This document contains a daily lesson log for a Grade 12 class on Trends, Networks, and the 21st Century. The lesson covers topics related to globalization, including its effects and how it connects people and nations. Activities include analyzing pictures to identify effects of globalization, discussing how technology is produced globally, and creating concept maps to illustrate interconnectedness. Students also role-play scenarios around collaboration and cooperation to demonstrate their benefits. The teacher reflects on lesson effectiveness and seeks help addressing challenges.

1. Grades 1 to 12
DAILY LESSON LOG
School DepED Region III MTOTHUMSS 2017 Grade Level 12
Teacher CLASS A Learning Area TRENDS,NETWORKS, AND 21ST
Teaching Dates and Time Week 7 Quarter 1ST
Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learner understands the components, operations, effects and networks of globalization in his/her daily life.
B. Performance Standards
The learner locates on a map the different geographical origins of the various 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 Competencies/
Objectives
Write the LC code for each
Give examples of various
activities in one’s daily life that
show the concrete effects of
globalization.
HUMSS_MCT12-If-g-1
Explain the comprehensive
effects of globalization
HUMSS_MCT12-If-g-2
Show the interconnectedness of
peoples and nations
HUMSS-MCT12-If-g-3
Explain and demonstrate the benefits of
collaboration and cooperation.
HUMSS_MCT12If-g-4
II. CONTENT Examples of globalization
Effects of globalization
Networking: Interconnectedness of
peoples and nations
The benefits of collaboration and cooperation in
global networks
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources www.edu.gov.mb.ca>socstud>blms
http://www.bgfalconmedia.com/foru
m/globalization-impacts-aspects-of-
everyday-life/article
http://www.studymode.com/essays
/The -Impact -Of-Globalization
www.brainia.com/topics/gl
obalization-effects-on-
daily-life
https://nabfamily.sas.upenn.edu>
politics
https://mpra.ub.uni.muenchen.de
Globalization on Economic
Growth: Empirical Evidence in the
Role of Complementarities by
Parisa Samimi and Hasem
Salarzadeth Jematabadi
https://www.boundless.co
www.mutualresponsibility.org/cultur
e
/global-interconnection-between-
people-and nations-a-fact-of-life-
ted-
talk
https://www.imf.org>
https://www.boundless.com

2. m/.../globalization.../negati
ve-and-positive-effects-of-
globalization
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Review: Strips of cartolina will be
posted on the board containing
particular problem in the
community let the students give
solutions using intuitive thinking
Picture Analysis:
Picture showing daily activities
affected by globalization.
The teacher will show a picture of
UN members in an assembly.
Ask: What can you say about the
picture?
(2-3 minutes)
The learners will put together a picture puzzle
showing the connection of the people and the
nation.
Is the people relevant to nation? Is the nation
relevant to people? Why?
PROBLEM
B. Establishing a purpose for
the lesson
Picture Analysis:
1. Person who use
technology/gadgets/internet.
2. Industrial
3. Education
4. Agricultural product
Processing Question:
What can you infer from the given
pictures?
How are these related to each
other?
The teacher will state the
objectives of the day.
Video presentation showing
different effects of globalization in
labor and migration.
Processing Question:
What can you infer from the video
presented?
Group Activity: The class will be
grouped into four and they will
unscramble group of word to form
this phrase “A nation’s culture
resides in the heart and in the soul
of its people.” by Mahatma Gandhi
Ask: Can you analyze the phrase?
What does the phrase mean?
The teacher will state the
objectives of the day.
Group Activity:
They will make a tower out of 10 pieces bond
paper. The tower should not easily fall.
C. Presenting
examples/instances of the
new lesson
The teacher will post a world map
on the board and let the students
identify the countries that produce
the said technology.
The teacher will discuss some
places where these gadgets were
made.
See attachment for the world map
Using a meta-strips identify the
effects of globalization shown in
the video.
The teacher will post a picture.
Ask:What can you say about
the picture?
What made your tower stronger or weaker over
the other towers?

3. Why do you think the
children surround the
globe?
D. Discussing new concepts
and practicing new skills #1
Presentation of the output.
Processing question:
1. How often do you use these
technology?
2. What benefits do you get from
using these technology?
Define globalization
Making a concept map showing
the comprehensive effects of
globalization; economic, social,
and political.
Effects of
globalization
economic social political
The teacher will discuss:
1. Definition of
a. Nation
b. People
c. Interconnection
d. Network
2. What is the condition of Filipinos
going abroad to work?
3. Do they help in the development
of our country?
The teacher will
1. Define/Discuss:
a. Collaboration
b. Cooperation
2. How cooperation and collaboration help in the
development of our country?
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
The teacher will discuss daily
activities that show effects of
globalization such as:
a. Listening to the songs of
Kanye West
b. Buying goods On-line
c. Eating in a Fast food
d. Using the Internet in
researching
The teacher will discuss:
1. Factors of globalization:
a. Economic
b. Political
c. Social
2. Positive and Negative effects of
globalization
Processing Question:
Which among the following
factors of globalization can be
observed easily?
Ask: What are the characteristics
of nations and peoples?
Can the nation stand without
people?
Can the people exist without
nation?
Defend you answer.
Group Activity (10mins)
Make a Concept Map stating the benefits of
Collaboration and Cooperation.
The students will discuss their work.
G. Finding practical
applications of concepts
and skills in daily living
As a Senior High School student
how does globalization affect
you?
The European Union is against
the Extra Judicial Killings in our
country. What will you feel if the
donations and aids that the Union
is giving us will be stopped?
Why?
How will you stay connected to
your loved ones?
Ask: How collaboration and cooperation help you
as a student in finishing a given activity or
project?
H. Making generalizations and
abstractions about the
lesson
What are the concrete effects of
globalization?
What are the comprehensive
effects of globalization
economically, socially, and
politically?
How is interconnectedness of
people and nation make us one?
How is cooperation and collaboration seen in the
global network?
I. Evaluating learning Formative Assessment (1-5)
Write Yes if the statement shows
effect of globalization and No if
not.(10mins)
1. Internet Surfing
2. Extracting money from the
Group Activity:
The class will be grouped into 3.
Each group will present a news
cast simulation reporting about
the progress of the countries
assigned to them focusing on the
Group Activity:
Through a drawing, show the
interconnection of people and
nation.
See attachment for the rubrics.
Group Activity: Role Play (10-15mins)
Group A: Farmers Planting Rice
Group B: Ants Collecting Food
Group C: Students making a toy robot out of
plastic bottles
See attachment for the rubrics

4. ATM
3. Playing Piko
4. Walking to school
5. Recording a Role Play
using cellphone.
positive effects of globalization.
See attachment for the rubrics.
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?

5. Grades 1 to 12
DAILY LESSON LOG
School DepED- Region III MTOT-HUMSS 2017 Grade Level 12
Teacher CLASS A Learning Area TRENDS,NETWORKS & 21ST
Teaching Dates and Time Week 8 Quarter 1st
Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learner understands the components, operations, effects and networks of globalization in his/her daily life.
B. Performance Standards
The learner locates on a map the different geographical origins of the various 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 Competencies/
Objectives
Write the LC code for each
Identify and discuss the different
contributions of the parts to a whole.
HUMSS_MCT12-If-g-5
Stress the important role of the creative
imagination in putting together the
various parts of a whole
HUMSS_MCT12-If-g-6
Create a map to show the origins of the
different component/s of a gadget,
business enterprise,
industrial/technological/agricultural
product etc.
HUMSS_MCT12-If-g-7
Write a reflection essay on the
insights generated from the
map.
HUMSS_MCT12-If-g-8
II. CONTENT Global Networks: Labor and Migration
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources http://graphicdesign.spokanefalls.edu/tut
orials/process/gestaltprinciples/gestaltpri
nc.htm
http://facweb.cs.depaul.edu/sgrais/gestal
t_principles.htm
https://www.adorama.com ›…› Features https://www.imf.org>
https://www.boundless.com
https://www.imf.org>
https://www.boundless.com
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
The Benefits of collaboration and
cooperation (5 minutes)
ASK: Explain the importance of the part
to a whole?
(2-3 minutes)
Show a puzzle with missing pieces.
Ask: What do you observe about the
puzzle?
Is creative imagination important in

6. putting together the various parts of a
whole?
Why?
(2-3 minutes)
B. Establishing a purpose for
the lesson
1. The teacher ask the learners to show
their gadgets or anything that they think
is a product of globalization.
2. Why do you think these products are
made?
Expected answers:
This products were made in order for us
to:
-simplify life
-better living
Present to the class a picture of a pizza
pie or the realia. Upon showing the
picture of a pizza pie
- Ask the students about the “Pizza Pie”
or
-ask somebody who eats pizza, and:
-let the students explore and share their
concept by:
 Describing the pizza’s
a. Features
b. Characteristics
c. Texture
d. Flavor etc.
(5 minutes)
C. Presenting
examples/instances of the
new lesson
Where do you think are these made and
manufactured?
Expected answers are:
China
Japan
U.S.A
This part shows emphasis to unlock the
difficulty.
-based on ideas presented by the
students how they described the pizza’s
appearance, and how they perceived it if
they are going to connect and adapt it to
the concept of exerting creative
imagination in dealing with connecting
things or making things interconnected
by doing an activity.
Guide questions:
1. What is the shape of the pizza?
2. What are the toppings?
3. Wouldn’t be fair if the other group will
get Hawaiian instead of bacon?
The teacher will guide or facilitate the
students to:
 Connect and redirect the
students creative ideas to form
the main concepts of various
part of a whole.
(10 minutes)
D. Discussing new concepts
and practicing new skills #1
 Group Activity: Divide the class into
four groups. Let the learners
create the following using their own
available materials:
1. Paper Tower
Short game: “ Dugtungan Tayo” or
“Connect Mo”
(Showing connections or
interconnections that leads to the
discussion—the essence of the part of a
.

7. -Group 1 and 3
2. Dress me up (The teacher will
provide the hanger)
-Group 2 and 4
 Let them explain their realization
and experiences in the activity
 Introduce the Gestalt Principles
(10-15 minutes)
whole )
Execution of activity
Group Activity: Procedure
a. the class will divide or will be divided
into 4 or 5 groups.
b. make a specific name of a group.
c. prepare a simple jingle that makes
the group identity
Ex. “ The Europeans invented the (1st
group) to (2nd group) for us to (3rd group)
and have a (4th group)
(15 minutes)
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
How important is the parts to a whole?
Can you give an example?
(3-5 minutes)
Introduce the Gestalt Principles
pertaining to parts of a whole in dealing
with the Global Networks.(e.g figure,
similarity, proximity, closure, continuity,
and symmetry or order)
Adapt those principles in dealing with
global networks by means of.
-presentation of the following logos or
pictures
(ex. APEC, SEA GAMES, MISS
UNIVERSE, OLYMPICS GAMES,
OPEC, WHO, UNICEF,ICC, UN, )
-then the teacher will stretch out the
given ideas of the students by asking the
following question.
1. Why there is a need for
interconnections among nation
of the world?
2. How do nations around the
world deal with those ideas to
create interconnection
(10 minutes)
G. Finding practical applications
of concepts and skills in daily
living
Can a whole class be considered a class
without a teacher? Without students?
(3-5 minutes)
Life like application:
How do you find ways in dealing with the
following to develop connections or
interconnections to:
 Family
 Community
 Society
 Nation

8. (3 minutes)
H. Making generalizations and
abstractions about the
lesson
Ask: What do you think is the importance
of the sum of the parts to a whole?
(5 minutes)
What quality of a Filipino is very much
recognized in different parts of the world?
-Hospitality is the quality of a Filipino. In
which wherever we go we will be still
classified a Filipino.
The teacher or the students will give
emphasis to the importance of creative
thinking and imagination in putting
together the various parts of a whole.
(5 minutes)
I. Evaluating learning Recitation
Enumerate and explain the Gestalt
Principles
(5 minutes)
Written Work:
In 5-10 sentences write an essay
answering the following question:
Do you have a relative working abroad?
How do you feel about it?
(10 minutes)
Group Activity:
Each group will create a map to show the
origins of the different component/s of a
gadget, business enterprise, industrial,
technological, agricultural product. Etc.
Individual Activity:
Each student will write a
reflection on the insights
generated from the map that
you made yesterday.
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?

9. GLOBAL NETWORKS
Week 7 Day 1
I. Objectives:
Give examples of various concrete activities showing the effects of globalization.
II. Topic
Various Activities Showing the Effects of Globalization
III. Discussion
Define:
Globalization - is a process of interaction and integration among the people, companies,
and governments of different nations, a process driven by international trade and
investment and aided by information technology. This process has effects on the
environment, on culture, on political systems, on economic development and prosperity,
and on human physical well-being on societies around the world.
Migration - is a movement to another place, often of a large group of people or animals
http://www.yourdictionary.com/migration
Labor - work, especially hard physical work
A. Motivation:
- the learner will identify two problems in the community and let them
provide the possible solution through filling up the Problem-Solution Chart
Problem/Solution Chart:
What is the problem? What is the cause? What is the effect? What are the possible
solutions?

10. B. Developing Mastery
1. World Map Activity
-the teacher will post a world map on the board and let the students identify the
countries producing such technology.
2. The teacher will further discuss to the class how globalization affects migration
and labor of people.
3. The learners will be grouped into 3 and ask them to make a chart of positive and
negative effects of globalization in their daily lives.
C. Evaluating Learning
Formative Assessment (1-5)
Write YES if the statement shows effect of globalization and NO if not.
1. building of establishments such as KFC’s and McDonald’s in most countries
2. washing clothes by hands
3. exporting mobiles, electronic items, batteries and gadgets throughout the world
4. country’s tribe with preserved culture
5. group of women working abroad as domestic helpers
Prepared by:
Christine O. Carino
Teacher I

12. GLOBAL NETWORKS (Day 2)
Week 7
I. Objectives:
Explain the comprehensive effects of globalization.
II. Topic
Comprehensive effects of globalization ( economic, social, political)
III. Discussion
Define:
Economic Globalization is the increasing economic integration and interdependence of
national, regional, and local economies across the world through an intensification of cross
boarder movement of goods, services, technologies and capital.
 Trans-national trade
 World Trade Organization
 Gen. Agreement on Tariff and Trade
 Trade Barriers
 Foreign Direct Investment
Social Globalization is a social transformation or process leading to the achievement of
people-centered development. Human-centered development concept is offered as an alternative
strategy to bring about a more equity development outcome.
 1995 Copenhagen World Summit for Social Development
 UN General Assembly
 Partnership of International Development Programs
 Social Integration, Gender Equity and access to Social Services
 HIV/AIDS Awareness
Political Globalization refers to an increasing trend toward multilateralism toward an
emerging transnational state apparatus, and toward the emergence of national and
international non-governmental organizations that act as watchdogs over governments.
https://nabfamily.sas.upenn.edu>politics
A. Motivation:
Group Activity:
Ask: Can you give examples of daily activities that you do which is affected by globalization?

13. B. Developing Mastery
Group Activity (10mins)
Ask: What can you say about the present situation of our country economically?
Present a table showing highly globalized countries.
COUNTRIES ECONOMIC SOCIAL POLITICAL
CHINA
USA
JAPAN
C. Evaluating Learning:
Ask the students to analyze and compare the table and explain why these countries have higher
growth, and link it to the positive effects of globalization.
Group Activity: Classify It!
The class will be divided into 3 groups. Using a graphic organizer they will classify highly
globalized countries in terms of economic, social and political development.
 China
 USA
 Japan

14. Group 1: Concept
Group 2: Venn Diagram
Group 3:
Map
Tree Diagram ( Cause and Effect)

15. GLOBAL NETWORKS(Day 3)
Week 7
I. Objectives:
The learners may understand and explain the interconnectedness of peoples and
nations .
II. Topic
Interconnections of peoples and nations
III. Discussion
Define:
People-a body of persons sharing a common religion ,culture ,or language
Nations - A relatively large group of people organized under as single ,usually
independent government ;a country.
A people who share common customs ,origins ,history , and frequently language , a
nationality .
A. Motivation:

16. The teacher will ask the student :
What can you say about the pictures .
B . Discussion :
The teacher will present the following picture :
The teacher will ask :
1 . What can you say about the picture ?
2 . In the picture , why do you think the children surrounds the globe ?
3. Does the picture depicts nationalities ?
C . Evaluating Learning
Short Essay . Through the drawing , write the interconnections of peoples and
nations .

17. GLOBAL NETWORKS
Week 7 - Day 4
I. Objectives:
Explain and demonstrate the benefits of collaboration and cooperation.
II. Topic
Benefits of collaboration and cooperation
III. Discussion
Define:
Collaboration-to work together with others to achieve a common goal
Cooperation- active help from a person, organization etc. such as an orderly sharing of
space and resources.
A. Motivation:
Group Activity:
They will make a tower out of 10 pieces bondpaper. The tower should not easily
fall.

18. B. Developing Mastery
Group Activity (10mins)
Make a Concept Map stating the benefits of Collaboration and Cooperation.
The students will discuss their work.
C. Evaluating Learning:
Group Activity: Role Play (10mins)
Group A: Farmers Planting Rice
Group B: Ants Collecting Food
Group C: Students making a toy robot out of plastic bottles
See attachment for the rubrics
RUBRIC FOR ROLE PLAY

20. GLOBAL NETWORKS ( DAY 6 )
NO. 2
I. Objectives:
Stress the important role of the creative imagination in putting together the
various parts of a whole.
II. Topic
Global Networks: Labor and Migration
III. Discussion
A. Motivation
 The teacher will present the picture of a pizza pie. (All the answers will be
collected and drawn from the students)
 The students will: Describe the pizza’s ( Feature, Characteristics,
Texture , favor etc. )
 Followed by unlocking of difficulty, by means of short game and activity to
hook the discussion from the motivation.
B.DEVELOPING MASTERY
Discussion: (Adaptation of Gestalt Principles to Global Networks )
 Presentation of logos or picture (ex. APEC, SEA GAMES, MISS UNIVERSE,
OLYMPICS GAMES, OPEC, WHO, UNICEF,ICC, UN, )
 The students will answer questions from the above examples that lead to the
lesson.
 The lesson proper
Gestalt laws are rules of the organization of perceptual scenes. When we look at
the world, we usually perceive complex scenes composed of many groups of objects on
the some background, with the objects themselves consisting of parts, which maybe
composed of smaller parts, etc.
Gestalt theories follow the basic principle that the whole is greater than the sum
of its parts.
Ex. Picture of a car, pizza, etc.

21. Note: Emphasis on the perception of seeing the value of the parts of a whole.
 Make order out of chaos
 To create harmony
 To make structure from seemingly disconnected bits of information
Present the Six (6) Principles of Gestalt Laws (Applied to Global Networks)
1. Figure – this principle shows number of possible variables such as color, size
etc.(referring to people in a nation)
2. Similarity – state the things which share characteristics such as shape, size, color,
texture, and good composition (geographical setting and characteristics of
different nation)
3. Proximity- it state that “objects or shapes that are close to one another appear to form
groups”. Even if the shapes, sizes, and objects are radically different, they
will appear as a group if they are close together. ( refers to close
neighboring countries who possesses same cultural background etc.)
4. Closure - This involve the provision of missing details to be a part of potential
pattern or once closure is achieved, the elimination of details unnecessary
to establish a pattern match. ( ex. Governance, laws, and others )
5. Continuity –it states that things are “tend to continue shapes beyond their ending
points” (interconnections to cross countries---essence of globalization or
evolution of generation)
6. Symmetry or Order- it does not give the impression of things that “something is out of
balance, or missing, or wrong.” (connotes stability, and peace and order,
like sets of instruction or reference)
C. Evaluating Learning:
Written Work:
In 5-10 sentences write an essay answering the following question:
Do you have a relative working abroad? How do you feel about it?

23. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III- Central Luzon
BIBLIOGRAPHY
TRENDS, NETWORKS, AND CRITICAL THINKING SKILLS IN THE 21ST CENTURY
GLOBAL NETWORKS
TOPIC WEEK 7 CURRICULUM CODE BIBLIOGRAPHY/RESOURCES
Various activities in one’s daily life
that show the concrete effects of
globalization.
Day 1 HUMSS_MCT12-If-g-1
http://www.bgfalconmedia.com/forum/globalization-impacts-aspects-of-everyday-
life/article
http://www.studymode.com/essays/The-Impact-Of-Globalization
www.brainia.com/topics/globalization-effects-on-daily-life
Comprehensive effects of
globalization
Day 2 HUMSS_MCT12-If-g-2
https://nabfamily.sas.upenn.edu> politics
https://mpra.ub.uni.muenchen.de
Globalization on Economic Growth: Empirical Evidence in the Role of
Complementarities by Parisa Samimi and Hasem Salarzadeth Jematabadi
https://www.boundless.com/.../globalization.../negative-and-positive-effects-of-
globalization
Interconnectedness of peoples
and nations
Day 3 HUMSS-MCT12-If-g-3
www.mutualresponsibility.org/culture
/global-interconnection-between-people-and nations-a-fact-of-life-ted-
talk
The benefits of collaboration and
cooperation in global networks
Day 4 HUMSS_MCT12If-g-4 https://www.boundless.com
WEEK 8
Contributions of the parts to a
whole
Day 1 HUMSS_MCT12-If-g-5
http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.
htm
http://facweb.cs.depaul.edu/sgrais/gestalt_principles.htm
Role of creative imagination in
putting together the various parts of
a whole
Day 2 HUMSS_MCT12-If-g-6 https://www.adorama.com ›…› Features

24. Origins of the different
component/s of a gadget, business
enterprise,
industrial/technological/agricultural
product etc.
Day 3 HUMSS_MCT12-If-g-7
https://www.imf.org>
https://www.boundless.com
Write a reflection essay on the
insights generated from the map.
Day 4 HUMSS_MCT12-If-g-8
https://www.imf.org>
https://www.boundless.com