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Grades 1 to 12 School DepED Region III MTOTHUMSS 2017 Grade Level 12

DAILY LESSON LOG


Teacher CLASS A Learning Area TRENDS,NETWORKS, AND 21ST
Teaching Dates and Time Week 7 Quarter 1ST Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

The learner understands the components, operations, effects and networks of globalization in his/her daily life.
A. Content Standards

The learner locates on a map the different geographical origins of the various components/elements of an
industrial/technological/agricultural product and writes a reflection essay on the insights gathered from the exercise.
B. Performance The learner locates on a map the workplaces of the OFWs in their community and writes a reflection paper on the effects of labor migration
Standards to their community.

C. Learning Give examples of various Explain the comprehensive Show the interconnectedness of Explain and demonstrate the
Competencies/ activities in one’s daily life effects of globalization peoples and nations benefits of collaboration and
Objectives that show the concrete HUMSS_MCT12-If-g-2 HUMSS-MCT12-If-g-3 cooperation.
Write the LC code for effects of globalization. HUMSS_MCT12If-g-4
HUMSS_MCT12-If-g-1
each
Networking: Interconnectedness The benefits of collaboration and
Effects of globalization of peoples and nations cooperation in global networks
II. CONTENT Examples of globalization

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 www.edu.gov.mb.ca>socstud>blms https://nabfamily.sas.upenn.edu> www.mutualresponsibility.org/cultur https://www.imf.org>
http://www.bgfalconmedia.com/foru
Resources m/globalization-impacts-aspects-
politics e https://www.boundless.com
ofeveryday-life/article https://mpra.ub.uni.muenchen.de /global-interconnection-
http://www.studymode.com/essays Globalization on Economic betweenpeople-and nations-a-
/The-Impact-Of-Globalization Growth: Empirical Evidence in fact-of-lifeted- talk
www.brainia.com/topics/gl the
obalization-effects-ondaily- Role of Complementarities by
Parisa Samimi and Hasem
life
Salarzadeth Jematabadi
https://www.boundless.co
Why do you think the
children surround the
globe?

D. Discussing new Presentation of the output. Define globalization The teacher will The teacher will
concepts and practicing Processing question: Making a concept map discuss: 1. Definition 1.
new skills #1 1. How often do you showing the comprehensive of Define/Discuss:
use these technology? effects of globalization; a. Nation a. Collaboration
2. What benefits do economic, social, and b. People b. Cooperation
you get from using these political. c. Interconnection 2. How cooperation and collaboration help
technology? Effects of d. Network in the development of our country?
globalization
2. What is the condition
economic social political of Filipinos going abroad to
work?
3. Do they help in the
development of our country?
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery The teacher will discuss The teacher will discuss: Ask: What are the Group Activity (10mins)
(leads to Formative daily activities that show 1. Factors of globalization: characteristics of nations Make a Concept Map stating the benefits
Assessment 3) effects of globalization such a. Economic and peoples? Can the of Collaboration and Cooperation.
as: b. Political nation stand without The students will discuss their work.
a. Listening to the songs of c. Social people?
Kanye West 2. Positive and Negative Can the people exist without
b. Buying goods On-line effects of globalization nation?
c. Eating in a Fast food Defend you answer.
d. Using the Internet in Processing Question:
researching Which among the
following factors of
globalization can be
observed easily?
G. Finding practical As a Senior High School The European Union is How will you stay connected Ask: How collaboration and cooperation
applications of student how does against the Extra Judicial to your loved ones? help you as a student in finishing a given
concepts and skills globalization affect you? Killings in our country. What activity or project?
in daily living will you feel if the donations
and aids that the Union is
giving us will be stopped?
Why?
H. Making generalizations What are the concrete What are the comprehensive How is interconnectedness of How is cooperation and collaboration
and abstractions about effects of globalization? effects of globalization people and nation make us seen in the global network?
the lesson economically, socially, and one?
politically?
I. Evaluating learning Formative Assessment (1- Group Activity: Group Activity: Group Activity: Role Play (10-15mins)
5) Write Yes if the The class will be grouped Through a drawing, show the Group A: Farmers Planting Rice
statement shows effect of into 3. Each group will interconnection of people and Group B: Ants Collecting Food
globalization and No if present a news cast nation. Group C: Students making a toy robot
not.(10mins) simulation reporting about See attachment for the out of plastic bottles
___1. Internet Surfing the progress of the rubrics. See attachment for the rubrics
___2. Extracting money from countries assigned to them
the focusing on the
ATM positive effects of
___3. Playing Piko globalization.
___4. Walking to school
___5. Recording a Role See attachment for the
Play using cellphone. rubrics.

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?

Grades 1 to 12 School DepED- Region III MTOT-HUMSS 2017 Grade Level 12


DAILY LESSON LOG
Teacher CLASS A Learning Area TRENDS,NETWORKS & 21ST
Teaching Dates and Time Week 8 Quarter 1st Quarter
putting together the various parts
of a whole?
Why?
(2-3 minutes)
B. Establishing a purpose 1. The teacher ask the Present to the class a picture of a
for the lesson learners to show their gadgets or pizza pie or the realia. Upon
anything that they think is a showing the
product of globalization. picture of a pizza pie
2. Why do you think these - Ask the students about the
products are made? “Pizza Pie” or
-ask somebody who eats pizza,
Expected answers: and: -let the students explore
This products were made in order and share their concept by:
for us to: • Describing the pizza’s
-simplify life a. Features
-better living b. Characteristics
c. Texture
d. Flavor etc. (5
minutes)
C. Presenting Where do you think are these This part shows emphasis to
examples/instances of made and manufactured? unlock the difficulty.
the new lesson -based on ideas presented by the
Expected answers are: students how they described the
China pizza’s appearance, and how they
Japan perceived it if they are going to
U.S.A connect and adapt it to the
concept of exerting creative
imagination in dealing with
connecting things or making
things interconnected by doing an
activity.
Guide questions:
1. What is the shape of the
pizza?
2. What are the toppings?
3. Wouldn’t be fair if the other
group will get Hawaiian instead of
bacon? The teacher will guide or
facilitate the students to:
 Connect and redirect the
students creative ideas to form
the main concepts of various part
of a whole. (10 minutes)
D. Discussing new • Group Activity: Divide the Short game: “ Dugtungan Tayo” or .
concepts and practicing class into four groups. Let “Connect Mo”
new skills #1 the learners create the (Showing connections or
following using their own interconnections that leads to the
available materials:
1. Paper Tower discussion—the essence of the
part of a

-Group 1 and 3 whole )


2. Dress me up (The teacher will Execution of activity
provide the hanger) Group Activity: Procedure
-Group 2 and 4 a. the class will divide or will
• Let them explain their be divided into 4 or 5 groups.
realization and experiences in b. make a specific name of a
the activity group.
• Introduce the Gestalt c. prepare a simple jingle
Principles (10-15 minutes) that makes the group identity
Ex. “ The Europeans invented the
(1st group) to (2nd group) for us to
(3rd group) and have a (4th group)
(15 minutes)
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery How important is the parts to a Introduce the Gestalt Principles
(leads to Formative whole? pertaining to parts of a whole in
Assessment 3) Can you give an dealing with the Global
example? (3-5 minutes) Networks.(e.g figure, similarity,
proximity, closure, continuity, and
symmetry or order)
Adapt those principles in dealing
with global networks by means of.
-presentation of the following
logos or pictures
(ex. APEC, SEA GAMES, MISS
UNIVERSE, OLYMPICS GAMES,
OPEC, WHO, UNICEF,ICC, UN, )
-then the teacher will stretch out
the given ideas of the students by
asking the following question.
1. Why there is a need for
interconnections among
nation of the world?
2. How do nations around the
world deal with those ideas
to create
interconnection
(10 minutes)

G. Finding practical Can a whole class be considered Life like application:


applications of concepts a class without a teacher? Without How do you find ways in dealing
and skills in daily living students? with the following to develop
(3-5 minutes) connections or interconnections
to:
• Family
• Community
• Society
• Nation
(3 minutes)

H. Making generalizations Ask: What do you think is the What quality of a Filipino is very
and abstractions about importance of the sum of the parts much recognized in different parts
the lesson to a whole? of the world? -Hospitality is the
(5 minutes) quality of a Filipino. In which
wherever we go we will be still
classified a Filipino.
The teacher or the students will
give emphasis to the importance
of creative thinking and
imagination in putting together the
various parts of a whole.
(5 minutes)

I. Evaluating learning Recitation Written Work: Group Activity: Individual Activity:


Enumerate and explain the In 5-10 sentences write an essay Each group will create a map to Each student will write
Gestalt answering the following question: show the origins of the different a reflection on the
Principles Do you have a relative working component/s of a gadget, insights generated
(5 minutes) abroad? business enterprise, industrial, from the map that you
How do you feel about technological, agricultural product. made yesterday.
it? (10 minutes) Etc.
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?
GLOBAL NETWORKS
Week 7 Day 1

I. Objectives:
Give examples of various concrete activities showing the effects of globalization.

II. Topic
Various Activities Showing the Effects of Globalization

III. Discussion
Define:

Globalization - is a process of interaction and integration among the people, companies,


and governments of different nations, a process driven by international trade and investment and
aided by information technology. This process has effects on the environment, on culture, on
political systems, on economic development and prosperity, and on human physical well-being on
societies around the world.

Migration - is a movement to another place, often of a large group of people or animals


http://www.yourdictionary.com/migration

Labor - work, especially hard physical work

A. Motivation:
- the learner will identify two problems in the community and let them
provide the possible solution through filling up the Problem-Solution Chart

Problem/Solution Chart:

What is the problem? What is the cause? What is the effect? What are the possible
solutions?
B. Developing Mastery

1. World Map Activity


-the teacher will post a world map on the board and let the students identify the
countries producing such technology.
2. The teacher will further discuss to the class how globalization affects migration
and labor of people.
3. The learners will be grouped into 3 and ask them to make a chart of positive and
negative effects of globalization in their daily lives.

C. Evaluating Learning
Formative Assessment (1-5)
Write YES if the statement shows effect of globalization and NO if not.
1. building of establishments such as KFC’s and McDonald’s in most countries
2. washing clothes by hands
3. exporting mobiles, electronic items, batteries and gadgets throughout the world
4. country’s tribe with preserved culture
5. group of women working abroad as domestic helpers

Prepared by:

Christine O. Carino
Teacher I
GLOBAL NETWORKS (Day 2)
Week 7

I. Objectives:
Explain the comprehensive effects of globalization.

II. Topic
Comprehensive effects of globalization ( economic, social, political)

III. Discussion
Define:
Economic Globalization is the increasing economic integration and interdependence of national,
regional, and local economies across the world through an intensification of cross boarder
movement of goods, services, technologies and capital.
• Trans-national trade
• World Trade Organization
• Gen. Agreement on Tariff and Trade
• Trade Barriers
• Foreign Direct Investment
Social Globalization is a social transformation or process leading to the achievement of people-
centered development. Human-centered development concept is offered as an alternative strategy
to bring about a more equity development outcome.
• 1995 Copenhagen World Summit for Social Development
• UN General Assembly
• Partnership of International Development Programs
• Social Integration, Gender Equity and access to Social Services
• HIV/AIDS Awareness
Political Globalization refers to an increasing trend toward multilateralism toward an
emerging transnational state apparatus, and toward the emergence of national and
international non-governmental organizations that act as watchdogs over governments.

https://nabfamily.sas.upenn.edu>politics

A. Motivation:
Group Activity:
Ask: Can you give examples of daily activities that you do which is affected by globalization?
B. Developing Mastery
Group Activity (10mins)

Ask: What can you say about the present situation of our country economically?

Present a table showing highly globalized countries.

COUNTRIES ECONOMIC SOCIAL POLITICAL

CHINA

USA

JAPAN

C. Evaluating Learning:

Ask the students to analyze and compare the table and explain why these countries have higher
growth, and link it to the positive effects of globalization.

Group Activity: Classify It!

The class will be divided into 3 groups. Using a graphic organizer they will classify highly globalized
countries in terms of economic, social and political development.

• China • USA
• Japan
Group 1: Concept Map

Group 2: Venn Diagram

Group 3: Tree Diagram ( Cause and Effect)


GLOBAL NETWORKS(Day 3)

Week 7

I. Objectives:
The learners may understand and explain the interconnectedness of peoples and nations
.

II. Topic
Interconnections of peoples and nations

III. Discussion
Define:
People-a body of persons sharing a common religion ,culture ,or language
Nations - A relatively large group of people organized under as single ,usually
independent government ;a country.

A people who share common customs ,origins ,history , and frequently language , a
nationality .

A. Motivation:
The teacher will ask the student :
What can you say about the pictures .

B . Discussion :

The teacher will present the following picture :

The teacher will ask :


1 . What can you say about the picture ?
2 . In the picture , why do you think the children surrounds the globe ?
3 Does the picture depicts nationalities ?

C . Evaluating Learning

Short Essay . Through the drawing , write the interconnections of peoples and nations .

GLOBAL NETWORKS
Week 7 - Day 4

I. Objectives:
Explain and demonstrate the benefits of collaboration and cooperation.

II. Topic
Benefits of collaboration and cooperation

III. Discussion
Define:
Collaboration-to work together with others to achieve a common goal
Cooperation- active help from a person, organization etc. such as an orderly sharing of
space and resources.

A. Motivation:
Group Activity:
They will make a tower out of 10 pieces bondpaper. The tower should not easily fall.

B. Developing Mastery
Group Activity (10mins)
Make a Concept Map stating the benefits of Collaboration and Cooperation. The
students will discuss their work.

C. Evaluating Learning:

Group Activity: Role Play (10mins)


Group A: Farmers Planting Rice
Group B: Ants Collecting Food
Group C: Students making a toy robot out of plastic bottles
See attachment for the rubrics
RUBRIC FOR ROLE PLAY
GLOBAL NETWORKS ( DAY 6 )
NO. 2

I. Objectives:
Stress the important role of the creative imagination in putting together the various
parts of a whole.
II. Topic
Global Networks: Labor and Migration

III. Discussion

A. Motivation
 The teacher will present the picture of a pizza pie. (All the answers will be
collected and drawn from the students)

 The students will: Describe the pizza’s ( Feature, Characteristics,


Texture , favor etc. )
 Followed by unlocking of difficulty, by means of short game and activity to
hook the discussion from the motivation.
B. DEVELOPING MASTERY
Discussion: (Adaptation of Gestalt Principles to Global Networks )

 Presentation of logos or picture (ex. APEC, SEA GAMES, MISS UNIVERSE,


OLYMPICS GAMES, OPEC, WHO, UNICEF,ICC, UN, )
 The students will answer questions from the above examples that lead to the
lesson.
 The lesson proper
Gestalt laws are rules of the organization of perceptual scenes. When we look at the
world, we usually perceive complex scenes composed of many groups of objects on the
some background, with the objects themselves consisting of parts, which maybe
composed of smaller parts, etc.
Gestalt theories follow the basic principle that the whole is greater than the sum of its
parts.
Ex. Picture of a car, pizza, etc.
Note: Emphasis on the perception of seeing the value of the parts of a whole.
• Make order out of chaos
• To create harmony
• To make structure from seemingly disconnected bits of information

Present the Six (6) Principles of Gestalt Laws (Applied to Global Networks)
1. Figure – this principle shows number of possible variables such as color, size
etc.(referring to people in a nation)

2. Similarity – state the things which share characteristics such as shape, size, color,
texture, and good composition (geographical setting and characteristics of different
nation)

3. Proximity- it state that “objects or shapes that are close to one another appear to form
groups”. Even if the shapes, sizes, and objects are radically different, they
will appear as a group if they are close together. ( refers to close
neighboring countries who possesses same cultural background etc.)

4. Closure - This involve the provision of missing details to be a part of potential pattern
or once closure is achieved, the elimination of details unnecessary to establish a
pattern match. ( ex. Governance, laws, and others )

5. Continuity –it states that things are “tend to continue shapes beyond their ending
points” (interconnections to cross countries---essence of globalization or evolution of
generation)

6. Symmetry or Order- it does not give the impression of things that “something is out of
balance, or missing, or wrong.” (connotes stability, and peace and order, like sets of
instruction or reference)

C. Evaluating Learning:

Written Work:
In 5-10 sentences write an essay answering the following question:
Do you have a relative working abroad? How do you feel about it?
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III- Central Luzon

BIBLIOGRAPHY

TRENDS, NETWORKS, AND CRITICAL THINKING SKILLS IN THE 21ST CENTURY


GLOBAL NETWORKS

TOPIC WEEK 7 CURRICULUM CODE BIBLIOGRAPHY/RESOURCES


http://www.bgfalconmedia.com/forum/globalization-impacts-aspects-of-
Various activities in one’s daily life everydaylife/article
that show the concrete effects of Day 1 HUMSS_MCT12-If-g-1 http://www.studymode.com/essays/The-Impact-Of-Globalization
globalization. www.brainia.com/topics/globalization-effects-on-daily-life

https://nabfamily.sas.upenn.edu> politics
https://mpra.ub.uni.muenchen.de
Comprehensive effects of Day 2 HUMSS_MCT12-If-g-2 Globalization on Economic Growth: Empirical Evidence in the Role of
globalization Complementarities by Parisa Samimi and Hasem Salarzadeth Jematabadi
https://www.boundless.com/.../globalization.../negative-and-positive-effects-
ofglobalization
www.mutualresponsibility.org/culture
Interconnectedness of peoples Day 3 HUMSS-MCT12-If-g-3 /global-interconnection-between-people-and nations-a-fact-of-life-ted-
and nations talk

The benefits of collaboration and Day 4 HUMSS_MCT12If-g-4 https://www.boundless.com


cooperation in global networks
WEEK 8
http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.
Contributions of the parts to a Day 1 HUMSS_MCT12-If-g-5 htm
whole http://facweb.cs.depaul.edu/sgrais/gestalt_principles.htm
Role of creative imagination in Day 2 HUMSS_MCT12-If-g-6 https://www.adorama.com ›…› Features
putting together the various parts of
a whole

Origins of the different


component/s of a gadget, business https://www.imf.org> https://www.boundless.com
enterprise, Day 3 HUMSS_MCT12-If-g-7
industrial/technological/agricultural
product etc.
https://www.imf.org>
Write a reflection essay on the Day 4 HUMSS_MCT12-If-g-8 https://www.boundless.com
insights generated from the map.