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DAILY LESSON LOG
School Congressional NHS Grade Level 11
Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics
Teaching Dates & Time Week 11 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. Recognize other forms of economic transaction such as sharing, gift
exchange, and redistribution in his/her own society.
Display awareness about the importance of economic organizations on the
development of one’s community.
C. Learning Competencies/
Objectives
Write the LC code for each
Analyze economic organization and its impacts on the lives of people in the society. UCSP11/12HSOIIa- 24
II. CONTENT
Economic Institutions Economic Institutions
III. LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s 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 Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
QUIPPER
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages pp. 98-100 (Balena, 2016) pp. 100-106 (Balena, 2016)
4.Additional Materials from
Learning Resource portal
QUIPPER CLASSROOM
B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application, Bread
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 words related to different political and
leadership structures. Let them link the word to political/leadership
structure it befits.
Ask: What are the different economic transactions that we have discussed?
What are the impact of these transactions on the lives of people in the
society?
B. Establishing a purpose for the
lesson
Video Presentation-Wow Mali Gag
Description: The video shows a scenario in a jeep wherein the
passengers give goods (such as chicken, vegetables etc.) as fare for the
ride. (5 minutes)
Visual Memory
Display picture (i.e. Marketplace, gift-giving, distribution of relief goods etc.)
for a second or two, then ask students to describe as much as they can
remember from what they saw.

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Presentation of Objectives: Today we’re going to analyze economic
institutions and its impacts on the lives of people in the society.
Presentation of Objective: Last session we discussed the different economic
organization and transactions in society. Now it’s time for you to demonstrate
your understanding of its functions through output presentation.
C. Presenting examples/ instances
of the new lesson
“Alay-Tinapay”
Give each group a piece of bread (divide it into unequal portions). Ask
them to split it in a way that everyone will get his/her part of the
bread. Here’s the Catch: The groups will not receive equal portions of
the bread. Give them 3 minutes to strategize on distributing the bread.
Process the activity after they finish eating bread (10 minutes)
Processing Questions:
1. How do you feel after the activity?
2. What were the challenges you encountered during the
activity? What did you do to overcome it?
3. How important is proper distribution? Equality or equity?
4. In reality, do we receive proper portion of goods and services?
5. What do you suggest to lessen this predicament?
Video Presentation: Robert Neuwirth: The power of the informal economy
[TED]
Description: Robert Neuwirth spent four years among the chaotic stalls of street
markets, talking to pushcart hawkers and gray marketers, to study the
remarkable "System D," the world's unlicensed economic network. Responsible
for some 1.8 billion jobs, it's an economy of underappreciated power and
scope. https://www.youtube.com/watch?v=ONM4JupBz_E
Processing Questions:
1. What examples of economic organizations and transactions were
presented in the video?
2. How do these treet markets affect the lives of people within the
community?
D. Discussing new concepts and
practicing new skills #1
Jigsaw Method
6-7 people per ‘home” team. Name the teams (i.e. The
economists). Within each team number off 1-5. All ones form an
“expert group,” as do twos, threes, fours and fives. Each expert group
is assigned a part to read. Experts take 15 minutes to read, take notes,
discuss, and prepare presentations. Return to home teams. Each
expert takes 5 minutes to present to home team (60 minutes)
Expert Group #1: Reciprocity
Expert Group #2: Transfers
Expert Group #3: Redistribution
Expert Group #4: Market Transactions
Expert Group #5: Markets and State
Presentation of Output (Activity #4 in previous session)
Directions: As agreed in previous session, answers will be tabulated and
presented to the class. Every group will have 5-10 minutes to present their
output. (50 minutes)
Economic
Organizations
Economic
transaction/Description
Impacts in
Society/Community
Ex. Ukay-ukay Market Transaction.
Trade of second-hand
clothes
People can afford
high-quality clothes
at low-prices.
E. Discussing new concepts and
practicing new skills #2
Economic Systems
-Capitalism
-Socialism
-Welfare State
F. Developing mastery
(Leads to Formative Assessment 3)
Process Questions
1. What is/are the function(s) of economic institution?
Processing Questions: (20 minutes)
1. How do you find the activity? Was it difficult or easy?

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2. How are the goods and services distributed in the society?
3. How does states affect markets?
4. How do you differentiate barter from gift exchange?
5. What is the form of redistribution in a modern state?
6. How does market operate considering that raw materials are
limited while there are countless-needs of people?
7. How does economic transactions affect the growth of one’s
community? Nation?
2. How will you describe the result of your observations?
3. What are the common observations of the class?
4. Do these economic transactions affect you? How?
5. How will you describe the economic system of your locality? Is it
beneficial for the members of society? Why or Why not?
G. Finding practical applications of
concepts and skills in daily living
Observe economic organizations (formal or informal) in your
locality. Analyze its impact on the lives of people within your
community. (10 minutes)
Economic
Organizations
Economic
transaction/Description
Impacts in
Society/Community
Ex. Ukay-ukay Market Transaction.
Trade of second-hand
clothes
People can afford
high-quality clothes
at low-prices.
Reflective Thinking (30 minutes)
If you are going to meet our President tomorrow and talk about our
economic situation, what will you tell him? Write a reflection paper. Discuss
your observations about economic transactions, its effects and your opinion as
an ordinary citizen.
H. Making generalizations and
abstractions about the lesson
Big Question: How does economic institutions affect the growth
of one country? Explain.
3-2-1 (Three-Two-One)
Writing activity where students write: 3 key terms from what they have just
learned, 2 ideas they would like to learn more about, and 1 concept or skill
they think they have mastered. (10minutes)
I. Evaluating Learning Identification (10 items) Short Quiz
J. Additional Activities for
application or remediation
Using the table in activity #4, combine all answers of members in each
group. Present the outputs next session.
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

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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