School Congressional NHS Grade Level 11

DAILY LESSON LOG Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics

Teaching Dates & Time Week 12 Quarter 2nd

Session 1 Session 2
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
I. OBJECTIVES 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.

A. Content Standards The learners demonstrate an understanding of:

1. Cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests.
B. Performance Standards Evaluate the functions of non-state institutions Demonstrate understanding of the functions of non-state institutions.
C. Learning Competencies/ Differentiate functions of non-state institutions in society. UCSP11/12HSOIIb- 25
Objectives
Write the LC code for each

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.
II. CONTENT
Non-state Institutions Non-state Institutions
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
III. LEARNING
RESOURCES
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
QUIPPER
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages pp. 100-106 (Balena, 2016) pp. 100-106 (Balena, 2016)
4.Additional Materials from QUIPPER CLASSROOM
Learning Resource portal
B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, coloring materials or online TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application resources/application
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,
IV. PROCEDURES practice their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or

presenting the new lesson
B. Establishing a purpose for the Presentation of Objectives: Presentation of Objectives:
lesson Say: Today we are going to differentiate the functions of non-state Say: Today you are going to present your research about the different
institutions. non-state institutions and their functions

C. Presenting examples/ instances “Logo Quiz”

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of the new lesson Directions: Present examples of Logo from different economic
institutions. Encourage the students to guess each logo. (10 minutes)

What are the different non-state institutions

D. Discussing new concepts and
practicing new skills #1
Carousel Brainstorming Presentation of Output
Pictures and words about the subtopic are posted throughout the Each group will have 10 minutes to present the result of their research.
room. Student groups brainstorm as they visit each of the subtopics. Presentations should be informative. The presenters must be able to
They have 10 minutes to read and brainstorm about each topic. (50 communicate the result of their analysis clearly. Powerpoint presentation can
minutes) be utilized. (50 minutes)
Non- State Institutions
a. Banks and corporations Group 1: Banks and Corporation
b. Cooperatives and trade unions Group 2: Cooperative and Trade Unions
c. Transnational advocacy groups Group 3: Transnational Advocacy Group
d. Development agencies Group 4: Development Agencies
e. International organizations
Group 5: International Organization

E. Discussing new concepts and Use the diagram below to differentiate the functions of non-state
practicing new skills #2
institutions. (15 minutes)

Banks

Development International Transnational

Agencie Organization Trade Unions Advocacy
Corporations Cooperatives Groups

F. Developing mastery 1. What are the different non-state institutions? Rubrics for Research Presentation
(Leads to Formative Assessment 3)
2. How do banks and corporation serve as financial Category Exceeds Meet Nearly Does not No Socre
intermediation between two entities? Why is it important in Standards standards Meets Meet Evidence
Standard standard
our economy? 5 4 3 2 1
3. How does cooperatives function in the development of a local Details of Refer to TG p.45-46 for detailed description of each category
community? Research

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 4. What are the issues raised by trade unions? Advocacy groups? Effectiveness
5. Why do we need to be an ally of International Organizations Quality
Results
(i.e. EU and UN)
Conclusions
(20 minutes)
Reflect
personal
Learning
G. Finding practical applications of Fill in the chart below with the information needed: Reflective Thinking (20 minutes)
concepts and skills in daily living Create an essay about the importance of non-state institutions in the
Characteristic Example Functions/Importance development of our nation.
Banks and Corp.
Trade Unions
Dev’t. Agencies
Transnational.

Short Essay: Differentiate the importance/function of non-state

H. Making generalizations and
abstractions about the lesson
institutions
Identify the role of Non-state organizations on economic growth and IDEA WHEEL
employment. Directions: The Teacher will spin both wheels. The learners are expected to
give a generalization depending on the spin of the wheel. For example, Wheel
stops at Development Agencies, then Wheel stops at Analyze; the student will
analyze development agencies.

International Banks and

Organizations Corporations
Analyze Evaluate

Development Cooperatives
Agencies andTrade unions
Summarize Compare

Transanational
Advocacy
Groups

I. Evaluating Learning Identification (10 items) Matching Type (7 items)

J. Additional Activities for
Agreement: Assign each group to research a specific non-state
application or remediation

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 institution in the Philippines (or in their locality). Examine the mission,
vision and goals of that organization. Take note of their previous
accomplishments. Be ready for presentation next session.
V. REMARKS
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.
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph

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