School Congressional NHS Grade Level 11

DAILY LESSON LOG Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics

Teaching Dates & Time Week 11 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
I. OBJECTIVES strategies. Valuing 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:

1. Cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests.
B. Performance Standards 1. Recognize other forms of economic transaction such as sharing, gift Display awareness about the importance of economic organizations on the
exchange, and redistribution in his/her own society. development of one’s community.
C. Learning Competencies/ Analyze economic organization and its impacts on the lives of people in the society. UCSP11/12HSOIIa- 24
Objectives
Write the LC code for each

II. CONTENT
Economic Institutions Economic Institutions
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
3.Textbook pages pp. 98-100 (Balena, 2016) pp. 100-106 (Balena, 2016)
4.Additional Materials from QUIPPER CLASSROOM
Learning Resource portal
B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, coloring materials or online TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application, Bread resources/application
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,
IV. PROCEDURES practice their learning, 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 Show students list of words related to different political and Ask: What are the different economic transactions that we have discussed?
presenting the new lesson
leadership structures. Let them link the word to political/leadership What are the impact of these transactions on the lives of people in the
structure it befits. society?
B. Establishing a purpose for the Video Presentation-Wow Mali Gag Visual Memory
lesson Description: The video shows a scenario in a jeep wherein the Display picture (i.e. Marketplace, gift-giving, distribution of relief goods etc.)
passengers give goods (such as chicken, vegetables etc.) as fare for the for a second or two, then ask students to describe as much as they can
ride. (5 minutes) remember from what they saw.

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 Presentation of Objectives: Today we’re going to analyze economic Presentation of Objective: Last session we discussed the different economic
institutions and its impacts on the lives of people in the society. organization and transactions in society. Now it’s time for you to demonstrate
your understanding of its functions through output presentation.
C. Presenting examples/ instances “Alay-Tinapay” Video Presentation: Robert Neuwirth: The power of the informal economy
of the new lesson
Give each group a piece of bread (divide it into unequal portions). Ask [TED]
them to split it in a way that everyone will get his/her part of the
bread. Here’s the Catch: The groups will not receive equal portions of Description: Robert Neuwirth spent four years among the chaotic stalls of street
the bread. Give them 3 minutes to strategize on distributing the bread. markets, talking to pushcart hawkers and gray marketers, to study the
remarkable "System D," the world's unlicensed economic network. Responsible
Process the activity after they finish eating bread (10 minutes) for some 1.8 billion jobs, it's an economy of underappreciated power and
scope. https://www.youtube.com/watch?v=ONM4JupBz_E
Processing Questions:
1. How do you feel after the activity? Processing Questions:
2. What were the challenges you encountered during the 1. What examples of economic organizations and transactions were
activity? What did you do to overcome it? presented in the video?
3. How important is proper distribution? Equality or equity? 2. How do these treet markets affect the lives of people within the
4. In reality, do we receive proper portion of goods and services? community?
5. What do you suggest to lessen this predicament?
D. Discussing new concepts and Jigsaw Method Presentation of Output (Activity #4 in previous session)
practicing new skills #1
Directions: As agreed in previous session, answers will be tabulated and
6-7 people per ‘home” team. Name the teams (i.e. The presented to the class. Every group will have 5-10 minutes to present their
economists). Within each team number off 1-5. All ones form an output. (50 minutes)
“expert group,” as do twos, threes, fours and fives. Each expert group Economic Economic Impacts in
is assigned a part to read. Experts take 15 minutes to read, take notes, Organizations transaction/Description Society/Community
discuss, and prepare presentations. Return to home teams. Each Ex. Ukay-ukay Market Transaction. People can afford
expert takes 5 minutes to present to home team (60 minutes) Trade of second-hand high-quality clothes
clothes at low-prices.
Expert Group #1: Reciprocity
Expert Group #2: Transfers
Expert Group #3: Redistribution
Expert Group #4: Market Transactions
Expert Group #5: Markets and State

E. Discussing new concepts and Economic Systems

practicing new skills #2 -Capitalism
-Socialism
-Welfare State
F. Developing mastery Process Questions Processing Questions: (20 minutes)
(Leads to Formative Assessment 3)
1. What is/are the function(s) of economic institution? 1. How do you find the activity? Was it difficult or easy?
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 2.
How are the goods and services distributed in the society? 2. How will you describe the result of your observations?
3.
How does states affect markets? 3. What are the common observations of the class?
4.
How do you differentiate barter from gift exchange? 4. Do these economic transactions affect you? How?
5.
What is the form of redistribution in a modern state? 5. How will you describe the economic system of your locality? Is it
6.
How does market operate considering that raw materials are beneficial for the members of society? Why or Why not?
limited while there are countless-needs of people?
7. How does economic transactions affect the growth of one’s
community? Nation?
G. Finding practical applications of Observe economic organizations (formal or informal) in your Reflective Thinking (30 minutes)
concepts and skills in daily living If you are going to meet our President tomorrow and talk about our
locality. Analyze its impact on the lives of people within your
community. (10 minutes) economic situation, what will you tell him? Write a reflection paper. Discuss
Economic Economic Impacts in your observations about economic transactions, its effects and your opinion as
Organizations transaction/Description Society/Community an ordinary citizen.
Ex. Ukay-ukay Market Transaction. People can afford
Trade of second-hand high-quality clothes
clothes at low-prices.

H. Making generalizations and Big Question: How does economic institutions affect the growth 3-2-1 (Three-Two-One)
abstractions about the lesson Writing activity where students write: 3 key terms from what they have just
of one country? Explain.
learned, 2 ideas they would like to learn more about, and 1 concept or skill
they think they have mastered. (10minutes)

I. Evaluating Learning Identification (10 items) Short Quiz

J. Additional Activities for Using the table in activity #4, combine all answers of members in each
application or remediation group. Present the outputs next session.
V. REMARKS
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

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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 [email protected]

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