GRADE 1 to 12 School DOMINGO P.

BOQUIREN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG UNDERSTANDING CULTURE, SOCIETY, AND
Teacher MR. JAMES BRYAN MACARANAS PRIMA Learning Area
POLITICS
OCTOBER 21-24, 2024 (MONDAY TO THURSDAY)
Teaching Dates and Time Quarter 2
3:00 PM TO 4:00PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
A. Content Standard The learners demonstrate an understanding of: Social and political inequalities as features of societies and the global community
B. Performance Standard The learners: Analyze aspects of social organization.
C. Learning Competency/Objectives Explain the forms and Explain the forms and functions of Explain the forms and Explain the forms and
Write the LC code for each. functions of state and non- state and non-state institutions functions of state and non- functions of state and non-
state institutions ( UCSP11/12HSOIIb-25). state institutions state institutions
(UCSP11/12HSOIIb-25). (UCSP11/12HSOIIb-25). (UCSP11/12HSOIIb-25).
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
2. Learner’s Materials pages Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
● Textbook pages Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.

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A. Reviewing previous lesson or Recap of the previous lesson Recap of the previous lesson: Recap of the previous Recap of the previous lesson:
presenting the new lesson through Venn Diagram: 1. What is a nonstate lesson: Ask learners to recite the
Compare and contrast the institution? 1. What is a transnational summary of the previous
market and the state using 2. Can you name the advocacy group? lesson.
the Venn diagram nonstate institutions that 2. Can you name an example
that is present in the
were discussed the other Philippines?
day?
Define them and state their
importance in the society.
B. Establishing a purpose for the Institutional Scavenging ● Activity: "Worldwide Instructions: Instructions:
lesson Hunt: Web of Issues"
● Scavenger Hunt Preparation: Preparation
Preparation: Distribute the Instructions:
list of nonstate institutions Create cards with the names Prepare a list of multiple-
Introduction: Ask students if they of well-known Development choice or short-answer
to the students. This list
have heard of any groups or Agencies. Each card should questions related to
can include NGOs, movements that address include the agency's name International Organizations.
religious organizations, international concerns. and a brief description of its Include a mix of questions
community groups, mission and focus areas. covering the mission, key
cultural organizations, etc. Display a world map or globe in Introduction (5 minutes): functions, and notable
Each student or group the classroom. International Organizations.
should receive a different Provide students with colored Development Agency
markers or pins and instruct them Showcase (10 minutes): Divide into Teams
institution to research.
to mark or pin any countries or
● Research (10 regions where they think there are Distribute the printed cards Divide the class into teams.
minutes): Instruct significant global issues or with the names of You can have two or more
students to use the challenges. Development Agencies to the teams, depending on the
internet and other Group Discussion (10 minutes): students. Ask each student class size.
research materials to find or group to choose one card.
After marking the map, encourage Rules and Scoring:
information about their Presentation: Instruct the
students to discuss the issues
assigned nonstate they highlighted and why they students to present the Explain the rules of the game:
institution. They should believe those areas face Development Agency they Each team will take turns
answer questions such challenges. chose to the class. They selecting a question from the
as: Facilitate a conversation about the should provide information list. They have a set time
interconnectedness of global about the agency's name, (e.g., 30 seconds) to discuss
A. What is the mission or problems and how issues in one mission, and specific areas and provide an answer as a
purpose of this institution? part of the world can impact of focus. Use a projector or team. If they answer correctly,
B. What activities or services others. whiteboard to display the they earn points. If they're
does it provide? agency names as they are unsure, they can use a

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 C. How does it impact society presented. "lifeline" (ask the teacher or
or the community it serves? another team). Incorrect
Class Discussion (10 answers result in no points.
minutes):
Round 1: Multiple Choice
After each presentation,
open the floor for brief In this round, teams will take
discussions. Encourage turns selecting questions from
questions and comments the list. Questions are
from other students about the presented as multiple-choice,
agency's work and and teams must choose the
significance. correct answer within the time
limit.

After the activity, facilitate a

class discussion to go over
the correct answers and
reinforce key points related to
International Organizations.
C. Presenting examples/Instances of Video Clip Presentation: Activity: "Match the Advocates" The activity serves as the The activity serves as the
the new lesson Allow learmers to watch a Instructions: entry for this part. entry for this part.
brief video clip that will show a. Preparation (2 minutes):
the basics about nonstate Create printed cards with the
institutions. names of Transnational Advocacy
Groups on one set of cards and
brief descriptions of the areas of
focus or global issues they
address on another set.

b. Matching Activity (5 minutes):

Distribute the cards to the
students, making sure each
student receives one card from
each set.

c. Instruct the students to match

the Transnational Advocacy Group
with the area of focus or global
issue that corresponds to that
group.

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 d. Discussion (3 minutes):
After matching the cards, have a
brief class discussion about the
correct matches. Ask students to
share their matches and explain
the purpose and goals of the
advocacy groups they've
identified.

e. Conclusion (2 minutes):
Conclude the activity by
emphasizing the significance of
these groups in addressing global
issues and advocating for positive
change on an international scale.

D. Discussing new concepts and Definition: Discuss Transnational Advocacy Definition of Development Definition of International
practicing new skills # 1 Present the concept of groups. Agencies (10 minutes): Organizations:
nonstate institutions. Explain
that nonstate institutions are Transnational Advocacy Groups: Focused Definition: Introduce Focused Definition:
organizations or groups that the concept of Development Introduce the concept of
operate independently of the Transnational advocacy groups, Agencies as nonstate International Organizations as
government but serve often known as TAGs, are non- institutions that specifically nonstate institutions that work
essential functions in society. governmental organizations or work to promote economic across national borders to
They often address specific networks that operate across and social development, address global issues, foster
issues, provide services, or national borders to address and often on a global scale. cooperation, and promote
advocate for various causes. advocate for a wide range of Discuss how they aim to international relations.
global issues. These organizations alleviate poverty, improve
Activity: Play a simple game work on matters such as human infrastructure, and enhance Examples of International
of charade. rights, environmental protection, the overall well-being of Organizations:
healthcare, education, and more. communities in developing
Distribute the printed cards They leverage their international regions. Provide examples of well-
with examples of nonstate presence to raise awareness, Examples of Development known International
institutions to students. Each influence policy, and mobilize Agencies: Provide examples Organizations, such as the
card includes the name and a support, making them powerful of well-known Development United Nations (UN), World
brief description of an actors in the global arena. TAGs Agencies, such as the United Health Organization (WHO),
organization. Instruct students play a vital role in advancing Nations Development and the World Trade
to read their cards without global causes and fostering Programme (UNDP), USAID, Organization (WTO).
revealing them to others. cooperation between nations to or the World Bank.
tackle shared challenges. Activity: International
Activity: Oral Recitation Organization Exploration

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 Allow learners to draw out
the importance of the Card Distribution: Provide
discussed development printed cards with definitions
agencies. of different nonstate
institutions to the students,
Guide questions: including one focusing on
a. How helpful are the International Organizations.
agencies in answering the Ask students to read the cards
calls of the SDGs? without revealing them to
b. Is the Philippines a others.
recipient of the help provided
by the development Presentation: Invite students
agencies? In what manner? to take turns presenting their
assigned nonstate institutions
to the class. After each
presentation, encourage
discussions by asking
questions like:
A. What is the primary
purpose of this nonstate
institution?
B. How does it contribute to
international relations and
address global issues?
E. Discussing new concepts and Card Distribution: Video presentation: No entry needed Video presentation:
practicing new skills # 2 Distribute printed cards with Let the learners watch a brief
definitions and examples of video clip transnational advocacy Present a video that will
nonstate institutions to groups. further explain the
students. Each card includes Guide questions: international organizations.
the name, a brief description, a. What is the video all
and the type of institution about? (Process the video).
(bank, corporation, b. What can you say about
cooperative, or trade union). transnational advocacy Activity: DYAD reflections
Instruct students to read their a. Form dyads
cards without revealing them groups? b. Allow the pairs to discuss
to others. c. Can you cite similar the video and make their own
situations in the reflection about the video.
Presentation: Invite students Philippines? c. Process the activity by
to take turns presenting their allowing learners to share
assigned nonstate institutions their reflections in class.
to the class. They should read

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 the organization's name,
description, and type aloud.
Encourage brief discussions
after each presentation by
asking questions such as:

a. What is the primary

purpose of this nonstate
institution?
How does it contribute to
society or address specific
issues?

b. Have you interacted with or

heard of this organization
before?

Class Discussion: As each

nonstate institution is
presented, write its name on
the whiteboard. After all
presentations, facilitate a
class discussion where
students can share their
thoughts on the roles and
significance of these
organizations.

F. Developing mastery Extension Activity: Activity: "Advocacy Group Development Agency Venn Diagram- making:
(leads to Formative Assessment 3) Ask students to reflect on the Spotlight" Adventure
importance of nonstate a. Allow learners to make a
institutions in addressing Instructions: a. Distribute the scenario Venn diagram that will
societal challenges and cards to students or groups compare and contrast the
supporting various causes. Provide a list of several of students. main ideas behind
Discuss how these Transnational Advocacy Groups Transnational Advocacy
organizations complement or studied during the lesson. b. Instruct students to read Groups and International
challenge government their assigned scenario and Organizations.
institutions. Ask students to choose one group discuss the following points:
from the list and write a summary

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 (1-2 paragraphs) about the group's ● Which Development
mission, focus areas, and notable Agency is involved in
accomplishments. this scenario?
Encourage them to present their ● What is the practical
summaries in class or through situation presented,
written submissions. and what is the
agency's role in
Assess the quality and accuracy of addressing it?
the summaries to determine How does this situation
students' mastery of the lesson's impact the community or
content. region where it takes place?
This activity allows students to
demonstrate their understanding
of Transnational Advocacy Groups
and their areas of focus, ensuring
that they have mastered the key
concepts and information from the
lesson.
G. Finding practical application of Challenge students to identify Transnational Advocacy Groups Focus Group Discussion Application (5 minutes):
concepts and skills in daily living and present local examples of (10 minutes): Application (5 minutes):
these nonstate institutions Real-World Impact: Discuss Real-World Impact:
and discuss their roles in the Introduce students to a list of well- the real-world impact of Allow learners to discuss the
community. known transnational advocacy Development Agencies in real-world impact of
groups, such as Amnesty addressing global International Organizations in
International, Greenpeace, development challenges and addressing global issues,
Doctors Without Borders, and improving living conditions in maintaining peace, and
Human Rights Watch. underdeveloped regions. promoting cooperation among
Briefly explain the focus areas or nations.
global issues these groups
address. For example, Amnesty
International works on human
rights, while Greenpeace focuses
on environmental concerns.
H. Making generalizations and This lesson plan Transnational advocacy groups Summarize the key points of Summarize the key points of
abstractions about the lesson provides a structured play a crucial role in addressing the lesson, emphasizing the the lesson, emphasizing the
approach to introducing and global issues and that the lesson importance of Development significance of International
exploring nonstate will delve deeper into Agencies in addressing Organizations in maintaining
institutions, ensuring that understanding how these groups global development international relations and
students understand the work, their objectives, and their challenges and improving the addressing global issues.

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 concept and appreciate the impact on international affairs. quality of life in less
diversity and significance of developed regions.
these organizations in
society.
I. Evaluating learning Instructions: For each of the Instructions: In a brief paragraph, Quiz: Explaining Position Paper (1-2 pages):
nonstate institutions - Banks, explain what Transnational Development Agencies
Corporations, Cooperatives, Advocacy Groups are and provide Instruct students to write a
and Trade Unions - answer an example of one such group. Instructions: In each position paper summarizing
the following questions and Include their key roles and the question, provide a concise the key ideas of the lesson.
prompts to demonstrate your global issues they address. explanation of the concept of
understanding of their roles Development Agencies. The position paper should
and significance in society. Evaluation Criteria: include the following:
Banks: 1. What are Development ● An introduction with a
Clear and accurate definition of Agencies, and what is their brief overview of the
Definition: Explain what a Transnational Advocacy Groups. primary mission in the International Organization.
bank is and its primary Accurate example provided. context of global
purpose in society. Description of key roles and global development? ● A description of the
issues addressed. organization's mission and
Services: List at least three Clarity and conciseness. 2. Name at least two well- areas of focus.
financial services typically Scoring Rubric: known Development ● Notable initiatives or
offered by banks. Agencies and briefly describe projects undertaken by the
4: Comprehensive and accurate the areas of focus or global organization.
Importance: Describe why explanation with all elements issues they address.
banks are important for covered. ● The organization's
individuals and businesses. 3: Adequate explanation with 3. Why are Development role in addressing specific
minor omissions or inaccuracies. Agencies important in global challenges or
Corporations: 2: Partial understanding, but addressing global issues.
significant gaps or inaccuracies. development challenges? ● Any significant
Definition: Define what a 1: Limited understanding, with Provide at least two reasons.
accomplishments or
corporation is and what sets it major gaps or inaccuracies.
apart from other types of Scoring: impacts on the global
organizations. stage.
Each question is worth 3 ● A conclusion
Examples: Name one well- points, for a total of 9 points. summarizing the
known corporation and Grading: importance of the
describe a product or service
International Organization
it provides. 7-9 points: Excellent
understanding of in international affairs.
Impact: Explain how Development Agencies and
corporations influence the their importance.
economy and consumers. 4-6 points: Adequate Assessment Criteria:

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 understanding with some a. Thoroughness and
Cooperatives: minor omissions or accuracy of the paper.
inaccuracies. b. Clarity and organization of
Definition: Provide a definition 1-3 points: Limited the position paper.
of cooperatives and describe understanding with c. Quality of the presentation,
their unique structure. significant gaps or including content and delivery.
inaccuracies. d. Ability to answer questions
Benefits: List two benefits of 0 points: Little to no and engage in discussions
being part of a cooperative, understanding of the concept about the International
either as a member or a of Development Agencies. Organization.
customer.

Example: Mention a type of

cooperative (e.g., agricultural,
housing) and explain its
purpose.

Trade Unions:

Definition: Define a trade

union and its main objectives.

Role: Describe the role of a

trade union in protecting the
rights and interests of
workers.

Collective Bargaining: Explain

what collective bargaining is
and how trade unions use it to
achieve their goals.

Overall Reflection:

Connections: Identify one way

in which banks, corporations,
cooperatives, and trade
unions are interconnected in
society.

Significance: Why are these

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 nonstate institutions important
for maintaining a balanced
and functioning society?

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?

Prepared by: Checked by: Noted:

JAMES BRYAN M. PRIMA LAURO S. AMBAT ANALIZA B. MENDOZA

Subject Teacher Head Teacher III Principal I

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