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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

Day 1 Day 2 Day 3 Day 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/ Identify preferred democratic Explain and analyze the reason for Explain and analyze the reason for their Illustrate the benefits of democratic
Objectives practices their preferences 1. Explain the preferences participation
Write the LC code for each 1. Define democracy reasons for their preferred 1. Cite the factors affecting their 1. Identify the different benefits of
2. Identify the different democratic democratic practices preferred democratic practices democratic participation
practices HUMSS_MCT12-IIa-c-2 HUMSS_MCT12-IIa-c-2 2. Illustrate the benefits of democratic
HUMSS_MCT12-11a-c-1 participation through varied oral
presentation
HUMSS_MCT12-IIa-c-3

II. CONTENT Democratic Practices Democratic Interventions Benefits of Democratic Participation

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. Dela Cruz, R. & Dela Cruz, R. (2017). Dela Cruz, R. & Dela Cruz, R. (2017). Dela Cruz, R. & Dela Cruz, R. (2017).
(2017). Wired! Trends, Networks, Wired! Trends, Networks, and Critical Wired! Trends, Networks, and Critical Wired! Trends, Networks, and Critical
and Critical Thinking Skills in the Thinking Skills in the 21st Century. Thinking Skills in the 21st Century. Thinking Skills in the 21st Century.
21st Century. Phoenix Publishing Phoenix Publishing House Inc.: Phoenix Publishing House Inc.: Phoenix Publishing House Inc.:
House Inc.: Quezon City. Pp.87-89 Quezon City. Pp.90-91 Quezon City. P. 91 Quezon City. Pp. 92-93
http://www.cipe.org/topic/democrat https://www.youtube.com/watch?v=5 www.youtube.com/user/ninoy https://www.youtube.com/watch?v=EK
ic-governance TBOGhA9hdI aquinoTV bnyLKLHbo
https://www.youtube.com/watch?v https://www.youtube.com/watch?v=It
=iUXxkjV56xw NRQviQx0E https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwjiq_Dl6u
http://listcrux.co/10-reasons-why- bTAhUEmpQKHRFCBpMQjRwIBw&url=http%3A%2F%2F
democracy-is-best-for-any-country/ editorialcartoonists.com%2Fcartoon%2Fdisplay.cfm%2F13
4844%2F&psig=AFQjCNHw6w5ZiSN063vygp_GDEYCuuh
http://carl-cohen.org/docs/DEM%20- Nwg&ust=1494557506803058 corruption
%20Chap%202.pdf https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwjMg_uj6-
bTAhWEp5QKHUAaBukQjRwIBw&url=http%3A%2F%2Fc
artoonsmix.com%2Fcartoons%2Fglobal-poverty-political-
cartoon.html&psig=AFQjCNG4HR293Qy-
z3wRpe1WCE9PNRU9tA&ust=1494557630865905
poverty
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwi5zN6G
7ebTAhXDH5QKHYRhB0QQjRwIBw&url=http%3A%2F%2
Farchive.franklinnow.com%2Fblogs%2Fcommunityblogs%
2F95318319.html&psig=AFQjCNHs22b1Rh27kKnFVBxz54
1klay06g&ust=1494557942576513 red tape
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwifsa7a7e
bTAhUKE5QKHQTSCqAQjRwIBw&url=http%3A%2F%2Fw
ww.loonwatch.com%2Ftag%2Ffreedom-of-
speech%2F&psig=AFQjCNFlhseSqXMiDsVsHww3tH60C5
4Upw&ust=1494558276172874 freedom of speech

IV. PROCEDURES
A. Reviewing previous lesson Semantic Web: (3 minutes) Video Clip Presentation (5 minutes) Simulation: (5 minutes) Ask:
or presenting the new Fill out the semantic web about the  Before watching the video,  Choose three (3) volunteers from What are the factors affecting
lesson solutions for climate change tell students that as they the class who will act on a given democracy?
posted on the board. watch the video, they should scenario regarding democratic
try to look for the democratic practices.
practices shown.  Students will identify the
idea
 Watch the video, “Once practices being acted by their
Upon a Time, Local classmates. (e.g. rally, election,
Democracy”. public speaking)
Climate
Change

idea idea
B. Establishing a purpose for Picture Analysis: (5 minutes) Song Analysis: “Bawat Bata” by Editorial Cartoon Analysis: (5 minutes) The students will watch a short video
the lesson Sugarfree (5 minutes) Present editorial cartoons showing clip related to democratic practice. (6
The student will be asked to scenarios on political, socio-economic minutes)
analyze the pictures. (Refer to Processing Questions: issues. (e.g. red tape, suppressing the
Appendix A) 1. How does the song describe “bata” freedom of speech, corruption, etc.) Process Questions:
or child? 1. What is the video all about?
Ask: 2. What is the message of the song? Processing Questions: 2. Enumerate some undemocratic
1. What can you see in the 3. What are your realizations about 1. What can you say about the experiences of the Korean woman in
pictures? the song? cartoons presented? the video.
2. How do they differ with one 2. How are these cartoons similar to 3. How will you relate the message of
another? each other? the video in our lesson yesterday?
3. How are related with one
another?
C. Presenting Group Activity: (10 minutes) Think-Pair-Share (5 minutes) KWL Chart: Flashback/ Throwback: (5 Word Completion: (5 minutes)
examples/instances of the 1. The teacher will divide the class 1. Ask students to choose a partner. minutes) Arrange the jumbled words using the
new lesson into 3 groups. 2. Given the four democratic 1. Ask students to cite some events in context clues given (5 minutes)
2. Each group will present a practices, namely, free election, the Philippine history showing
tableau about the democratic citizen participation, majority rule/ instability in the people’s lives and 1. Get the CSNESONU of the
practices: minority right, and constitutional conditions (political/ socio -economic community. (Consensus)
2.1. Vote-based system government, ask each pair to input that affect people’s conditions) 2. Protect the MORTINY. (minority)
2.2. Private Enterprise what they know about each practice 2. Students will complete the KWL 3. Preserves MARHNOY. (harmony)
2.3. Civil Society using the Think-Pair-Share form. Chart (What I Know, What I Want to 4. LAUQE representation for all.
Know). (equal)
Processing Questions: (5 minutes)
1. What is your tableau all about? KWL Chart Using the answers in the jumbled
What I Know What I Want to I Have Learned
2. How did you come up with your Know words, the teacher will ask the
presentation? following questions.
1. What are the similarities among the
given words?
2. Using the given words identify and
explain the benefits of democratic
participation

D. Discussing new concepts The class will be asked to interpret Concept Mapping (5 minutes) Film Analysis: Documentary Film (6 Using the template below, write down
and practicing new skills #1 the tableau presented by the other Discuss the reasons why democracy minutes) the benefits of democratic practices:
groups by providing one positive is best for any country.  Watch an excerpt from the
and one negative remark about the documentary, “Batas Militar”
presentation.
The teacher will provide additional Processing Questions:
inputs about democratic processes 1. What did you feel after watching the
reason
after processing the students’ documentary?
answer. reason reason 2. What is the theme of the
documentary?
Benefits of
Democracy
as a best
3. Using a concept map, what are the Democratic
form of
government
undemocratic practices shown in the Practices
video?

Undemocratic
Practices

E. Discussing new concepts News casting:


and practicing new skills #2 1. In a news casting format, ask
students to answer this question:
What are your reasons for favoring
the following democratic practices?
(10 minutes)
a. Free election
b. Citizen participation
c. Majority rule/ minority right
d. Constitutional government

F. Developing mastery (leads Group Activity: (15 minutes) Data Retrieval Chart: (5 minutes) Ask:
to Formative Assessment Ask students to complete the chart At present, what do you think are the
3) Graphic Organizer: Using the given below: prevailing democratic practices that are
matrix, write the characteristics of Democratic Reasons for commonly experienced by the people?
different democratic practices. Practices Democratic What are the factors affecting their
Preferences
democratic practices?
1. Free election
Vote-based Private
Civil Society
2. Citizen
System Enterprise
participation
3. Majority rule/
minority right
4. Constitutional
government
G. Finding practical As a student, give instances where Ask: (2 minutes) As a responsible citizen of the As a student, how does democracy
applications of concepts you experience these democratic Philippines, how can you contribute in benefit you? Give specific situations.
and skills in daily living practices. (5 minutes) reviving/strengthening democratic
As a member/officer of the practices in the country?
SSG, which among the
reasons presented, do you
consider the best? Why?

H. Making generalizations and Present a video about People Do you actively participate in the KWL Chart: What I Have Learned? Ask: What are the benefits of
abstractions about the power (5 minutes) democratic practices in your school/ 1. Using KWL Chart, ask students what democracy?
lesson https://www.youtube.com/watch?v community? What are your reasons they have learned about the topic.  Equality
=iUXxkjV56xw in doing so? Or in not doing so? (5 2. In the third column, “I Have  Protection of minority
minutes) Learned”, ask students to input how  Harmony
Guide questions: they can prevent the undemocratic
What are the important factors that What constitutes a “good” society can practices from arising within the
contributed to the rise of People be seen in the fulfilment of basic society.
Power? needs, the desire to be in association
with other people, and their clamor KWL Chart
What I Know What I Want to I Have Learned
After watching the short video, for participation in the governance of Know
how will you relate your learning to society.”
the video presented?

Expected Answer:
Democracy literally means “rule by
the people”. It has also different
democratic practices such as vote- “In a democratic society, development
based system, private enterprise, and progress happen when people and
and civil society. communities are empowered to
express themselves through their
culture.”
I. Evaluating learning Identification: Identify the Rap Composition (10 minutes) Action Plan: 1. The students will be grouped into
democratic practices in the given  Divide the class into four (4) Identify one undemocratic practice three (3)
situation. groups. within your school/ classroom. Then, 2. Each group will pick among varied
___1. Pedro participates in SSG  Each group should compose prepare a simple action plan on how to oral presentations as follows:
election in his school. (vote-based a one (1) stanza rap solve or prevent it. (use the table  Lyrics of Popular song
system) showing the reasons why below)  Spoken Poetry
___2. Aling Nena opened sari-sari they need to participate in  Flip top
store in her garage. (private Democratic Practices Undemocratic Strategies Expected
Practice Results
enterprise) See attached rubrics in appendix B
___3. Mr. Santos participated in Rubric for Song Composition
the establishment of Tricycle Criteria Poor Com Very Excellent
(2) peten Good (4) (5) Rubric: Action Plan
Operators Driver Association t (3) Criteria Po Comp Very Excell
(TODA). (civil society) Releva or etent Good ent (5)
nce to (2) (3) (4)
___4. Juan doesn’t know how to the Content
read and write but was able to cast theme and
Creativ Releva
his vote during the national e nce to
election. (vote-based system) Present the
ation topic
___5. Factory workers join in the Overall Feasibil
labor union. (civil society) Impact ity of
Total 15 points the
Strategi
es
Time-
bound
and
Specific
Total 15 points

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?