414229667-DLP-TRENDS-Week-5-Key-Components-in-Strategic-and-Intuitive-Thinking-docx.docx

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1. Grades 1 to 12
DAILY LESSON LOG
School Grade Level12
Teacher Learning AreaTrends
Teaching Dates and TimeWeek 5 Days 1 - 4 QuarterFirst Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A.Content Standards
The learner understands strategic analysis and intuitive thinking.
B.Performance Standards
The learner draws a color-coded map of the networks of power relations (political, economic, cultural and kinship ties) within a particular community.
C.Learning Competencies/
Objectives
Write the LC code for each
HUMSS_MCT 12-1c-e-5
Differentiate key components in
strategic analysis and intuitive thinking
HUMSS MCT 12-1c-e-5
Differentiate key components
in strategic analysis and
intuitive thinking
HUMSS_MCT12-Ic-e-6
Examine how the map of social
networks can be used to introduce
creative solutions to a particular
problem in a community using intuitive
thinking.
HUMSS_MCT12-Ic-e-6
Examine how the map of social
networks can be used to introduce
creative solutions to a particular
problem in a community using
intuitive thinking.
II. CONTENT
Key Components in Strategic Analysis and
Intuitive Thinking
Key Components in Strategic
Analysis and Intuitive Thinking
Creative solutions to a particular
problem in a community using intuitive
thinking.
Creative solutions to a particular
problem in a community using
intuitive thinking.
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“Trends, Networks, Critical Thinking in
the 21
st
Century by Gladys P.
Mangiduyos, Rex Bookstore, pp.49 -61
“Trends, Networks, Critical
Thinking in the 21
st
Century
by Gladys P. Mangiduyos,

2. Rex Bookstore, pp.49 -61
IV. PROCEDURES
A.Reviewing previous lesson or
presenting the new 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
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
The learners will review for the written
exam.
5 minutes
Ask/Say: We learned the key
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
B.Establishing a purpose for the
lesson
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:
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
it.
WRITTEN EXAMINATION
(See Appendix P)
30 minutes.
Ask: Can you cite some rules and
regulations in our school?
Answer:
1.Liquors are not allowed.
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.

3. 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)
The students will post the
arranged words in the
blackboard where they will
be assigned.
15 minutes
10 minutes
C.Presenting examples/instances
of the new lesson
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
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
D.Discussing new concepts and
practicing new skills #1
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?
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)
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)

4. 10 minutes
10 minutes
20 minutes
(See Appendix S)
E.Discussing new concepts and
practicing new skills #2
Journal Writing
F.Developing mastery (leads to
Formative Assessment 3)
In your notebook, write a short reflection
of the learnings you gained from reading
the materials
10 minutes
Recall past experiences in
your life, When and how did
you employ strategic
thinking? Intuitive thinking
10 minutes
Checking of test papers
(See Appendix Q)
10 minutes
G.Finding practical applications of
concepts and skills in daily
living
Reflection
Ask/Say:
How to communicate effectively with
school administrations?
(See Appendix U)
5 minutes
H.Making generalizations and
abstractions about the lesson
Learners will be divided into four (4)
groups. Each group will be given a
task to think a creative solutions to a
particular problem in a community
using intuitive thinking.
10 minutes
Explain the saying: “Ignorance of the
law except no one.”
5 minutes
I.Evaluating learning 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

5. 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

6. APPENDIX R
POLITICAL

7. CULTURAL

8. ECONOMIC

9. KINSHIP T

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

12. APPENDIX S