Grades 1 to 12 School Makiling Integrated School Grade Level 12

DAILY LESSON LOG Teacher Editha B. Robillos Learning Area Trends, Networks and Critical Thinking in
the 21st Century Culture
Teaching Dates and Time Week 5 March 13-17 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

Differentiate key components
I. OBJECTIVES in strategic analysis and
intuitive thinking
III. LITERACY/NUMERACY GOALS vocabulary
Differentiate key components in Examine how the map of social networks Creative solutions to a particular problem
strategic analysis and intuitive thinking can be used to introduce creative solutions in a community using intuitive thinking.
to a particular problem in a community
using intuitive thinking.

A. Content Standards The learner understands strategic analysis and intuitive thinking.
The learner draws a color-coded map of the networks of power relations (political, economic, cultural and kinship ties) within a particular community.
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
Differentiate key components
in strategic analysis and
intuitive thinking
HUMSS_MCT 12-1c-e-5
Key Components in Strategic
Analysis and Intuitive Thinking
SLM
“Trends, Networks, Critical
Thinking in the 21st Century by
Gladys P. Mangiduyos, Rex
Bookstore, pp.49 -61
Differentiate key components in
strategic analysis and intuitive thinking
HUMSS MCT 12-1c-e-5
Key Components in Strategic Analysis
and Intuitive Thinking
“Trends, Networks, Critical Thinking in
the 21st Century by Gladys P.
Mangiduyos, Rex Bookstore, pp.49 -61
Examine how the map of social networks
can be used to introduce creative solutions
to a particular problem in a community
using intuitive thinking.
HUMSS_MCT12-Ic-e-6
Creative solutions to a particular problem
in a community using intuitive thinking.
Examine how the map of social networks
can be used to introduce creative solutions
to a particular problem in a community
using intuitive thinking.
HUMSS_MCT12-Ic-e-6
Creative solutions to a particular problem
in a community using intuitive thinking.

IV. PROCEDURES

A. Reviewing previous lesson or Preliminary Activities: Preliminary Activities: The learners will review for the written Ask/Say: We learned the key components
presenting the new lesson Group Activity: A Individual sharing: By using your exam. in strategic analysis and intuitive thinking.
 representative from each
group will share about the
insights/learnings they have
learned from the previous
discussions.
Guide question:
What are the methods used in
strategic analysis?
What is PEST analysis?
What is SWOT analysis?
10 minutes
B. Establishing a purpose for the Picture Analysis:
lesson An illustration of a boy, ants
and a jar will be shown.
(Drawn in a Manila Paper or
in a powerpoint) The
illustration is all about a five
year- old boy, who labeled
“Salt” into a jar of sugar)
Representative for each group
will be called to answer the
processing questions:
a. What d0 you think the
boy has labeled the jar
of sugar salt?
b. What thinking did the
boy use? Strategic or
Intuitive? Why?
c. What is lacking in his
problem-solving?
15mins
(See Appendix N)
C. Presenting examples/instances Using a projector, flash the
of the new lesson three types of thinkers by
Paul, Blinker, and Weil.
(optional)
Provide each group with
reading materials by Paul,
Blinker, and Weil entitled
Uncritical, Selfish, and Fair-
minded Critical Thinkers
10
minutes
intuitive thinking and strategic analysis,
What will you do in the ff.
circumstances?
1. Surprise long math quiz
2. Graded individual recitation
3. Coming home very late at
night
4. Break up with bf/gf
5. Emergency family member
who suddenly get harm
10 minutes
Group Activity: Jumbled Words
Complete the statement by arranging
the words assigned for each group.
The words must match the key
components of strategic analysis and
intuitive thinking. A representative for
each group will share about it.
The students will post the arranged
words in the blackboard where they
will be assigned.
15 minutes
What was the difference of the two?
Answer:
Strategic Thinking is defined as the
individual’s capacity for thinking
conceptually, imaginatively, systemically
and opportunistically with regard to the
attainment of success in the future while
Intuitive thinking is “quick and ready
insight”.
5 minutes
3 minutes
Draw something that pertains to social Ask: Can you cite some rules and
networks and be ready to explain your regulations in our school?
output Answer:
1. Liquors are not allowed.
2. Vandalism in school premises.
30 minutes. 3. Absences/Cutting classes.
4. Foul languages.
5. Public Display of Affection
6. Wear complete school uniform
and id at all times.
10 minutes
Ask: Examine how the map of social
networks can be used to introduce
creative solutions to a particular problem
in the community using intuitive thinking.
(See Appendix R)
10 minutes
 D. Discussing new concepts and Think, Pair and Share
practicing new skills #1 After the students read the
articles, they will reflect on the
ff. questions
1. Do you see any
similarities with your
friends or
neighbors?
2. Do you see
yourself in any of
the above
hypothetical
characters? Why?
Why not?
10 minutes
E. Discussing new concepts and
practicing new skills #2
Graphic Organizer: Collaborative Activity. (Graphic Organizer)
The class will divide into four. Each group
2 groups will be formed. Each group has a school community problem. Their
will prepare a graphic organizer that task is to analyze a certain problem using
shows the key components of strategic intuitive thinking and solve it introducing
analysis and the other group is intuitive creative solutions:
analysis. Group 1:Political
(See Appendix O) Group 2: Cultural
Group 3: Economic
Group 4: Kinship Ties
10 minutes
Rubrics (See Appendix T)
20 minutes
(See Appendix S)
Journal Writing

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
J. Additional activities for
application or remediation
In your notebook, write a short
reflection of the learnings you
gained from reading the
materials
10 minutes
Recall past experiences in your life,
When and how did you employ
strategic thinking? Intuitive thinking
10 minutes
Reflection
Presentation of output
10 minutes
Ask/Say:
How to communicate effectively with
school administrations?
(See Appendix U)
5 minutes
Learners will be divided into four (4) Explain the saying: “Ignorance of the law
groups. Each group will be given a task to except no one.”
think a creative solutions to a particular
problem in a community using intuitive
thinking. 5 minutes
10 minutes
Each students will go to their
corresponding groups and will plan what
they are going to do with the task
15 minutes

DIVISION RESEARCH PROPOSAL-on

V. REMARKS leave
 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

APPENDIX U
 APPENDIX R
POLITICAL
CULTURAL
ECONOMIC
KINSHIP T
 APPENDIX T

RUBRICS
4 3 2 1
Meets standards Meets standard Approaching Minimal N
at a high level standards understanding
The student provides The student provides The student The student No e
correct solutions and mostly correct demonstrates some demonstrates some attem
strategies. solutions and correct thinking about evidence of intuitive
strategies with minor solutions and thinking, but shows
The student explains errors. strategies. little understanding.
and justifies his/her
thinking thoroughly The student explains Student explains their The student offers little
and clearly. and justifies his/her thinking but it may be explanation of his/her
thinking. hard to follow. thinking or what is
The student connects offered does not make
and applies the The student sense.
standards in complex The student demonstrates partial
ways. demonstrates mastery understanding of the The student
of the standards that standards that were demonstrates minimal
were explicitly taught. explicitly taught. or no understanding of
the standards.
APPENDIX S