Grades 1 to 12 School Makiling Integrated School Grade Level 12

DAILY LESSON LOG Teacher Editha B. Robillos Learning Area TRENDS,NETWORKS, AND 21ST
Teaching Dates and Time Week 7 March 27-31, 2023 Quarter 3RD Quarter
Mon.-Thurs- 6:00-6:50-Cassiopeia
Mon-6:50-8:30 Wed. Thurs.7:40-8:30- Polaris
Mon.9:40-10:30Tues-Thurs-6:50-7:40 Capella

Day 1 Day 2 Day 3 Day 4

Identify and discuss the
I. OBJECTIVES different contributions of the
parts to a whole.
Stress the important role of the
creative imagination in putting
together the various parts of a
whole
Create a map to show the origins of Write a reflection essay on the insights
the different component/s of a generated from the map.
gadget, business enterprise,
industrial/technological/agricultural
product etc.

LITERACY/NUMERACY GOAL vocabulary

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
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 Create a map to show the origins Write a reflection essay on the insights
contributions of the parts to a creative imagination in putting of the different component/s of a generated from the map.
whole. together the various parts of a gadget, business enterprise, HUMSS_MCT12-If-g-8
HUMSS_MCT12-If-g-5 whole industrial/technological/agricultural
HUMSS_MCT12-If-g-6 product etc.
HUMSS_MCT12-If-g-7
Global Networks: Labor and Global Networks: Labor and Global Networks: Labor and
Global Networks: Labor and Migration
Migration Migration Migration
SLM

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 http:// https://www.adorama.com ›…› https://www.imf.org> https://www.imf.org>
 graphicdesign.spokanefalls.ed
u/tutorials/process/
gestaltprinciples/
gestaltprinc.htm
http://facweb.cs.depaul.edu/
sgrais/gestalt_principles.htm
IV. PROCEDURES
A. Reviewing previous lesson or The Benefits of collaboration and
presenting the new lesson cooperation (5 minutes)
B. Establishing a purpose for the 1. The teacher ask the learners
lesson to show their gadgets or anything
that they think is a product of
globalization.
2. Why do you think these
products are made?
Expected answers:
This products were made in
order for us to:
-simplify life
-better living
C. Presenting Where do you think are these
examples/instances of the made and manufactured?
new lesson
Expected answers are:
China
Japan
U.S.A
Features https://www.boundless.com https://www.boundless.com
ASK: Explain the importance of Show a puzzle with missing
the part to a whole? pieces.
(2-3 minutes) Ask: What do you observe about
the puzzle?
Is creative imagination important in
putting together the various parts
of a whole?
Why?
(2-3 minutes)
Present to the class a picture of a
pizza pie or the realia. Upon
showing the picture of a pizza pie
- Ask the students about the
“Pizza Pie”
or
-ask somebody who eats pizza,
and:
-let the students explore and
share their concept by:
 Describing the pizza’s
a. Features
b. Characteristics
c. Texture
d. Flavor etc.
(5 minutes)
This part shows emphasis to
unlock the difficulty.
-based on ideas presented by the
students how they described the
pizza’s appearance, and how
they perceived it if they are going
to connect and adapt it to the
concept of exerting creative

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)
 Group Activity: Divide the
class into four groups. Let
the learners create the
following using their own
available materials:
1. Paper Tower
-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)
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. Wouldn’t 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)
Short game: “ Dugtungan Tayo”
or “Connect Mo”
(Showing connections or
interconnections that leads to the
discussion—the essence of the
part of a 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,

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Can a whole class be considered
a class without a teacher?
Without students?
(3-5 minutes)
Ask: What do you think is the
importance of the sum of the
parts to a whole?
(5 minutes)
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)
What quality of a Filipino is very
much recognized in different
parts of the world?
-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 In 5-10 sentences write an essay Each group will create a map to Each student will write a reflection on the
Gestalt Principles answering the following question: show the origins of the different insights generated from the map that you made
(5 minutes) Do you have a relative working component/s of a gadget, business yesterday.
abroad? How do you feel about enterprise, industrial,
it? technological, agricultural product.
(10 minutes) Etc.
J. Additional activities for
application or remediation

V. REMARKS

I have learned that ____ I have learned that ____ I have learned that ____ I have learned that ____
VI. REFLECTION I have realized that ____ I have realized that ____ I have realized that ____ I have realized that ____
I will apply _____________ I will apply _____________ I will apply _____________ I will apply _____________

Prepared by: Checked by: Noted by:

EDITHA B. ROBILLOS ROBLEDO M. MAGLALANG RONALDO M. CANTA

Master Teacher II Head Teacher III-AP Principal II