Republic of the Philippines

Department of Education
Region VI-Western Visayas
Schools Division of Iloilo City
JARO NATIONAL HIGH SCHOOL

TEACHER: Lorene Joy T. Sudario GRADE LEVEL: Grade 12

DAILY LESSON LOG STRAND/SECTION: HUMSS-12 CAPERNAUM LEARNING AREA: TNCTC
TEACHING DATE/TIME: QUARTER: Third Quarter
March 20-21, 2023
DAILY LESSON PLAN IN TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY

I. OBJECTIVES
A. Content Standards The learner understands the components, operations, effects, and networks of globalization in
his/her daily life.
B. Performance The learner locates on a map the different geographical origins of the various
Standards components/elements of an industrial/technological/agricultural product and writes a reflection
essay on the insights gathered from the exercise.

The learner locates on a map the workplaces of the OFWs in their community and writes a
reflection paper on the effects of labor migration to their community.

C. Learning Competency The learners:

Write the LC Code for a. Explain the concrete effects of globalization and to one’s daily life. HUMSS_MCT12-If-g-2
each
Objectives
At the end of the lesson the learners will be able to:

1.) explain the concrete effects of globalization to one’s daily life;

2.) appreciate the effects of globalization through a digital collage, role play and jingle
making;
3.) write a reflection paper on the effects of labor migration to the community.
II. CONTENT Trends, Networks, and Critical Thinking in the 21st Century
Global Networks
III. LEARNING
RESOURCES

A. References
Trends, Networks, and Critical Thinking in the 21st Century
1. Teacher’s Guide Pages Final K to 12 MELCS with CG page 623
2. Learner’s Material
Pages Trends, Networks, and Critical Thinking in the 21st Century
3. Textbook Pages Supplementary Learning Modules for Senior High School Learners Week 4 pages 1-26
4. Additional Materials
from (LR) portal

B. Other Learning Arasa, J. (2017, February). Trends Networks and Critical Thinking: Labor and Migration.
Resources Retrieved from http://mytnct.blogspot.com/2017/02/iii.html

https://www.google.com/search?
q=walang+natira+lyrics&sxsrf=AJOqlzVnP3g4wLNouDurZ8kZpTglvAuz1w
%3A1677811932672&source=hp&ei=3GABZKeeJe2A0PEP1tC32As&iflsig=

https://www.youtube.com/results?search_query=walang+natira

https://www.google.com/search?q=nike+&tbm=isch&ved=2ahUKEwiOkvSr-
b79AhWIm1YBHW82AHwQ2-cCegQIABAA

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Reviewing previous
lesson or presenting the Preliminaries
new lesson  Opening prayer
 Checking of Attendance
 Checking the arrangement and cleanliness of the seats and
5 minutes classrooms.

Page 1 of 8
 Classroom rules: CARE

1. Agreed rules in the classroom such as equality and respect for each
other.

C- COURTEOUS A- ALWAYS PREPARED

R- RESPECT E- EFFORT

2. Paying attention to differently abled students and those who need

guidance in class. For example, those with vision and hearing problems
should be seated where they are more comfortable during class, and those
who are absent should be sent a copy of the discussed lesson to their
classmate next door or in the barangay.

Indicator 4: Establish safe and secure learning environments to enhance

learning through the consistent implementation of policies, guidelines and
procedures.

Review of Previous Lesson:

Ask the students questions regarding the previous lesson.

1. What did we discussed last time? Possible answers:

2. Who can give me the different elements and characteristics of a trend? We discussed last time the
3. Why is it important to study trends and its effect to people, culture and different elements and
society? characteristics of trends.

The characteristics of
trends are microtrends,
macrotrends, megatrends
and gigatrends.

It is important to study
trends because we are able
to observe the sudden shift
and its affect to people,
culture and in society.
B. Establishing a purpose SONG ANALYSIS (AUDITORY LEARNERS)
for the lesson
The teacher will present the short song “Walang Natira by Gloc 9” to the
students. The students will be asked to listen and reflect on the lyrics
5 minutes conveyed by the song.

Walang Natira Lyrics by Gloc 9

Napakaraming guro dito sa amin

Ngunit bakit tila walang natira?
Napakaraming nurse dito sa amin
Ngunit bakit tila walang natira?
Nag-a-abroad sila
Gusto kong yumaman, yumaman, yumaman, yumaman, yumaman
Nag-a-abroad sila
Gusto kong yumaman, yumaman, yumaman, yumaman, yumaman
Nag-a-abroad sila
Lupa kong sinilangan, ang pangalan ay Pinas
Ngunit bakit parang puno na ang prutas ay pitas?
Nauungusan ng batas, parang inamag na bigas
Lumalakas na ang ulan, ngunit ang payong ay butas
Tumatakbo nang madulas, mga pinuno ay ungas
Sila lang ang nakikinabang, pero tayo ang utas
Mga kabayan natin ay lumilipad, lumalabas
Para pumunta ng ibang bansa at doon magtanas
Ng kamay para lamang magkakalyo lang muli
Ang pahinga'y iipunin para magamit pag-uwi
Dahil doon sa atin, mahirap makuha ang buri
Mabahiran ng tsokolate ang matamis na ngiti
Ng anak na halos 'di nakilala ang ama
O ina na wala sa t'wing kaarawan nila
Darating kaya ang araw na ito'y mag-iiba?
Kung hindi ka sigurado, mag-isip-isip ka na
Napakaraming inhinyero dito sa amin
Ngunit bakit tila walang natira?
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 Napakaraming karpintero dito sa amin
Ngunit bakit tila walang natira?
Nag-a-abroad sila
Gusto kong yumaman, yumaman, yumaman, yumaman, yumaman
Nag-a-abroad sila
Gusto kong yumaman, yumaman, yumaman, yumaman, yumaman
Nag-a-abroad sila

Process questions:

a. Is the song familiar to you?

b. What message does the song convey?
c. Based on the song, do we see similar situations today? Explain
your answer.
The students will share
The trends of globalization in the 21st century as it relates to technology their insights in class using
includes the expansion of technology, that is why we were able to identify the guide questions.
the different trend and fads that is happening worldwide and today we are
here to discuss further the effects of globalization in our daily life.
C. Presenting
examples/instances of PICTURE ANALYSIS
the new lesson
The teacher will present some pictures on globalization to the students.
5 minutes The students will be asked to analyze the pictures presented.

(LOCALIZATION)

Process questions:

a. What are your observations about the picture being shown?

b. What can you infer on the picture being presented?
c. Are these products available in the local market? The students will share
d. These products are sold abroad, but how did these products have their insights in class using
reached our market? the guide questions.

D. Discussing new Students unlock the

concepts and practicing Definition of Terms: definition of works together
new skills #1 with the learning facilitator.
Before we go to the heart of our discussion let us first start to unlock some
words to help us understand the lesson:

Globalization- is the most powerful force for change in the world today
affecting all societies in the planet. It entails the movement of capital, free
flow of goods and services, the increased mobility of individuals, and the
7 minutes expansions of multinational corporations and transnational organizations.

Migration- movement of people from one territory to another for the

purpose of taking up either a permanent or temporary residence.

Now that we have unlocked the definition of the given concepts, let us now
proceed to our discussion.

GLOBALIZATION -the process by which different parts of the world

interact economically, politically, and culturally.

Globalization has integrated the product and financial markets of

economies around the world through the driving forces of trade and capital
flows across borders.

GRAPHIC ORGANIZER

Effects of globalization

Positive Effects Negative Effects

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 Global market
Environmental
Competition
damage
Culture
Fluctuation in prices
Stable Security

Guide question:
1. How does globalization impact the way of life of people? Globalization allows us to
2. Why is it important to understand the positive and negative effects of trade freely and work
globalization? together for the greater
good.
The issue of globalization is linked with migration and with movement of
capital and commodities

MIGRATION- is said to be as old as human civilization, and there is clear

proof that globalization is inextricably related to it.

People migrate for various reasons. The reasons may fall under four
categories.
 Environmental
 Political
 Cultural
 Economic

Within these categories, National Geographic categorized them as:

 Push factors
 Pull factors

Different types of Migration

1. Internal migration
2. External migration
3. Migration
4. Immigration
5. Forced migration

Annotation: The teacher simplifies the english words during his explanation
to locally adapted language (mother tongue) for the students to understand
what is being referred by the concepts.

Indicator 3. Use effective verbal and non-verbal classroom communication

strategies to support learner understanding, participation, engagement and
achievement.

NUMERACY

"According to estimates, more or less 20% of the labor force in the

Philippines want to leave the country in search for a job abroad. Some of
them become victims of illegal recruitment and human trafficking"

In Latin America, around 40% of all indigenous peoples live in urban areas,
including 80% in some countries of Central America. In most cases,
indigenous people who migrate find better employment opportunities and
improve their economic situation, but they must move away from their
traditional lands and customs, forcing them to face numerous challenges,
including lack of access to public services and discrimination.

For 2010, a population of 45 million indigenous people was estimated in

the region, and in 2018 there were 83,000 indigenous international
migrants in 9 Central American countries, most of whom were women. It is
important to emphasize that, although they stay far from their place of
origin, identity traits and processes of resignification of identity are in
constant movement to create a new sense of belonging.

Our indigenous people are considered to be one of the poorest sector in

our society. They also migrate to find better opportunities to improve their
living.

Process questions:
1. Who among you here has a family member from the indigenous
community?
2. Do they also migrate to urban areas for work?
3. How do they manage to survive?

Annotation: Indicator 7 (Adapt and use culturally appropriate teaching

strategies to address the needs of learners from indigenous groups) was
addressed by the teacher. Students share their
insights in class using the
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F. Developing mastery DIFFERENTIATED INSTRUCTION
(leads to formative Performance and Product
Integration across disciplines (ICT, Communication and PE)
assessment)
Students will present their
Annotation: Indicator 1 (Applied knowledge of content within and across
15 minutes final product or
curriculum teaching areas)
performance in class based
With the assessment goal of measuring students understanding, the on the differentiated
activities given by the
teacher prepared differentiated activities for students to work with.
teacher.
The students will have an activity. The class will be divided into 3 groups.
Each group will have an activity based on the discussion. Group 1 – Digital Collage

COLLABORATIVE LEARNING Group 2 – Role Play

Express your thoughts through: Group 3 – Jingle

Group 1 – DIGITAL COLLAGE for VISUAL and KINESTHETIC
Students should
LEARNERS collaboratively work to
come up with the
(Integration of ICT)
differentiated task given by
Make a digital collage showing the synthesis of your understanding of the the teachers.
lesson. The collage should include elements like positive and negative
effects of globalization in our community.

Group 2 – ROLE PLAY for KINESTHETIC LEARNERS

(Integration of Communication)

Through a role play, reflect the importance of identifying the positive and
negative effects of globalization and the different issues linked in
globalization.

Group 3 – JINGLE MAKING for MUSICAL LEARNERS

(Integration of PE)

Create a jingle or short song about the different reasons why people
choose to migrate into other countries.

See attached rubrics

Annotations: Indicator 8 (In this part of the activity, the teacher addresses
the giftedness and talents of the students through the learning styles and
multiple intelligences. The differentiation recognizes that learners vary
according to their way on how they assimilate concepts and ideas.)

G. Finding practical Students’ responses will be

applications of concepts 1. What benefit can we gain from studying globalization? geared towards the
and skills in daily living application of the
2. How do we relate globalization and migration to our daily life? knowledge and concepts
from the lesson to actual
5 minutes life situation.

Possible Answers:
Studying globalization help
us to be aware about the
happenings around the
world. We were able to
know that people around
the world are more
connected to each other
than before. Information
and money flow quicker
compared before.
H. Making generalizations Sample Answer
and abstractions about LET US SUMMARIZE!
the lesson Possible answers:
Today, I have discovered that…
5 minutes Today, I have learned that
It’s amazing to know that… there are four categories of
why people tend to transfer
from one place to another.

I have discovered that

there are positive and
negative effects of
globalization
I. Evaluating Learning ASSESSMENT

IDENTIFICATION Correct Answer

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 5 minutes Directions: Below are statements with jumbled words based on the
previous discussion. Try to remember each concept by looking into the
jumbled words. Have fun! Identification

1. __________________ OLGBLAZIAONTI 1. Globalization

-the process by which different parts of the world interact economically, 2. Migration
politically, and culturally.
3. Push Factors
2. ___________________ RAGMIOONTI
4. External Migration
-movement of people from one territory to another for the purposes of
5. Internal Migration
taking up either as permanent or temporary residence.

3. ___________________ SUHP ACFORTS

- are those that motivate people to move from one place to another
because of difficulty.

4. ___________________ RETXELAN GRAMIIOTN

- moving in a different country or state

5. ____________________ RETNILAN MARGOIINT

- look for new residence within their own country or state

Constructed Responses
CONSTRUCTED RESPONSE (5 Points)
Answers may vary
How does globalization affect the labor migration of our country? according to the student’s
understanding of the lesson
J. Additional activities for
application and REFLECTION PAPER The students will write a
remediation reflection paper.
Write a reflection paper on the effects of labor migration to the
community.

V. REMARKS

No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
A. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
B. No. of learners who
continue to require
remediation
C. Which of my teaching
strategies worked well?
Why did these work?
D. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
E. What innovation or
localized materials did I Use of local images and examples (Iloilo City)
use/discover which I
wish to share with other
teachers?
Prepared by:

LORENE JOY T. SUDARIO

Teacher II

Checked by:

MICHAEL G. SALES NESTOGYN S. ILAYA

Master Teacher I Master Teacher I

JOHN H. ABAYGAR

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 OIC SHS Department

Approved by:

BELINDA V. DINOPOL, PhD

School Principal IV

ATTACHMENTS
RUBRIC FOR ROLE PLAY

JINGLE MAKING RUBRIC

A B C D
 
4 pts 3 pts 2 pts 1 pts

Theme A B C D
Jingle stays on topic Jingle stays on topic. Jingle stays on topic Jingle doesn't stay on topic.
throughout. Topic is Topic is positive and some of the time. Topic Topic is not shown in a positive
positive and appropriate appropriate for school is occasionally positive way or is not always
for school advertising. advertising. Competent and appropriate for appropriate. Group has difficulty
Clever lyrics. lyrics to advertise topic. school advertising. Fine and needs much support to
lyrics written with some write lyrics.
teacher support.

Melody A B C D
Melody is simple and Melody is simple and Melody is fair, but not Melody requires much
very "catchy". Rhythm "catchy". Rhythm and "catchy". Could be improvement, is not appealing,
and melody range melody range improved rhythmically or is "stolen" from another
appropriate and appropriate and or melodically. Lacks source.
appealing. Is original. appealing. Demonstrates originality.
some originality.

Group A B C D
work
Entire group involved in Entire group involved in All group members are Group does not work well
composition and composition and involved in composition together, not everyone involved
performance equally. All performance, but not all and performance at in composition and/or
group members ideas equally. All group times in every class. performance. Group members
are always valued - members ideas are Teacher must mediate undervalue eachothers' ideas -
group demonstrates usually valued - respect occasionally. Respect Respect not shown. Group
respect at all times. is shown most of the often shown. either falls apart, requires much
time. teacher intervention, or does not
finish project together.

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