DLL Week 14.pdf
- 1. Page 1 of 3 DAILY LESSON LOG School Congressional NHS Grade Level 11 Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics Teaching Dates & Time Week 14 Quarter 2nd (1st Semester) Session 1 Session 2 I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards The learners demonstrate an understanding of: 1. Cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests. B. Performance Standards 1. Analyze various contributions of active religious organizations in ones locality. 1. Analyze various contributions of active health organizations in ones locality. C. Learning Competencies/ Objectives Write the LC code for each Conduct participant observation (e.g., attend, describe, and reflect on a religious ritual of a different group; observe elections practices)- UCSP11/12HSOIIg-28 Recognize the practice of medical pluralism in light of cultural diversity and relativism. -UCSP11/12HSOIIg-29 II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Religious Institutions Health Institutions III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes concept development. A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learners Manual. 2016 UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al. QUIPPER UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al. 1.Teachers Guide pages 2.Learners Material pages 3.Textbook pages pp. (Balena, 2016) pp. (Balena, 2016) 4.Additional Materials from Learning Resource portal QUIPPER CLASSROOM B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, co resources/application. TV, Laptop, Activity Sheets, bond paper, coloring materials or online resources/application. IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or presenting the new lesson Show students list of pictures related to different non-state institutions. Think of best link between picture-non- state institutions. Big: Question: How does religion affects society?
- 2. Page 2 of 3 B. Establishing a purpose for the lesson Video Presentation: Parable of the Blind Men and the Elephant Description: The story shows the conflict between perspectives of six blind men about an elephant. (10 minutes) Presentation of objectives Say: Today we are going to analyze religious institutions and its contribution to society. Picture Analysis Description: Show a collage of different types of healing method; be it traditional, western or alternative. Presentation of Objectives C. Presenting examples/ instances of the new lesson Symbol Quiz Directions: Show different symbols that represent a religion. Let the students guess each symbol. Reveal the answer after all of the logos were shown. (20 minutes) Process Questions: 1. Is it hard to identify the religion represented by the logo? Why/why not? 2. What are the differences of those religions? 3. Did you find any similarities in spite of their differences? 4. What is the most common religion in the Philippines? Describe the characteristic/organization of these religions. 5. Do you think it is time for church and state to reunite just like the Spanish era? Why or why not? Concept Mapping Directions: Create a concept map about your health institutions. D. Discussing new concepts and practicing new skills #1 Direct Instruction (60 minutes) Religion and Belief Systems a. Animism b. Polytheism c. Monotheism Reflect: What kind of religious structure do you belong? How will you describe your religion? d. Institutionalized religions e. Separation of church and state Reflect: Do you agree that the church and state should be autonomous from each other? Health Institutions a. Culture-specific syndromes and illnesses (e.g., bughat, usog/buyag) b. Systems of diagnosis, prevention and healing (e.g., traditional, western, alternative healing systems) c. Health as a human right E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment 3) 1. What is Religion? 2. What are the elements of religion? Give examples for each. Processing Questions 1. What is health? Health
- 3. Page 3 of 3 3. How will you describe different religious structures? 4. Does your religion affects you as an individual? 5. How can you describe the contribution of religion in society? 2. How do you diagnose, prevent and heal culture-specific illnesses? Is there a standard treatment for these illnesses? 3. What should be the characteristic of public health care services? 4. If you are going to rate the quality public health care services in your community, 10 being the highest, what would it be? 5. Why is it important to promote medical pluralism? Is it beneficial to the development of our country? G. Finding practical applications of concepts and skills in daily living Participant Observation Attend, describe, and reflect on a religious ritual of a different from your own. Take note of your observations. Create a narrative report of your observation. Infographic Using online applications. Create an infographic entitled Five Ways to Maintain your Health. It should be inform the practice of medical pluralism in light of cultural diversity and relativism. H. Making generalizations and abstractions about the lesson Big Question: How does religion institutions affect the growth of one country? Explain. Identify the role of Health organizations on economic growth and employment. I. Evaluating Learning Identification (10 items) Identification (10 items) J. 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 them 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 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? For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph