School Congressional NHS Grade 11

DAILY LESSON LOG Level

Teacher Marvin A. Melendres Learning Understanding Culture, Society & Politics
Area
Teaching Dates & Time Week 13 Quarter 2nd (1st semester)

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 strategies. Valuing
I. OBJECTIVES 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:

Cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests.
B. Performance Standards Examine the educational system in the Philippines. Advocate the importance of education as human right.
C. Learning Competencies/ Evaluate how functions of education affect the lives of people in society Promote primary education as a human right
Objectives UCSP11/12HSO-IIf-26 UCSP11/12HSOIIf- 27
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
Functions of Education in Society Primary Education as a Human Right
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 pp. (Balena, 2016) pp. (Balena, 2016)
3.Textbook pages pp. (Balena, 2016) pp. (Balena, 2016)
4.Additional Materials from QUIPPER CLASS
Learning Resource portal
B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, coloring materials or online resources/application TV, Laptop, Activity Sheets, bond paper and Computer/tablet (for students)
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,
IV. PROCEDURES 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 discuss how functions of education affect the lives of people in Say: Today we are to recognize the importance of education as a human
society right.

C. Presenting examples/ instances KWLHS Matrix Resource Speaker

of the new lesson Directions: Let the students accomplish the first two columns of the following Invite a resource person whose status was achieved because of having
matrix. The three remaining columns will be answered after all the content and formal education in spite of poverty. (30 minutes)

Page 1 of 4

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)
reading materials have been thoroughly discussed and examined.
Educational Institution Process Questions:
What I Know What I want What I have How did I And So What 1. How will you describe the personality of the speaker?
to Know Learned learn 2. What statement(s) of the speaker were remarkable for you?
3. Why is it important to have primary education?
4. What do you think are the factor that can hinder the right to education?
Video Presentation: The Finland Phenomenon (60 minutes) Primary Education as Human Right
Description: The video shows explains why Finland education is the best in the
world. Thus, this provides ideal educational setup and its effect on the socio-
economic development of Finland.
Part1:https://www.youtube.com/watch?v=70AlyhEGWf4&list=PLzU_PYrOnJeRvjt3nJ
L-Yg1Fzc15--QLU
Part 2:https://www.youtube.com/watch?v=5EoknAHLDBk&index=3&list=PLzU_PYrOnJeRvjt3nJL-
Yg1Fzc15--QLU
Part 3:https://www.youtube.com/watch?v=-LJl5XaNQNk&index=4&list=PLzU_PYrOnJeRvjt3nJL-
Yg1Fzc15--QLU
Part 4: https://www.youtube.com/watch?v=9xeU6R-iKwI&list=PLzU_PYrOnJeRvjt3nJL-Yg1Fzc15--
QLU&index=5
Picture to Word
Part I
Using Microsoft publisher, express your advocacy: “Primary
Education as Human Right. Create a slogan about the topic. 60 minutes
will be given to accomplish the task. Group the students into. Upload your
output in the Discussion Board/ Facebook (Online Application). (60
minutes)
Processing Questions: Rubrics for Poster
1. How does education function in the development of one’s country? Enumerate. 4 3 2 1
2. What are the qualities of an ideal educational system? CATEGORY
3. How will you describe the educational system in the Philippines compared to Finland? What
would you suggest? What are your realizations?
Page 2 of 4
 Used time well Used time well Used some of the Did not use class
during each class during each class time well during time to focus on the
period. Focused on period. Usually each class period. project OR often
getting the project focused on getting There was some distracted others.
done. Never the project done and focus on getting the
distracted others. never distracted project done but
others occasionally
distracted others.

Use of Class Time

Graphics are all in Most graphics are in Most graphics are in Many graphics are
focus and the focus and the focus and the not clear or are too
content easily viewed content easily content is easily small.
Graphics -Clarity and identified from 6 viewed and viewed and
ft. away. identified from 6 ft. identified from 4 ft.
away. away.

Several of the One or two of the The graphics are No graphics made by
graphics used on the graphics used on the made by the the student are
poster reflect a poster reflect student, but are included.
exceptional degree of student creativity in based on the designs
Graphics - Originality student creativity in their creation or ideas of others.
their creation and/or and/or display.
display.

All graphics are All graphics are All graphics relate to Graphics do not
related to the topic related to the topic the topic. Most relate to the topic
and make it easier to and most make it borrowed graphics OR several
understand. All easier to have a source borrowed graphics
Graphics - Relevance borrowed graphics understand. All citation. do not have a source
have a source borrowed graphics citation.
citation. have a source
citation.
The poster includes All required All but 1 of the Several required
all required elements elements are required elements elements were
Required Elements as well as additional included on the are included on the missing.
information. poster. poster.
Student can Student can Student can Student appears to
accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about
Knowledge Gained facts in the poster related to facts in questions related to the facts or
and processes used the poster and facts in the poster processes used in
to create the poster. processes used to and processes used the poster.
create the poster. to create the poster.
At least 7 accurate 5-6 accurate facts 3-4 accurate facts Less than 3 accurate
Content - Accuracy facts are displayed on are displayed on the are displayed on the facts are displayed
the poster. poster. poster. on the poster.

The poster is The poster is The poster is The poster is

exceptionally attractive in terms acceptably attractive distractingly messy
Attractiveness attractive in terms of of design, layout and though it may be a or very poorly
design, layout, and neatness. bit messy. designed. It is not
neatness. attractive.

Title can be read Title can be read Title can be read The title is too small
from 6 ft. away and is from 6 ft. away and from 4 ft. away and and/or does not
Title quite creative. describes content describes the describe the content
well. content well. of the poster well.

Page 3 of 4
 There are no There is 1 There are 2 There are more than
grammatical mistakes grammatical mistake grammatical 2 grammatical
Grammar on the poster. on the poster. mistakes on the mistakes on the
poster. poster.

G. Finding practical applications of Interview

concepts and skills in daily living Directions: 5-6 members in each group. Each group will interview one of their
teachers about the structure and functions of Philippine education (K12 mission,
vision and core values). Give them 15 minutes to accomplish the task. Create a
written report about the result of interview. Each member should write a reflection
about their learning.

H. Making generalizations and What I Know What I want What I have How did I And So What Reflection
abstractions about the lesson Create an essay about the importance of primary education as human right
to Know Learned learn
and its effect on people in society.

I. Evaluating Learning Identification (10 items) Short Quiz

J. Additional Activities for
application or remediation
V. REMARKS Session 2 will be used for remedial classes: This is to give students opportunity to make up with their incomplete activities.
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

Page 4 of 4