Grades 1 to 12 School MNHS-MAIN- Senior High School Grade Level 11

DAILY LESSON LOG Teacher JASMIN M. GACUTAN Learning Area UCSP

Teaching Dates and Time Week 20 October 15-19, 2018 Quarter Second

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
The agents/ institutions, The learner demonstrates an understanding in the agents/institutions, processes, and outcomes of cultural, political, and social change
A. Content Standards processes, and outcomes
of cultural, political, and
social change
Evaluates factors causing Advocate how human societies should adapt to such changes
B. Performance Standards social, political, and cultural
change

C. Learning Competencies/ Objectives Identify new challenges Develop/advocate a plan of action for community-based response to changes
Write the LC code for each faced by human UCSP11CSCIIj-35
populations in
contemporary societies
UCSP11/12CSCIIh-33
Transnational Migration and INCLUSIVE CITIZENSHIP and NEW FORMS OF MEDIA and SOCIAL MOVEMENTS
II. CONTENT Overseas Filipino Workers PARTICIPATORY SOCIAL NETWORKING
(OFWs) GOVERNANCE

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages UCSP Curriculum Guide, UCSP Curriculum Guide, pg. 7 UCSP – Social Media; W.
pg. 7 Lance Bennett pp. 253-282
2. Learner’s Materials pages UCSP – Reader pp. 291-306
3. Textbook pages Understanding Culture, Understanding Culture, Society
Society and Politics by and Politics by Balena, Lucero
Balena, Lucero & Peralta & Peralta page 195-208
page 195-208
4. Additional Materials from Learning Pictures, Graphic Graphic Organizer Pictures http://www.urbanschools.org/pdf/cultural.identity.LETTER.pdf/www.ucsp.com
Resource (LR) portal Organizer, videos
B. Other Learning Resources Anthropology: Appreciating Anthropology: Appreciating Human Diversity, Anthropology: Appreciating
Human Diversity, Cultural Diversity – Conrad Phillip Kottak, Cultural Sociology – Les Back et.
Anthropology: Appreciating Al
Cultural Diversity – Conrad Social Movements: Charles Tilly and Sydney Tarrow
Phillip Kottak, Cultural
Sociology – Les Back et. al
IV. PROCEDURES
A. Reviewing previous lesson or presenting RECALL RECALL RECALL/ REVIEW RECALL/REVIEW
the new lesson What was our last topic all What did you learn about our (3 minutes) (5minutes)
about? topic last meeting? Ask: What are the social Ask: What are the traditional forms of social media and new forms of social
What is your personal problems which greatly need to media, give at least 6 examples.
commitment to advocate be resolved? Give at least
global warming and climate three examples.
change?
B. Establishing a purpose for the lesson VIDEO CLIP PICTURE ANALYSIS (5 minutes) INQUIRY-BASED (5 minutes)
Interview of Filipino Relate the picture to the Do you think that man is Why do certain groups of people want to change the society? How does
Workers Abroad concept of participatory capable of knowing what's social media affects social movements?
governance happening around him, without
http://www. the help of media?
Cswe.org/Meetings/71961.aspx

C. Presenting examples/instances of the Constructivism: Constructivism: BASIC RADIAL Group Activity: (15 minutes) Teacher will discuss different social movements.
new lesson The teacher will ask the Define participatory (5 minutes) COLLABORATION
(PRE-ACTIVITY) students if they have family governance using this graphic Can you identify the following
members abroad organizer new forms of social media?

PARTCIPATO
RY
GOVERNNAN
CE

D. Discussing new concepts and practicing Discussion Discussion (10 minutes)

new skills #1 (Outline of the discussion) (Outline of the discussion) Discuss the traditional forms of
(ACTIVITY PROPER)  Transnational Migration  Participatory governance media which includes;
 Overseas Filipino Worker  Participatory governance 1. printed literature like,
(OFW) and development a. books
 Migration  Innovations on b. magazines
 Types of Migration participatory governance c. journals
 Flows of Transnational  Inclusive citizenship 2. newspapers
Migration 3. television
 Transnational Migration 4. radio
in the Philippines
 Effects of Family of
Migrant
  Transnational Migration
Challenges
E. Discussing new concepts and practicing GROUP ACTIVITY AND GROUP ACTIVITY AND (15 minutes) GROUP
new skills #2 PRESENTATION: SKIT PRESENTATION: Human Stop ACTIVITY
(DEEPENING) The Student will be grouped Motion Divide the class into 6 groups
into 5 and will perform a skit The Student will be grouped and ask the students to
that will show the into 5 and will perform a stop discuss within their group the
challenges faced by the motion based on the assigned new forms of social media
transnational family of topic Group A – facebook, twitter,
Filipino migrant workers GROUP 1: Election instagram
abroad based on your GROUP 2: Community Group B – youtube, google +,
experiences. Participation linkedin
GROUP 1: GROUP 3: Economic Group C – whatsup, pinterest,
GROUP 2: Development line
GROUP 3: GROUP 4: Democratic Group D – skype, telegram,
GROUP 4: Practices vkontakte
GROUP 5: GROUP 5: Protection of the Group E – viber, RSS feeds,
Minority Groups tumblr
Group F- stumble, vimeo,
behance

F. Developing mastery (leads to Formative The teacher will ask the The teacher will ask the (3 minutes each group) 6*3 (18 (10 minutes) GROUP ACTIVITY
Assessment 3) following questions. following questions. minutes) INQUIRY-BASED Collective Group Reaction: Ask students to have collective generalization
(POST ACTIVITY) 1. How did you find the Ask the students to define and from the picture given.
activity? 2. How did you learned about differentiate the concept social
What do you think is the the activity? media and social networking
challenges faced by the How can participatory and
family of Filipino migrant inclusive citizenship help build
workers abroad? a democratic and just society?
G. Finding practical applications of 1. How do you think DIVERGING ARROWS (6 minutes) (10 minutes)
concepts and skills in daily living transnational families cope Enumerate the effects of Teacher will ask the students: Ask: How do you think can social movements and the government reach a
(APPLICATION) up with the challenges participatory governance in the What are the idea they have on compromise? 
faced by the family of development of every citizen cyber-crimes on the following
Filipino migrant workers and the country basis;
abroad? 1. Cyber-bullying
2. Was the portrayal of 2. Stalking
every member accurate in 3. Identity-theft
reality? 4. Hacking
5. Pornography

H. Making generalizations and abstractions Call 2 students to give the Call 2 students to give the Ask student: (5 minutes)
about the lesson summary of the lesson: summary of the lesson: In what other ways can governments improve a particular social order so
How will you summarize our that citizens do not feel dissatisfied or marginalized?
How will you summarize our How will you summarize our lesson for today?
lesson for today? lesson for today?
 I. Evaluating learning (ASSESMENT) Fill up the table below about Fill up the table below about (10 minutes) Differentiate the four basic social movement
the causes and effects of the causes and effects of
Transnational migration and Transnational migration and Social Movement Differences
Overseas Filipino Workers Overseas Filipino Workers Reactionary
(OFWs) (OFWs) Revolutionary
Transnational migration and Revisionary
Overseas Filipino Workers
(OFWs) Conservative
Exclusive Inclusive
citizenship citizenship

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?