School Jose Lim Ho National High School Grade Level 12

Teacher Rizalyn T. Garcia - Panaga Learning Area Trends, Networks and Critical Thinking in the 21 Century st

DAILY LESSON LOG Teaching Dates and Time August 28 - 31, 2018 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, political
B. Performance Standards marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition.

C. Learning Generate the criteria to assess Generate the criteria to assess prevailing Conceptualize/formulate what can be a Conceptualize/formulate what can
Competencies/ prevailing political and social political and social institutions. viable alternative to undemocratic practices. be a viable alternative to
Objectives institutions. HUMSS _MCT12-IIa-c-6 undemocratic practices.
Write the LC code for each
1. Define political and social 1. Identify undemocratic practices through 1. Explain creatively the ill effects of
institutions completion of the “Democratic Challenge undemocratic practices using any
HUMSS _MCT12-IIa-c-6 Chart.” form of oral presentation.
HUMSS _MCT12-IIa-c-7 HUMSS _MCT12-IIa-c-7

II. CONTENT Democratic Interventions

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 Dela Cruz, R. & Dela Cruz, R. (2017). Wired! Trends, Networks, and Critical Thinking Skills in the 21 Century. Phoenix Publishing House Inc.: Quezon City. Pp.
Resources
IV. PROCEDURES
A. Reviewing previous Drill: (5 minutes)
lesson 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.
B. Establishing a purpose Charade: (5 minutes)
for the lesson 1. Divide the class into two
groups; choose two leaders who
will act based on the word which
the group will guess.
Political Social
- party list - Church
- congress - School
- Family
C. Presenting Ask:
examples/instances of 1. What do you notice about the
the new lesson
words given in the game?
2. Can you classify the
institutions where these words
belong?
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.
Listen to the song, “Imagine” by John
Lennon (5 minutes)
1. What are ideas presented in the song?
2. What do you think is the important
message of the song?
3. What are the qualifications of good
community?
Picture Analysis: (5 minutes)
Show pictures showing democratic and
autocratic institutions
Examples:
-bayanihan
-prescribed haircut
-People Power
-autocratic supreme leader (NoKor)
st
Think-Pair-Share: (5 minutes) Concept Map:
List down at least three criteria to consider in a. Ask students to complete the
assessing political and social institutions. concept map presented.
b. Fill out the circles with best
practices to the problem presented
at the center of the map.
Video Presentation: “Why They Are 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 ______.
 -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?
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 1. The two groups will be
concepts and practicing assigned to discuss about
new skills #1 political and social institutions.
2. They will choose a reporter
after they finished filling out the
graphic organizer.
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

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Ask: Group Activity: (10 minutes)
(leads to Formative 1. What are the functions of
Assessment 3) The students will be grouped into (7)
political institutions based on
seven. They will draw lots in selecting a
your graphic organizer?
topic. Out of the prior answers given by
2. What are the functions of
the students, they will assess how the
social institution based on your
Philippines addresses each of the
graphic organizer?
 3. How will you define political
and social institutions based on
its operational definition?
G. Finding practical As a student, cite some
applications of concepts organizations that you have
and skills in daily living joined and give examples of your
participation (role, activities, etc)
in the said group.
H. Making generalizations Compare and Contrast: Social
and abstractions about and Political Institutions
the 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)
____5. School (S)
enumerated factors and provide concrete
instances (government agencies,
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 manager Democratic Challenges Chart: Panel Discussion (Simulation)
of a government agency, create a 1. The teacher will present the Democratic 1. Divide the class into four (4)
campaign with a catchy hashtag in order Challenges Chart to students. groups.
to promote the program and increase 2. Ask them to fill out the chart with their 2. Group members will be assigned
participation among the citizenry. best practices/solutions/ democratic different roles as follows:
intervention. a. student (school)
See attached rubric in the Appendix
3. After completing the Democratic b. barangay captain (community)
Challenges Chart, ask students to answer c. transfer student (school)
the question below: d. church leader (church)
e. private employee
a. In not more than 200 words, summarize
what you have learned from the discussion 3. Each participant must share
and explain why you consider the following expert knowledge about the ill
 as best practices for the democratic effects of undemocratic practices in
challenges presented. their respective fields and what can
be done to address them.
Democratic Best Practices/ (alternatives)
Challenges Solutions/
Democratic See Appendix for Rubrics: Panel
Intervention Discussion
1. Gender Biases
2. Poverty
3. Political
Marginalization
4. Racial
Inequality
5. Cultural
Domination

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?

Prepared: Checked and Noted:

RIZALYN T. GARCIA - PANAGA ESTER F. VIERNES
Secondary School Teacher II Secondary School Principal I