Grades 1 to 12 School Grade Level 12

DAILY LESSON LOG Teacher Learning Area TRENDS, NETWORKS AND CRITICAL
THINKING IN THE 21ST CENTURY
Teaching Dates and Time Quarter Second Quarter

Day 1 Day 1

I. OBJECTIVES

A. Content Standards The learner understands the parallelism between neural and social networks.

The learner creates a social map that traces the various roles that students play in the community (family members, community leader, etc.) and rank the
B. Performance Standards significance of the roles played within the community.

C. Learning HUMSS_MCT12-IIg-i-6 HUMSS_MCT12-IIg-i-6 HUMSS_MCT12-IIg-i-7 HUMSS_MCT12-IIg-i-7

Competencies/Objectives
Write the LC code for each
Identify the significant social
roles students play within the
community by creating a
social map of their
relationships
OBJECTIVES:
1. Define social roles of
students.
2. Identify significant social
roles students play within the
community.
Identify the significant social roles
students play within the community
by creating a social map of their
relationships
OBJECTIVES:
1. Explain and understand social
mapping
2. Plot identified significant roles of
students within the community.
3. Create a social map
Rank the roles in the community in Rank the roles in the
terms of significance and explain why community in terms of
significance and explain why
OBJECTIVE/S:
1. Know the social roles and OBJECTIVE/S:
their rank in terms of their Know the social roles and their
significance rank in terms of their
significance

Significant social roles Significant social roles students play Connections, Relationships, and The Neural and Social
II. CONTENT students play within the within the community by creating a Networks Networks
community by creating a social map
social map

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
Mangiduyos, G., Trends, Mangiduyos, G., Trends, Networks, Mangiduyos, G., Trends, Networks, Mangiduyos, G., Trends,
Networks, and Critical and Critical Thinking in the 21st and Critical Thinking in the 21st Networks, and Critical Thinking
Thinking in the 21st Century. Century. 2017, Manila, Rex Book Century. 2017, Manila, Rex Book in the 21st Century. 2017,
2017, Manila, Rex Book Store Store Manila, Rex Book Store
Store
http://www.kstoolkit.org/Social+Map?r http://www.kstoolkit.org/Social+Map?r http://www.kstoolkit.org/Social+
http://www.goodtherapy.org/b esponseToken=8dfe8f5a498ef5c33e esponseToken=8dfe8f5a498ef5c33e4 Map?responseToken=8dfe8f5a
log/psychpedia/role 42087ddee4e92f 2087ddee4e92f 498ef5c33e42087ddee4e92f
https://www.simplypsycholog http://www.betterevaluation.org/en/ev http://www.betterevaluation.org/en/eva http://www.betterevaluation.org
y.org/social-roles.html aluation-options/socialmapping luation-options/socialmapping /en/evaluation-
options/socialmapping

IV. PROCEDURES

A. Reviewing previous lesson or (5 Minutes) (5 Minutes) (5 Minutes) (3 Minutes)

presenting the new lesson
The students will choose one
envelope and answer the
question inside the magic
envelope.
MAGIC ENVELOPE
QUESTION
Ask:
1. What is thinking process?
2. What is social
relationship?
3. In a simple example
demonstrate how thinking
process is shaped by social
relationship?
Emoticons/ Like or Dislike:
The teacher will show pictures of The teacher will ask the students to The teacher will give situations
significant roles of students within the give ideas on what are their roles they wherein learners will identify if
community. play in each of the social group they it is acceptable or not.
Ask: below:
Which of the roles do you portray in Example:
your community? Family 1. At home, your mother asked
a. son/daughter School you to look after your younger
b. student Barangay siblings and you refused to
c. church servers (lectors, choir) Church follow your mother.
d. Barangay leader/volunteer (SK Work (Optional)
reps.) 2. At your part time work, your
boss instructed you to deliver
see Appendix 2 the goods on Monday. You
delivered the goods two days
after Monday.
B. Establishing a purpose for The students will read a short
the lesson story: “The Story of The
Rainbow” (Based on Indian
Legend) by Anne Hope.
Choose four characters and
write your opinions about and
write your opinions about
them in the picture frame.
( 1. family- normally a child after
5 mins)
State the objectives of the
topic for the day.
. 1. Define social roles.
2. Identify significant social
roles of students play within
the community.
(5 Minutes) (3 Minutes) (12 Minutes)
Interpret the statement of William According to the level of
The students will draw a circle on a Shakespeare: significance, rank the social
long bond paper, the left circle is The teacher will ask the students to group which the students
labelled as “PRESENT ROLES” while relate the statement of Shakespeare engage with.
the right circle is marked as about man’s many role in his lifetime. The order or level of
“SIGNIFICANT ROLES WITHIN THE significance of the following
COMMUNITY” In the words of William Shakespeare: social groups:
All the worlds a stage,
And all the men and women merely he was born is primary reared
players: by his family
2. barangay- this is where a
They have their exits, and their family belong to
1. First, focus on the left circle.
entrances; 3. church- a child is encourage
Take time and ponder on the
different life roles that you And one man in his time plays many by his/ her parents to go to
presently have and parts. church for spiritual guidance
graphically show it by using a 4. school- this is the place
pie chart. Source: where academic learning for
2. After listing down your www.poets.org/poetsorg/poem the child takes place
present life role, you are now
going to list your significant State the objective
roles using the right circle.
Reflect and ponder on your To know the importance of
roles. social norms
3. Using the right circle, State the objective
illustrate these new roles in
mind. Do a pie chart to Rank the roles in the community in
indicate significant roles that terms of significance and explain why
you are performing within
your community. Share your
answers to the class.
State the objectives of the topic for
the day.
“CIRCLE OF ROLES”
C. Presenting
examples/instances of the
new lesson
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)
(5 Minutes)
The short story depicts how
the role of each individual is
important in society.
1. How did you feel after
reading the story?
2. Based on the characters
that you discovered in the
story, how can you relate it to
the student’s role?
3. Based on your identified
student’s role, how can you
relate it to significant social
roles of students within the
community?
Appendix 1
(5 Minutes)
Activity: Similarities
1.Identify the characters of
the story
2. Ask students to relate it to
themselves (simulation).
Processing question:
1. What can you tell about
the characters from the way
they act?
2. Identify the roles of the
characters in the story.
(20 Minutes)
1. What is the meaning of
(5 Minutes)
The Teacher will present a
community map to the class.
Paste the cut-out (pie chart) showing
significant roles to the community
map.
Processing Question:
How do you think these significant
roles may contribute to your
community?
See Appendix 3
(5 Minutes)
1. What are the significant roles
students plays within the community?
2. Identify other roles students’ play
within their community?
1. What is a social map?
2. How can you draw your own social
map using the identified roles?
(20 Minutes)
The teacher will post a community
(10 Minutes)
What are the characteristics of a good
social group?
The student must be able to
understand importance of
experiencing the following in a social
group:
1. Close and dependable
relationship
2. Provide love and nurturance
3. Security and responsive
interactions
4. Be safe and to learn
5. Accepted and valued
6. Sense of belongingness
See appendix
(5 Minutes)
If you are going to rank the significant
roles, how are you going to position
each group?
(15 Minutes)
The students will rank the level of
significance of the social groups
(10 Minutes)
The teacher will instruct the
students to give inputs about
how they behave and their kind
of behaviour they show from
one place to another.
Example:
At Home:
-I may sit wherever I want at
home
-I do my laundry at home
At School:
-I take part in flag raising
-I only sit where I am allowed
What is a social norm?
Social Norms are unwritten
rules about how to behave.
They provide us with an
expected idea of how to
behave in a particular social
group or culture. For example
we expect students to arrive to
school on time and complete
their work
(15 Minutes)
Social norms are important to
society because they provide

G. Finding practical applications
of concepts and skills in daily
living
H.
I. Making generalizations and
abstractions about the lesson
roles?
2. What are your life roles?
3. What is a social role?
4. What are the issues in
social roles?
5. Determine the social roles
during adolescence?
6. What are the significant
social roles of students within See appendix 3
the community?
(2 Minutes)
1. What can you say about
the different life roles that
you perform right now?
2. What do you think about
the roles you indicated?
3. What are your thoughts
feelings, reaction about it?
4. Are you happy with what
you usually do? Why or Why
not?
(3 Minutes)
1. What is a social role?
2. What are the identified
significant social roles of
students within the
community?
In every production, big or
small, you, the actor, play a
character, and if done well,
your audience will believe
your performance so much
that they might actually think
map to the class. Using the roles
posted in the board, the students will
arrange the roles and post it
according to the community sectors it
belongs.
1. What can you say about
community map?
2. How does these roles affect the
community and you as a member
of the society
(2 Minutes)
As a member of the community, how
can you maximize your significant
role?
How can you encourage your
classmates to play significant roles in
different sectors of the community?
(3 Minutes)
Most students play several different
roles every day. It is fruitful and
helpful for students if they can play
different significant roles that will
provide purpose in serving their
community.
including their reasons why they
ranked them accordingly.
Ask the students:
1. What is firstly the most
important social group
commonly affect the real life
of a student?
2. What is secondly,
thirdly, so on and so forth
according to importance?
(5 Minutes)
How will you value your role of being
part of the social groups in the family,
school, barangay, church and work?
(5 Minutes)
Experiencing different positive
socializations coming from social
groups, makes a person feel the
sense of belongingness and safety.
One thrives to dependable
relationships expressed from social
groups.
guidelines as to what not to do
in a specific situation.
From the Community Map the
class made from Day 2, the
teacher will reiterate the
different roles according to the
community it belongs.
(5 Minutes)
In the school where rules are
set by authorities, how would
you encourage your fellow
students to follow them if they
are not conforming to them?
(5 Minutes)
Not knowing where to put
oneself in different situations
might set a place where
misunderstandings or disorders
happen.
People often play specific roles
within their families, and these
roles may be quite different
from the roles they play at work
or with their friends.
Sometimes a person outgrows
 of you as that character
every time they see your
face. But the roles you play
aren't who you really are. In
reality, you are the actor, not
the character(s).
Every person has many roles
to play in life. Sometimes we
play roles simultaneously.
Other times we must cease
playing one or more roles to
start the next one.
Sometimes we get to choose
our roles along with our
purposes; sometimes we
don't.
Are we able to meet our
objectives?
J. Evaluating learning (15 Minutes)
Recitation:
1. What is a social role?
2. What are the identified
significant social roles of
students within the
community?
(15 Minutes)
Create your own social map based
on your identified roles that you play
within your community.
See rubric on appendix
(10 Minutes)
Make a 100- word essay: Give one
social group and try to share your
experience in how other people treat
you from that group.
For Rubric refer to Appendix 5
a family role, but the family
continues to expect him or her
to meet the demands of the
role. A person who has always
been treated as the family
“baby,” for example, might
struggle to assert his or her
independence or gain respect
from family members. Within
family systems theory, every
family member plays a role as
part of the functioning family
unit. Each family establishes its
own roles for family members
to play
(10 Minutes)
“What if we switch roles?”
Group activity:
Students will be grouped and
try to present a skit (role play)
of a classroom set up. The
students must show how it
feels to be in a shoe of his or
her teacher. There might be
some of the rules in their
classroom where students do
not feel agreeing with. Groups
will present their situations.
For Rubric refer to Appendix 6
 K. 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 by:
MYRA B. GENEROSO MYRA B. GENEROSO LOUIE P. CRISOSTOMO, MPA MARLON A. SEE
DIVISION OF BULACAN DIVISION OF BULACAN DIVISION OF TARLAC DIVISION OF PAMPANGA
 Appendix 4

Community Map
RUBRIC for Essay Writing:
Appendix 5
Criteria 4 3
Ideas Ideas were expresses in a clear and
organized fashion. It was easy to figure out
what the letter was about
Content Accuracy The letter contains all accurate facts about
the student’s role as an aide
Sentences and Paragraphs Sentences and paragraphs are complete,
well-constructed and varied structure.
RUBRIC for Role Playing: Source: http://www.druged.ednet.ns.ca
Length The letter is more than 100 words
Appendix 6
Criteria 4 3
Accuracy and believability of role Point-of –view, arguments, and solutions
proposed were always realistic and
consistently in character
Clarity of speech Speech is always clear and easy to
understand
Expression and body language Always expresses emotion through voice,
facial expression and gestures
Knowledge gained Can clearly explain several ways in which his
or her character “saw” things differently than
other characters and can explain why
Source: http://wynne.pbworks.com/
Ideas were expresses in a pretty clear
manner, but the organization could have
been better
The letter contains mostly accurate facts
about the student’s role as aide
All sentences are complete and well-
constructed (no fragments, no run- on)
Paragraphing is generally done well.
The letter is between 75-100 words
Point-of –view, arguments, and solutions
proposed were usually realistic and in
character
Speech is usually clear and easy to
understand
Usually expresses emotion through voice,
facial expression and gestures
Can clearly explain several ways in which
his or her character “saw” things differently
than other characters
2 1
Ideas were somewhat organized but were
not very clear. It took more than one reading
to figure out what the letter was about.
The letter contains some accurate facts
about the student’s role as an aide
Most sentences are complete and well-
constructed. Paragraphing needs some
work.
The letter is between 50-74 words
2 1
Point-of –view, arguments, and solutions
proposed were often realistic and in
character
Speech is often clear and easy to understand
Often expresses emotion through voice,
facial expression and gestures
Can clearly explain one way in which his or
her character “saw” things differently than
other characters
The letter seemed to be a collection of
unrelated sentences. It was very difficult to
figure out what the letter was about.
The letter contains no accurate facts about
the student’s role as an aide
Many sentence fragments or run-on
sentences or paragraphing needs lots of
work.
The letter is less than 50 words
Point-of –view, arguments, and solutions
proposed were rarely realistic and in character
Speech is rarely clear and easy to understand
Rarely expresses emotion through voice, facial
expression and gestures
Cannot explain any ways in which his or her
character “saw” things differently than other
characters
Research has also proven what common sense tells us: children grow and thrive in the context of close and dependable relationships.
These relationships must provide love and nurturance, security, responsive interaction and encouragement for exploration.
A child’s first experience with this kind of relationship is at home with a loving family.