Grades 1 to 12 DAILY LESSON LOG
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time
Quarter
Day 1
12 TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY Second Quarter
Day 1
I. OBJECTIVES
A.
Content Standards
The learner understands the parallelism between neural and social networks .
B.
Performance Standards
The learner creates a social map that traces the various roles that students play in the community (family members, community leader, etc.) and rank the significance of the roles played within the community.
C. Learning Competencies/Objectives Write the LC code for each
HUMSS_MCT12-IIg-i-6
HUMSS_MCT12-IIg-i-6
HUMSS_MCT12-IIg-i-7
HUMSS_MCT12-IIg-i-7
Identify the significant social roles students play within the community by creating a social map of their relationships
Identify the significant social roles students play within the community by creating a social map of their relationships
Rank the roles in the community in terms of significance and explain why
Rank the roles in the community in terms of significance and explain why
OBJECTIVES: 1. Define social roles of students. 2. Identify significant social roles students play within the community.
II. CONTENT
III. LEARNING RESOURCES
Significant social roles students play within the community by creating a social map
OBJECTIVES: 1. Explain and understand social mapping 2. Plot identified significant roles of students within the community. 3. Create a social map
Significant social roles students play within the community by creating a social map
OBJECTIVE/S: 1. Know the social roles and their rank in terms of their significance
Connections, Relationships, and Networks
OBJECTIVE/S: Know the social roles and their rank in terms of their significance
The Neural and Social Networks
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
Mangiduyos, G., Trends, Networks, and Critical Thinking in the 21 st Century. 2017, Manila, Rex Book Store
Mangiduyos, G., Trends, Networks, and Critical Thinking in the 21 st Century. 2017, Manila, Rex Book Store
Mangiduyos, G., Trends, Networks, and Critical Thinking in the 21 st Century. 2017, Manila, Rex Book Store
Mangiduyos, G., Trends, Networks, and Critical Thinking in the 21st Century. 2017, Manila, Rex Book Store
http://www.goodtherapy.org/b log/psychpedia/role https://www.simplypsycholog y.org/social-roles.html
http://www.kstoolkit.org/Social+Map?r esponseToken=8dfe8f5a498ef5c33e 42087ddee4e92f http://www.betterevaluation.org/en/ev aluation-options/socialmapping
http://www.kstoolkit.org/Social+Map?r esponseToken=8dfe8f5a498ef5c33e4 2087ddee4e92f http://www.betterevaluation.org/en/eva luation-options/socialmapping
http://www.kstoolkit.org/Social+ Map?responseToken=8dfe8f5a 498ef5c33e42087ddee4e92f http://www.betterevaluation.org /en/evaluationoptions/socialmapping
(5 Minutes)
(5 Minutes)
(5 Minutes)
(3 Minutes)
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
The students will choose one The teacher will show pictures of envelope and answer the significant roles of students within the question inside the magic community. envelope. Ask: Which of the roles do you portray in MAGIC ENVELOPE your community? QUESTION a. son/daughter Ask: b. student 1. What is thinking process? c. church servers (lectors, choir) 2. What is social d. Barangay leader/volunteer (SK relationship? reps.) 3. In a simple example demonstrate how thinking see Appendix 2 process is shaped by social relationship?
The teacher will ask the students to give ideas on what are their their roles they play in each of the social group they below: Family School Barangay Church Work (Optional)
Emoticons/ Like or Dislike: The teacher will give situations wherein learners will identify if it is acceptable or not. Example: 1. At home, your mother asked you to look after your younger siblings and you refused to follow your mother. 2. At your part time work, your boss instructed you to deliver the goods on Monday. You delivered the goods two days after Monday.
B.
Establishing a purpose for the lesson
The students will read a short story: “The “The Story of The Rainbow” Rainbow” (Based on Indian Legend) by Anne Hope. Choose four characters and write your opinions about and write your opinions about them in the picture frame.
(5 Minutes) The students will draw a circle on a long bond paper, the left circle is labelled as “PRESENT ROLES” while the right circle is marked as “SIGNIFICANT ROLES WITHIN THE COMMUNITY” COMMUNIT Y”
(3 Minutes) Interpret the statement of William Shakespeare: The teacher will ask the students to relate the statement of Shakespeare Shakespeare about man’s many role in his lifetime. In the words of William Shakespeare: Shakespeare: All the worlds a stage, stage,
(
And all the men and and women merely merely players: 5 mins) State the objectives of the topic for the day. . 1. Define social roles. 2. Identify significant social roles of students play within the community.
1. First, focus on the left circle. Take time and ponder on the different life roles that you presently have and graphically show it by using a pie chart. 2. After listing down your your present life role, you are now going to list your significant roles using the right circle. Reflect and ponder on your roles. 3. Using the right circle, illustrate these new roles in mind. Do a pie chart to indicate significant roles that you are performing within your community. Share your answers to the class. State the objectives of the topic for the day. “CIRCLE OF ROLES”
They have their exits, and their entrances; And one man in his time plays many many parts. Source: www.poets.org/poetsorg/poem
(12 Minutes) According to the level evel of significance, rank the social group which the students engage with. The order or level of significance of the following social groups: 1. family- normally a child after he was born is primary reared by his family 2. barangay- this is where a family belong to 3. church- a child is encourage by his/ her parents to go to church for spiritual guidance 4. school- this is the place where academic learning for the child takes place State the objective To know the importance of social norms
State the objective Rank the roles in the community in terms of significance and explain why
C. Presenting examples/instances of the new lesson
(5 Minutes) The short story depicts how the role of each individual is important in society. 1. How did you feel after reading the story? 2. Based on the characters that you discovered in the story, how can you relate it to the student’s role? 3. Based on your identified student’s role, how can you relate it to significant social roles of students within the community?
(5 Minutes) The Teacher will present a community map to the class. Paste the cut-out (pie chart) showing significant roles to the community map. Processing Question: How do you think these significant roles may contribute to your community? See Appendix 3
(10 Minutes) What are the characteristics of a good social group? The student must be able to understand importance of experiencing the following in a social group: 1. Close and dependable relationship 2. Provide love and nurturance 3. Security and responsive interactions 4. Be safe and to learn 5. Accepted and valued valued 6. Sense of belongingness
(10 Minutes) The teacher will instruct the students to give inputs about how they behave and their kind of behaviour they show from one place to another. Example: At Home: -I may sit wherever I want at home -I do my laundry at home At School: -I take part in flag raising -I only sit where I am allowed
See appendix
Appendix 1 D. Discussing new concepts and practicing new skills #1
(5 Minutes) Activity: Similarities Similarities 1.Identify the characters of the story 2. Ask students to relate it to themselves (simulation).
(5 Minutes)
(5 Minutes)
What is a social norm?
1. What are the significant roles students plays within the community? 2. Identify Identify other roles students’ play within their community?
If you are going to rank the significant roles, how are you going to position each group?
Social Norms are unwritten rules about how to behave. They provide us with with an expected idea of how to behave in a particular social group or culture. culture. For example we expect students to arrive to school on time and complete their work
(15 Minutes) The students will rank the level of significance of the social groups
(15 Minutes) Social norms are important to society because they provide
Processing question: 1. What can you tell about the characters from the way they act? 2. Identify the roles of the characters in the story. E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (leads to Formative Assessment 3)
(20 Minutes)
1. What is a social map? 2. How can you draw your own social map using the identified roles? (20 Minutes)
1. What is the meaning of roles? 2. What are your life roles? 3. What is a social role? 4. What are the issues in social roles? 5. Determine the social roles during adolescence? adolescence?
G. Finding practical applications of concepts and skills in daily living
The teacher will post a community map to the class. Using the roles posted in the board, the students will arrange the roles and post it according to the community sectors it belongs. 1. 2.
What can you say about community map? How does these roles affect the community and you as a member of the society
6. What are the significant social roles of students within See appendix 3 the community? (2 Minutes) (2 Minutes) 1. What can you say about As a member of the community, community, how the different life roles that can you maximize your significant you perform right now? role? 2. What do you think about How can you encourage your the roles you indicated? classmates to play significant roles in 3. What are your thoughts different sectors of the community? feelings, reaction about it? 4. Are you happy with what you usually do? Why or Why not?
including their reasons why they ranked them accordingly.
guidelines as to what not to do in a specific situation.
Ask the students: 1. What is firstly the most important social group commonly affect the real life of a student? 2. What is secondly, thirdly, so on and so forth according to importance?
From the Community Map the class made from Day 2, the teacher will reiterate the different roles according to the community it belongs.
(5 Minutes) How will you value your role of being part of the social groups in the family, school, barangay, church and work?
(5 Minutes) In the school where rules are set by authorities, how would you encourage your fellow students to follow them if they are not conforming to them?
(5 Minutes) Experiencing different positive socializations coming from social groups, makes a person feel the sense of belongingness belongingness and safety. One thrives t o dependable relationships expressed from social groups.
(5 Minutes) Not knowing where to put oneself in different situations might set a place where misunderstandings misunderstandings or disorders happen.
H.
I.
Making generalizations and abstractions about the lesson
(3 Minutes) 1. What is a social role? 2. What are the identified significant social roles of students within the community? In every production, big or small, you, the actor, play a character, and if done well, your audience will believe your performance so much that they might actually t hink
(3 Minutes) Most students play several different roles every day. It is fruitful and helpful for students if they can play different significant roles that will provide purpose in serving their community.
People often play specific roles within their families their families,, and these roles may be quite different from the roles they play at work or with their friends. Sometimes a person outgrows
of you as that character every time they see your face. But the roles you play aren't who you really are. In reality, you are the actor, not the character(s).
a family role, but the family continues to expect him or her to meet the demands of the role. A person who has always been treated as the f amily “baby,” for example, might struggle to assert his or her independence or gain respect from family members. Within family systems theory, every family member plays a role as part of the functioning family unit. Each family establishes its own roles for family members to play
Every person has many roles to play in life. Sometimes we play roles simultaneously. simultaneously. Other times we must cease playing one or more roles to start the next one. Sometimes we get to choose our roles along with our purposes; sometimes we don't. Are we able to meet meet our objectives? J.
Evaluating learning
(15 Minutes)
(15 Minutes)
(10 Minutes)
Recitation: 1. What is a social role? 2. What are the identified significant social roles of students within the community?
Create your own social map based on your identified roles that you play within your community.
Make a 100- word essay: Give one social group and try to share your experience in how other people treat you from that group.
See rubric on appendix For Rubric refer to Appendix 5
(10 Minutes) “What if we switch roles?” Group activity: Students will be grouped and try to present a skit (role play) of a classroom set up. The students must show how it feels to be in a shoe of his or her teacher. There might be some of the rules in their classroom where students do not feel agreeing with. Groups will present their situations. For Rubric refer to Appendix 6
K. 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?
Prepared by: MYRA B. GENEROSO
MYRA B. GENEROSO
LOUIE P. CRISOSTOMO, MPA
MARLON A. SEE
DIVISION OF BULACAN
DIVISION OF BULACAN
DIVISION OF TARLAC
DIVISION OF PAMPANGA
Appendix 4 Community Map
RUBRIC for Essay Writing:
Appendix 5
Criteria Ideas
4 Ideas were expresses in a clear and organized fashion. It was easy to figure out what the letter was about Content Accuracy The letter contains all accurate facts about the student’s role as an aide Sentences and Paragraphs Sentences and paragraphs are complete, well-constructed and varied structure. RUBRIC for Role Playing: Source: http://www.druged.ednet.ns.ca http://www.druged.ednet. ns.ca Length Criteria Accuracy and believability of role
The letter is more than 100 words 4 Point-of –view, –view, arguments, and solutions proposed were always realistic and consistently in character
3 Ideas were expresses in a pretty clear manner, but the organization could have been better The letter contains mostly accurate facts about the student’s role as aide All sentences are complete and wellconstructed (no fragments, no run- on) Paragraphing is generally done well. The letter is between 75-100 words 3 Point-of – Point-of –view, view, arguments, and solutions proposed were usually realistic and in character
2 Ideas were somewhat organized but were not very clear. It took more than one reading to figure out what the letter was about. The letter contains some accurate facts about the student’s role as an aide Most sentences are complete and wellconstructed. Paragraphing needs some work.
1 The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. The letter contains no accurate facts about the student’s role as an aide Many sentence fragments or run-on sentences or paragraphing needs lots of work.
The letter is between 50-74 words 2 Point-of – Point-of –view, view, arguments, and solutions proposed were often realistic and in character
The letter is less than 50 words 1 Point-of – Point-of –view, view, arguments, and solutions proposed were rarely realistic and in character
Clarity of speech
Speech is always clear and easy to understand
Speech is usually clear and easy to understand
Speech is often clear and easy to understand
Speech is rarely clear and easy to understand
Expression and body language
Always expresses emotion through voice, facial expression and gestures
Usually expresses emotion through voice, facial expression and gestures
Often expresses emotion through voice, facial expression and gestures
Rarely expresses emotion through voice, facial expression and gestures
Knowledge gained
Can clearly explain several ways in which his or her character “saw” things differently than other characters and can explain why
Can clearly explain several ways in which his or her character “saw” things differently than other characters
Can clearly explain one way in which his or her character “saw” things differently than other characters
Cannot explain any ways in which his or her character “saw” things differently than differently than other characters
Appendix 6
Source: http://wynne.pbworks.com/
Research has also proven what common sense tells us: children grow and thrive in the context of close and dependable relationships.
These relationships must provide love and nurturance, security, responsive interaction and encouragement for exploration. A child’s first experience with this kind of relationship is at home with a loving family.
