Grades 1 to 12 School Grade Level 12

DAILY LESSON LOG Teacher Learning Area Trends, Networks and Critical Thinking
in the 21st Century

Teaching Dates and Time Quarter II

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

The learner understands the meaning and dimensions of democracy.

A. Content Standards

Using any form of oral presentation, the learner explains creatively the ill effects of undemocratic practices related to factors such as gender biases, poverty,
B. Performance Standards
political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition.

C. Learning Competencies/ Generate the criteria to assess
Objectives prevailing political and social
Write the LC code for each institutions.
1. Define political and social
institutions
HUMSS _MCT12-IIa-c-6
Generate the criteria to assess
prevailing political and social
institutions.
HUMSS _MCT12-IIa-c-6
Conceptualize/formulate what can be a
viable alternative to undemocratic
practices.
1. Identify undemocratic practices
through completion of the “Democratic
Challenge Chart.”
HUMSS _MCT12-IIa-c7
Conceptualize/formulate what can be a
viable alternative to undemocratic
practices.
1. Explain creatively the ill effects of
undemocratic practices using any form
of oral presentation.
HUMSS _MCT12-IIa-c7

Political and Social Institutions Assessing Political and Social Democratic Practices The Ill Effects of Undemocratic Practices
Institutions
II. CONTENT

III. LEARNING RESOURCES

 A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Dela Cruz, R. & Dela Cruz, R. (2017). Wired! Trends, Networks, and Critical Thinking Skills in the 21st Century. Phoenix Publishing House Inc.: Quezon City. Pp.

IV. PROCEDURES

A. Reviewing previous lesson Drill: (5 minutes)
or presenting the new 1. Using flash cards, the teacher
lesson
will present terms related to
participative and representative
democracy
2. The students will identify whether
the term is Participative or
Representative.
Group Work: (5 minutes)
The students will be grouped into 4
and each group will list down
existing political and social
institutions within their community. A
rapporteur will present their group’s
list in class.
Think-Pair-Share: (5 minutes) Concept Map:
List down at least three criteria to a. Ask students to complete the concept
consider in assessing political and social map presented.
institutions. b. Fill out the circles with best practices
to the problem presented at the center of
the map.
e.g.

Examples:
Plebiscite
Parliament Gender
National Elections Bias

Speaker of the House (Congress)

B. Establishing a purpose for Charade: (5 minutes) Listen to the song, “Imagine” by Video Presentation: “Why They Are
the lesson
 1. Divide the class into two groups; John Lennon (5 minutes)
choose two leaders who will act
based on the word which the group 1. What are ideas presented in the
will guess. song?
2. What do you think is the important
Political Social message of the song?
- party list - Church 3. What are the qualifications of
- congress - School good community?
- Family
C. Presenting Ask: Picture Analysis: (5 minutes)
examples/instances of the
new lesson 1. What do you notice about the Show pictures showing democratic
words given in the game? and autocratic institutions
2. Can you classify the institutions
where these words belong? Examples:
-bayanihan
-prescribed haircut
-People Power
-autocratic supreme leader (NoKor)
-free media
-state sponsored media; state
propaganda
Process Questions:
1. What do you notice with the
pictures? How are they different with
one another?
2. In your opinion, what are the
characteristics of a country where
you would want to live in?
Black?” (3 minutes)
1. Show students a short video.
2. Ask the following processing
questions:
a. What is the video all about?
b. How did you feel after watching the
video?
c. Can you identify undemocratic
practices presented in the video?
d. How did the mother address the
issue?
Sentence Completion:
Ask students to complete the sentences
below: (answers will vary)
1. Racial inequality can be solved
through ____________.
2. Gender biases can be lessened
through __________.
3. Regardless of skin color, we should
treat people as ______.
4. Rich or poor, education is _______.
5. When I feel dissatisfied with school
policies, I should __________.
Processing Questions:
1. Based on your answers, how did you
deal with the situations given?
2. Can the answers above be
considered as solutions to the prevailing
undemocratic practices? Why or why
not?
D. Discussing new concepts
and practicing new skills #1 to discuss about political and social
1. The two groups will be assigned
institutions.
2. They will choose a rapporteur
after they finished filling out the
graphic organizer.
Group A- Political Institution
Political Institution
Example/K Functions
inds
Group B- Social Institution
Using a semantic web, analyse
students’ answers from the previous
activity.
Expected answers:
- Considers the general welfare of
the citizenry
- Responsive to the needs of the
people
- Direct Responsibility out of
volunteerism; not out of fear
- Transparency
- Cooperation

Social
Institution

Example/kind Functions

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads Ask: Group Activity: (10 minutes)

to Formative Assessment
3) 1. What are the functions of political
institutions based on your graphic
organizer?
2. What are the functions of social
institution based on your graphic
organizer?
3. How will you define political and
social institutions based on its
The students will be grouped into (7)
seven. They will draw lots in
selecting a topic. Out of the prior
answers given by the students, they
will assess how the Philippines
addresses each of the enumerated
factors and provide concrete
instances (government agencies,
 operational definition?
G. Finding practical As a student, cite some
applications of concepts organizations that you have joined
and skills in daily living and give examples of your
participation (role, activities, etc) in
the said group.
H. Making generalizations and Compare and Contrast: Social and
abstractions about the Political Institutions
lesson Social Political
Institution Institution
I. Evaluating learning Write P if it is a political institution
and S if it is social institution.
____1. Church (S)
____2. Congress (P)
____3. Executive Department (P)
____4. Family (S)
programs, etc.) to support their
answers:
1. Poverty
2. Gender biases
3. Political Marginalization
4. Racial Inequality
5. Cultural Domination
6. Crisis of Representation
7. Politics of Recognition
How important is the
government/NGO’s swift response
in addressing the needs of the
people?
Give specific ways on how we can
improve the standards of our current
political and social institutions.
Possible answers:
- develop inclusive grassroots
programs to better reach
marginalized sectors
- provide incentives to promote
greater participation among the
community
Suppose you are a social media Democratic Challenges Chart: Panel Discussion (Simulation)
manager of a government agency, 1. Divide the class into four (4) groups.
1. The teacher will present the 2. Group members will be assigned
create a campaign with a catchy Democratic Challenges Chart to
hashtag in order to promote the different roles as follows:
students. a. student (school)
program and increase participation 2. Ask them to fill out the chart with their
among the citizenry. b. barangay captain (community)
best practices/solutions/ democratic c. transfer student (school)
intervention. d. church leader (church)
See attached rubric in the Appendix
3. After completing the Democratic e. private employee
Challenges Chart, ask students to
 ____5. School (S) answer the question below: 3. Each participant must share expert
knowledge about the ill effects of
a. In not more than 200 words, undemocratic practices in their
summarize what you have learned from respective fields and what can be done
the discussion and explain why you to address them. (alternatives)
consider the following as best practices
for the democratic challenges presented. See Appendix for Rubrics: Panel
Discussion
Democratic Best Practices/
Challenges Solutions/
Democratic
Intervention
1. Gender
Biases
2. Poverty
3. Political
Marginalizati
on
4. Racial
Inequality
5. Cultural
Domination

See attached rubric in the Appendix

J. Additional activities for
application or remediation

V. REMARKS

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