Grades 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
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
School
Teacher
Teaching Dates and Time Week 5 Days 1 - 4
Day 1
The learner draws a color-coded map of the networks of power relations (political, economic, cultural and kinship ties) within a particular community.
HUMSS_MCT 12-1c-e-5
Differentiate key components in
strategic analysis and intuitive thinking
Key Components in Strategic Analysis and
Intuitive Thinking
“Trends, Networks, Critical Thinking in
the 21st Century by Gladys P.
Mangiduyos, Rex Bookstore, pp.49 -61
Grade Level 12
Learning Area Trends
Quarter First Quarter
Day 2 Day 3 Day 4
The learner understands strategic analysis and intuitive thinking.
HUMSS MCT 12-1c-e-5 HUMSS_MCT12-Ic-e-6 HUMSS_MCT12-Ic-e-6
Differentiate key components Examine how the map of social Examine how the map of social
in strategic analysis and networks can be used to introduce networks can be used to introduce
intuitive thinking creative solutions to a particular creative solutions to a particular
problem in a community using intuitive problem in a community using
thinking. intuitive thinking.
Key Components in Strategic Creative solutions to a particular Creative solutions to a particular
Analysis and Intuitive Thinking problem in a community using intuitive problem in a community using
thinking. intuitive thinking.
“Trends, Networks, Critical
Thinking in the 21st Century
by Gladys P. Mangiduyos,

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Preliminary Activities:
Group Activity: A representative from
each group will share about the
insights/learnings they have learned
from the previous discussions.
Guide question:
What are the methods used in strategic
analysis?
What is PEST analysis?
What is SWOT analysis?
10 minutes
Picture Analysis:
An illustration of a boy, ants and a jar
will be shown. (Drawn in a Manila Paper
or in a powerpoint) The illustration is all
about a five year- old boy, who labeled
“Salt” into a jar of sugar)
Representative for each group will be
called to answer the processing
questions:
Rex Bookstore, pp.49 -61
Preliminary Activities:
Individual sharing: By using
your intuitive thinking and
strategic analysis, What will
you do in the ff.
circumstances?
1. Surprise long math
quiz
2. Graded individual
recitation
3. Coming home very
late at night
4. Break up with bf/gf
5. Emergency family
member who suddenly
get harm
10 minutes
Group Activity: Jumbled
Words
Complete the statement by
arranging the words
assigned for each group. The
words must match the key
components of strategic
analysis and intuitive
thinking. A representative for
each group will share about
The learners will review for the written Ask/Say: We learned the key
exam. components in strategic analysis and
intuitive thinking. What was the
difference of the two?
Answer:
Strategic Thinking is defined as the
individual’s capacity for thinking
conceptually, imaginatively,
systemically and opportunistically
with regard to the attainment of
success in the future while Intuitive
thinking is “quick and ready insight”.
3 minutes
5 minutes
WRITTEN EXAMINATION Ask: Can you cite some rules and
(See Appendix P) regulations in our school?
Answer:
1. Liquors are not allowed.
30 minutes. 2. Vandalism in school
premises.
3. Absences/Cutting classes.
4. Foul languages.
5. Public Display of Affection
6. Wear complete school
uniform and id at all times.

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
a. What d0 you think the boy has
labeled the jar of sugar salt?
b. What thinking did the boy use?
Strategic or Intuitive? Why?
c. What is lacking in his problem-
solving?
15mins
(See Appendix N)
Using a projector, flash the three types
of thinkers by Paul, Blinker, and
Weil.(optional)
Provide each group with reading
materials by Paul, Blinker, and Weil
entitled Uncritical, Selfish, and Fair-
minded Critical Thinkers
10 minutes
Think, Pair and Share
After the students read the articles, they
will reflect on the ff. questions
1. Do you see any similarities with
your friends or neighbors?
2. Do you see yourself in any of the
above hypothetical characters?
Why? Why not?
it.
The students will post the
arranged words in the
blackboard where they will
be assigned.
15 minutes
Graphic Organizer:
2 groups will be formed.
Each group will prepare a
graphic organizer that shows
the key components of
strategic analysis and the
other group is intuitive
analysis.
(See Appendix O)
10 minutes
Ask: Examine how the map of social
networks can be used to introduce
creative solutions to a particular
problem in the community using
intuitive thinking.
(See Appendix R)
10 minutes
Collaborative Activity. (Graphic
Organizer)
The class will divide into four. Each
group has a school community
problem. Their task is to analyze a
certain problem using intuitive
thinking and solve it introducing
creative solutions:
Group 1:Political
Group 2: Cultural
Group 3: Economic
Group 4: Kinship Ties
Rubrics (See Appendix T)

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
20 minutes
(See Appendix S)
10 minutes
10 minutes
Journal Writing
In your notebook, write a short reflection Recall past experiences in Checking of test papers
of the learnings you gained from reading your life, When and how did
the materials you employ strategic (See Appendix Q)
thinking? Intuitive thinking
10 minutes 10 minutes
10 minutes
Ask/Say:
How to communicate effectively with
Reflection school administrations?
(See Appendix U)
5 minutes
Learners will be divided into four (4) Explain the saying: “Ignorance of the
groups. Each group will be given a law except no one.”
task to think a creative solutions to a
particular problem in a community
using intuitive thinking.
10 minutes
5 minutes
Each students will go to their
corresponding groups and will plan
what they are going to do with the
task. Presentation will be don the
following day.
15 minutes
 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?
APPENDIX U
 APPENDIX R
POLITICAL
CULTURAL
ECONOMIC
KINSHIP T
 APPENDIX T

RUBRICS
4 3 2 1 0
Meets standards Meets standard Approaching Minimal No attempt
at a high level standards understanding
The student provides The student provides The student The student No evidence of
correct solutions and mostly correct demonstrates some demonstrates some attempting the task.
strategies. solutions and correct thinking about evidence of intuitive
strategies with minor solutions and thinking, but shows
The student explains errors. strategies. little understanding.
and justifies his/her
thinking thoroughly The student explains Student explains their The student offers little
and clearly. and justifies his/her thinking but it may be explanation of his/her
thinking. hard to follow. thinking or what is
The student connects offered does not make
and applies the The student sense.
standards in complex The student demonstrates partial
ways. demonstrates mastery understanding of the The student
of the standards that standards that were demonstrates minimal
were explicitly taught. explicitly taught. or no understanding of
the standards.
APPENDIX S