DAILY LESSON LOG School Grade Level
TRENDS, NETWORKS, AND CRITICAL
11/12
Department of Education Teacher Learning Area
THINKING IN THE 21st CENTURY
Teaching Dates and Time WEEK 5 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the components, operations, effects, and networks of globalization in his/her daily life.
The learner locates on a map the different geographical origins of the various components/elements of an industrial/technological/ agricultural product and writes a
B. Performance Standards 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.
a. Discuss the different contributions of the parts to a whole and the important role of creative imagination in putting together the various parts of a whole.
C. Learning
b. Illustrate the origin of the different components of a gadget, business enterprise, industrial/technological/agricultural product, etc. through a mind map and reflection
Competencies/Objectives
essay.
II. CONTENT GLOBAL NETWORKS: FOSTERING BUSINESS AND INDUSTRY
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
a. Ask students to recall their previous lessons about trends, networks, and critical
thinking. a. Greet the students and do a quick review of the previous lesson.
1. Reviewing previous lesson or
b. Introduce the new lesson, which is discussing the different contributions of the b. Introduce the new lesson: Trends, Networks, and Critical Thinking in the 21st
presenting the new lesson
parts to a whole and the important role of creative imagination in putting together Century.
the various parts of a whole.
By the end of this lesson, the students should be able to explain the importance of Explain the purpose of the lesson: to help students understand the origin of different
2. Establishing the purpose of the
understanding the different contributions of the parts to a whole and the role of components of a gadget, business enterprise, industrial/technological/agricultural
lesson
creative imagination in putting them together. product, etc. through a mind map and reflection essay.
a. Show the students a picture of a puzzle and ask them how they think the
a. Present examples of gadgets, business enterprises, and products, and discuss
3. Presenting examples/instances of individual pieces contribute to the completion of the puzzle as a whole.
their components and origins.
the new lesson b. Present examples of projects or artworks that showcase the importance of putting
b. Show examples of mind maps and reflection essays.
together different parts creatively, such as a building, a movie, or a painting.
a. Discuss the concept of holism, which is the idea that the whole is greater than the
a. Discuss the concepts of trends and networks and their significance in the 21st
sum of its parts.
century.
4. Discussing new concepts and b. Present the idea of systems thinking, which is an approach that considers the
b. Guide the students in creating a mind map of the different components of a
practicing new skills #1 interrelationships between the different parts of a system.
chosen gadget, business enterprise, industrial/technological/agricultural product,
c. Ask the students to think of examples of systems in their daily lives, such as a
etc.
computer system, a transportation system, or a school system.
a. Introduce the concept of creative imagination and its role in putting together the
different parts of a whole. a. Discuss the concept of critical thinking and its importance in understanding the
b. Discuss the importance of thinking outside the box and looking at things from origins of different components.
5. Discussing new concepts and
different perspectives in order to come up with creative solutions. b. Guide the students in writing a reflection essay about their mind maps, focusing
practicing new skills #2
c. Ask the students to think of examples of how they have used creative imagination on how critical thinking helped them understand the origins of the different
in their own lives, such as in problem-solving or in coming up with ideas for components.
projects.
a. Divide the class into groups and give each group a jigsaw puzzle to complete. a. Divide the students into groups and assign them different gadgets, business
b. After the completion of the puzzle, ask the groups to reflect on their experience enterprises, industrial/technological/agricultural products, etc.
6. Developing Mastery
and discuss how they applied the concepts of holism and creative imagination in b. Let them create their own mind maps and reflection essays, and present them to
completing the puzzle. the class.
a. Discuss how the concepts of holism and creative imagination can be applied in
7. Finding practical applications of different fields, such as in business, art, and science. Discuss the practical applications of the concepts and skills learned in the lesson,
concepts and skills in daily living b. Ask the students to think of examples of how they can apply these concepts in such as in researching and understanding the products they use in their daily lives.
their own lives and future careers.
Guide the students in discussing the generalization and abstractions they learned
8. Generalizing and abstractions Summarize the key points of the lesson and ask the students to reflect on how they can
from the lesson, such as the importance of critical thinking in understanding the
about the lesson apply these concepts and skills in their daily lives and future endeavors.
origins of products.
Assess the students' understanding of the concepts discussed in the lesson through a Give a short quiz to evaluate the students' understanding of the concepts and skills
9. Evaluating Learning
quiz or short written reflection. learned in the lesson.
a. Ask the students to create their own jigsaw puzzles and have their classmates
a. For remediation, provide additional examples and exercises for the students who
complete them, emphasizing the importance of considering the different parts and
10. Additional Activities for need extra help.
using creative imagination in creating the puzzles.
Application or Remediation b. For application, encourage the students to research and create mind maps and
b. Provide extra readings or videos about systems thinking and creative imagination
reflection essays about products they are interested in outside of class.
for further understanding and application.
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 this 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?
