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Grades 1 to 12
DAILY LESSON
LOG
School Grade Level 12
Teacher Learning Area Trends, Networks and Critical
Thinking in the 21st Century
Teaching Dates and Time 8th Week Quarter 2nd
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards
The learner understands the parallelism between neural and social networks.
B. Performance Standards
The learner creates a social map that traces the various roles that students play in the community (family members, community
leader, etc.) and rank the significance of the roles played within the community.
C. Learning
Competencies/Objective
s
Write the LC code for
each
Establish linkage between self and the
social network one belongs to
Demonstrate how thinking processes are shaped by social relationships
1. 1. Identify your part
in the social network
of your school
2. 2. Make a map of
the social network in
your school.
3.
HUMSS_MCT12IIg-
i-4
1. Identify the
problems you
encountered
in the social
network they
belong to.
2. Propose
solutions to
the problems
you
encountered
in the social
network they
belong to.
HUMSS_MCT12IIg-
1. Define social
relationship and
networking.
2. Value the
significance of
connectivity in
the 21st century
HUMSS_MCT12-IIg-i-5
1. Value the thinking processed that are construct to
build a strong relationship in the 21st century.
2. Every individual need to discover the roles in an
interdependent connection.
HUMSS_MCT12-IIg-i-5
i-4
II. CONTENT 7. Neural and Social Networks
7.1 Connections, Relationship and Networks
7.2 The Neural and Social 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
Mangiduyos,
G.P.2017.Trends,
Networks, and
Critical Thinking in
the 21st Century pp.
146-156
Dela Cruz, R.P.
&Dela Cruz R. T.,
2017, Wired! Trends,
Networks, and
Mangiduyos,
G.P.2017.Trends,
Networks, and
Critical Thinking in
the 21st Century pp.
146-156
Dela Cruz, R.P.
&Dela Cruz R. T.,
2017, Wired! Trends,
Networks, and
Mangiduyos, G.P.
(2017) Trends,
Networks, and Critical
Thinking in the 21st
Century Rex Book
Store pp.125-129
Dela Cruz, R.T. and
Dela Cruz, R.P(2017)
Trends, Networks, and
Critical Thinking in the
21st Century Phoenix
Mangiduyos, G.P. (2017) Trends, Networks, and
Critical Thinking in the 21st Century Rex Book Store
pp.125-129
Dela Cruz, R.T. and Dela Cruz, R.P(2017) Trends,
Networks, and Critical Thinking in the 21st Century
Phoenix Publisbhing House pp.127-131
www.ncbi.nlm.nih.gov
www.youtube.com
http://www.goodreads.com/quotes/tag/unity
Critical Thinking in
the 21st Century
pp.127 – 133
http://25ddc5e6c2c6
05b7aeb927b12117
1b6d826a
http:///
53dfdf630cf2aede4b
498a12.pdf
http://Enterprise-
Social-Your-Future-
Neural-Network-
codex1442.pdf
http://Neural%20and
%20Social%20Netw
orks.pdf
Critical Thinking in
the 21st Century
pp.127 – 133
http://25ddc5e6c2c6
05b7aeb927b12117
1b6d826a
http:///
53dfdf630cf2aede4b
498a12.pdf
http://Enterprise-
Social-Your-Future-
Neural-Network-
codex1442.pdf
http://Neural%20and
%20Social%20Netw
orks.pdf
Publisbhing House
pp.127-131
www.ncbi.nlm.nih.gov
www.youtube.com
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
( 3 minutes)
The teacher will ask
some of the learners
to explain the
difference of neural
and social network.
( 5 minutes)
How important your
role/s in the school
social network?
(5 minutes)
Show pictures of
common problems
using the social media.
Let the students identify
the problems.
Appendix 3
(5 minutes)
The teacher will review the student and ask:
1. Why it is important to establish social relationship
and networking?
B. Establishing a purpose
for the lesson
(5 minutes)
State the objectives:
4. 1. Make a map of
the social network in
your school.
5.
6. 2. Identify your part
( 7 minutes )
State the objectives
1. Identify the
problems you
encountered
in the social
network they
(10minutes.)
Activity:
Form group with 5
members, how many?
Present a song, dance
or drama about
connection or
(10 minutes).
Present a video of “Hare and Tortoise”
The learners will get a partner and will share the
learning from the video.
The teacher will ask the following questions
1. What do you observe about the video?
in the social network
of your school
The learners will be
asked to watch the
video “Social
Networking in Plain
English”.
http://25ddc5e6c2c6
05b7aeb927b12117
1b6d826a
belong to.
2. Propose
solutions to
the problems
you
encountered
in the social
network they
belong to.
The teacher will ask
the following
questions:
1. Is LDR (Long
Distance
Relationship)
possible?
2. What are the
ways to
maintain
LDR?
relationship.
The teacher will ask the
following questions:
1. How important or
necessary the
connection and
social relationships?
State the objective
1. Define social
relationship and
networking.
2. Value the
significance of
connectivity in the
21st century
2. What is the theme of the video?
3. How can you relate the video to your everyday life?
C. Presenting
examples/instances of
the new lesson
( 7 minutes )
The teacher will ask
the following guide
questions:
1. 1. What is social
networking?
2.
D. 2. Can you point
out the social
network around
you?
( 8 minutes )
The teacher will ask
the following guide
questions:
1. How do social
networking sites
widen the social
network?
2. Are social
networking sites
Picture Analysis:
The teacher will present
pictures of social
relationship.
 Parenting
relationship
 Sibling
relationship
 Peer relationship
 Marital process
 Social class
stratification
5 (minutes)
The teacher will show some quotations about unity or
togetherness.
Appendix 7
The teacher will ask the following questions:
1. What is the common theme of the quotation?
2. Why it is hard for the people to come together and
combine their effort?
E.
F. 3. Is the school a
microcosm of a
social network?
7.
cause of a complex
social network?
 Pattern of social
engagement in
the
elderly.(10minute
s)
The teacher will ask the
questions:
1. What can you see in
the different pictures?
2. How do you think
that these pictures are
related?
3. What do you think
that these pictures are
intended to imply?
See appendix 4
3. What are the elements needed for effective
teamwork?
G. Discussing new concepts
and practicing new skills
#
1
(10 minutes)
The teacher will ask
the learners to make
a map of the social
network in school.
The learners will
make use of the
graphic organizer
below.
Refer to appendices
Focus Questions:
1. What is your
place/function
in the school
( 10 minutes)
The teacher will ask
the following
questions to the
learners:
1. Have you
ever
encountered
problems in
the social
network you
belong to?
2. Name at least
three
important
problems that
(10minutes)
The teacher will as
learners to compare
relationship of past to
the 21st century world.
The learners will make
use of graphic
organizer.
1. What is the
difference of social
relationship from the
past to the 21st century
world?
(10minutes)
The teacher will discuss the Advantage and
disadvantage of networking.
The learners will make use of graphic organizer.
See appendix 8
The learner will volunteer to pick one sentence and
paste to the graphic organizer. Whether this is an
advantage or disadvantage of network?
social
network?
2. How do you
relate with
one another
in the school
social
network?
See Appendix 1
you have
encountered?
Processing
questions:
1. What is the
simulation all
about?
2. What are the
identified
problems
encountered?
3. Do you also
experience
the same
problems?
The teacher will
collate the problems
the learners have
mentioned. The
teacher will add the
following problems if
the learners have not
yet mentioned them:
 Misleading
information
that leads to
black
propaganda.
 Misconceptio
n or
misinterpretat
ion of some
persons that
leads to petty
See appendix 5
quarrel.
 Social
networking
sites are
sometimes a
barrier to
socialization.
H. Discussing new concepts
and practicing new skills
#2
( 7 minutes)
The teacher will ask
the learners to
identify their roles in
the social map they
made.
(5minutes)
The teacher will ask the
following questions:
1. What is the
significance of
social
relationship and
networking in our
daily life?
2. In your own point
of view, why we
need social
relationship and
networking?
I. Developing mastery
(leads to Formative
Assessment 3)
(13 minutes)
The teacher will ask
the learners to
explain how
important their roles
in the school’s social
network.
(15 minutes)
The teacher will ask
the learners how
they can solve the
problems that were
presented.
The teacher will ask
the learners to use
the graphic organizer
(5minutes)
The teacher will
inculcate in the mind of
the learners the
definition of social
network and
networking.
The students will make
a poster about social
relationship and
(20 mins )
Differentiated Instruction
Divide the group into 5 members they will present:
1.Song interpretation
2. Poem
3. Short skit
4. Pantomime
5. Slogan making
It should be related to interconnection.
“Problems/Solutions
Chart”
See appendix 2
networking.
The teacher will present
finished work of the
students for critiquing.
J. Finding practical
applications of concepts
and skills in daily living
(5 minutes)
Is being aware of
your roles in the
school social
network an
advantage or
disadvantage?
(5 minutes)
The teacher will ask
the learners to apply
the quotation to the
problems mentioned
above.
“ Prevention is better
than cure ”
(5 minutes)
The teacher will ask the
following questions:
1. As a students,
how can you
relate social
relationship and
networking to
your daily life?
2. How significance
the connectivity
in the 21st
century?
(5minutes)
The teacher will ask the following questions:
1. Why every individual needs to discover the roles in
an interdependent connection?
2. How important the social relationship and networking
to every individual?
K. Making generalizations
and abstractions about
the lesson
(3 mins)
The teacher will
ask the following
Questions:
1. If you will not
play your roles
in the school
social network
what will
happen?
( 3 minutes)
The teacher will
ask the following
Questions:
1. What is the
proper behaviour
in interacting with
others using the
social networking
sites? Are social
networking sites
means or ends?
(5 minutes)
The teacher will ask the
following question:
1. What is social
relationship and
connectivity?
Social relationships and
networking are key
components of human
life, yet are
geographically and
(5 minutes)
The teacher will ask the following question:
1. How is thinking processed constructed to build a
strong relationship in the 21st century?
In the 21st century the technology contribute
connectivity, interdependence , relationship and
teamwork also easily connected with each other using
social network like face book, instagram, online internet
and others.
2. Why every individual need to discover the roles in
an interdependent connection.
Expected Answer:
If you will not play
your roles in the
school social
network, other
people will be
affected so much so
that they may not
attain their goals.
Hence you as a
student play an
important role in this
school. Your
performance affects
not only yourself but
the whole school.
Expected Answer:
A person should be
open-minded,
respectful, and
critical in interacting
with other people in
the social networking
sites. And remember
social networking
sites are means not
ends.
physically limited; these
restrictions have been
partially removed
because of the internet
evolution and diffusion
of use. Every individual
is connected to each
other. Each one is a
unique thread in
tapestry, with unique
capacity to contribute to
the world.
2. What is the
significance of
connectivity in the 21st
century?
Collaboration is a skill
to survive in the 21st
century world.
In the 21st century, technology contributes to the
connectivity, intended to people, relationship and
teamwork. Through the use of wide array of networking
sites like Facebook, instagram and other networking
sites.
2. Evaluating learning .( 7 minutes )
The learners will
identify the following
statements as true
or false:
1. A person is
irreplaceable
in any social
network.
2. Any social
network can
be affected by
a single
person.
3. A school is an
example of a
The learners will
identify the following
statements as true or
false:
1. A person should
be open-minded
in using social
networking sites.
2. A person should
be critical in
reading the
information from
the social
networking sites.
3. Social
networking sites
(10 min)
Role play
The students dramatize
the imperative role of
21st century world using
the social relationship
and social network
Rubrics: Appendix 6
Note:
Assignment:
Bring newspaper or
Activity:
The students will group themselves into 5 members
and cut pictures of of social relationship and
networking from magazines/newspaper then
collage the picture in the cartolina.
Explain your work in 1-3 sentences (30 minutes).
See appendix 6
social
network.
4. A family can
be an
example of a
social
network.
A person is greatly
influenced by the
social network
he/she belongs to
are ends them.
4. Social
networking sites
are sometimes
barriers in
socialization.
5. Black
propaganda can
be seen in social
networking
sites?
magazine..
3. 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?
Appendix 1
Social Map
Appendix 2
Problems/Solutions Chart
Appendix 3
Problems using social media
Appendix 4
Social Relationship
 Parenting relationship, Sibling relationship, Peer relationship, Marital process, Social class stratification, Pattern of social engagement in the elderly
Parenting Relationship Sibling Relationship Peer Relationship
Marital Process Social class stratification  Pattern of social engagement in the elderly
Social relationships and networking are key components of human life, yet are geographically and physically limited; these restrictions have been
partially removed because of the internet evolution and diffusion of use.
Social Relationship and Connectivity, Every individual is connected to each other. Each one is a unique thread in tapestry, with unique capacity to
contribute to the world.
Significance of connectivity in the 21st century, Collaboration is a skill to survive in the 21st century world.
Appendix 5
PAST PRESENT
Appendix 6
DRAMA/POEM PERFORMANCE RUBRIC
Name:___________________________________ Class:___________________
Criteria 8 – 10 6 - 7 4 - 5 0 - 3 TOTAL
VOICE
Voice was loud
and clear; words
were easily
understood
Student spoke clearly
but it was difficult to
understand some of
the script; could’ve
been louder.
Voice and language
was not very clear;
could’ve been
much louder.
Could not
understand what
was being said due
to unclear and low
speech.
AUDIENCE Audience felt like
part of the show.
Was aware and well-
connected to the
audience.
Needed more
audience
awareness and
connection.
No audience
awareness or
connection at all.
BLOCKING
Good use of
stage and
movement—did
not turn back to
audience
Almost used entire
stage—turned away
from audience only
once or twice.
Could have used
more of the stage;
must concentrate
on facing forward.
Needed more
blocking—always
face audience and
use the stage!
SCRIPT/
PURPOSE
(When applicable)
Enticing vivid
detail used in
script/dialogue;
evident reasons
for the
performance.
Script/dialogue was
well-written;
considerable detail
with good purpose.
Some detail used in
script/dialogue;
needed more of a
purpose.
Script/dialogue
contained no
purpose and very
little detail.
MEMORIZATION/
IMPROVISATION
(When applicable)
Script was fully
memorized;
student
improvised in
place of lines.
Script was almost fully
memorized-some
improv used to make
up for missed lines.
Script was partially
memorized; student
did not attempt
improvisation.
Script was not at all
memorized; no
improvisation used.
FACIAL
EXPRESSION/
BODY LANGUAGE
Great use of
gestures, facial
expression and
body movement!
Contained some facial
expression, gestures
& body movement.
Needed more facial
expressions
gestures &
movement.
Contained little to
no facial
expression, gesture
or movement.
OVERALL
Committed,
cooperated &
concentrated-
WOW!
Semi-committed,
concentrated &
cooperative-
GREAT!
Almost committed,
cooperative &
concentrated-
NOT TOO
BAD…
No commitment,
cooperation or
concentration
MORE
REHEARSAL!
Final Grade:
Additional Comments: ______________________________________________
______________________________________________________________
______________________________________________________________
Appendix 7
Quotes About Unity
Quotes tagged as "unity" (showing 1-30 of 680)
“We are only as strong as we are united, as weak as we are divided.”
― J.K. Rowling, Harry Potter and the Goblet of Fire
“And all the books you've read have been read by other people. And all the songs you've loved have been heard by other people. And that girl that's pretty to you
is pretty to other people. and that if you looked at these facts when you were happy, you would feel great because you are describing 'unity.”
― Stephen Chbosky, The Perks of Being a Wallflower
“We are each other's harvest; we are each other's business; we are each other's magnitude and bond.”
― Gwendolyn Brooks
“One love, one heart . . .
Let’s get together and feel all right”
― Bob Marley, Bob Marley - Legend
“Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace
You may say that I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one”
― John Lennon, Imagine
“We are all equal in the fact that we are all different. We are all the same in the fact that we will never be the same. We are united by the reality that all colours and
all cultures are distinct & individual. We are harmonious in the reality that we are all held to this earth by the same gravity. We don't share blood, but we share the
air that keeps us alive. I will not blind myself and say that my black brother is not different from me. I will not blind myself and say that my brown sister is not
different from me. But my black brother is he as much as I am me. But my brown sister is she as much as I am me.”
― C. JoyBell C.
“Like a sculptor, if necessary,
carve a friend out of stone.
Realize that your inner sight is blind
and try to see a treasure in everyone.”
― Jalaluddin Rumi
“When there is no enemy within, the enemies outside cannot hurt you.”
― Winston S. Churchill
“All for one and one for all.”
― Alexandre Dumas, The Three Musketeers
“John Muir, Earth — planet, Universe
[Muir's home address, as inscribed on the inside front cover of his first field journal]”
― John Muir
“Has it ever occurred to you that one hundred pianos all tuned to the same fork are automatically tuned to each other? They are of one accord by being tuned, not
to each other, but to another standard to which each one must individually bow. So one hundred worshipers met together, each one looking away to Christ, are in
heart nearer to each other than they could possibly be, were they to become 'unity' conscious and turn their eyes away from God to strive for closer fellowship.”
― A.W. Tozer, The Pursuit of God
Appendix 8
Advantages Disadvantages

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dlptrendsq2weekh-neuralandsocialnetworks-230211093714-7fd41dc2.pdf

  • 1. Grades 1 to 12 DAILY LESSON LOG School Grade Level 12 Teacher Learning Area Trends, Networks and Critical Thinking in the 21st Century Teaching Dates and Time 8th Week Quarter 2nd Session 1 Session 2 Session 3 Session 4 I. OBJECTIVES A. Content Standards The learner understands the parallelism between neural and social networks. B. Performance Standards The learner creates a social map that traces the various roles that students play in the community (family members, community leader, etc.) and rank the significance of the roles played within the community. C. Learning Competencies/Objective s Write the LC code for each Establish linkage between self and the social network one belongs to Demonstrate how thinking processes are shaped by social relationships 1. 1. Identify your part in the social network of your school 2. 2. Make a map of the social network in your school. 3. HUMSS_MCT12IIg- i-4 1. Identify the problems you encountered in the social network they belong to. 2. Propose solutions to the problems you encountered in the social network they belong to. HUMSS_MCT12IIg- 1. Define social relationship and networking. 2. Value the significance of connectivity in the 21st century HUMSS_MCT12-IIg-i-5 1. Value the thinking processed that are construct to build a strong relationship in the 21st century. 2. Every individual need to discover the roles in an interdependent connection. HUMSS_MCT12-IIg-i-5
  • 2. i-4 II. CONTENT 7. Neural and Social Networks 7.1 Connections, Relationship and Networks 7.2 The Neural and Social 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 Mangiduyos, G.P.2017.Trends, Networks, and Critical Thinking in the 21st Century pp. 146-156 Dela Cruz, R.P. &Dela Cruz R. T., 2017, Wired! Trends, Networks, and Mangiduyos, G.P.2017.Trends, Networks, and Critical Thinking in the 21st Century pp. 146-156 Dela Cruz, R.P. &Dela Cruz R. T., 2017, Wired! Trends, Networks, and Mangiduyos, G.P. (2017) Trends, Networks, and Critical Thinking in the 21st Century Rex Book Store pp.125-129 Dela Cruz, R.T. and Dela Cruz, R.P(2017) Trends, Networks, and Critical Thinking in the 21st Century Phoenix Mangiduyos, G.P. (2017) Trends, Networks, and Critical Thinking in the 21st Century Rex Book Store pp.125-129 Dela Cruz, R.T. and Dela Cruz, R.P(2017) Trends, Networks, and Critical Thinking in the 21st Century Phoenix Publisbhing House pp.127-131 www.ncbi.nlm.nih.gov www.youtube.com http://www.goodreads.com/quotes/tag/unity
  • 3. Critical Thinking in the 21st Century pp.127 – 133 http://25ddc5e6c2c6 05b7aeb927b12117 1b6d826a http:/// 53dfdf630cf2aede4b 498a12.pdf http://Enterprise- Social-Your-Future- Neural-Network- codex1442.pdf http://Neural%20and %20Social%20Netw orks.pdf Critical Thinking in the 21st Century pp.127 – 133 http://25ddc5e6c2c6 05b7aeb927b12117 1b6d826a http:/// 53dfdf630cf2aede4b 498a12.pdf http://Enterprise- Social-Your-Future- Neural-Network- codex1442.pdf http://Neural%20and %20Social%20Netw orks.pdf Publisbhing House pp.127-131 www.ncbi.nlm.nih.gov www.youtube.com IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ( 3 minutes) The teacher will ask some of the learners to explain the difference of neural and social network. ( 5 minutes) How important your role/s in the school social network? (5 minutes) Show pictures of common problems using the social media. Let the students identify the problems. Appendix 3 (5 minutes) The teacher will review the student and ask: 1. Why it is important to establish social relationship and networking? B. Establishing a purpose for the lesson (5 minutes) State the objectives: 4. 1. Make a map of the social network in your school. 5. 6. 2. Identify your part ( 7 minutes ) State the objectives 1. Identify the problems you encountered in the social network they (10minutes.) Activity: Form group with 5 members, how many? Present a song, dance or drama about connection or (10 minutes). Present a video of “Hare and Tortoise” The learners will get a partner and will share the learning from the video. The teacher will ask the following questions 1. What do you observe about the video?
  • 4. in the social network of your school The learners will be asked to watch the video “Social Networking in Plain English”. http://25ddc5e6c2c6 05b7aeb927b12117 1b6d826a belong to. 2. Propose solutions to the problems you encountered in the social network they belong to. The teacher will ask the following questions: 1. Is LDR (Long Distance Relationship) possible? 2. What are the ways to maintain LDR? relationship. The teacher will ask the following questions: 1. How important or necessary the connection and social relationships? State the objective 1. Define social relationship and networking. 2. Value the significance of connectivity in the 21st century 2. What is the theme of the video? 3. How can you relate the video to your everyday life? C. Presenting examples/instances of the new lesson ( 7 minutes ) The teacher will ask the following guide questions: 1. 1. What is social networking? 2. D. 2. Can you point out the social network around you? ( 8 minutes ) The teacher will ask the following guide questions: 1. How do social networking sites widen the social network? 2. Are social networking sites Picture Analysis: The teacher will present pictures of social relationship.  Parenting relationship  Sibling relationship  Peer relationship  Marital process  Social class stratification 5 (minutes) The teacher will show some quotations about unity or togetherness. Appendix 7 The teacher will ask the following questions: 1. What is the common theme of the quotation? 2. Why it is hard for the people to come together and combine their effort?
  • 5. E. F. 3. Is the school a microcosm of a social network? 7. cause of a complex social network?  Pattern of social engagement in the elderly.(10minute s) The teacher will ask the questions: 1. What can you see in the different pictures? 2. How do you think that these pictures are related? 3. What do you think that these pictures are intended to imply? See appendix 4 3. What are the elements needed for effective teamwork? G. Discussing new concepts and practicing new skills # 1 (10 minutes) The teacher will ask the learners to make a map of the social network in school. The learners will make use of the graphic organizer below. Refer to appendices Focus Questions: 1. What is your place/function in the school ( 10 minutes) The teacher will ask the following questions to the learners: 1. Have you ever encountered problems in the social network you belong to? 2. Name at least three important problems that (10minutes) The teacher will as learners to compare relationship of past to the 21st century world. The learners will make use of graphic organizer. 1. What is the difference of social relationship from the past to the 21st century world? (10minutes) The teacher will discuss the Advantage and disadvantage of networking. The learners will make use of graphic organizer. See appendix 8 The learner will volunteer to pick one sentence and paste to the graphic organizer. Whether this is an advantage or disadvantage of network?
  • 6. social network? 2. How do you relate with one another in the school social network? See Appendix 1 you have encountered? Processing questions: 1. What is the simulation all about? 2. What are the identified problems encountered? 3. Do you also experience the same problems? The teacher will collate the problems the learners have mentioned. The teacher will add the following problems if the learners have not yet mentioned them:  Misleading information that leads to black propaganda.  Misconceptio n or misinterpretat ion of some persons that leads to petty See appendix 5
  • 7. quarrel.  Social networking sites are sometimes a barrier to socialization. H. Discussing new concepts and practicing new skills #2 ( 7 minutes) The teacher will ask the learners to identify their roles in the social map they made. (5minutes) The teacher will ask the following questions: 1. What is the significance of social relationship and networking in our daily life? 2. In your own point of view, why we need social relationship and networking? I. Developing mastery (leads to Formative Assessment 3) (13 minutes) The teacher will ask the learners to explain how important their roles in the school’s social network. (15 minutes) The teacher will ask the learners how they can solve the problems that were presented. The teacher will ask the learners to use the graphic organizer (5minutes) The teacher will inculcate in the mind of the learners the definition of social network and networking. The students will make a poster about social relationship and (20 mins ) Differentiated Instruction Divide the group into 5 members they will present: 1.Song interpretation 2. Poem 3. Short skit 4. Pantomime 5. Slogan making It should be related to interconnection.
  • 8. “Problems/Solutions Chart” See appendix 2 networking. The teacher will present finished work of the students for critiquing. J. Finding practical applications of concepts and skills in daily living (5 minutes) Is being aware of your roles in the school social network an advantage or disadvantage? (5 minutes) The teacher will ask the learners to apply the quotation to the problems mentioned above. “ Prevention is better than cure ” (5 minutes) The teacher will ask the following questions: 1. As a students, how can you relate social relationship and networking to your daily life? 2. How significance the connectivity in the 21st century? (5minutes) The teacher will ask the following questions: 1. Why every individual needs to discover the roles in an interdependent connection? 2. How important the social relationship and networking to every individual? K. Making generalizations and abstractions about the lesson (3 mins) The teacher will ask the following Questions: 1. If you will not play your roles in the school social network what will happen? ( 3 minutes) The teacher will ask the following Questions: 1. What is the proper behaviour in interacting with others using the social networking sites? Are social networking sites means or ends? (5 minutes) The teacher will ask the following question: 1. What is social relationship and connectivity? Social relationships and networking are key components of human life, yet are geographically and (5 minutes) The teacher will ask the following question: 1. How is thinking processed constructed to build a strong relationship in the 21st century? In the 21st century the technology contribute connectivity, interdependence , relationship and teamwork also easily connected with each other using social network like face book, instagram, online internet and others. 2. Why every individual need to discover the roles in an interdependent connection.
  • 9. Expected Answer: If you will not play your roles in the school social network, other people will be affected so much so that they may not attain their goals. Hence you as a student play an important role in this school. Your performance affects not only yourself but the whole school. Expected Answer: A person should be open-minded, respectful, and critical in interacting with other people in the social networking sites. And remember social networking sites are means not ends. physically limited; these restrictions have been partially removed because of the internet evolution and diffusion of use. Every individual is connected to each other. Each one is a unique thread in tapestry, with unique capacity to contribute to the world. 2. What is the significance of connectivity in the 21st century? Collaboration is a skill to survive in the 21st century world. In the 21st century, technology contributes to the connectivity, intended to people, relationship and teamwork. Through the use of wide array of networking sites like Facebook, instagram and other networking sites. 2. Evaluating learning .( 7 minutes ) The learners will identify the following statements as true or false: 1. A person is irreplaceable in any social network. 2. Any social network can be affected by a single person. 3. A school is an example of a The learners will identify the following statements as true or false: 1. A person should be open-minded in using social networking sites. 2. A person should be critical in reading the information from the social networking sites. 3. Social networking sites (10 min) Role play The students dramatize the imperative role of 21st century world using the social relationship and social network Rubrics: Appendix 6 Note: Assignment: Bring newspaper or Activity: The students will group themselves into 5 members and cut pictures of of social relationship and networking from magazines/newspaper then collage the picture in the cartolina. Explain your work in 1-3 sentences (30 minutes). See appendix 6
  • 10. social network. 4. A family can be an example of a social network. A person is greatly influenced by the social network he/she belongs to are ends them. 4. Social networking sites are sometimes barriers in socialization. 5. Black propaganda can be seen in social networking sites? magazine.. 3. 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
  • 11. 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?
  • 15.
  • 16. Appendix 4 Social Relationship  Parenting relationship, Sibling relationship, Peer relationship, Marital process, Social class stratification, Pattern of social engagement in the elderly Parenting Relationship Sibling Relationship Peer Relationship Marital Process Social class stratification  Pattern of social engagement in the elderly
  • 17. Social relationships and networking are key components of human life, yet are geographically and physically limited; these restrictions have been partially removed because of the internet evolution and diffusion of use. Social Relationship and Connectivity, Every individual is connected to each other. Each one is a unique thread in tapestry, with unique capacity to contribute to the world. Significance of connectivity in the 21st century, Collaboration is a skill to survive in the 21st century world. Appendix 5 PAST PRESENT
  • 18. Appendix 6 DRAMA/POEM PERFORMANCE RUBRIC Name:___________________________________ Class:___________________ Criteria 8 – 10 6 - 7 4 - 5 0 - 3 TOTAL VOICE Voice was loud and clear; words were easily understood Student spoke clearly but it was difficult to understand some of the script; could’ve been louder. Voice and language was not very clear; could’ve been much louder. Could not understand what was being said due to unclear and low speech. AUDIENCE Audience felt like part of the show. Was aware and well- connected to the audience. Needed more audience awareness and connection. No audience awareness or connection at all. BLOCKING Good use of stage and movement—did not turn back to audience Almost used entire stage—turned away from audience only once or twice. Could have used more of the stage; must concentrate on facing forward. Needed more blocking—always face audience and use the stage!
  • 19. SCRIPT/ PURPOSE (When applicable) Enticing vivid detail used in script/dialogue; evident reasons for the performance. Script/dialogue was well-written; considerable detail with good purpose. Some detail used in script/dialogue; needed more of a purpose. Script/dialogue contained no purpose and very little detail. MEMORIZATION/ IMPROVISATION (When applicable) Script was fully memorized; student improvised in place of lines. Script was almost fully memorized-some improv used to make up for missed lines. Script was partially memorized; student did not attempt improvisation. Script was not at all memorized; no improvisation used. FACIAL EXPRESSION/ BODY LANGUAGE Great use of gestures, facial expression and body movement! Contained some facial expression, gestures & body movement. Needed more facial expressions gestures & movement. Contained little to no facial expression, gesture or movement. OVERALL Committed, cooperated & concentrated- WOW! Semi-committed, concentrated & cooperative- GREAT! Almost committed, cooperative & concentrated- NOT TOO BAD… No commitment, cooperation or concentration MORE REHEARSAL!
  • 20. Final Grade: Additional Comments: ______________________________________________ ______________________________________________________________ ______________________________________________________________ Appendix 7 Quotes About Unity Quotes tagged as "unity" (showing 1-30 of 680) “We are only as strong as we are united, as weak as we are divided.” ― J.K. Rowling, Harry Potter and the Goblet of Fire
  • 21. “And all the books you've read have been read by other people. And all the songs you've loved have been heard by other people. And that girl that's pretty to you is pretty to other people. and that if you looked at these facts when you were happy, you would feel great because you are describing 'unity.” ― Stephen Chbosky, The Perks of Being a Wallflower “We are each other's harvest; we are each other's business; we are each other's magnitude and bond.” ― Gwendolyn Brooks “One love, one heart . . . Let’s get together and feel all right” ― Bob Marley, Bob Marley - Legend “Imagine there's no countries It isn't hard to do Nothing to kill or die for And no religion too Imagine all the people Living life in peace You may say that I'm a dreamer But I'm not the only one
  • 22. I hope someday you'll join us And the world will be as one” ― John Lennon, Imagine “We are all equal in the fact that we are all different. We are all the same in the fact that we will never be the same. We are united by the reality that all colours and all cultures are distinct & individual. We are harmonious in the reality that we are all held to this earth by the same gravity. We don't share blood, but we share the air that keeps us alive. I will not blind myself and say that my black brother is not different from me. I will not blind myself and say that my brown sister is not different from me. But my black brother is he as much as I am me. But my brown sister is she as much as I am me.” ― C. JoyBell C. “Like a sculptor, if necessary, carve a friend out of stone. Realize that your inner sight is blind and try to see a treasure in everyone.” ― Jalaluddin Rumi
  • 23. “When there is no enemy within, the enemies outside cannot hurt you.” ― Winston S. Churchill “All for one and one for all.” ― Alexandre Dumas, The Three Musketeers “John Muir, Earth — planet, Universe [Muir's home address, as inscribed on the inside front cover of his first field journal]” ― John Muir “Has it ever occurred to you that one hundred pianos all tuned to the same fork are automatically tuned to each other? They are of one accord by being tuned, not to each other, but to another standard to which each one must individually bow. So one hundred worshipers met together, each one looking away to Christ, are in heart nearer to each other than they could possibly be, were they to become 'unity' conscious and turn their eyes away from God to strive for closer fellowship.” ― A.W. Tozer, The Pursuit of God