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 16 September 17-20, 2018 Quarter 2nd
(Note: The lesson is good for 1 one week based on the week guide from the LC of the CG.)

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of social and political inequalities as features of societies and the global community.

B. Performance Standards The learners analyze aspects of social organization.

C. Learning Competencies/ The students will be able to:

Objectives 1. Define global inequality
Write the LC code for 2. Identify or spot global inequality that can be seen in the Philippines and across the globe
each 3. Suggest ways to address global inequalities - UCSP11/12HSOIIe-32

II. CONTENT Global Inequality (relationships between states and nonstate actors in the global community)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 88 – 91
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning www.quipper.com
Resources Conteras, Antonio P. et. al., Understanding Society, Culture, and Politics

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review the past lesson.
Ask students the following questions that
would summarize the past lesson:
1.What are the other minorities who
experience inequality?
2. How does conflict perspective views
minority groups?
3 - Hoe does functionalist perspective
views minority groups?
Ask students the following questions that would
summarize the past lesson:
1. What is global stratification?
2. How does conflict perspective views global
stratification?
3. How do functionalist perspective views global
stratification?
Ask students the following questions that would
summarize the past lesson:
11. What is the new global system of classification
countries?
2. Give examples of countries that fall in a specific
type of country based on income.
3. What are the theories of global inequalities?
4. How can global inequality can be addressed

B. Establishing a purpose Show pictures of two related things
for the lesson but differentiated.
C. Presenting Ask the student what they see in the
examples/instances of picture. Scaffold them to arrive at a
the new lesson word – INEQUALITY
D. Discussing new Tri-Question Approach
concepts and practicing 1. Divide the group into three,
new skills #1 ask each group to read
assigned reading (Other
Minorities, Minority Groups in
Functionalist and Conflict
Societies).
2. Since the it’s a tri-question
approach, each group will only
be given one question to
answer.
G1 – What are the other
minorities who experience
inequality?
G2 – How does conflict
perspective views
minority groups?
G3 - Hoe does functionalist
perspective views
minority groups?
based on the theories of global inequalities?
Why is there inequality? “The scale of global inequality is quite staggering.” Action Plan
-Winnie Byanyima
Let the student philosophize by asking Post this quotation to the student. Let them analyze Since the activity for this session is action plan. Let
these questions. it. the student probe about the meaning of action
plan.
Data Retrieval Chart These activities will be given to the four groups. For Simple Action Plan Construction
1. Group the student into four (depending the first two groups, give the Charting Activity, while 1. In the same group, the students will
on the number of the students) for last 2 groups, Collaborative Talk must be given. create/construct their action plan on how we can
2. Ask them to study the reading (about solve inequality.
global stratification). Collaborative Talk 2. Guide the students in taking this activity.
3. Let them fill the chart. (For group 1 and 2) 3. Each group shall choose a reporter to present
4. The students will be reporting their 1. In the same group, allow the student to read the what they have planned.
output in the class. assigned reading (Theories of global 4. Follow this format. (Let them enumerate at least
5. Process the group activity. stratification). 5 activities)
2. Let each groupmate discuss the theories that are Activities Objective Agencies Time
Question Answer Involved Frame
assigned to them and voice their own opinion
1.What is global about it.
stratification? 3. Each group shall choose a reporter to present
what they have talked about.
2. How does
G1 – Modernization Theory and How to address
conflict
global inequalities based on Modernization
perspective views
Theory
global
G2 – Dependency Theory and How to address global
stratification?
inequality based on dependency theory
3.How do
functionalist Charting
perspective views (For group 3 and 4)
global 1. In the same group, ask them to study the reading
stratification? (Revised System of Classification).
2. Let them fill the chart.
3. The students will be reporting their output in the
class.
4. Process the group activity.

Classification Characteristics Examples

1.High-
income
countries
2.Middle
income
countries
3. Low-
income
countries
 E. Discussing new
concepts and practicing
new skills #2
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 Additional activities or remediation
application or can be provided if the students are
remediation not yet proficient with the topic.
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
Unlocking of Difficulties
1. Other Minorities
2. Minority Groups in Functionalist
and Conflict Societies
Let the students try identifying
minorities in their community.
Lead students to this realization.
-By just looking at the environment, it can already be seen that inequality exists in all forms. Some are just at the personal or micro level, while some, like the example above, become national
concerns. It is therefore imperative for us to find ways to help solve the problem of inequalities whether at the personal level or global scale.
Ask the students the following
questions that would summarize the
lesson:
1.What are the other minorities who
experience inequality?
2. How does conflict perspective
views minority groups?
3 - Hoe does functionalist
perspective views minority groups?
Use entrance and exit slip to identify
who among the students did not
understand the lesson.
Unlocking of Difficulties
-Global Stratification
-Sociological Perspective
Identify a situation where inequality exits
between two countries.
Ask students the following questions that
would summarize the lesson:
1. What is global stratification?
2. How does conflict perspective views
global stratification?
3. How do functionalist perspective views
global stratification?
Use entrance and exit slip to identify who
among the students did not understand the
lesson.
Additional activities or remediation can be
provided if the students are not yet
proficient with the topic.
Unlocking of Difficulties
-Theories of Global Stratification
- Revised Global System of Classification
-Give situation/examples where these theories of Consolidate and corroborate their plan to be able
global stratification and how to address them can be to come up at one action plan for the whole class.
applied.
-Give samples of countries and allow students to
identify whether it is high-income, middle-income or
low-income country.
Ask students the following questions that would Ask students the following questions that would
summarize the lesson: summarize the lesson:
1. What is the new global system of classification 1. What is an action plan?
countries? 2. Why do you need an action plan to solve the
2. Give examples of countries that fall in a specific problem of global inequality
type of country based on income.
3. What are the theories of global inequalities?
4. How can global inequality can be addressed
based on the theories of global inequalities?
Short essay can be given answering these The action plan will serve as the students’
questions. measurement of their learning about the topic.
“Why do we have to classify a country? Is it really
necessary?”
Additional activities or remediation can be provided if Additional activities or remediation can be provided
the students are not yet proficient with the topic. if the students are not yet proficient with the topic.
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?