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,

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
industrial/technological/agricultural product and writes a
B. Performance Standards reflection essay on the insights gathered from the exercise.
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 to their community.

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

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
www.edu.gov.mb.ca>socstud>blms
http://www.bgfalconmedia.com/foru
m/globalization-impacts-aspects-of-
everyday-life/article
http://www.studymode.com/essays
/The-Impac t-Of-Globalization
www.brainia.com/topics/gl
https://nabfamily.sas.upenn.edu>
https://nabfamily.sas.upenn.edu >
politics
https://mpra.ub.uni.muenchen.de
Globalization on Economic
Growth: Empirical Evidence in the
Role of Complementarities by
www.mutualresponsibility.org/cultur  https://www.imf.org
https://www.imf.org>
>
e https://www.boundless.com
/global-interconnection-between-
people-and nations-a-fact-of-life-
fe-
ted-
talk

IV. PROCEDURES
 A. Reviewing previous lesson Review: Strips of cartolina will be
or presenting the new posted on the board containing
lesson particular problem in the
community let the students give
solutions using intuitive thinking
PROBLEM
B. Establishing a purpose for Picture Analysis:
the lesson 1. Person who use
technology/gadgets/internet.
2. Industrial
3. Education
4. Agricultural product
Processing Question:
What can you infer from the given
pictures?
How are these related to each
other?
The teacher will state the
objectives of the day.
C. Presenting The teacher will post a world map
examples/instances of the on the board and let the students
new lesson identify the countries that produce
the said technology.
The teacher will discuss some
places where these gadgets were
made.
See attachment for the world map
m/.../globalization.../negati
ve-and-positive-effects-of-
globalization
Picture Analysis:
Picture showing daily activities
affected by globalization.
Video presentation showing
different effects of globalization in
labor and migration.
Processing Question:
What can you infer from the v ideo
presented?
Using a meta-strips identify the
effects of globalization shown in
the video.
The teacher will show a picture of The learners will put together a picture puzzle
UN members in an assembly. showing the connection of the people and the
 Ask: What can you say about the nation.
picture? Is the people relevant to nation? Is the nation
(2-3 minutes) relevant to people? Why?
Group Activity: The class will be Group Activity:
grouped into four and they will They will make a tower out of 10 pieces bond
unscramble group of word to form paper. The tower should not easily fall.
this phrase “A nation’s culture
resides in the heart and in the s oul
of its
its people.” by Mahatma Gandhi
 Ask: Can you analyze the phrase?
phrase?
What does the phrase mean?
The teacher will state the
objectives of the day.
The teacher will post a picture. What made your tower stronger or weaker over
the other towers?

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
Presentation of the output.
Processing question:
1. How often do you use these
technology?
2. What benefits do you get from
using these technology?
The teacher will discuss daily
activities that show effects of
globalization such as:
a. Listening to the songs of
Kanye West
b. Buying goods On-line
c. Eating in a Fast food
d. Using the Internet in
researching
 As a Senior High School
School student
how does globalization affect
you?
What are the concrete effects of
globalization?
Formative Assessment (1-5)
Write Yes if the statement shows
Define globalization
Making a concept map showing
the comprehensive effects of
globalization; economic, social,
and political.
Effects of
globalization
eco nomi c social pol itical
The teacher will discuss:  
1. Factors of globalization:
a. Economic
b. Political
c. Social
2. Positive and Negative effects of nation?
globalization
Processing Question:
Which among the following
factors of globalization can be
observed easily?
The European Union is against
the Extra Judicial Killings in our
country. What will you feel if the
donations and aids that the Union
is giving us will be stopped?
Why?
What are the c omprehensive
effects of globalization
economically, socially, and
politically?
Group Activity:
The class will be grouped into 3.
Why do you think the
children surround the
globe?
The teacher will discuss:
1. Definition of
a. Nation
b. People
c. Interconnection
d. Network
2. What is the condition of Fi lipinos
going abroad to work?
3. Do they help in the development
of our country?
Ask: What are the characteristics
stics
of nations and peoples?
Can the nation stand without
people?
Can the people exist without
Defend you answer.
How will you stay connected to
your loved ones?
How is interconnectedness
interconnectedness of
people and nation make us one?
Group Activity:
Through a drawing, show the
The teacher will
1. Define/Discuss:
a. Collaboration
b. Cooperation
2. How cooperation and c ollaboration help in the
development of our country?
Group Activity (10mins)
Make a Concept Map stating the benefits of
Collaboration and Cooperation.
The students will discuss their work.
 Ask: How collaboration and cooperation help help you
as a student in finishing a given activity or
project?
How is cooperation and collaboration
collaboration seen in the
global network?
Group Activity: Role Play (10-15mins)
(10-15mins)
Group A: Farmers Planting Rice
  ATM positive effects of globalization.
 ___3. Playing Piko
Piko
 ___4. Walking to school
school See attachment for the rubrics.
 ___5. Recording a Role Play
using cellphone.
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
DAILY LESSON LOG
Teaching Dates and Time
I. OBJECTIVES
 A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
 A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials
Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School DepED- Region III MTOT-HUMSS 2017 Grade Level 12
Teacher CLASS A Learning Area TRENDS,NETWORKS & 21ST
Week 8 Quarter 1st Quarter
Day 1 Day 2 Day 3 Day 4
The learner understands the components, operations,
operations, effects and networks of globalization in his/her daily life.
The learner locates on a map the different geographical origins of the various components/elements of an industrial/technological/agricultural
industrial/technological/agricultural product and writes a
reflection essay on the insights gathered from the exercise.
The learner locates on a map the workplaces of the OFWs in their community and writes a reflection paper on th e effects of labor migration to their community.
Identify and discuss the different Stress the important role of the creative Create a map to show the origins of the Write a reflection essay on the
contributions of the parts to a whole. imagination in putting together the different component/s of a gadget, insights generated from the
HUMSS_MCT12-If-g-5 various parts of a whole business enterprise, map.
HUMSS_MCT12-If-g-6 industrial/technological/agricultural HUMSS_MCT12-If-g-8
product etc.
HUMSS_MCT12-If-g-7
Global Networks: Labor and Migration
http://graphicdesign.spokanefalls.edu/tut https://www.adorama.com ›…› Features https://www.imf.org>
https://www.imf.org> https://www.imf.org>
https://www.imf.org>
orials/process/gestaltprinciples/gestaltpri https://www.boundless.com https://www.boundless.com
nc.htm
http://facweb.cs.depaul.edu/sgrais/gestal
t_principles.htm
The Benefits of collaboration and  ASK: Explain the
the importance of the p Show a puzzle with missing pieces.

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
putting together the various parts of a
whole?
Why?
(2-3 minutes)
1. The teacher ask the learners to show Present to the class a picture of a pizza
their gadgets or anything that they think pie or the realia. Upon showing the
is a product of globalization. picture of a pizza pie
2. Why do you think these products are - Ask the students about the the “Pizza Pie”
made? or
-ask somebody who eats pizza, and:
Expected answers: -let the students explore and share their
This products were made in order for us concept by:
to: • Describing the pizza’s
-simplify life a. Features
-better living b. Characteristics
c. Texture
d. Flavor etc.
(5 minutes)
Where do you think are these made and This part shows emphasis to unlock the
manufactured? difficulty.
-based on ideas presented by the
Expected answers are: students how they described the pizza’s
China appearance, and how they perceived it if
Japan they are going to connect and adapt it to
U.S.A the concept of exerting creative
imagination in dealing
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)
• Group Activity: Divide the class into Short game: “ Dugtungan Tayo” or .
four groups. Let the learners “Connect Mo”

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
-Group 1 and 3
2. Dress me up (The teacher will
provide the hanger)
-Group 2 and 4
• Let them explain their realization
and experiences in the activity
• Introduce the Gestalt Principles
(10-15 minutes)
How important is the parts to a whole?
Can you give an example?
(3-5 minutes)
Can a whole class be considered a class
without a teacher? Without students?
(3-5 minutes)
whole )
Execution of activity
Group Activity: Procedure
a. the class will divide or will be divided
into 4 or 5 groups.
b. make a specific name of a group.
c. prepare a simple jingle that makes
the group identity
Ex. “ The Europeans invented the (1st
group) to (2 nd group) for us to (3 rd group)
and have a (4th group)
(15 minutes)
Introduce the Gestalt
Gestalt Principles
pertaining to parts of a whole in dealing
with the Global Networks.(e.g figure,
similarity, proximity, closure, continuity,
and symmetry or order)
 Adapt those principles es 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)
Life like application:
How do you find ways in dealing with the
following to develop connections or
interconnections to:
• Family
Community
 (3 minutes)

H. Making generalizations and  Ask: What do you think is the

the importance What quality of a Filipino is very much
abstractions about the of the sum of the parts to a whole? recognized in different parts of the world?
lesson (5 minutes) -Hospitality is the 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 Gestalt In 5-10 sentences write an essay Each group will create a map to show the Each student will write a
Principles answering the following question: origins of the different component/s of a reflection on the insights
(5 minutes) Do you have a relative working abroad? gadget, business enterprise, industrial, generated from the map that
How do you feel about it? technological, agricultural product. Etc. you made yesterday.
(10 minutes)
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
O bjectives::
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, o ften of a large group of people or animals

http://www.yourdictionary.com/migration
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
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
Human -centered development
de velopment concept is offered as an alternative
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
 Group 1: Concept Map

Group 2: Venn Diagram

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
unde r as
a s single ,usually
independent government ;a country.

A people who share common customs ,origins ,history , and frequently

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 :

GLOBAL NETWORKS
Week 7 - Day 4

I. Objectives
O bjectives::
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.
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:
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
O bjectives::
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. Mo ti vatio
vat io n
➢ The teacher will present the picture of a pizza pie. (All the answers
answers will be
collected and drawn from the students)
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

potential
pattern or once closure is achieved, the elimination of details unnecessary
to establish a pattern match. ( ex. Governance, laws, and others )

TOPIC
Various activities in one’s daily life
that show the concrete effects of
globalization.
Comprehensive
Comprehensive effects of
globalization
Interconnect edness of peoples
and nations
The benefits of collaboration and
cooperation in global networks
Contributions
Contributions of the parts to a
whole
Role of creative imagination in
putting together the various parts of
a whole
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III- Central Luzon
BIBLIOGRAPHY
TRENDS, NETWORKS, AND CRITICAL THINKING SKILLS IN THE 21ST CENTURY
GLOBAL NETWORKS
WEEK 7 CURRICULUM CODE BIB LIOGRAPHY/RESOURCES
http://www.bgfalconmedia
http://www.bgfalconmedia.com/forum/glob
.com/forum/globalization-impacts-a
alization-impacts-aspects-of-everyday-
spects-of-everyday-
life/article
Day 1 HUMSS_MCT12-If-g-1
HUMSS_MCT12-If-g-1 http://www.studymode.com/e
http://www.studymode.com/essays/The-Impact-Of-Glo
ssays/The-Impact-Of-Globalization
balization
www.brainia.com/topics/global
www.brainia.com/topics/globalization-effects-on-d
ization-effects-on-daily-life
aily-life
https://nabfamily.sas.upenn.edu> politics
https://nabfamily.sas.upenn.edu>
https://mpra.ub.uni.muenchen.de
Day 2 HUMSS_MCT12-If-g-2
HUMSS_MCT12-If-g-2 Globalization on Economic Growth: Empirical Evidence in the Role of
Complementarities by Parisa Samimi and Hasem Salarzadeth Jematabadi
https://www.boundless.com/.../glo
https://www.boundless.com/.../globalization.../ne
balization.../negative-and-po
gative-and-positive-effects-of-
sitive-effects-of-
globalization
www.mutualresponsibility.org/culture
Day 3 HUMSS-MCT12-If-g-3
HUMSS-MCT12-If-g-3 /global-interconnection-b
/global-interconnection-between-peop
etween-people-and
le-and nations-a-fact-of-life-ted-
nations-a-fact-of-life-ted-
talk
Day 4 HUMSS_MCT12If-g-4
HUMSS_MCT12If-g-4 https://www.boundless.com
https://www.boundless.com
WEEK 8
http://graphicdesign.spo
http://graphicdesign.spokanefalls.edu
kanefalls.edu/tutorials/proce
/tutorials/process/gestaltprinciple
ss/gestaltprinciples/gestaltprinc.
s/gestaltprinc.
Day 1 HUMSS_MCT12-If-g-5
HUMSS_MCT12-If-g-5 htm
http://facweb.cs.depaul.ed
http://facweb.cs.depaul.edu/sgrais/gestalt_
u/sgrais/gestalt_principles.htm
principles.htm
Day 2 HUMSS_MCT12-If-g-6
HUMSS_MCT12-If-g-6 https://www.adorama.com ›…› Features
Origins of the different
component/s of a gadget, business https://www.imf.org>
https://www.imf.org>
enterprise, Day 3 HUMSS_MCT12-If-g-7
HUMSS_MCT12-If-g-7 https://www.boundless.com
industrial/technological/a
industrial/technological/agricultural
gricultural
product etc.
https://www.imf.org>
https://www.imf.org>
Write a r eflection essay on the Day 4 HUMSS_MCT12-If-g-8
HUMSS_MCT12-If-g-8 https://www.boundless.com
insights generated from the map .