Grades 1 to 12 School Grade Level 12

DAILY LESSON LOG Teacher Learning Area Trends

Teaching Dates and Time Week 5 Days 1 - 4 Quarter First Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

The learner understands strategic analysis and intuitive thinking.

A. Content Standards

The learner draws a color-coded map of the networks of power relations (political, economic, cultural and kinship ties) within a particular community.
B. Performance Standards

C. Learning Competencies/ HUMSS_MCT 12-1c-e-5 HUMSS MCT 12-1c-e-5 HUMSS_MCT12-Ic-e-6 HUMSS_MC

Objectives T12-Ic-e-6
Write the LC code for each Differentiate key components in Differentiate key components Examine how the map of social networks can be used to
strategic analysis and intuitive thinking in strategic analysis and introduce creative solutions to a particular problem in a Examine how
intuitive thinking community using intuitive thinking. the map of
social
networks can
be used to
introduce
creative
solutions to a
particular
problem in a
community
using
intuitive
thinking.
Key Components in Strategic Analysis and Key Components in Strategic Creative solutions to a particular problem in a community Creative
II. CONTENT Intuitive Thinking Analysis and Intuitive Thinking using intuitive thinking. solutions to a
particular
problem in a
community
using
 intuitive
thinking.

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 “Trends, Networks, Critical Thinking in “Trends, Networks, Critical
the 21st Century by Gladys P Thinking in the 21st Century
by Gladys P. Mangiduyos,
. Mangiduyos, Rex Bookstore, pp.49 -61
Rex Bookstore, pp.49 -61

IV. PROCEDURES

A. Reviewing previous lesson or Preliminary Activities: Preliminary Activities: The learners will review for the written exam. Ask/Say: We
presenting the new lesson learned the
Group Activity: A representative from Individual sharing: By using key
each group will share about the your intuitive thinking and components
insights/learnings they have learned strategic analysis, What will in strategic
from the previous discussions. you do in the ff. analysis and
circumstances? intuitive
Guide question: thinking.
1. Surprise long math What was
What are the methods used in strategic
quiz the
analysis?
2. Graded individual difference of
What is PEST analysis? recitation the two?
3. Coming home very Answer:
What is SWOT analysis? late at night Strategic
4. Break up with bf/gf Thinking is
5. Emergency family defined as
member who suddenly the
 get harm individual’s
5 minutes capacity for
10 minutes 10 minutes thinking
conceptually,
imaginatively
, systemically
and
opportunistic
ally with
regard to the
attainment of
success in
the future
while Intuitive
thinking is
“quick and
ready
insight”.

3 minutes
B. Establishing a purpose for the Picture Analysis: Group Activity: Jumbled WRITTEN EXAMINATION Ask: Can you
lesson Words (See Appendix P) cite some
An illustration of a boy, ants and a jar rules and
will be shown. (Drawn in a Manila Paper Complete the statement by regulations in
or in a powerpoint) The illustration is all arranging the words 30 minutes. our school?
about a five year- old boy, who labeled assigned for each group. The Answer:
“Salt” into a jar of sugar) words must match the key 1. Liqu
components of strategic ors
Representative for each group will be are
analysis and intuitive
called to answer the processing not
thinking. A representative for
questions:
each group will share about allow
it. ed.
a. What d0 you think the boy has
2. Vand
labeled the jar of sugar salt? alism
The students will post the
b. What thinking did the boy use? in
 Strategic or Intuitive? Why? arranged words in the scho
c. What is lacking in his problem- blackboard where they will ol
solving? be assigned. prem
ises.
3. Abse
nces
15 minutes /Cutti
15mins
ng
(See Appendix N) class
es.
4. Foul
lang
uage
s.
5. Publi
c
Displ
ay of
Affec
tion
6. Wea
r
com
plete
scho
ol
unifo
rm
and
id at
all
time
s.
 10 minutes
C. Presenting examples/instances Using a projector, flash the three types Ask:
of the new lesson of thinkers by Paul, Blinker, and Examine how
Weil.(optional) the map of
social
networks can
be used to
Provide each group with reading
introduce
materials by Paul, Blinker, and Weil creative
entitled Uncritical, Selfish, and Fair- solutions to a
minded Critical Thinkers particular
10 minutes problem in
the
community
using
intuitive
thinking.

(See
Appendix R)

10 minutes
D. Discussing new concepts and Think, Pair and Share Graphic Organizer: Collaborative
practicing new skills #1 Activity.
After the students read the articles, they (Graphic
will reflect on the ff. questions Organizer)
2 groups will be formed.
1. Do you see any similarities with Each group will prepare a The class will
divide into
your friends or neighbors? graphic organizer that shows
four. Each
2. Do you see yourself in any of the the key components of group has a
above hypothetical characters? strategic analysis and the school
Why? Why not? other group is intuitive community
analysis. problem.
Their task is
to analyze a
 (See Appendix O) certain
problem
using
10 minutes intuitive
thinking and
10 minutes solve it
introducing
creative
solutions:
Group
1:Political
Group 2:
Cultural
Group 3:
Economic
Group 4:
Kinship Ties

Rubrics (See
Appendix T)

20 minutes
(See
Appendix S)
E. Discussing new concepts and Journal Writing
practicing new skills #2

F. Developing mastery (leads to In your notebook, write a short reflection Recall past experiences in Checking of test papers
Formative Assessment 3) of the learnings you gained from reading your life, When and how did
the materials you employ strategic (See Appendix Q)
thinking? Intuitive thinking
10 minutes 10 minutes
10 minutes
G. Finding practical applications of Ask/Say:
concepts and skills in daily How to
living Reflection communicate
 effectively
with school
administratio
ns?
(See
Appendix U)

5 minutes
H. Making generalizations and Learners will be divided into four (4) groups. Each group will Explain the
abstractions about the lesson be given a task to think a creative solutions to a particular saying:
problem in a community using intuitive thinking. “Ignorance of
the law
except no
10 minutes one.”

5 minutes
I. Evaluating learning Each students will go to their corresponding groups and will
plan what they are going to do with the task. Presentation will
be don the following day.

15 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?
APPENDIX U
 APPENDIX R
POLITICAL
CULTURAL
ECONOMIC
KINSHIP T
 APPENDIX T

RUBRICS
4 3 2 1 0
Meets standards Meets standard Approaching Minimal No attempt
at a high level standards understanding
The student provides The student provides The student The student No evidence of
correct solutions and mostly correct demonstrates some demonstrates some attempting the task.
strategies. solutions and correct thinking about evidence of intuitive
strategies with minor solutions and thinking, but shows
The student explains errors. strategies. little understanding.
and justifies his/her
thinking thoroughly The student explains Student explains their The student offers little
and clearly. and justifies his/her thinking but it may be explanation of his/her
thinking. hard to follow. thinking or what is
The student connects offered does not make
and applies the The student sense.
standards in complex The student demonstrates partial
ways. demonstrates mastery understanding of the The student
of the standards that standards that were demonstrates minimal
were explicitly taught. explicitly taught. or no understanding of
the standards.
APPENDIX S