Grades 1 to 12 School DepED Region III MTOTHUMSS 2017 Grade Level 12

DAILY LESSON LOG Teacher CLASS A Learning Area TRENDS,NETWORKS, AND 21ST
Teaching Dates and Time Week 7 Quarter 1ST Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
The learner understands the components, operations, effects and networks of globalization in his/her daily life.
A. Content Standards

The learner locates on a map the different geographical origins of the various components/elements of an industrial/technological/agricultural product and writes a
B. Performance Standards 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.

C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
Give examples of various
activities in ones 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
Effects of globalization
Show the interconnectedness of Explain and demonstrate the benefits of
peoples and nations collaboration and cooperation.
HUMSS-MCT12-If-g-3 HUMSS_MCT12If-g-4
Networking: Interconnectedness of The benefits of collaboration and cooperation in
peoples and nations global networks

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources www.edu.gov.mb.ca>socstud>blms https://nabfamily.sas.upenn.edu> www.mutualresponsibility.org/cultur https://www.imf.org>
http://www.bgfalconmedia.com/foru politics e https://www.boundless.com
m/globalization-impacts-aspects-of-
everyday-life/article https://mpra.ub.uni.muenchen.de /global-interconnection-between-
http://www.studymode.com/essays Globalization on Economic people-and nations-a-fact-of-life-
/The-Impact-Of-Globalization Growth: Empirical Evidence in the ted-
www.brainia.com/topics/gl Role of Complementarities by talk
obalization-effects-on- Parisa Samimi and Hasem
daily-life Salarzadeth Jematabadi
https://www.boundless.co

IV. PROCEDURES
A. Reviewing previous lesson Review: Strips of cartolina will be
or presenting the new posted on the board containing
lesson particular problem in the
community let the students give
solutions using intuitive thinking
PROBLEM
B. Establishing a purpose for Picture Analysis:
the lesson 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.
C. Presenting The teacher will post a world map
examples/instances of the on the board and let the students
new lesson 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
m/.../globalization.../negati
ve-and-positive-effects-of-
globalization
Picture Analysis:
Picture showing daily activities
affected by globalization.
Video presentation showing
different effects of globalization in
labor and migration.
Processing Question:
What can you infer from the video
presented?
Using a meta-strips identify the
effects of globalization shown in
the video.
The teacher will show a picture of The learners will put together a picture puzzle
UN members in an assembly. showing the connection of the people and the
Ask: What can you say about the nation.
picture? Is the people relevant to nation? Is the nation
(2-3 minutes) relevant to people? Why?
Group Activity: The class will be Group Activity:
grouped into four and they will They will make a tower out of 10 pieces bond
unscramble group of word to form paper. The tower should not easily fall.
this phrase A nations culture
resides in the heart and in the soul
of its people. by Mahatma Gandhi
Ask: Can you analyze the phrase?
What does the phrase mean?
The teacher will state the
objectives of the day.
The teacher will post a picture. What made your tower stronger or weaker over
the other towers?
Ask:What can you say about
the picture?

D. Discussing new concepts
and practicing new skills #1
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
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
Presentation of the output.
Processing question:
1. How often do you use these
technology?
2. What benefits do you get from
using these technology?
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
As a Senior High School student
how does globalization affect
you?
What are the concrete effects of
globalization?
Formative Assessment (1-5)
Write Yes if the statement shows
effect of globalization and No if
not.(10mins)
___1. Internet Surfing
___2. Extracting money from the
Define globalization
Making a concept map showing
the comprehensive effects of
globalization; economic, social,
and political.
Effects of
globalization
economic social political
The teacher will discuss:
1. Factors of globalization:
a. Economic
b. Political
c. Social
2. Positive and Negative effects of
globalization
Processing Question:
Which among the following
factors of globalization can be
observed easily?
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 comprehensive
effects of globalization
economically, socially, and
politically?
Group Activity:
The class will be grouped into 3.
Each group will present a news
cast simulation reporting about
the progress of the countries
assigned to them focusing on the
Why do you think the
children surround the
globe?
The teacher will discuss:
1. Definition of
a. Nation
b. People
c. Interconnection
d. Network
2. What is the condition of Filipinos
going abroad to work?
3. Do they help in the development
of our country?
Ask: What are the characteristics
of nations and peoples?
Can the nation stand without
people?
Can the people exist without
nation?
Defend you answer.
How will you stay connected to
your loved ones?
How is interconnectedness of
people and nation make us one?
Group Activity:
Through a drawing, show the
interconnection of people and
nation.
See attachment for the rubrics.
The teacher will
1. Define/Discuss:
a. Collaboration
b. Cooperation
2. How cooperation and collaboration 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.
Ask: How collaboration and cooperation help you
as a student in finishing a given activity or
project?
How is cooperation and collaboration seen in the
global network?
Group Activity: Role Play (10-15mins)
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
 ATM positive effects of globalization.
___3. Playing Piko
___4. Walking to school See attachment for the rubrics.
___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?
 Grades 1 to 12
DAILY LESSON LOG
Teaching Dates and Time Week 8
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
School DepED- Region III MTOT-HUMSS 2017 Grade Level 12
Teacher CLASS A Learning Area TRENDS,NETWORKS & 21ST
Quarter 1st Quarter
Day 1 Day 2 Day 3 Day 4
The learner understands the components, operations, effects and networks of globalization in his/her daily life.
The learner locates on a map the different geographical origins of the various components/elements of an 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.
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
HUMSS_MCT12-If-g-5 various parts of a whole business enterprise, map.
HUMSS_MCT12-If-g-6 industrial/technological/agricultural HUMSS_MCT12-If-g-8
product etc.
HUMSS_MCT12-If-g-7
Global Networks: Labor and Migration
http://graphicdesign.spokanefalls.edu/tut https://www.adorama.com Features https://www.imf.org> https://www.imf.org>
orials/process/gestaltprinciples/gestaltpri https://www.boundless.com https://www.boundless.com
nc.htm
http://facweb.cs.depaul.edu/sgrais/gestal
t_principles.htm
The Benefits of collaboration and ASK: Explain the importance of the part Show a puzzle with missing pieces.
cooperation (5 minutes) to a whole? Ask: What do you observe about the
(2-3 minutes) puzzle?
Is creative imagination important in

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
putting together the various parts of a
whole?
Why?
(2-3 minutes)
1. The teacher ask the learners to show Present to the class a picture of a pizza
their gadgets or anything that they think pie or the realia. Upon showing the
is a product of globalization. picture of a pizza pie
2. Why do you think these products are - Ask the students about the Pizza Pie
made? or
-ask somebody who eats pizza, and:
Expected answers: -let the students explore and share their
This products were made in order for us concept by:
to: Describing the pizzas
-simplify life a. Features
-better living b. Characteristics
c. Texture
d. Flavor etc.
(5 minutes)
Where do you think are these made and This part shows emphasis to unlock the
manufactured? difficulty.
-based on ideas presented by the
Expected answers are: students how they described the pizzas
China appearance, and how they perceived it if
Japan they are going to connect and adapt it to
U.S.A the concept of exerting creative
imagination in 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. Wouldnt 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)
Group Activity: Divide the class into Short game: Dugtungan Tayo or .
four groups. Let the learners Connect Mo
create the following using their own (Showing connections or
available materials: interconnections that leads to the
1. Paper Tower discussionthe essence of the part of a

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
-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)
How important is the parts to a whole?
Can you give an example?
(3-5 minutes)
Can a whole class be considered a class
without a teacher? Without students?
(3-5 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 (2nd group) for us to (3rd group)
and have a (4th group)
(15 minutes)
Introduce the 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 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
Society
Nation
 (3 minutes)

H. Making generalizations and Ask: What do you think is the importance What quality of a Filipino is very much
abstractions about the of the sum of the parts to a whole? recognized in different parts of the world?
lesson (5 minutes) -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)
I. Evaluating learning Recitation Written Work: Group Activity: Individual Activity:
Enumerate and explain the Gestalt In 5-10 sentences write an essay Each group will create a map to show the Each student will write a
Principles answering the following question: origins of the different component/s of a reflection on the insights
(5 minutes) Do you have a relative working abroad? gadget, business enterprise, industrial, generated from the map that
How do you feel about it? technological, agricultural product. Etc. you made yesterday.
(10 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?
GLOBAL NETWORKS
Week 7 Day 1

I. Objectives:
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, often of a large group of people or animals

http://www.yourdictionary.com/migration

Labor - work, especially hard physical work

A. Motivation:
- the learner will identify two problems in the community and let them
provide the possible solution through filling up the Problem-Solution Chart

Problem/Solution Chart:

What is the problem? What is the cause? What is the effect? What are the possible
solutions?
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 KFCs and McDonalds in most countries
2. washing clothes by hands
3. exporting mobiles, electronic items, batteries and gadgets throughout the world
4. countrys tribe with preserved culture
5. group of women working abroad as domestic helpers

Prepared by:

Christine O. Carino
Teacher I
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 development concept is offered as an alternative
strategy to bring about a more equity development outcome.
1995 Copenhagen World Summit for Social Development
UN General Assembly
Partnership of International Development Programs
Social Integration, Gender Equity and access to Social Services
HIV/AIDS Awareness
Political Globalization refers to an increasing trend toward multilateralism toward an
emerging transnational state apparatus, and toward the emergence of national and
international non-governmental organizations that act as watchdogs over governments.

https://nabfamily.sas.upenn.edu>politics

A. Motivation:
Group Activity:
Ask: Can you give examples of daily activities that you do which is affected by globalization?
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 ECONOMIC SOCIAL POLITICAL

CHINA

USA

JAPAN

C. Evaluating Learning:

Ask the students to analyze and compare the table and explain why these countries have higher
growth, and link it to the positive effects of globalization.

Group Activity: Classify It!

The class will be divided into 3 groups. Using a graphic organizer they will classify highly
globalized countries in terms of economic, social and political development.

China
USA
Japan
 Group 1: Concept Map

Group 2: Venn Diagram

Group 3: Tree Diagram ( Cause and Effect)

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
Nations - A relatively large group of people organized under as single ,usually
independent government ;a country.

A people who share common customs ,origins ,history , and 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 :

The teacher will ask :

1 . What can you say about the picture ?
2 . In the picture , why do you think the children surrounds the globe ?
3. Does the picture depicts nationalities ?

C . Evaluating Learning

Short Essay . Through the drawing , write the interconnections of peoples and
nations .
GLOBAL NETWORKS
Week 7 - Day 4

I. Objectives:
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.

A. Motivation:
Group Activity:
They will make a tower out of 10 pieces bondpaper. The tower should not easily
fall.
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: 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:
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. Motivation
The teacher will present the picture of a pizza pie. (All the answers will be
collected and drawn from the students)

The students will: Describe the pizzas ( Feature, Characteristics,

Texture , favor etc. )
Followed by unlocking of difficulty, by means of short game and activity to
hook the discussion from the motivation.
B. DEVELOPING MASTERY
Discussion: (Adaptation of Gestalt Principles to Global Networks )

Presentation of logos or picture (ex. APEC, SEA GAMES, MISS UNIVERSE,

OLYMPICS GAMES, OPEC, WHO, UNICEF,ICC, UN, )
The students will answer questions from the above examples that lead to the
lesson.
The lesson proper
Gestalt laws are rules of the organization of perceptual scenes. When we look at
the world, we usually perceive complex scenes composed of many groups of objects on
the some background, with the objects themselves consisting of parts, which maybe
composed of smaller parts, etc.
Gestalt theories follow the basic principle that the whole is greater than the sum
of its parts.
Ex. Picture of a car, pizza, etc.
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

pattern or once closure is achieved, the elimination of details unnecessary
to establish a pattern match. ( ex. Governance, laws, and others )

5. Continuity it states that things are tend to continue shapes beyond their ending
points (interconnections to cross countries---essence of globalization or
evolution of generation)

6. Symmetry or Order- it does not give the impression of things that something is out of
balance, or missing, or wrong. (connotes stability, and peace and order,
like sets of instruction or reference)

C. Evaluating Learning:

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?
 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 WEEK 7 CURRICULUM CODE BIBLIOGRAPHY/RESOURCES

http://www.bgfalconmedia.com/forum/globalization-impacts-aspects-of-everyday-
Various activities in ones daily life life/article
that show the concrete effects of Day 1 HUMSS_MCT12-If-g-1 http://www.studymode.com/essays/The-Impact-Of-Globalization
globalization. www.brainia.com/topics/globalization-effects-on-daily-life

https://nabfamily.sas.upenn.edu> politics
https://mpra.ub.uni.muenchen.de
Comprehensive effects of Day 2 HUMSS_MCT12-If-g-2 Globalization on Economic Growth: Empirical Evidence in the Role of
globalization Complementarities by Parisa Samimi and Hasem Salarzadeth Jematabadi
https://www.boundless.com/.../globalization.../negative-and-positive-effects-of-
globalization
www.mutualresponsibility.org/culture
Interconnectedness of peoples Day 3 HUMSS-MCT12-If-g-3 /global-interconnection-between-people-and nations-a-fact-of-life-ted-
and nations talk

The benefits of collaboration and Day 4 HUMSS_MCT12If-g-4 https://www.boundless.com

cooperation in global networks
WEEK 8
http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.
Contributions of the parts to a Day 1 HUMSS_MCT12-If-g-5 htm
whole http://facweb.cs.depaul.edu/sgrais/gestalt_principles.htm

Role of creative imagination in Day 2 HUMSS_MCT12-If-g-6 https://www.adorama.com Features

putting together the various parts of
a whole
Origins of the different
component/s of a gadget, business https://www.imf.org>
enterprise, Day 3 HUMSS_MCT12-If-g-7 https://www.boundless.com
industrial/technological/agricultural
product etc.
https://www.imf.org>
Write a reflection essay on the Day 4 HUMSS_MCT12-If-g-8 https://www.boundless.com
insights generated from the map.