School San Luis National High School
Teacher GIVBY B. DOLLENTE
DAILY LESSON LOG
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. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level 12
Learning Area Trends, Networks and Critical Thinking in the 21 st Century
Teaching Dates and Time Quarter II
Session 1 Session 2 Session 3 Session 4
The learner understands the meaning and dimensions of democracy.
Using any form of oral presentation, the learner explains creatively the ill effects of undemocratic practices related to factors such as gender biases, poverty,
political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition.
Generate the criteria to assess Generate the criteria to assess Conceptualize/formulate what can Conceptualize/formulate what can be a viable
prevailing political and social prevailing political and social be a viable alternative to alternative to undemocratic practices.
institutions. institutions. undemocratic practices. 1. Explain creatively the ill effects of
HUMSS _MCT12-IIa-c-6 1. Identify undemocratic practices undemocratic practices using any form of oral
1. Define political and social through completion of the presentation.
institutions “Democratic Challenge Chart.”
HUMSS _MCT12-IIa-c-6 HUMSS _MCT12-IIa-c7 HUMSS _MCT12-IIa-c7
Political and Social Institutions Assessing Political and Social Democratic Practices The Ill Effects of Undemocratic Practices
Institutions
Dela Cruz, R. & Dela Cruz, R. (2017). Wired! Trends, Networks, and Critical Thinking Skills in the 21 st Century. Phoenix Publishing House Inc.: Quezon City. Pp.
A. Reviewing previous lesson Drill: (5 minutes) Group Work: (5 minutes) Think-Pair-Share: (5 minutes) Concept Map:
or presenting the new 1. Using flash cards, the teacher
lesson The students will be grouped into 4 List down at least three criteria to a. Ask students to complete the concept map
will present terms related to
and each group will list down consider in assessing political and presented.
participative and representative
existing political and social social institutions.
democracy b. Fill out the circles with best practices to the
institutions within their community. A
2. The students will identify whether rapporteur will present their group’s problem presented at the center of the map.
the term is Participative or list in class. e.g.
Representative.
Examples:
Plebiscite
Parliament
National Elections
Speaker of the House (Congress)

B. Establishing a purpose for Charade: (5 minutes) Listen to the song, “Imagine” by Video Presentation: “Why They Are
the lesson John Lennon (5 minutes) Black?” (3 minutes)
1. Divide the class into two groups;
choose two leaders who will act 1. What are ideas presented in the 1. Show students a short video.
based on the word which the group song? 2. Ask the following processing
will guess. 2. What do you think is the important questions:
message of the song? a. What is the video all about?
Political Social 3. What are the qualifications of b. How did you feel after watching
- party list - Church good community? the video?
- congress - School c. Can you identify undemocratic
- Family practices presented in the video?
d. How did the mother address the
issue?
C. Presenting Ask: Picture Analysis: (5 minutes) Sentence Completion:
examples/instances of the Show pictures showing democratic
new lesson 1. What do you notice about the and autocratic institutions Ask students to complete the
words given in the game? Examples: sentences below: (answers will
2. Can you classify the institutions -bayanihan vary)
where these words belong? -prescribed haircut 1. Racial inequality can be solved
-People Power through ____________.
-autocratic supreme leader (NoKor) 2. Gender biases can be lessened
-free media through __________.

D. Discussing new concepts
and practicing new skills #1
1. The two groups will be assigned
to discuss about political and social
institutions.
2. They will choose a rapporteur
after they finished filling out the
graphic organizer.
Group A- Political Institution
Political Institution
Example/
Functions
Kinds
Group B- Social Institution
-state sponsored media; state 3. Regardless of skin color, we
propaganda should treat people as ______.
4. Rich or poor, education is
_______.
Process Questions:
5. When I feel dissatisfied with
1. What do you notice with the school policies, I should
pictures? How are they different with __________.
one another? Processing Questions:
2. In your opinion, what are the 1. Based on your answers, how did
characteristics of a country where you deal with the situations given?
you would want to live in? 2. Can the answers above be
considered as solutions to the
prevailing undemocratic practices?
Why or why not?
Using a semantic web, analyse
students’ answers from the previous
activity.
Expected answers:
- Considers the general welfare of
the citizenry
- Responsive to the needs of the
people
- Direct Responsibility out of
volunteerism; not out of fear
- Transparency
- Cooperation

Social Institution

Example/kind Functions

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery (leads Ask:
to Formative Assessment
3) 1. What are the functions of political
institutions based on your graphic
organizer?
2. What are the functions of social
institution based on your graphic
organizer?
3. How will you define political and
social institutions based on its
operational definition?
G. Finding practical As a student, cite some
applications of concepts organizations that you have joined
and skills in daily living and give examples of your
participation (role, activities, etc) in
the said group.
H. Making generalizations and Compare and Contrast: Social and
abstractions about the Political Institutions
lesson Social Political
Institution Institution
Group Activity: (10 minutes)
The students will be grouped into (7)
seven. They will draw lots in
selecting a topic. Out of the prior
answers given by the students, they
will assess how the Philippines
addresses each of the enumerated
factors and provide concrete
instances (government agencies,
programs, etc.) to support their
answers:
1. Poverty
2. Gender biases
3. Political Marginalization
4. Racial Inequality
5. Cultural Domination
6. Crisis of Representation
7. Politics of Recognition
How important is the
government/NGO’s swift response
in addressing the needs of the
people?
Give specific ways on how we can
improve the standards of our current
political and social institutions.
Possible answers:
- develop inclusive grassroots
programs to better reach
marginalized sectors
- provide incentives to promote
greater participation among the
community
 I. Evaluating learning Write P if it is a political institution Suppose you are a social media Democratic Challenges Chart:
and S if it is social institution. manager of a government agency,
create a campaign with a catchy 1. The teacher will present the
____1. Church (S) hashtag in order to promote the Democratic Challenges Chart to
program and increase participation students.
____2. Congress (P) 2. Ask them to fill out the chart with
among the citizenry.
____3. Executive Department (P) their best practices/solutions/
See attached rubric in the Appendix democratic intervention.
____4. Family (S)
3. After completing the Democratic
____5. School (S) Challenges Chart, ask students to
answer the question below:
a. In not more than 200 words,
summarize what you have learned
from the discussion and explain
why you consider the following as
best practices for the democratic
challenges presented.
Democratic Best Practices/
Challenges Solutions/ Democratic
Intervention
Panel Discussion (Simulation)
1. Divide the class into four (4) groups.
2. Group members will be assigned different
roles as follows:
a. student (school)
b. barangay captain (community)
c. transfer student (school)
d. church leader (church)
e. private employee
3. Each participant must share expert
knowledge about the ill effects of
undemocratic practices in their respective
fields and what can be done to address them.
(alternatives)
See Appendix for Rubrics: Panel Discussion

1. Gender Biases

2. Poverty

3. Political
Marginalization

4. Racial
Inequality

5. Cultural
Domination

See attached rubric in the Appendix

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?

Checked by:

JANETTE N. BALLARES, Ed D
Principal I