wilfredo Licuanan, coral reef
scientist. “The proposed structure could restrict access of local people to marine resources, affect other
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marine habitats such as seagrass meadows and mangrove forests, and affect ecosystem services that they
provide.”
1. What perspectives of participatory development are used by the locals in fighting the construction of
Nickelodeon Theme Park in Coron? Explain your answer briefly.
2. What do you think is/are the positive impacts to the communities if the Nickelodeon Theme Park
proposed structure pushed through?
3. Identify the negative effects on the lives of the people in Coron as well as the island, if a park is
established there.
4. What does the action of the environmental groups and the people of Coron reflect/imply?

POINTS
OBTAINED
Content Important points were clearly stated and supported
10
by relevant facts.
10
presented.
Presentation Answers was well-written with ideas easily
5
conveyed to readers.
TOTAL 25
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ACTIVITY 3. MY COMMUNITY SERVICE LIST
Directions: Make a list of programs and activities you have participated in your community
last
2019. Explain how these activities brought about social change and development in your
locality. Use the following table for this activity.
Explain briefly how these activities
Programs/Activities
brought about social change and Insights
Attended
development in your locality
Tree Planting Through planting, we are helping the I was able internalized the
nature to regenerate itself. Trees help significance of this activity
clean the air we breathe, filters the considering of the current
water we drink, and provide habitat to situation of our mother
different species of flora and fauna. nature. This is timely
With this activity, we are making a because we now
community that preserves biodiversity experienced massive
and equilibrating tourism industry as flooding, strong typhoons
well. and other natural
calamities, and tree
planting is a ‘must’ thing to
do.
Explain briefly how these

Programs/Activities activities brought about
Insights
Attended social change and
development in your locality
1.
2.
3.
4.
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5.

POINTS
OBTAINED
Content and The content was well-founded with facts. The
Social social value was clearly presented 10
Value
5
presented.
5
organized manner.
TOTAL 20
Activity 4. LET’S COMPOSE

Directions: Compose a poem (at least three (3) stanzas) reflecting the importance of
participatory development for community well-being. Provide your own title.
Title
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RUBRIC FOR SCORING
CRITERIA 4 3 2 1
Focus on The entire poem is Most of the Some of the No attempt
Assigned related to the poem is related poem is has been made
Topic assigned topic and to the assigned related to the to relate the
allows the reader to topic. The poem assigned topic, poem to the
understand much wanders off at but the reader assigned topic.
more about the one point, but does not learn
topic. the reader can much about
still learn the topic.
something
about the topic.
Creativity The poem contains The poem The poem There is little
many creative details contains a few contains a few evidence of
and/or descriptions creative details creative details creativity in the
that contribute to the and/or and/or poem. The
reader's enjoyment. descriptions descriptions, author does
The author has really that contribute but they not seem to
used his to the reader's distract from have used
imagination. enjoyment. The the poem. The much
author has used author has tried imagination.
his imagination. to use his
imagination.
Spellin There are no There is one There are 2-3 The final draft
g and spelling or spelling or spelling and has more than
Punctu punctuation punctuation punctuation 3 spelling and
ation errors in the error in the errors in the punctuation
final draft. final final draft. errors.
draft.
Title Title is creative, Title is related Title is present, No title
sparks interest and is to the poem but does not
related to the poem and topic. appear to be
and related to the
topic. poem and topic.
Imagery Many vivid, Some vivid, The reader can The reader has
descriptive words descriptive figure out what trouble figuring
are used. The reader words are to picture in out what
can picture the used. The the poem, but imagery the
imagery in the reader can the author poem is using
poem. somewhat didn't supply and what the
picture the much detail. author wants
imagery in the him/her to
poem. picture.
Source:http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1107387&PHPSESSID=d8 b44a2c1fbc1d391bae0bcc394c5529
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ACTIVITY 5. I PLEDGE!
Directions: Write a commitment/pledge of commitment about participatory development.
PLEDGE OF COMMITMENT
I pledge that….
Name:
Date:
Guide Questions:
1. Why is participatory development considered as a form of people-oriented development?
2. As a student, what is your role in participatory development and why is there a need to be an active
key player in your community?
24
POINTS
OBTAINED
Content Important points were clearly stated and supported
10
by relevant facts.
10
presented.
Presentation Answers was well-written with ideas easily
5
conveyed to readers.
TOTAL 25
Reflection: Complete the statement:
I learned
that
I realized
that
I value
that
References:
Book
Journal
Gdrc.org. n.d. Participatory Development And Good Governance. [online] Available at:
<https://www.gdrc.org/u-gov/doc-jica_gg.html> [Accessed 25 May 2020].
Thomas, P., 2013. Challenges For Participatory Development In Contemporary Development Practice.
[online]
https://crawford.anu.edu.au/. Available at: <https://crawford.anu.edu.au/rmap/devnet/devnet/db-
75> [Accessed 25 May 2020].
26
Lesson 4: Core Values and Principles of Community-Action Initiatives
Learning • Assess selected community-action initiatives based on their core

Competency values and principles. (HUMSS_CSC12IId- g-11)
Community-Action Initiatives is an effort to involve residents, local groups and other organizations
pursue common goals as guided by the core values and principles of community engagement, solidarity,
and citizenship. Putting the people together makes a community prosper because we allow them in the
creation, designing, and implementing varied programs and activities for the benefit of all. The concept of
human rights, social justice, empowerment and advocacy, participatory development, and gender
development are vital to strengthen our knowledge on how community works.
In the past lessons, we have learned the importance of community-action as a way to solve issues in
our communities and those affecting the marginalized group of people. The different initiatives undertaken
in every corner of our community have transcended beyond the unraveling of the problems of human
rights, social equity, gender equality, and participatory development.
As a member of the youth sector, you are presumed to be the “hope of nation”. As such you must
actively take part in all the affairs of your community. By doing so, you are not just contributing to the
success of your community but for the entire community as well. The need to engage yourself into different
projects whether it is a long-term or short-term is indispensable which could radiate positivity among all
the youth in your community. Furthermore, you should also be the first one to initiate projects. Thinking of
what project that can be done in your community? Are you planning for a long-term or a short-term
project? Short-term projects take a few hours, days, or weeks to complete. Long-term projects take months
or even years to finish. 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.
Let us try to activate your views about community-action initiatives by doing this set of activities.
27
ACTIVITY 1. PROJECT IDENTIFICATION
Directions. On the blank, write LTP (Long Term Project) if the given project is long term and
write STP (Short Term Project) if it is short term.
1. Medical and Dental Mission

2. Community Gardening
3. Sports Festival
4. Feeding Program
5. Disaster Preparedness Program
6. Waste Management Program
7. Tree Planting and Growing Project
8. Family Recreational Activities
9. Community Livelihood Projects
10. Learning Tutorial for Street Children
ACTIVITY 2. COMMUNITY-ACTION INITIATIVES SURVEY

Directions. Tell whether the given activities or projects are undertaken in your
respective barangay by putting a check in the column opposite each. Then, answer the
succeeding questions.
Projects/Activities Evident Not Evident

1. Clean-Up Drive
2. Livelihood Program
3. Seminar Program (e.g. Teenage Pregnancy, Family
Planning, Information drive about COVID-19, etc.)
4. Drug and Crime Prevention
5. Gender and Development Program
6. Tree Planting
7. Ecological Solid Waste Management Program
8. Feeding Program
9. Disaster Preparedness
10. Youth Development Program
Follow-Up Questions:
1. Based on the survey, what program in your barangay has been developed with
sustainability? Explain your answer briefly.
28
2. What do you think are the challenges faced by your community in dealing with the programs
or activities that are not undertaken or implemented?

POINTS
OBTAINED
Content The content was well-founded with facts. 10
5
presented.
5
organized manner.
TOTAL 20
ACTIVITY 3. PROGRAM FOR THE COMMUNITY

Directions. Select one program or activity enumerated from the survey in exercise 2.
Discuss the advantage and disadvantage of your choice by using the following table for your
answer.
Name of Program/Activity
Advantage Disadvantage
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
*Note: use additional sheet if necessary

POINTS
OBTAINED
29
Content and The content was well-founded with facts. The
Social social value was clearly presented 10
Value
5
presented.
Presentation Data and the analysis were presented in an
5
organized manner.
TOTAL 20
ACTIVITY 4. COMMUNITY PROJECT EVALUATION
Directions. Reflect on how your community uses resources for the different community-action
initiatives implemented in your community. List down 2-3 projects and explain your responses
below.
Programs/Activities that display the Programs/Activities that display the misuse

sustainable use of resources. of resources.
Example: Example:
Installation of Material Recovery Facility The use of bamboo as road fence
-Recycled materials are used to produce -Bamboo to be used as road fence cannot last
another product. long.
Follow-up Questions:
1. What mechanism/s should your community adopt in order not to misuse resources?
30
2. How can you help your community in making those implemented projects sustainable?

POINTS
OBTAINED
Content The student was able to give a content and was well-
10
founded with facts.
5
presented.
5
organized manner.
TOTAL 20
ACTIVITY 5. SING IT OR WRITE IT?

Option 1: Compose a jingle reflecting on the core values and principles of community-action
initiatives in your locality. Record your output using your mobile phones and submit it to
your subject teacher for evaluation.
31
Option 2: Write an essay reflecting the core values and principles of community-action initiatives in your
locality. Your essay will be graded based on the rubric below.
Rubric for Scoring (JINGLE)
Exceeded Met most Met some Did not meet

Criteria Expectations Expectations Expectations Expectations
4 pts 3 pts 2 pts 1pt
Lyrics The song lyrics are The song lyrics are The song lyrics are The song lyrics are
outstanding. The good. The words somewhat not coherent. The
words are are memorable. coherent. The words are not
memorable. The The song lyrics are song lyrics are well memorable.
song lyrics are enthusiastically received by the
enthusiastically received by the audience.
received by the audience.
audience.
Creativity The student The student The song The song
composed an composed an composed is not composed is not
original song with original song but very original, but very original. The
a clear theme. there are some there are some message is not
elements that elements that conveyed.
are not are not
excellent. excellent.
32
Information The writer The writer The writer The writer
expressed factual expressed factual expressed factual expressed factual
information and information in a information in information in
incorporated at creative manner manner that manner that
least three and incorporated showed little showed no
problems and one 2 problems and a effort. The effort.
solution in a solution showing performance of the
creative manner, acceptable effort. song did not meet
showing acceptable The performance expectations.
effort. The of the song meets
performance of expectations.
the song was
excellent.
Organization The writer clearly The writer lacked The writer lacked The song was
organized one of the two of the unorganized and
information, used following: clearly following: clearly difficult to follow.
mostly correct organized organized
grammar and information, information,
spelling and used correct grammar correct grammar
legible and spelling usage, and spelling usage,
handwriting. and/or legible and/or legible
handwriting. handwriting.
Mechanics The essay contains The essay contains The essay contains The essay contains
few, if any, errors some errors in the numerous errors serious errors in
in the conventions conventions of the in the conventions the conventions of
of the English English language, of the English the English
language, but does little to language, but may language which
understanding interfere with interfere with the interferes in the
that slang may be understanding. understanding. understanding.
used in song or
rap.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N47X82&
Rubric for Scoring (ESSAY)

TRAITS 4 3 2 1
Focus & There is one clear, well There is one clear, well There is one topic. Main The topic and
Details focused topic. Main focused topic. Main ideas are somewhat main ideas are
ideas are clear and are ideas are clear but are clear. not clear.
well supported by not well supported by
detailed and accurate detailed information.
information.
Organization The introduction is The introduction The introduction There is no clear
inviting, states the main states the main topic states the main topic. introduction,
topic, and provides an and provides an A conclusion is structure, or
overview of the paper. overview of the included. conclusion.
Information is relevant paper. A conclusion is
and presented in a logical included.
order.
The conclusion is strong.
Voice The author’s The author’s The author’s The author’s
purpose purpose purpose purpose of
of writing is very of writing is of writing is writing is unclear.
33
clear, somewhat somewhat
and there is strong clear, and there is clear, and there is
evidence of some evidence of
attention evidence of attention
to audience. The attention to audience. The
author’s extensive to audience. The author’s
knowledge and/or author’s knowledge
experience with knowledge and/or experience
the and/or experience with
topic is/are with the topic is/are
evident. the topic is/are limited.
evident.
Word Choice The author uses The author uses The author uses The writer uses a
vivid vivid words limited
words and words and that communicate vocabulary.
phrases. The phrases. The clearly, but the Jargon or clichés
choice and choice and writing may
placement placement lacks variety. be present and
of words seems of words is detract
accurate, natural, inaccurate from the meaning.
and at times and/or
not forced. seems
overdone.
Sentence All sentences are Most sentences Most sentences Sentences sound
Structure, well are are well awkward, are
Grammar, constructed and well-constructed constructed, but distractingly
Mechanics, & have and they repetitive,
Spelling varied structure have varied have a similar or are difficult to
and structure structure understand. The
length. The author and length. The and/or length. The author
makes no errors in author makes a author makes makes numerous
grammar, few errors in several errors
mechanics, grammar, errors in grammar, in grammar,
and/or spelling. mechanics, mechanics, and/or mechanics,
and/or spelling, spelling that and/or spelling
but interfere that interfere with
they do not with understanding.
interfere understanding.
with
understanding
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
33
Reflection:
State a legacy that you want to leave in your community. Place it in a placard
either in the form of a sentence, quote, etc.
References:
Books
Journal
BRYANT, R., 1972. Community Action. [online] https://www.jstor.org/stable/23692532. Available at:

<https://www.jstor.org/stable/23692532?seq=1> [Accessed 28 May 2020].
34
Lesson 1: Methodologies and Approaches in Community Action
Learning • Explain the methodologies, and approaches in community action.

Competency
Methodologies and approaches in community action will help you understand the purpose of each
phase and its implication to the society such as partnership and how it promotes development to the
community as a whole.
The following are the phases of Community Action:
 Establishing links and partnership building with local groups
Establishing links is a process of identifying and locating different actors and players
within a community who share a common interest, purpose and goals.
Individual engaged in the different types of partnership depends on their goals and
interests. For example if you participate in community activities, that is a community-based
partnership, another type of partnership is the government-based, wherein the individual
engaged in the activities of the government as a stakeholder, and lastly, the faith-based.
Coordination, cooperation,collaboration and partnership are just some of the methods and
approaches in building partnership.
 Community profiling
Social research method which involves building up a picture of the nature, needs and
resources of a locality or community, with the active participation of its members, he aim
being to create and implement an action plan to address the issues unearthed. It matters
that you know who are living in the community for you to assess what type of community
you have.
 Needs and resource assessment
It is used to assess the resources or skills that exist among the people or communities
with which a project plans to work. For eaxample, before you formulate an action plan, you
have to assess the needs of the community.
 Participatory action planning and leadership development
It is a process by which a community undertakes to reach a given socio-economic
goal by consciously diagnosing its problems and charting a course of action to resolve those
problems. Experts are needed, but only as facilitators. As a sequence in undertaking
participatory planning, the group involve themselves in gathering information, consultation,
deciding together, acting together, and support independent community initiatives.
 Resource mobilization
35
It is the process of getting resources from the resource provider, using different
mechanism, to implement an organization’s predetermined goals. Example, you are going to
look possible stakeholders/organizations that could help you provide the necessary needs in
your action plan.
 Plan implementation
It is designed to document, in detail, the critical steps necessary to put your solutions
into practice. It is a step-by-step list of task with assigned owners and due dates, and helps
the project team stay on track. For example, you have to make a timeline for the activity.
 Monitoring and evaluation
Used to assess the performance of projects, institutions and programme set up by
governments, international organizations and NGO’s. Its goal is to improve current and
future management of outputs, outcomes and impact. For example, evaluate and monitor
how far have you gone with your plan.
36
Activity 1: Picture Analysis (mix&match)
Direction: Arrange the jumbled letters and match with the different pictures below.
1. PIHSRENTRAP -
2. YTIUMMO GNILIFORP -
3. SDEEN TNEMSSESSA -
4. YROTAPICITRAP NOITCA GNINNALP-
5. ECRUOSER NOITAZILIBOM -
6. NALP NOIATNEMELPMI -
7. GNIROTINOM DNA NOITAULAVE -
PIHSRENTRAP YTIUMMO GNILIFORP SDEEN TNEMSSESSA
YROTAPICITRAP NOITCA GNINNALP ECRUOSER NOITAZILIBOM
NALP NOIATNEMELPMI GNIROTINOM DNA NOITAULAVE
37
Activity 2. LIST ME DOWN!
Direction. Supplement the information needed.
2.1. Types of Partnership
2.2. Different methods and approaches in building partnership in the community
2.3. Provide corresponding information for community profiling. (Sample sheet)

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:
Estimated Monthly Family Income: P5,000.00 & below P5,001.00-P8,000.00, 000.00
P 8, 001.00- P10, 000.00 P10,001.00-P15,000.00
P15,001.00 and above
Name some Business Establishments in your community:
Do you have schools in your community? Yes No

If yes, Day Care Elementary High School College
Are health services available in your community? Yes No
If yes, Health Center Clinic Public Hospital Private Hospital
2.4. Compare and contrast community profile and needs assessment using the Venn diagram.
38
COMMUNITY NEEDS
PROFILING ASSESSMENT
2.5. Give the sequence of Participatory Planning.

.
Activity 3. REMEMBER ME!

Direction. Based from the pictures in activity 1, complete the table and explain briefly the
purpose of each phase of community action.
1. Establishing links and partnership building

with local groups
2. Community profiling
39
3. Needs Assessment
4. Participatory action planning

and leadership development
5. Resource mobilization
6. Plan Implementation
7. Monitoring and evaluation
Activity 4. ESSAY!
Direction. With this activity, in 300 words, discuss the implication of the different
methodologies and approaches in the implementation of community action.
Activity 5. ENGAGED!
Applying the different phases of community action in relation to pandemic COVID 19
or known as corona virus, discuss how the government can minimize the spread of the
pandemic in the country. What are the phases in community action are to be employed?
Ex. The government organized the Inter-Agency Task Force or the IATF (Example of participatory action
and leadership development) etc. Discuss how the IATF works to prevent the spread of Covid 19).
40
RUBRIC FOR SCORING
5 4 3 2
EXCELLENT VERY AVERAGE NEEDS
GOOD IMPROVEMENT
This paper is This paper is the writer is topic is well-
clear and mostly focused, beginning to defined and/or
focused. It and has some define the topic, there are too many
Ideas holds the good details and even though topics.
reader’s quotes. development is
attention. still basic or
Relevant details general.
and quotes
enrich the
central theme.
The Paper (and The Sentences within
organization paragraphs) are organizational paragraphs make
enhances and mostly structure is sense, but the order
showcases the organized, in strong enough of paragraphs does
central idea or order and makes to move the not.
Organization theme. The reader through
order, sense to the text
structure of the reader. without too
information is much
compelling confusion.
and moves the
reader through
the text.
The writing has The writing The text hums The text seems
an easy flow, mostly flows, along with a choppy and is not
rhythm, and and usually steady beat, but easy to read orally.
cadence. invites oral tends to be
Sentences are reading. more
Sentence well-built, with businesslike
Fluency strong and than musical,
varied structure more
that invites the mechanical than
expressive oral fluid.
reading.
41
Reflection: Complete this statement:
What I have learned in this activity
.
I enjoyed most on
.
I want to learn more on
References:
Websites:
-Losabia, Kay G. “Phases of Community Action.” 2020. https://www.coursehero.com>file (Date
accessed: July 2020)
https://moodle.digital-campus.org>
-B.P. Maithani. “Training Module on Participatory Planning and Management.” www.fao.org (Date
Accessed: July 2020)
“Resource Mobilization.” https://en.m.wikipedia.org (Date accessed: July 2020)

A Compendium of Daily Lesson Plans and Resource Materials in Community Engagement, Solidarity, and
Citizenship
42
Lesson 6: Systematic Methods of Community Action in Understanding
Community
Learning • Apply systematic methods of community action in understanding

Competency community.

Community action is an alternative research method that uses the community as the unit of analysis.
This approach forges research alliances with relevant stakeholders in the community to explore and
develop solutions to local problems. Community action includes a broader range of activities and is
sometimes describe as “social action” or ‘community engagement’ that increases the understanding,
engagement and empowerment of communities in the design and delivery of local services including:
 Building community and social capacity-helping the community to share skills and ideas.
 Community resilience-helping the community to support itself.
 Prevention- a focus on early access to services or support, engagement in design, cross-sector
collaboration and partnerships.
 Maintaining and creating wealth- for example helping people into employment or developing
community enterprise.
Action research makes a reasonable resolution or accurate evaluation more probable in two ways. First,
by involving the people directly affected by the issue or intervention, it brings to bear the best information
available about what’s actually happening. Second, it encourages community buy-in and support for
whatever plans or interventions are developed. If people are involved in the implementation of solutions to
community issues, they’ll feel they own the process, and work to make it successful. (e.g. community
engagement in decision making- through public engagement events where the community helps to decide
local priorities, co- design or co-commission services).
In the previous lesson we discussed the different methodologies and approaches in community action
in understanding community. A researcher conducting community action should apply systematic methods
to understand community such as partnership, community profiling which is a process of creating a series
of information that is applied to something or someone through techniques of date elaborations, needs
assessment, participatory action planning, resource mobilization, implementation plan, and monitoring and
evaluation.
It is also figured out by tapping the participatory and interactive process between the community and
the support groups or institutions.
Another method to be used in conducting community action is the need assessment that identifies the
strengths, weakness, needs, and resources which could help tear down the barriers and resistances that
prevent the community from achieving their goals. Community profiling and needs assessment are the
most basic methods used in conducting community action.
This toolkit provides guidance for conducting assessments of community needs and
resources.
43
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)
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
44
c. Community context or situation that might make it easier or more difficult to address this issue.
To build effective community partnership, first, you have to connect with leaders at partner
organizations
to promote engagement to a community with the same mind set. Define and prioritize your goal make sure
that goals and directives are clearly defined so everyone is on the same page. Build new partner
relationships and strengthen long-standing ones. Lastly, ensure screening and referral protocols are
seamless, designate a person or group to take ownership of resource collection so team members know
who to talk to for those concerns. There are seven steps for conducting a successful needs assessment: (1.)
Clearly define your needs assessment objectives, when defining objectives, ask yourself why are you
conducting the needs assessment and what do you plan to do with the findings. (2.) Be realistic about your
resources and capacity. Consider how much time, money and staff capacity you can devote to the needs
assessment. The availability of resources will greatly impact the needs assessment activities you are able to
conduct. (3.) Identify the target audiences and data sources. Given your objectives and resources, consider
the target audiences and data resources that will help you assess your needs. Consider, also, the competing
priorities of your target audience and how to encourage them to participate in your needs assessment.(4.)
Think small and big when summarizing results. Upon collecting the necessary data to your needs
assessment, it’s time to dig in to that data, try to summarize and reflect on data for each of your needs
assessment objectives individually. (5.) Get feedback, it is important to engommunity members as equal
partners in understanding and translating results from the needs assessment. This ensures that the people
most affected by the program will have power in determining its design. (6.) Disseminate- this helps ensure
that the project stakeholders are on the same page regarding project priorities and resource allocation and
present your finding internally and externally.
(7.) Take action. At the conclusion of the needs assessment process, review your original objectives with
the final results and recommendations. Doing so will highlight what steps are needed to achieve your goals
and most importantly, take action and use those findings to develop your project approaches.
In Participatory action planning it is grounded in the belief that blending local knowledge and expert
knowledge leads to strong outcomes. Here are the steps how we implement participatory action plannin;
(1) Launch- establish a partnership with local stakeholders and lay out an action plan. (2) Understand-
Create a diagnostic portrait of the use of public space. (3) Explore- Identify design scenarios that will meet
needs and resolve issues.(4) Decide- with the various stakeholders, validate and improve upon the
developed solutions. (5) Act- implement the design solutiopns and advocate for citizen vision. (6)
Inaugurate-celebrate the project’s accomplishment.
Tools/Steps for Resource Mobilization:
1. Submitting proposals to typical donor agency is the most conventional way of getting support.
2. Organizing fundraising events where you invite guests and request donations for your organization.
3. Donation boxes where you request small amounts of money from public.
4. Collecting in-kind contribution such as used clothes, books, etc.
5. Volunteer support where volunteers provide their time and resources to support the work organization.
6. Income from busines-oriented projects of your organization like selling publications, offering
consultancies, microfinance, or micro-enterprise-based activites.
All the above listed types of support are essential for NGO’s though all of them do not contribute equally
45
to the funding needs of an organization.
46
Activity 1: TRUE OR FALSE!
Direction: Assess whether the statement is true or false. Write T if the statement is true
and F it is false.
1. Conducting community action requires community profiling.

2. Needs assessment is a tool to give solution to the problem of community.
3. Applying systematic methods in conducting community action promotes positive change in the
community.
4. Methodologies and approaches in community action increases understanding, engagement,
and empowerment of communities.
5. Different stakeholders are engaged in community action.
Activity 2. COUNT ME IN!

Directions: Among the different methods used in community action choose one that you can
apply in undertaking community action. Enumerate the steps in each method. (e.g. needs
assessment- the issue of Distance learning of the Department of Education in relation to the
pandemic Covid 19)
1. Identify one method that you can apply in undertaking community action .
2. Select one method in conducting community action and give the steps of the specific method.
a.
b.
c.
d.
e.
f.
Activity 3. ESSAY!
Direction: As method of community action, explain in 300 words the relationship of
Community profiling and needs assessment in understanding community.
_
47
Activity 4. EXPLORE!
Directions. Based from the toolkits mentioned above, make a community action applying
needs assessment method in relation to pandemic Covid 19 to the different learning
modalities proposed by the Department of Education using the given template below: (Use
the example below as your basis).
Sample Action Plan Template
Objective (List Tasks Success Time Frame Resources
of Goals) (What you need Criteria (when you need (What or who can help
to do to achieve (How you will to complete the you complete the task)
the goals ) identify your task)
success)
RUBRIC FOR SCORING
5 4 3 2
EXCELLENT VERY AVERAGE NEEDS
GOOD IMPROVEMENT
This paper is This paper is the writer is topic is well-
clear and mostly focused, beginning to defined and/or
focused. It and has some define the topic, there are too many
Ideas holds the good details and even though topics.
reader’s quotes. development is
attention. still basic or
Relevant details general.
and quotes
enrich the
central theme.
48
The Paper (and The Sentences within
organization paragraphs) are organizational paragraphs make
enhances and mostly structure is sense, but the order
showcases the organized, in strong enough of paragraphs does
central idea or order and makes to move the not.
Organization theme. The sense to the reader through
order, structure reader. the text without
of information too much
is compelling confusion.
and moves the
reader through
the text.
The writing has The writing The text hums The text seems
an easy flow, mostly flows, along with a choppy and is not
rhythm, and and usually steady beat, easy to read
cadence. invites oral but tends to be orally.
Sentences are reading. more
Sentenc well-built, with businesslike
e strong and than musical,
Fluency varied more
structure that mechanical
invites the than fluid.
expressive oral
reading.
49
Example:
Toolkit number 1- Describe the makeup and history of the community to provide a context within which to
collect data on its current concerns.
 Describe the strengths and problems you heard about
Toolkit number 2- Describe what matters to people in the community, including a description of:
 Issues that people in the community care about (e.g., safety, education, housing,
health) Toolkit number 3- Describe what matters to key stakeholders, including:
 Who else cares about the issue (the stakeholders) and what do they care about?
 What stakeholders want to know about the situation (e.g., who is affected, how many, what
factors contribute to the problem)
 Methods you will (did) use to gather information (e.g., surveys, interviews)
Toolkit number 4- Describe the evidence indicating whether the problem/goal should be a priority
issue, including:
 How many people are affected by the problem and the severity of its effects
 Possible impact and/or consequences of addressing the problem/goal
Toolkit number 5- Describe the barriers and resources for addressing the identified issue(s),
including:
 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)
 Community context or situation that might make it easier or more difficult to address this issue
Activity 5. ENGAGED!
Direction: Applying systematic method, identify the problems/issues in your respective
community, who are directly affected? What describe the population your respective
community, and think how you give solution to the problem by applying the need
assessment
method using the template below.
Who
What
Why
Where
When
Note: same Rubrics will be used for this activity.
50
Reflection: Complete this statement:
What I have learned in this activity
I enjoyed most
on
.
I want to learn more
on
References:
Websites:
-Minemyer, Paige. “ 4 Steps to Build Effective Community Partnership.” December 13, 2016.
https://www.fiercehealthcare.com
-O’Donnel, Emily. “ Steps for Conducting Successful Needs Assessment.” https://www.nichq.org
-“ Guidebook –Participatory Planning PDF.” https://www.participatoryplanning.ca.
(Date accessed: July 2020)

“What is Resource Mobilization?-Funds for NGO’s.” https://www.fundsforngos.org
-“Resource Mobilization.” https://en.m.wikipedia.org (Date accessed: July
2020) Community Engagement Solidarity and Citizenship module
51
Lesson 7: Community Action Plan
Learning
• Formulate a community action (HUMSS_CSC12-Iva-d-19)
Competency
Community action is any activity that increases the understanding, engagement and empowerment
of communities in the design and delivery of local services. It also includes a broad range of activities and is
sometimes described as 'social action' or 'community engagement'. These activities can vary in their
objective, the role the community plays, the types of activities involved, their scale and their integration
within the council. What they have in common is that they all involve greater engagement of local citizens
in the planning, design and delivery of local services.
A community action plan is a road map for implementing community change by identifying and
specifying WHAT will be done, Who will do it and HOW it will be done. In other words, the action plan
describes what the community wants to accomplish, what activities are required during a specified timeline
and what resources (money, people and materials) are needed to be successful. The community action plan
shall become a framework for implementing sustainable sanitation and water management activities that
are decided by the community itself. It is important to emphasise that the community members should be
the main actors in preparing their own community action plan regarding sanitation and water
management.
In writing/ crafting a community action plan these are things to be considered:
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
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 – style/design of the plan
II. Executive Summary – a brief story of an action plan to be undertaken
III. Table of Contents
IV. Community Profile
V. Introduction to the Plan
50
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 – cite/list down the task, resources needed to be undertaken and is clearly
attainable applying SMART( SMART,MEASURABLE, ATTAINABLE, RELEVANT AND TIMELY)
TASK ASSIGNED TO DUE DATE
VII. Appendices and Supporting Documentation
For examples visit and read

a. www.slideshare.net/mobile/monadey
b. Waste Management Action Plan
51
Activity 1. Picture Analysis
Direction: Read and analyze the pictures above and answer each question below. Write your answer on
the space provided.
Guide Questions:
What can be seen in the picture?
What do the pictures depict?
In your own point of view, what is community action? And community action plan?
Activity 2. Explain Me!
Cite 5 examples of community action which you experienced or observed in your

community. Share a brief story in each community action. Write your answers in a whole
sheet of paper.
52
Example : Organizing a Fundraising. In the recent situation of Cagayan and Isabela a lot of people with good
heart gathered and donated in kind and in cash to help and rescue the constituents of the different towns
affected by the flood.
53
Rubrics:
Content 4
Organization of thought 4
Presentation 2
Total 10 points
Activity 3. Essay Writing
Directions. In not more than 500 words explain why community action plan is
important? Write your answer in the box.
Rubrics:
Content ------------------------ 5
Organization of thought ---- 5
Mechanics 5
Total 15 points
Activity 4. Graphic Organizer Making
Direction: Create/ design a graphic organizer showcasing the chronological procedure of the
elements of community action plan. Use a bond paper for your final output.
54
Scoring Rubrics:
Criteria 5 4 3 2 1
Ideas Many original Several Some original Few original No original
 Originality ideas in original ideas ideas in ideas in ideas in
 Interest material and in material/ material material/ material
display are display are /display are display are /display
evident and evident to evident to evident are evident
stimulate a stimulate a stimulate stimulate and
great deal of much of some interest interest stimulate
interest interest interest
Relevance of Material Material Some Little material Material
material selected is all selected is material selected is selected is
 connected relevant and mostly selected is relevant and not relevant
to main idea clearly relevant and relevant and rarely and rarely
connected to clearly somewhat connected to connected to
the main connected to connected to the main idea the main idea
idea the main the main idea
idea
Visual Impact Overall visual Overall visual Overall visual Overall visual Overall visual
 effectivenes impact is very impact is impact is impact is impact is not
s of overall effective effective somewhat limited evident
presentation effective
Total Score /15
Activity 5. My Community Action Plan
Direction: Create or make a community action plan based on the current situation/s of our
society (Covid-19 or any issues and concerns).
Rubrics for Scoring
Component Description Excellence Good Fair Needs Fail

Improvemen
t
Plan The plan is feasible, 5 4 3 2 1
viability can be implemented
and not a burden to
the society.
55
Content and The data are 5 4 3 2 1
Organization presented logically
and there is a clear
relationship between
and among
ideas.
56
Clarity of The ideas are 5 4 3 2 1
Presentatio explained well in clear,
n audible, and impactful
manner.
Teamwork There is clear evidence 5 4 3 2 1
of teamwork and
division of labor.
Total 20
Reflection
Complete this statement: What I have learned
References for learners

Community Engagement Solidarity and Citizenship by Diwa Learning Town
ACPHD (2004): A Handbook for Participatory Community Assessments Experiences from Alameda
County. Oakland: ACPHD URL
FAO (2001): Field Level Handbook. SEAGA Socio-Economic and Gender Analysis Programme.
Rome (Italy): FAO URL
57
Lesson 8: Plan Using Participatory Approach
Learning • Plan using participatory approaches (HUMS_ CSC12-Iva-d-19)

Competency
A participatory planning process - one in which all the stakeholders are involved - is often the most
effective and inclusive way to plan a community intervention. A participatory process provides community
ownership and support of the intervention; information about community history, politics, and past
mistakes; and respect and a voice for everyone. It also takes time, care, mutual respect, and commitment.
1. You have to carefully consider what level of participation is most appropriate under the
circumstances.
2. You also must identify the stakeholders, and make sure they all get to the table,
using communication techniques designed to reach them.
Examples of Participatory Approaches
1. Rapid Rural Appraisal (RRA). RRAs were designed to collect first-hand data from the
local people about their perceptions of their local environments and living conditions in
rural areas. RRAs were usually conducted as 1-3 days workshops with villagers in the
field and facilitated by small teams of RRA specialists or researchers. RRA methods were
specifically adapted to respond to local conditions. For example if someone
working on an aquaculture project they may use the guidelines as they are planning
their investigation: a. structured but flexible- careful planning, clear objectives, the right
balance of people involved and a good choice of tools and techniques to be used
b. integrated and interdisciplinary-helps outsiders to learn about rural conditions by
looking at many points of view.
c. awareness of bias-avoid biases by being aware and systematic in taking into account
different point of view and sets of interest
d. accelerating in the planning process-information produced is analyzed on the spot
and presented by planners which is understood by local people themselves
e. interaction with and learning from local people-involve, listen and learn from people
f. combination of different tools-uses combination of communication and learning tools
allowing people to present their knowledge, concerns and priorities to outsiders
g. iterative- what has been learnt is constantly reviewed and analyzed in the field.
2. Participatory Rural Appraisals (PRA). PRAs use similar methods and tools as RRA, but
the most important principles in PRA was the sharing of results of analysis, decisions and
planning efforts among the community members by open and public presentation
during meetings. PRAs strongly supported and facilitated the introduction of more
demand- responsive ways of managing development interaction, and process-oriented
thinking. Examples: Surveying and sampling, Focus group discussions, community
mapping etc.
3. Participatory and Integrated Development (PID). In order to overcome the casual
58
application of participatory methods here and there, PID seeks to include workshops and their results in a
broader, long-term frame of institutionalized activities. PID means offering facilitation support to locals
(such as villages, communities, interest groups, associations etc.) on a demand responsive basis, and
assisting them in getting their interests represented. For example, getting grassroots level planning and
action integrated into local and regional planning approaches. This leads to a more sustainable and
better coordinated way of
development. In addition to this vertical integration. Finally, the process must be
maintained over time, so that momentum will not be lost. If you can manage a planning
process that meets all these requirements, the chances are that you will come up with a
successful community intervention, one that truly works and meets the community's
needs.
W H AT A RE TH E A D VA NT A G E S O F A P A R T IC I PA TO R Y PL AN N I N G A P P R O AC H?
Participation carries with it feelings of ownership, and builds a strong base for the intervention in
the community. If people are integral to the planning of a community intervention, then that
intervention will be theirs. They have a stake in it not only as its beneficiaries or staff or sponsors,
but as its originators. They'll do what they can to see their work succeed.
It ensures that the intervention will have more credibility in all segments of the community because
it was planned by a group representing all segments of the community. If people know that others
with the same point of view and experience as theirs were instrumental in making the intervention
happen, they'll assume that their interests were attended to.
Bringing a broader range of people to the planning process provides access to a broader range of
perspectives and ideas.
A participatory planning approach avoids pitfalls caused by ignorance of the realities of the
community
or the target population. If, for instance, Muslims are part of the planning process for an
intervention in a community which includes many followers of Islam, they'll know that lunch
meetings during Ramadan, the Islamic month of daytime fasting, are not likely to work. Long-
time community members will know what has failed in the past, and why, and can keep the group
from repeating past mistakes.
It involves important players from the outset. If the intervention needs the support of a particular
individual, or that of a particular agency or group, and they've been part of the planning from the
beginning, their cooperation is assured.
It can provide an opportunity for often-disenfranchised groups to be heard, and teach the
community that they have important things to say.
It teaches skills which last far beyond the planning process, and can help to improve the community
over the long term. People learn to run meetings, to analyze data, to construct strategic plans - in
short, to become community resources and leaders.
It can bring together and establish ties among community members who might normally have no
contact. Such relationships - between low-income people and business leaders, for instance - are
not only supportive of the intervention, but may help to create long-term relationships and break
down barriers in the community.
A participatory planning process builds trust, both between your organization and the community
and among the individuals involved. This trust can serve as a foundation for future community
development and community action.
A participatory planning process generally reflects the mission and goals of grass roots and
59
community-based organizations. With its underpinnings of collaboration, inclusiveness, and
empowerment, a participatory approach embodies the ideals that form the foundations of most
grass roots and community-based organizations.
60
It implies respect for everyone in the community, and thus sets a standard for community
participation and empowerment that other organizations - and the community at large - may feel
compelled to follow.
Logically, a participatory planning approach should be effective. The fact that it includes the views
and perspectives of everyone affected by the intervention should work to assure that all assets and
needs are identified and addressed, and that unintended consequences are minimized.
Finally, it does things the way they should be done. It respects everyone's intelligence, values
everyone's ideas and experience, and affords everyone a measure of control. By empowering the
community, and particularly the target population, rather than just superimposing its own ideas on
a social structure that already exists, your organization can give substance to its ideals. In the final analysis,
some level of participatory approach is almost always the most ethical way to plan a community
intervention.
W H AT A RE TH E DI S A D V AN TA G E S O F A PA RT IC IP AT O R Y P L A N NI N G A P P R
O AC H?
It's crucial to understand and anticipate these considerations, and to decide when and how a participatory
planning approach can work in your situation.
A participatory process takes longer. A diverse group always takes longer to make decisions and
come to conclusions than does an individual or small group.
Members of the target population or the community may not agree with the "experts " about what
is needed.
Education may be needed, for community members and the organization. Members of the target
population and the community may not have important technical knowledge or experience, and
may need to understand some theory or past practice in order to see what the organization is trying
to do. Some may need new skills in order to participate fully in the planning process. The
organization, on the other hand, may need to learn more about local culture, political issues, and
community history in order to tailor the intervention to the community and avoid past errors.
Education takes time.
One determined individual can wreck the whole process if he's not handled well. Someone who has
a particular axe to grind, or who's convinced that only he knows what's right for the community can
make a participatory process very difficult. Handling this situation can take both tact and toughness.
It may be difficult to assure that all the right people get to the table. Some key people may simply
not want to participate. Factions in the community, a history of failed attempts at communication
or at dealing with problems, ignorance of which groups or individuals are important, or just basic
mistrust may complicate the task of creating a participatory planning process. Overcoming this
barrier, however, can have profound positive consequences in the community over the long term.
A participatory planning process takes patience and commitment on everyone's part. People have
to maintain their commitment over time, remain civil while discussing issues about which they may
have strong feelings, and be willing to compromise. A few misplaced words, or one or a small
number of key people losing interest can upset the whole process.
While these disadvantages present potential or real challenges to the success of a participatory planning
process, overcoming them may tremendously increase the possibility of designing and carrying out an
effective community intervention.
59
Activity: Build Me Up!
Draw a tower using the space provided. Videotaped your work and post it in your
facebook account for a day.
Process Questions:
What did you do before making/designing a tower?
Is it important to have members in doing the activity? Yes or No. Why?
What did you learn while making and after doing the task?
Exercise 2: Board Work
Using the graphic organizer below, write down the 2 advantages and 2 disadvantages
of participatory planning approach.
Figure 2 Advantages Figure 1 Disadvantages
Exercise 3: Discuss Mo Ako Please!

Directions. Discuss each question on the space provided inside the box.
What are the levels of participatory planning? When is participatory planning appropriate?
Who should be involved in participatory planning What are the levels of participatory planning?
process?
What do you need to do to get participatory planning process up and running?

Exercise 4: Slogan/Poster Making
Directions. Create a SLOGAN or POSTER that will establish how participatory planning can
be applied in our daily lives. Take a picture of your output and submit it to your teacher via
gmail/messenger/email/etc.
The activity will be scored with the following rubrics:
10 - Relevance to the Topic
5 – Creativity
5 – Neatness
20 points
Exercise 5: “One-sentence summary”

Directions. Summarize the definition of participatory planning by doing “one- sentence
summary”
Scoring Rubrics:
4 - Content
4 - Organization
2 - Sentence fluency-
10 points
Reflection:
I have learned
References
Community Engagement Solidarity and Citizenship by Diwa Learning Town
https://ctb.ku.edu/en/table-of-contents/analyze/where-to-start/participatory-
approaches/main
Google .com/google search
61
Lesson 9: Implement Community-Action Plan
Learning • Implement community action plan (HUMMS_CSC12-IVe-h-21)

Competency
The implementation of the community-action plan serves as the terminal satisfaction of the discipline.
It focuses on the engagement of the students in a real community in contrast with the classroom discussion
of theories and assumptions.
Students are expected to immerse themselves as guided by the core values of human rights, social
justice, empowerment and advocacy, gender equality, and participatory development.
The community-action plan aspires to stir the sense of belongingness and initiatives in the pursuit of
community changing actions for the realization of a better community while integrating the different
concepts and theories of Social Sciences.
Through the initiatives of the students, it will make them realize of their value as a citizen which is to
be part of the problem-solving group and not the other way around. The visions of the students through
this activity will make them more responsible and effective members of the community because of their
fruition that everyone can be an active voice of the community through implementing a long-lasting help
to the community where they are directly involved with.
62
Exercise 1. The Propaganda
Directions: By choosing at least one of the following activities stated

hereunder, make a propaganda on how to make a better community amidst
the existence of numerous problems.
(Note: This activity is individual )
A. Vlog
-at least 2 and a half minutes
B. Song
-at least 1 minute with minus one or accompaniment
C. Poem
-at least 4 verses
D. Slide Presentation
- at least 12 slides presented creatively

Exercise 2.Interview
Directions: In your own community, interview at least two locals; a Barangay

Official and an ordinary one, and ask the following questions concerning the
different aspects of the community.
NOTE: If you have an access to the internet you may chat or have a video call on your
chosen locals but in case you don’t, you may speak with your parents.
A. Political Answer
1. What are the recent effective

programs of your barangay?
2. How does this program affect

the community as a whole?
B. Economical Answer
1. What are the major sources of

livelihood in your community?
2. Where there some barangay

interventions in the
livelihood
of the locals?
63
C. Social Answer
1. What are the active civic

groups in your community?
2. How do they help in the

community building?
(program/projects)
D. Spiritual Answer
1. What are the spiritual

activities that greatly shape
the behavior of the people?
2. How does spiritual leaders

involve themselves in the
betterment of the
community
Exercise 3. Community Program Procedures
Directions: After knowing the Condition of your own community through an

interview, what PROGRAM do you think is necessary to help it? how will you
implement it through a step by step procedure? Write your answers on the
following arrow box.
Title FEEDING PROGRAM
Objectives:
1.
2.
64
Program FLOW
1.
2.
3.
4.
5.
6.
7.
8.
65
Exercise 4. Reflection
Directions: After having in mind the necessary PROGRAM to be conducted in

your community, make a reflection on the impact of the program to the
community. Answer the guide questions below.
Guide Questions:
1. Who will directly benefit from the program? How will it benefit them?
2. Does it consider the culture of the people? If Yes/No, how?
3. How can it be maintained?
4. How can you assure the support of the people?
66
Exercise 5. Picture Analysis
Directions: In relation with the current social problem on COVID 19, give your
evaluation on the following pictures below.
Note: The Rubrics to be used in evaluating Exercise 4 will likewise be used. A.
(https://www.google.com/search?q=Pictures+of+People+Helping+one+another+in+times+of+COVID&sxsrf=ALeKk01s9D o_Ddy4Y-1kIuW-
N5hEFlMZsw:1594724844913&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjNyZT_zMzqAhVQHaYKHWGzCa4Q_AUoAXoECAwQAw&biw=1366&bih=657#imgrc
=F3CUG4r gk5abHM)
B.
(https://www.google.com /search?q=covid+19+caricature+philippines&tbm=isch&ved=2ahUKEwiViLHozczqAhViNaYKHQY7DeUQ2cCegQIABAA&oq= caricature

+covid+PHILI&gs_lcp=CgNpbWcQARgAMgYIABAIEB4yBggAEAgQHjoCCAA6BAgAEB46BggAEAUQHlDGIljqOmDmRmgAcAB4AIABlAOIAaoKkgEJMC40LjEuMC4xm
AEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=yZINX9X_IuLqmAWG9rSoDg&bih=657&biw=1366#imgrc=A NTwAGG3oTwxXM )
67
Rubric for Scoring in Exercises 1
VLOG RUBRIC
Song Composition Rubric
68
Poem Rubric
Slide Presentation Rubric
69
Rubric for the answers in Interview
Reflection Paper Rubric
References:
Web
https://sites.google.com/site/missazharclassroom/home/rubrics/blogrubric
https://www.pdffiller.com/79742752--volunteer-acrostic-poem-template-form-
https://www.google.com/search?q=rubrics+for+song+composition&sxsrf=ALeKk00R1iBxhZa2rHQJK
0VkzS_Tsptz7A:1591188953598&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjN2uXi2OXpAhWjyIs
BHfY9AUYQ_AUoAXoECAwQAw&biw=1366&bih=608#imgrc=TS079St5HA9ArM
https://www.google.com/search?q=rubrics+for+poem&sxsrf=ALeKk004UwQTWArFcx_A_30sbE93g
DZgqw:1591189043333&tbm=isch&source=iu&ictx=1&fir=tnbQb5VmvWZPGM%253A%252CVFnuoj
3noDImLM%252C_&vet=1&usg=AI4_-
kTn_yTP5t4MXWrVooE2eriwBH29NQ&sa=X&ved=2ahUKEwi6ysqN2eXpAhVPyYsBHVvTBAsQ9QEwA
HoECAUQKA#imgrc=UL8V2PE4NV6AAM
https://www.teacherspayteachers.com/Product/PowerPoint-Presentation-Rubric-PowerPoint-
Rubric-2878694?st=710ae9abf98bbe1e151ea8fe1dd19b6a
70
https://www.google.com/search?q=Rubrics+for+Narration&sxsrf=ALeKk03sGQjD9o9qPNk7ZWjK4f
HQYjBl5A:1591190067230&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiCr-
j13OXpAhXZyosBHYrWC4AQ_AUoAXoECA8QAw&biw=1366&bih=608#imgrc=b8Q8HyqDBoV-
3Mhttps://www.google.com/search?q=Rubric+for+short+essay&sxsrf=ALeKk02gZaUUgB5c_pdG-
LMtjVeXGGglIw:1591190672280&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi_yqmW3 -
XpAhWrzYsBHZUFCE8Q_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=VM1ex8B5aIij-M
https://pt.slideshare.net/morristont/reflection-paper-rubric-9511153
https://www.google.com/search?q=Collage+rubric&sxsrf=ALeKk01wdKjS7adTfohhEsrHkjmpIXODN
Q:1591192000039&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjC0bmP5OXpAhUHq5QKHaxgDtw
Q_AUoAXoECA8QAw&biw=1366&bih=608#imgrc=Q7jpW4tW_IncPM
71
Lesson 10: Community Action Plan
Learning • Explain the importance of commitment and action in participatory

Competency development for community well- being. (HUMSS_CSC12IIIh-j-16)

 Planning is essential and strategic for any organization. With planning, organizations and communities
become reflexive, dynamic, responsive, and systematic in achieving their vision.
 Community action refers to the collective efforts done by the people directed toward addressing social
problems, (e.g., social inequalities, environmental degradation, and poverty) in order to achieve social
well-being.
 Community engagement refers to the process of developing partnerships and sustaining relationships
with and through groups of people affiliated by geographic proximity or common interests for the
purpose of working for the common good and of addressing issues that affect their well-being.
What is Community Action Plan?
The community action plan is one of the participatory tools used to build the capacity of community
members in taking action in accordance with the problems, needs, and potential of the community.
The community action plan should become a framework for implementing the activities that are decided
by
the community itself. The focus is more on the process of understanding and overcoming problems in order
to rebuild the people's lives rather than just physical development such as building houses, providing clean
water or toilet facilities. It is important to understand that the community should be the main actors in
preparing their own community action plan. Producing the action plan helps people to take realistic and
concrete steps toward participatory development planning in order to improve the sanitation and water
system. By bringing everyone together to think and discuss about resources and group involvement, this
tool increases awareness.
Social Science research is fuelled by the desire to find out what makes people tick. There are several diverse
fields that comprise the Social Sciences, including anthropology, economics, sociology, and psychology.
Social scientists use a range of methods in order to examine the phenomena that relate to their field, and
the different methods of carrying out social science research often form the foundation for research in
other linked disciplines as well, such as political science, market research, and media studies.
There are two broad primary categories that comprise social science research.
These are the Quantitative and Qualitative Design Methods.

The methods used in the Quantitative Design category most often rely on statistical analysis, such as the
analysis of numerical data to establish a hypothesis that is provable by mathematical or statistical means.
Experiments use a standard format to generate a hypothesis, provable by mathematical and statistical
methods. Methods used in Qualitative Design rely on direct observation or communication with the
participants or the analysis of words, objects, or artifacts. These are methods to study the behavior and
habits
72
of the participants.
 Quantitative Design Methods
Experimental – This can be understood as the manipulation of independent variables in each experiment,
in
order to generate statistically analyzable data which can be easily understood, such as interpreting a
census or an FBI national crime report. The analysis of this type of statistical study can be best applied
when social scientists attempt to explain the voting habits of citizens in high crime areas, for example.
Sampling – This is information gathering such as through surveys, opinion polling, questionnaires, or focus
groups. These types of research methods can provide the information sought by corporations to help them
decide how to structure advertising campaigns to sell their products or to help politicians to understand the
desires of their constituencies so they can incorporate the information into election campaigns or policy-
making strategies.
 Qualitative Design Methods

Observational – This is the observation of phenomena with a minimum of interference, such as case studies
or key informant interviews.
Historical – This includes the researching of historical records such as birth certificates and death
certificates or the collection of data through documentation of primary sources, secondary sources,
running records, and recollections.
Photographs, videos, sound recordings – This is the collection and assembling of visual and audible
artifacts, such as old family photos, videos, films of war scenes, or audio memoirs and testaments.
Learning Competency: synthesize the insights gained in conducting the community action planthat applied
the methods of social sciences HUMSS_CSC12Ive-h-22
73
Activity 1A. “JUMBLED WORDS”
Directions: Decode the following words related to community action plan and be
ready to define the concepts.
1. PALNINNG
2. YOMUMCINT
3. TLIIEVTAQUA
4. QEUATINTTAVI
5. CATOIN NALP
Activity 1B. “TRUE/FALSE”

Directions: Write True if the statement is correct. Write False if the statement is incorrect.
1. Community action includes a broad range of activities and is sometimes described as ‘social action'
or ‘community engagement'.
2. The community action plan defines what the community fails to achieve, how they are going to
achieve it, and what resources they need in order to successfully achieve it.
3. Action planning is important because it provides a reference point with a vague time line and
assignment of accountability for accomplishing tasks along the path to making a difference.
4. Communication is paramount to continued support and commitment within all sectors of the
community.
5. Action planning is important because it provides a reference point with a detailed time line and
assignment of accountability for accomplishing tasks along the path to making a difference.
Activity 2. “PICTURE ANALYSIS”

Directions: Identify the problem shown in the picture. After identifying the problem, give
possible solutions to it.
PROBLEM:
SOLUTION:
74
PROBLEM:
SOLUTION:
PROBLEM:
SOLUTION
*Scoring rubrics for Activity 2 and 4

4 3 2 1
The answer The answer The answer The answer
explains the explains the attempts to does not
student’s own student’s thinking demonstrate address the
Reflect thinking and about his/her own thinking about student’s
learning learning learning but is thinking and/or
ive processes, as well processes. vague and/or learning.
Thinki as the implications unclear about
for future learning the personal
ng learning process.
75
The answer is an The answer The answer The answer
in-depth analysis explains the attempts to does not move
of the learning student’s analyse the beyond a
experience, the learning learning description of
value of the experience. experience but the the learning
Analysis value of the experience.
derived learning
to self or others. derived learning to
self or others is
vague and/or
unclear.
The answer The answer The answer The answer

articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning
learning experience and learning or experiences.
Makin experience and content from experience and
content from other courses, content from
g other courses, past learning, life other courses,
Connecti past learning, life experiences past learning
experiences and/or future experiences or
ons and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
76
Activity 3. “FILL ME”
Directions: With the use of the internet or any related books or magazines, gather 5-10
advantages and disadvantages of conducting community action plan and fill out the matrix
below. After completing the table, prepare a short analysis of the commonality/contrast in
the advantages and disadvantages given.
ADVANTAGES DISADVANTAGES SOURCE/AUTHOR
77
 What are the commonality and contrast in the advantages and disadvantages given by the
different authors?
*Scoring Rubrics for Activity 3
4 3 2 1
Information is very Information is organized Information is Information appears
organized, factual and correct. organized but to be disorganized.
Organizati and accurate. not factual.
on
Gathered 8-10 answers. Gathered 5-7 answers. Gathered 3- Gathered 1-2 answers.
4 answers.
Quality Information clearly Information clearly Information has
relates to the main relates to the main Information has nothing to do with
of topic and includes topic. little to do with the main topic.
Informati supporting details. the main topic.
on
All sources are All sources are Some sources Too many sources
accurately accurately are not are not
Sources documented, but a few accurately documented
documented in the
desired format.(APA) are in the desired documented. accurately and no
format.(APA) format used.
78
Activity 4: “ME AND MY COMMUNITY”
Directions: Fill in the graphic organizer with ways on how you could bring success to your
community.
Activity 5: “WHAT CAN YOU SAY?”

Directions: Answer the following questions.
1. Why should you develop an action plan?
2. What are the essential things that you need to consider when formulating your action plan? Why?
79
78
3. What are the biggest obstacles that you may encounter in doing your action plan?
4. How does action planning help you and the community?
Reflection: Please ponder on the question below and answer honestly and truthfully.
1. What’s the most important thing that you learned from the topic?
References:
Unhabitat. (2006). Community Action Planning.

https://www.fukuoka.unhabitat.org/docs/publications/pdf/peoples_process/Chapte
rIV- Community_Action_Planning.pdf
Plaut, David. (2019). Quantitative and Qualitative Methods of Social Science Research Explained.
https://www.referencepointsoftware.com/methods-of-social-science-research-explained/
Bridges, Jennifer. (November 2019). How To Make An Action Plan.

https://www.projectmanager.com/training/make-action-plan
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79

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OUR LADY OF THE PILLAR COLLEGE-SAN MANUEL INC.

DISTRICT 3, SAN MANUEL, ISABELA

BASIC EDUCATION DEPARTMENT

COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

ARNIE ROSE R. BALA, LPT

MELITON III M. A DSUARA,

Background Information for Learners:

Core Values and Principle of Understanding Example

Human rights belong to Right to life

Social Equality is not only about

Gender Equality is having the When giving vitamin

1. Why should core values in community exist?

2. In your community, write down 3 problems that need to be addressed.

3. Does social justice exist? How?

• Analyze strategies of empowerment and advocacy of a

Background Information for Learners:

 Identifying a priority problem

Activity 2. Empowerment or Advocacy: Read carefully the statements below and

1. It is the ability to make one’s own decision.

2. Is it really important to empower people? Why?

4. What are the expected result of advocacy?

My name is Zolekha Khatun and I am 18 years old. I

1. What features of individual empowerment can you find in Zolekha’s story?

Learning • Explain the importance of commitment and action in participatory

Background Information for Learners:

Participatory development has become widespread as one of the established community-action

The concept of participatory development is essential, particularly in the Philippine setting,

RUBRIC FOR THE ACTIVITY

ACTIVITY 2. NEWS READING

Environmental groups raise alarm on Nickelodeon threat to sustainability of Palawan

RUBRIC FOR THE ACTIVITY

Explain briefly how these

RUBRIC FOR THE ACTIVITY

Activity 4. LET’S COMPOSE

1. Why is participatory development considered as a form of people-oriented development?

Reflection: Complete the statement:

Learning • Assess selected community-action initiatives based on their core

Background Information for Learners:

1. Medical and Dental Mission

ACTIVITY 2. COMMUNITY-ACTION INITIATIVES SURVEY

Projects/Activities Evident Not Evident

RUBRIC FOR THE ACTIVITY

ACTIVITY 3. PROGRAM FOR THE COMMUNITY

*Note: use additional sheet if necessary

Programs/Activities that display the Programs/Activities that display the misuse

RUBRIC FOR THE ACTIVITY

ACTIVITY 5. SING IT OR WRITE IT?

Rubric for Scoring (JINGLE)

Exceeded Met most Met some Did not meet

Rubric for Scoring (ESSAY)

BRYANT, R., 1972. Community Action. [online] https://www.jstor.org/stable/23692532. Available at:

Learning • Explain the methodologies, and approaches in community action.

Background Information for Learners:

PIHSRENTRAP YTIUMMO GNILIFORP SDEEN TNEMSSESSA

YROTAPICITRAP NOITCA GNINNALP ECRUOSER NOITAZILIBOM

NALP NOIATNEMELPMI GNIROTINOM DNA NOITAULAVE

2.1. Types of Partnership

2.2. Different methods and approaches in building partnership in the community

2.3. Provide corresponding information for community profiling. (Sample sheet)