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GRADE 11 School Salapungan National High School Grade Level 11

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Philippine Politics and Governance
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and globalization.
B. Performance Standards
The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
Learners are expected to:
1. explain meanings of
C. Learning Competencies / Objectives globalization
Write the LC code for each
HUMSS_PG12-Ie-17
2. evaluate how globalization
influences nation-states
HUMSS_PG12-Ie-18

States, Nations, and Globalization


II. CONTENT
Buwan ng Wika Celebration Holiday Globalization as a Context of Relations Midterm Exams
Among Nation-States
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 39-
40
What is Globalization? https://www.youtube.com/watch?v=xPD477FuqtY Is
Globalization Good or Bad? https://www.youtube.com/watch?v=8sSNyXEShqI
Globalization Pros and Cons: https://www.youtube.com/watch?v=cVPwmpu3HAE
The Cost of Globalization: https://www.youtube.com/watch?v=v0CdoXp8x44
IV. PROCEDURES
(5 minutes)
Review: SONA (State or Nation,
A. Reviewing previous lesson or
presenting the new lesson Arrange!
Let the students categorize each
concept written in meta-cards if
it falls under the concept of
nation or state.

Ask the following:


1. What is the difference
between a nation and state?
(Students may give
words/phrases as answers.
These can be organized in a
Venn diagram on the
board).
2. How are these two
concepts related?
Dyad: SHOPares

Have the students go through with


the things they have, particularly
looking at the labels and listing the
countries where those things were
made.

Ask the following:


1. How do you find the discovery of
B. Establishing a purpose for the
lesson the things being used by your
pair? Speak your thoughts. No
holds barred. Do you find him/her
nationalistic or not? DO you find
him/her out of fad or not? Etc.
2. How do we usually call the things
we buy in our country? How do
you understood it? Why?
3. How about those people buying
imported products? How do we
regard them? Why?
(5 minutes)
Class Activity: LaraONE
Have the students find the
oneness between the images
1. Presenting Examples / instances
of the new Lesson below.
(By this time, the students could
already easily grasp the next point
of the lesson, which is to
coin the word
GLOBALIZATION from jumbled
letters.)

Ask the students now; what


concepts they can associate with
the term Globalization. (They
should organize the responses in a
concept map)

(15 minutes) 1.
Group Work. KaWHOLEgan
Distribute copies of meanings of
globalization to each group. They
will brainstorm on the meaning
1. Discussing new concepts and
practicing new skills #1 and highlight its keywords/s.

Processing. Making Sense


Ask the following:
1. What is common among the
given meanings? Why?
2. How would you define
globalization based on the
following concepts?
2. Discussing new concepts and
practicing new skills #2
3. Developing Mastery  (10 minutes)
(Leads to formative assessment
# 3)
Group Work: PERS time
Illustrate or identify scenarios how
globalization works in Philippine
context in terms of:
 Political
 Economic
 Religious; and
 Socio-cultural
interconnections

Take note: Students can be provided


with newspapers and consider
articles related to the mentioned
aspects. Relate this to the class for
simple discussion.)
4. Finding practical applications of (7 minutes)
concepts and skills in daily
living
Group Work: #GoGlobal

Have the students write a


group statement of going
global. Let them post their
work on the board for the
whole class to see. Give each
student a like and a dislike
icon and post it to the
statements of their choice.

Processing Question:
1. Which garnered the
most likes? dislikes?
2. Why it garnered the
most likes? dislikes?
5. Making generalizations and (7 minutes)
abstractions about the lesson

Group Work: ContraDICTIONARY


Each group conceives a
consensual definition of
globalization based on their
understanding. Have these written
on manila papers and posted on
the board.

6. Evaluating learning (5 minutes)

Individual Work. Evaluate the


influences of globalization to the
Philippines. (The students can focus
on one issue.)
7. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION 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 relevant questions.

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 work


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 teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON


SHS Teacher III School Head