Grades 1 to 12 DAILY LESSON LOG
School
DepED Region III MTOTHUMSS 2017
Grade Level
Teacher
CLASS A
Learning Area
Teaching Dates and Time
Week 7
Quarter
Day 1
Day 2
Day 3
12 TRENDS,NETWORKS, AND 21ST 1ST Quarter
Day 4
I. OBJECTIVES
The learner understands the components, operations, operations, effects and networks of globalization in his/her daily life.
A. Content Standards
B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each
II. CONTENT
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 the effects of labor migration to their community. 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
Show the interconnectedness of peoples and nations HUMSS-MCT12-If-g-3
Explain and demonstrate the benefits of collaboration and cooperation. HUMSS_MCT12If-g-4
Effects of globalization
Networking: Interconnectedness of peoples and nations
The benefits of collaboration and cooperation in global networks
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-betweenpeople-and nations-a-fact-of-lifefetedtalk
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-ofeveryday-life/article http://www.studymode.com/essays /The-Impac t-Of-Globalization
www.brainia.com/topics/gl
m/.../globalization.../negati ve-and-positive-effects-ofglobalization IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Review: Strips of cartolina will be posted on the board containing particular problem in the community let the students give solutions using intuitive thinking
Picture Analysis: Picture showing daily activities affected by globalization.
The teacher will show a picture of UN members in an assembly. Ask: What can you say about the picture? (2-3 minutes)
The learners will put together a picture puzzle showing the connection of the people and the nation. Is the people relevant to nation? Is the nation relevant to people? Why?
Video presentation showing different effects of globalization in labor and migration.
Group Activity: The class will be grouped into four and they will unscramble group of word to form 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?
Group Activity: They will make a tower out of 10 pieces bond paper. The tower should not easily fall.
PROBLEM
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
Picture Analysis: 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. The teacher will post a world map on the board and let the students 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
Processing Question: What can you infer from the v ideo presented?
The teacher will state the objectives of the day.
Using a meta-strips identify the effects of globalization shown in the video.
The teacher will post a picture.
What made your tower stronger or weaker over the other towers?
Why do you think the children surround the globe?
D. Discussing new concepts and practicing new skills #1
Presentation of the output. Processing question: 1. How often do you use these technology? 2. What benefits do you get from using these technology?
Define globalization Making a concept map showing the comprehensive effects of globalization; economic, social, and political. Effects of globalization
eco nomi c
E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)
social
pol itical
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?
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
The teacher will discuss: Ask: What are the characteristics stics 1. Factors of globalization: of nations and peoples? a. Economic Can the nation stand without b. Political people? c. Social Can the people exist without 2. Positive and Negative effects of nation? globalization Defend you answer.
G. Finding practical applications of concepts and skills in daily living
As a Senior High School School student how does globalization affect you?
H. Making generalizations and abstractions about the lesson
What are the concrete effects of globalization?
I.
Formative Assessment (1-5) Write Yes if the statement shows
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.
Evaluating learning
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.
Processing Question: Which among the following factors of globalization can be observed easily? How will you stay connected to your loved ones?
Ask: How collaboration and cooperation help help you as a student in finishing a given activity or project?
How is interconnectedness interconnectedness of people and nation make us one?
How is cooperation and collaboration collaboration seen in the global network?
Group Activity: Through a drawing, show the
Group Activity: Role Play (10-15mins) (10-15mins) Group A: Farmers Planting Rice
ATM ___3. Playing Piko Piko ___4. Walking to school school ___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?
positive effects of globalization. See attachment for the rubrics.
Grades 1 to 12 DAILY LESSON LOG
School
DepED- Region III MTOT-HUMSS 2017
Grade Level
Teacher
CLASS A
Learning Area
Teaching Dates and Time
Week 8
Quarter
Day 1
Day 2
12 TRENDS,NETWORKS & 21ST 1st Quarter
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 B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each
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 various parts of a whole business enterprise, map. HUMSS_MCT12-If-g-5 HUMSS_MCT12-If-g-6 industrial/technological/agricultural HUMSS_MCT12-If-g-8 product etc. HUMSS_MCT12-If-g-7
II. CONTENT
Global Networks: Labor and Migration
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
http://graphicdesign.spokanefalls.edu/tut orials/process/gestaltprinciples/gestaltpri nc.htm http://facweb.cs.depaul.edu/sgrais/gestal t_principles.htm
https://www.adorama.com ›…› Features
https://www.imf.org> https://www.imf.org> https://www.boundless.com
The Benefits of collaboration and
ASK: Explain the the importance of the p
Show a puzzle with missing pieces.
IV. PROCEDURES
https://www.imf.org> https://www.imf.org> https://www.boundless.com
putting together the various parts of a whole? Why? (2-3 minutes)
B. Establishing a purpose for the lesson
1. The teacher ask the learners to show their gadgets or anything that they think is a product of globalization. 2. Why do you think these products are made? Expected answers: This products were made in order for us to: -simplify life -better living
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1
Where do you think are these made and manufactured? Expected answers are: China Japan U.S.A
•
Group Activity: Divide the class into four groups. Let the learners
Present to the class a picture of a pizza pie or the realia. Upon showing the picture of a pizza pie - Ask the students about the the “Pizza Pie” or -ask somebody who eats pizza, and: -let the students explore and share their concept by: Describing the pizza’s a. Features b. Characteristics c. Texture d. Flavor etc. (5 minutes) This part shows emphasis to unlock the difficulty. -based on ideas presented by the students how they described the pizza’s appearance, and how they perceived it if they are going to connect and adapt it to 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) Short game: “ Dugtungan Tayo” or “Connect Mo” •
.
-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)
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)
How important is the parts to a whole? Can you give an example? (3-5 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
•
•
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
Can a whole class be considered a class without a teacher? Without students? (3-5 minutes)
•
(3 minutes)
H. Making generalizations and abstractions about the lesson
Ask: What do you think is the the importance of the sum of the parts to a whole? (5 minutes)
I.
Recitation Enumerate and explain the Gestalt Principles (5 minutes)
Evaluating learning
J. Additional activities for application or remediation V. REMARKS VI. REFLECTION
A. B. C.
D. E. F.
G.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?
What quality of a Filipino is very much recognized in different parts of the world? -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) Written Work: In 5-10 sentences write an essay answering the following question: Do you have a relative working abroad? How do you feel about it? (10 minutes)
Group Activity: Each group will create a map to show the origins of the different component/s of a gadget, business enterprise, industrial, technological, agricultural product. Etc.
Individual Activity: Each student will write a reflection on the insights generated from the map that you made yesterday.
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
CHINA
USA
ECONOMIC
SOCIAL
POLITICAL
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 unde r as a s single ,usually Nations - A relatively large group of people organized under 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 answers will be ➢ The teacher will present the picture of a pizza pie. (All the answers 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 )
Republic of the Philippines DEPARTMENT OF EDUCATION
Region III- Central Luzon BIBLIOGRAPHY TRENDS, NETWORKS, AND CRITICAL THINKING SKILLS IN THE 21ST CENTURY
GLOBAL NETWORKS TOPIC
Various activities in one’s daily life that show the concrete effects of globalization.
WEEK 7
Day 1
CURRICULUM CODE
HUMSS_MCT12-If-g-1 HUMSS_MCT12-If-g-1
BIB LIOGRAPHY/RESOURCES
http://www.bgfalconmedia http://www.bgfalconmedia.com/forum/glob .com/forum/globalization-impacts-a alization-impacts-aspects-of-everydayspects-of-everydaylife/article 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 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-ofsitive-effects-ofglobalization www.mutualresponsibility.org/culture /global-interconnection-b /global-interconnection-between-peop etween-people-and le-and nations-a-fact-of-life-tednations-a-fact-of-life-tedtalk
Comprehensive Comprehensive effects of globalization
Day 2
HUMSS_MCT12-If-g-2 HUMSS_MCT12-If-g-2
Interconnect edness of peoples and nations
Day 3
HUMSS-MCT12-If-g-3 HUMSS-MCT12-If-g-3
The benefits of collaboration and cooperation in global networks
Day 4
HUMSS_MCT12If-g-4 HUMSS_MCT12If-g-4
https://www.boundless.com https://www.boundless.com WEEK 8
Contributions Contributions of the parts to a whole
Day 1
HUMSS_MCT12-If-g-5 HUMSS_MCT12-If-g-5
http://graphicdesign.spo http://graphicdesign.spokanefalls.edu kanefalls.edu/tutorials/proce /tutorials/process/gestaltprinciple ss/gestaltprinciples/gestaltprinc. s/gestaltprinc. htm http://facweb.cs.depaul.ed http://facweb.cs.depaul.edu/sgrais/gestalt_ u/sgrais/gestalt_principles.htm principles.htm
Role of creative imagination in putting together the various parts of a whole
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 enterprise, industrial/technological/a industrial/technological/agricultural gricultural product etc. Write a r eflection essay on the insights generated from the map .
Day 3
HUMSS_MCT12-If-g-7 HUMSS_MCT12-If-g-7
https://www.imf.org> https://www.imf.org> https://www.boundless.com
Day 4
HUMSS_MCT12-If-g-8 HUMSS_MCT12-If-g-8
https://www.imf.org> https://www.imf.org> https://www.boundless.com
