School Jose Lim Ho National High School
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
Grade Level 12
Teacher Rizalyn T. Garcia - Panaga Learning Area Trends, Networks and Critical Thinking
in the 21st Century
Teaching Dates and Time August 13 – 17, 2018 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.
Identify preferred democratic Explain and analyze the reason for Explain and analyze the reason for their Illustrate the benefits of democratic
practices their preferences 1. Explain the preferences participation
1.Define democracy reasons for their preferred 1. Cite the factors affecting their 1. Identify the different benefits of
2. Identify the different democratic democratic practices preferred democratic practices democratic participation
practices HUMSS_MCT12-IIa-c-2 HUMSS_MCT12-IIa-c-2 2. Illustrate the benefits of democratic
HUMSS_MCT12-11a-c-1 participation through varied oral
presentation
HUMSS_MCT12-IIa-c-3
Democratic Interventions
Dela Cruz, R. & Dela Cruz, R. Dela Cruz, R. & Dela Cruz, R. (2017). Dela Cruz, R. & Dela Cruz, R. (2017). Dela Cruz, R. & Dela Cruz, R. (2017).
(2017). Wired! Trends, Networks, Wired! Trends, Networks, and Critical Wired! Trends, Networks, and Critical Wired! Trends, Networks, and Critical
and Critical Thinking Skills in the Thinking Skills in the 21st Century. Thinking Skills in the 21st Century. Thinking Skills in the 21st Century.
21st Century. Phoenix Publishing Phoenix Publishing House Inc.: Phoenix Publishing House Inc.: Phoenix Publishing House Inc.:
 House Inc.: Quezon City. Pp.143-
167
http://www.cipe.org/topic/democrat
ic-governance
https://www.youtube.com/watch?v
=iUXxkjV56xw
Quezon City. Pp.143-167
https://www.youtube.com/watch?v=5
TBOGhA9hdI
https://www.youtube.com/watch?v=It
NRQviQx0E
http://listcrux.co/10-reasons-why-
democracy-is-best-for-any-country/
http://carl-cohen.org/docs/DEM%20-
%20Chap%202.pdf
Quezon City. P. 143-167 Quezon City. Pp. 143-167
www.youtube.com/user/ninoy https://www.youtube.com/watch?v=EK
aquinoTV bnyLKLHbo
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwjiq_Dl6u
bTAhUEmpQKHRFCBpMQjRwIBw&url=http%3A%2F%2F
editorialcartoonists.com%2Fcartoon%2Fdisplay.cfm%2F13
4844%2F&psig=AFQjCNHw6w5ZiSN063vygp_GDEYCuuh
Nwg&ust=1494557506803058 corruption
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwjMg_uj6-
bTAhWEp5QKHUAaBukQjRwIBw&url=http%3A%2F%2Fc
artoonsmix.com%2Fcartoons%2Fglobal-poverty-political-
cartoon.html&psig=AFQjCNG4HR293Qy-
z3wRpe1WCE9PNRU9tA&ust=1494557630865905
poverty
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwi5zN6G
7ebTAhXDH5QKHYRhB0QQjRwIBw&url=http%3A%2F%2
Farchive.franklinnow.com%2Fblogs%2Fcommunityblogs%
2F95318319.html&psig=AFQjCNHs22b1Rh27kKnFVBxz54
1klay06g&ust=1494557942576513 red tape
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sou
rce=images&cd=&cad=rja&uact=8&ved=0ahUKEwifsa7a7e
bTAhUKE5QKHQTSCqAQjRwIBw&url=http%3A%2F%2Fw
ww.loonwatch.com%2Ftag%2Ffreedom-of-
speech%2F&psig=AFQjCNFlhseSqXMiDsVsHww3tH60C5
4Upw&ust=1494558276172874 freedom of speech

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Semantic Web: (3 minutes)
Fill out the semantic web about the
solutions for climate change
posted on the board.
idea
Climate
Change
Video Clip Presentation (5 minutes)
 Before watching the video,
tell students that as they
watch the video, they should
try to look for the democratic
practices shown.
 Watch the video, “Once
Upon a Time, Local
Democracy”.
Simulation: (5 minutes) Ask:
 Choose three (3) volunteers from What are the factors affecting
the class who will act on a given democracy?
scenario regarding democratic
practices.
 Students will identify the
practices being acted by their
classmates. (e.g. rally, election,
public speaking)

idea idea

B. Establishing a purpose for Picture Analysis: (5 minutes) Song Analysis: “Bawat Bata” by Editorial Cartoon Analysis: (5 minutes) The students will watch a short video
the lesson Sugarfree (5 minutes) Present editorial cartoons showing clip related to democratic practice.(6

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1 the tableau presented by the other
The student will be asked to
analyze the pictures. (Refer to
Appendix A)
Ask:
1. What can you see in the
pictures?
2. How do they differ with one
another?
3. How are related with one
another?
Group Activity: (10 minutes)
1. The teacher will divide the class
into 3 groups.
2. Each group will present a
tableau about the democratic
practices:
2.1. Vote-based system
2.2. Private Enterprise
2.3. Civil Society
Processing Questions: (5 minutes)
1. What is your tableau all about?
2. How did you come up with your
presentation?
The class will be asked to interpret
groups by providing one positive
and one negative remark about the
presentation.
The teacher will provide additional
inputs about democratic processes
after processing the students’
scenarios on political, socio-economic
Processing Questions: issues. (e.g. red tape, suppressing the
1. How does the song describe “bata” freedom of speech, corruption, etc.)
or child?
2. What is the message of the song? Processing Questions:
3. What are your realizations about 1. What can you say about the
the song? cartoons presented?
2. How are these cartoons similar to
each other?
Think-Pair-Share (5 minutes) KWL Chart: Flashback/ Throwback: (5
1. Ask students to choose a partner. minutes)
2. Given the four democratic 1. Ask students to cite some events in
practices, namely, free election, the Philippine history showing
citizen participation, majority rule/ instability in the people’s lives and
minority right, and constitutional conditions (political/ socio -economic
government, ask each pair to input that affect people’s conditions)
what they know about each practice 2. Students will complete the KWL
using the Think-Pair-Share form. Chart (What I Know, What I Want to
Know).
KWL Chart
What I Know What I Want to I Have Learned
Know
Concept Mapping (5 minutes) Film Analysis: Documentary Film (6
Discuss the reasons why democracy minutes)
is best for any country.  Watch an excerpt from the
documentary, “Batas Militar”
Processing Questions:
1. What did you feel after watching the
minutes)
Process Questions:
1. What is the video all about?
2. Enumerate some undemocratic
experiences of the Korean woman in
the video.
3. How will you relate the message of
the video in our lesson yesterday?
Word Completion: (5 minutes)
Arrange the jumbled words using the
context clues given (5 minutes)
1. Get the CSNESONU of the
community. (Consensus)
2. Protect the MORTINY.(minority)
3. Preserves MARHNOY. (harmony)
4. LAUQE representation for all.
(equal)
Using the answers in the jumbled
words, the teacher will ask the
following questions.
1. What are the similarities among the
given words?
2. Using the given words identify and
explain the benefits of democratic
participation
Using the template below, write down
the benefits of democratic practices:
 answer. documentary?
reason 2. What is the theme of the
documentary?
reason reason
3. Using a concept map, what are the
Democracy undemocratic practices shown in the
as a best
form of
government
video?

Undemocratic
Practices

E. Discussing new concepts News casting:

and practicing new skills #2 1. In a news casting format, ask
students to answer this question:
What are your reasons for favoring
the following democratic practices?
(10 minutes)
a. Free election
b. Citizen participation
c. Majority rule/ minority right
d. Constitutional government

F. Developing mastery (leads Group Activity: (15 minutes) Data Retrieval Chart: (5 minutes) Ask:
to Formative Assessment Ask students to complete the chart At present, what do you think are the
3) Graphic Organizer: Using the given below: prevailing democratic practices that are
matrix, write the characteristics of Democratic Reasons for commonly experienced by the people?
different democratic practices. Practices Democratic What are the factors affecting their
Preferences
democratic practices?
1. Free election
Vote-based Private
Civil Society
2. Citizen
System Enterprise
participation
3. Majority rule/
minority right
4. Constitutional
government
G. Finding practical As a student, give instances where Ask: (2 minutes)
applications of concepts you experience these democratic
and skills in daily living practices. (5 minutes)
H. Making generalizations and Present a video about People
abstractions about the power (5 minutes)
lesson https://www.youtube.com/watch?v
=iUXxkjV56xw
Guide questions:
What are the important factors that
contributed to the rise of People
Power?
After watching the short video,
how will you relate your learning to
the video presented?
Expected Answer:
Democracy literally means “rule by
the people”. It has also different
democratic practices such as vote-
based system, private enterprise,
and civil society.
As a member/officer of the
SSG, which among the
reasons presented, do you
consider the best? Why?
Do you actively participate in the
democratic practices in your school/
community? What are your reasons
in doing so? Or in not doing so? (5
minutes)
What constitutes a “good” society can practices from arising within the
be seen in the fulfilment of basic
needs, the desire to be in association
with other people, and their clamor
for participation in the governance of
society.”
As a responsible citizen of the As a student, how does democracy
Philippines, how can you contribute in benefit you? Give specific situations.
reviving/strengthening democratic
practices in the country?
KWL Chart: What I Have Learned? Ask: What are the benefits of
1. Using KWL Chart, ask students what democracy?
they have learned about the topic.  Equality
2. In the third column, “I Have  Protection of minority
Learned”, ask students to input how  Harmony
they can prevent the undemocratic
society.
KWL Chart
What I Know What I Want to I Have Learned
Know
“In a democratic society, development
and progress happen when people and
communities are empowered to
express themselves through their
culture.”
 I. Evaluating learning Identification: Identify the Rap Composition (10 minutes) Action Plan: 1. The students will be grouped into
democratic practices in the given  Divide the class into four (4) Identify one undemocratic practice three (3)
situation. groups. within your school/ classroom. Then, 2. Each group will pick among varied
___1. Pedro participates in SSG  Each group should compose prepare a simple action plan on how to oral presentations as follows:
election in his school. (vote-based a one (1) stanza rap solve or prevent it. (use the table  Lyrics of Popular song
system) showing the reasons why below)  Spoken Poetry
___2. Aling Nena opened sari-sari they need to participate in  Flip top
store in her garage. (private Democratic Practices Undemocratic Strategies Expected
Practice Results
enterprise) See attached rubrics in appendix B
___3. Mr. Santos participated in Rubric for Song Composition
the establishment of Tricycle Criteria Poor Com Very Excellent
(2) peten Good (4) (5) Rubric: Action Plan
Operators Driver Association t (3) Criteria Po Comp Very Excell
(TODA). (civil society) Releva or etent Good ent (5)
nce to (2) (3) (4)
___4. Juan doesn’t know how to the Content
read and write but was able to cast theme and
Creativ Releva
his vote during the national e nce to
election. (vote-based system) Present the
ation topic
___5. Factory workers join in the Overall Feasibil
labor union. (civil society) Impact ity of
Total 15 points the
Strategi
es
Time-
bound
and
Specific
Total 15 points

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?

Prepared: Checked and Approved:

RIZALYN T. GARCIA-PANAGA ESTER F. VIERNES

Secondary School Teacher II Secondary School Principal I