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

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,
B. Performance Standards political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition.

C. Learning Competencies/ Generate the criteria to assess Generate the criteria to assess Conceptualize/formulate what can be a Conceptualize/formulate what can be a
Objectives prevailing political and social prevailing political and social viable alternative to undemocratic viable alternative to undemocratic
Write the LC code for each institutions. institutions. practices. practices.
HUMSS _MCT12-IIa-c-6
1. Define political and social 1. Identify undemocratic practices 1. Explain creatively the ill effects of
institutions through completion of the “Democratic undemocratic practices using any form
HUMSS _MCT12-IIa-c-6 Challenge Chart.” of oral presentation.
HUMSS _MCT12-IIa-c7 HUMSS _MCT12-IIa-c7

Political and Social Institutions Assessing Political and Social Democratic Practices The Ill Effects of Undemocratic Practices
II. CONTENT Institutions

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. (2017). Wired! Trends, Networks, and Critical Thinking Skills in the 21 st Century. Phoenix Publishing House Inc.: Quezon City. Pp.

IV. PROCEDURES
A. Reviewing previous lesson Drill: (5 minutes) Group Work: (5 minutes) Think-Pair-Share: (5 minutes) Concept Map:
or presenting the new 1. Using flash cards, the teacher List down at least three criteria to a. Ask students to complete the concept
lesson The students will be grouped into 4
will present terms related to consider in assessing political and social map presented.
and each group will list down
participative and representative institutions. b. Fill out the circles with best practices
existing political and social
democracy to the problem presented at the center of
institutions within their community. A
2. The students will identify whether the map.
rapporteur will present their group’s
the term is Participative or e.g.
list in class.
Representative.
Examples:
Plebiscite
Parliament
National Elections
Speaker of the House (Congress)

B. Establishing a purpose for Charade: (5 minutes) Listen to the song, “Imagine” by Video Presentation: “Why They Are
the lesson 1. Divide the class into two groups; John Lennon (5 minutes) Black?” (3 minutes)
choose two leaders who will act 1. Show students a short video.
1. What are ideas presented in the
based on the word which the group 2. Ask the following processing
song?
will guess. questions:
2. What do you think is the important
Political Social a. What is the video all about?
message of the song?
- party list - Church b. How did you feel after watching the
3. What are the qualifications of
- congress - School video?
good community?
- Family c. Can you identify undemocratic
practices presented in the video?
d. How did the mother address the
issue?

C. Presenting Ask: Picture Analysis: (5 minutes) Sentence Completion:

examples/instances of the 1. What do you notice about the Ask students to complete the sentences
new lesson Show pictures showing democratic
words given in the game? below: (answers will vary)
and autocratic institutions
2. Can you classify the institutions 1. Racial inequality can be solved
where these words belong? Examples: through ____________.
2. Gender biases can be lessened
-bayanihan through __________.
-prescribed haircut 3. Regardless of skin color, we should
-People Power treat people as ______.
-autocratic supreme leader (NoKor) 4. Rich or poor, education is _______.
-free media
 -state sponsored media; state 5. When I feel dissatisfied with school
propaganda policies, I should __________.
Processing Questions:
1. Based on your answers, how did you
Process Questions:
deal with the situations given?
1. What do you notice with the 2. Can the answers above be
pictures? How are they different with considered as solutions to the prevailing
one another? undemocratic practices? Why or why
2. In your opinion, what are the not?
characteristics of a country where
you would want to live in?

D. Discussing new concepts 1. The two groups will be assigned Using a semantic web, analyse
and practicing new skills #1 to discuss about political and social students’ answers from the previous
institutions. activity.
2. They will choose a rapporteur Expected answers:
after they finished filling out the - Considers the general welfare of
graphic organizer. the citizenry
Group A- Political Institution - Responsive to the needs of the
people
Political Institution - Direct Responsibility out of
volunteerism; not out of fear
- Transparency
Group B- Social Institution
Example/Ki - Cooperation
Functions
nds
Social Institution

Example/kind Functions

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads Ask: Group Activity: (10 minutes)

to Formative Assessment 1. What are the functions of political
3) The students will be grouped into (7)
institutions based on your graphic
seven. They will draw lots in
organizer?
 2. What are the functions of social selecting a topic. Out of the prior
institution based on your graphic answers given by the students, they
organizer? will assess how the Philippines
3. How will you define political and addresses each of the enumerated
social institutions based on its factors and provide concrete
operational definition? 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

G. Finding practical As a student, cite some How important is the

applications of concepts organizations that you have joined government/NGO’s swift response
and skills in daily living and give examples of your in addressing the needs of the
participation (role, activities, etc) in people?
the said group.
H. Making generalizations and Compare and Contrast: Social and Give specific ways on how we can
abstractions about the Political Institutions improve the standards of our current
lesson Social Political political and social institutions.
Institution Institution Possible answers:
- develop inclusive grassroots
programs to better reach
marginalized sectors
- provide incentives to promote
greater participation among the
community

I. Evaluating learning Write P if it is a political institution Suppose you are a social media Democratic Challenges Chart: Panel Discussion (Simulation)
and S if it is social institution. manager of a government agency, 1. The teacher will present the 1. Divide the class into four (4) groups.
____1. Church (S) create a campaign with a catchy Democratic Challenges Chart to 2. Group members will be assigned
____2. Congress (P) hashtag in order to promote the students. different roles as follows:
____3. Executive Department (P) program and increase participation 2. Ask them to fill out the chart with their a. student (school)
____4. Family (S) among the citizenry. best practices/solutions/ democratic b. barangay captain (community)
 ____5. School (S) See attached rubric in the Appendix intervention. c. transfer student (school)
3. After completing the Democratic d. church leader (church)
Challenges Chart, ask students to e. private employee
answer the question below:
3. Each participant must share expert
a. In not more than 200 words, knowledge about the ill effects of
summarize what you have learned from undemocratic practices in their
the discussion and explain why you respective fields and what can be done
consider the following as best practices to address them. (alternatives)
for the democratic challenges presented.
See Appendix for Rubrics: Panel
Democratic Best Practices/ Discussion
Challenges Solutions/
Democratic
Intervention
1. Gender
Biases
2. Poverty
3. Political
Marginalizati
on
4. Racial
Inequality
5. Cultural
Domination

See attached rubric in the Appendix

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?