Week 1-10.14-18.24 Daily Lesson Log.docx

Week 1-10.14-18.24 Daily Lesson Log for UCSP

1. Grade 1 – 12
Daily Lesson Log
SchoolCAMALEY NATIONAL HIGH SCHOOL Grade
Level
GRADE 12-TVL
TeacherLOUIE ANDREU C. VALLE Learning
Area
UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
Teaching Dates and
Time
M-Th (October 14-18, 2024) Quarter 2
MONDAY TUESDAY WEDNESDAY FRIDAY
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 and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standard The learners demonstrate cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests.
B.Performance Standard The learner shall be able to analyze aspects of social organization.
C.Learning
Competency/Objectives
Write the LC code for each.
Differentiate functions of nonstate institutions in society.
UCSP11/12HSO-IIb-25
I.CONTENT Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can
be tackled in a week or two.
Topic: Non-State Institution
II.LEARNING
RESOURCES
A.References
1.Teacher’s Guide
pages
Page 577
2.Learner’s Materials
pages
Understanding Culture, Society and Politics Quarter 4 – Module 7: Non-State Institution
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR)portal
LCD Projector, Laptop, PowerPoint Presentation
B.Other Learning ResourceInternet sites (Google)
III.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, question their learning processes, 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
Review the previous lessons
Question and answer.
1. What are the types of Economic
Institutions?
Review the previous lessons
Question and answer.
1. What is Non-state Institutions?
Review the previous lessons
Questio
n and answer.
1. What are the differences of
Review the previous lessons
Question and answer.
1. What is Non-state Institutions?

2. Trade unions and cooperatives,
Financial institutions and Banks?
B.Establishing a purpose for
the lesson
At the end of the topic, you should
be able to:
1.Identify the different types
of non-state institutions;
2.Explain the purpose and
functions of organizing
cooperatives and trade
unions; &
3.Acknowledge the benefits
of non-state institutions in
our social life.
At the end of the topic, you should
be able to:
1.Identify the different types
of non-state institutions;
2.Explain the purpose and
functions of organizing
cooperatives and trade
unions; &
3.Acknowledge the benefits
of non-state institutions in
our social life.
At the end of the topic, you should
be able to:
1.Identify the different types
of non-state institutions;
2.Explain the purpose and
functions of organizing
cooperatives and trade
unions; &
3.Acknowledge the benefits
of non-state institutions in
our social life.
At the end of the topic, you should
be able to:
1.Identify the different types
of non-state institutions;
2.Explain the purpose and
functions of organizing
cooperatives and trade
unions; &
3.Acknowledge the benefits
of non-state institutions in
our social life.
C.Presenting
examples/Instances of
the new lesson
Transition to New Lesson: Ask the
learners the name of institutions
based on the pictures.
Ask the learners the name of
institutions based on the pictures.
D.Discussing new concepts
and practicing new skills
# 1
Explain that today’s lesson will
focus on the definition of Non-state
Institutions.
Continuation of the discussion
regarding Non-state Institutions.
Explain the different types of Non-
state Institutions.
E.Discussing new concepts
and practicing new skills
# 2
What are Non-state institutions?Definition of Trade unions and
cooperatives, Financial institutions
and Banks.
F.Developing mastery
(leads to Formative
Assessment 3)
Defining Non-state Institutions. Performance Task:
Create Your Own Dream Company
Logo
G.Finding practical
application of concepts
and skills in daily living
Are there ways to improve the
predicament of many low-income
individuals who continually
struggle to meet their daily needs?
How do non-state institutions such
as banks and corporations affect
society?
H.Making generalizations
and abstractions about
the lesson
The students learned that the role
of a financial institution as a link in
the transfer of money from the
source to the borrower is very
important to our economy.
The students learned that the
different types of non-state
institutions include: bank
institutions, corporations,
cooperatives and trade unions.
Directions:
In a coupon bond draw your own
dream company logo.
Indicate the name of your own
dream company, what type of
company it is and explain why you
made that logo.
I.Evaluating learning Quiz regarding the topic about
Non-state Institutions.
J.Additional activities for
application or
remediation
Be ready for a quiz next meeting.
ASSIGNMENT:
Please bring the following for your

3. next activity.
a.Short Coupon Bond
b.Pencil/Marker
c.Drawing Materials
IV. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day in cases of class suspension, etc.
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 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?
Prepared by: Checked by: Noted by:
LOUIE ANDREU C. VALLE GRACE S. ALVAREZ, PhD NICK A. MENDOZA
Teacher I Master Teacher I Principal IV
DAILY LESSON LOG

4. School:
Teacher:
Grade Level:
Learning Area: TLE (Technical Livelihood Education)
Quarter:
Date:
No. of Learners:
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. Describe the different elements that contribute to setting the mood or ambiance of a dining area.
b. Demonstrate skills in applying table skirting techniques to enhance dining ambiance.
c. Create a dining area setup with appropriate ambiance for specific occasions (formal, casual, etc.).
II. CONTENT
Topic: Setting the Mood/Ambiance of the Dining Area
Subtopic: Table Skirting and other elements that influence dining ambiance (lighting, color, décor, music, etc.)
III. LEARNING RESOURCES
References:
"Principles of Hotel and Restaurant Services"
Table Skirting Visuals and Guidelines
Videos or pictures of dining areas with different moods or ambiance
Materials:
Tablecloths, skirting materials, pins, decorations
Projector and laptop
Sample dining accessories (centerpieces, cutlery, lighting fixtures)
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
Review: Start by reviewing the previous lesson on Table Skirting. Ask the students what they remember about the techniques and tools used in
table skirting.
Transition to New Lesson: Ask the students how the appearance of a dining table might affect the overall experience of diners.
B. Establishing a Purpose for the Lesson
Explain that today’s lesson will focus on how table skirting and other elements such as lighting, music, and color can set the mood of a dining
area.
Ask the class, “Why do you think setting the right ambiance in a dining area is important for customer satisfaction?”
C. Presenting Examples/Instances of the New Lesson
Show pictures or videos of different dining setups (formal, casual, festive) with well-executed table skirting and ambiance elements.
Discuss how each example conveys a different mood (e.g., a romantic dinner with dim lighting and soft music vs. a birthday party with bright
colors and festive decorations).
Demonstrate the different types of table skirting (e.g., box pleats, knife pleats) and how they can enhance the dining table’s appearance.

5. D. Discussing New Concepts and Practicing New Skills #1
New Concept: Discuss the elements that influence the mood/ambiance of a dining area, such as:
oLighting (e.g., warm, soft lighting for intimate settings; bright lighting for casual events)
oMusic (e.g., instrumental for fine dining; upbeat for casual, festive events)
oDecorations (e.g., floral arrangements, candles)
Skill Practice: Divide the students into pairs and have them practice table skirting techniques that would match a specific type of dining
ambiance (e.g., formal dinner, casual lunch).
E. Discussing New Concepts and Practicing New Skills #2
New Concept: Reinforce how the correct selection of table skirting, combined with other elements like color schemes and centerpieces, affects
the ambiance.
Skill Practice: Let students design their table settings by combining table skirting with suitable decorations and other elements. Guide them to
focus on creating a specific mood (e.g., romantic, business, casual) for their table setup.
F. Developing Mastery (Leads to Formative Assessment 3)
After the practice activities, ask each pair to present their table skirting and dining area setup to the class.
Use a rubric to assess the following criteria:
oCreativity and appropriateness of design
oEffective use of ambiance elements (table skirting, lighting, color, music)
oProper execution of table skirting techniques
Provide constructive feedback on how to further improve their setups.
G. Finding Practical Application of Concepts and Skills in Daily Living
Discuss with the students how these concepts can be applied in real-life situations:
oSetting up a table for family gatherings
oPreparing for formal events at home or school
oEnhancing the presentation of dining areas in small business ventures like food catering or restaurants
H. Making Generalizations and Abstractions about the Lesson
Ask students: “What have we learned today about setting the mood in a dining area? How do the small details like table skirting and lighting
affect the overall dining experience?”
Reinforce the idea that creating the right ambiance through table skirting, color schemes, music, and decorations is essential to improving
customer satisfaction.
I. Evaluating Learning
Written Test:
oIdentify the elements that contribute to a good dining ambiance.
oDescribe how table skirting can enhance the appearance of a dining table.
Performance Task:
oStudents will individually design a table setup with appropriate skirting and ambiance for a specific dining event (formal dinner,
birthday party, etc.).
oEvaluation will be based on the creativity and appropriateness of their table design.
J. Additional Activities for Application or Remediation
For students who need more practice: Allow them to redo their table setup with guidance from the teacher.
Extended Activity: Ask students to research different table skirting styles used in famous restaurants or catering businesses. Have them present
their findings to the class in the next session.

6. Homework: Students will create a mood board that shows their ideal dining setup for a chosen event, focusing on the ambiance and explaining
their choices of elements like table skirting, lighting, and decor.
V. REFLECTION
Were the students able to grasp the importance of ambiance in dining areas?
Did they successfully apply table skirting techniques?
What strategies worked best in helping students understand the concepts?
How could the lesson be improved to cater to all learning styles?
A. No. of learners who earned 80% in the evaluation
Out of the total number of learners, 20 students scored 80% or above in the evaluation, indicating a strong grasp of both the theoretical and
practical components of setting the mood in a dining area, including table skirting.
B. No. of learners who require additional activities for remediation (scored below 80%)
5 students scored below 80%, suggesting that they need further assistance with either the technical aspects of table skirting or understanding
how ambiance elements work together in dining setups.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
After conducting remedial sessions focused on hands-on practice and reviewing the key concepts, 3 out of the 5 students were able to catch up
and improve their understanding and performance, now scoring above 80% in follow-up evaluations.
D. No. of learners who continue to require remediation
2 students continue to struggle with certain elements of the lesson, particularly in applying table skirting techniques and effectively integrating
ambiance elements. These students will need additional targeted remediation and support.
E. Which of my teaching strategies worked well? Why did these work?
Group Activities and Hands-on Practice: These strategies worked well because they allowed students to actively engage with the lesson,
practice their skills, and collaborate with peers, which improved their understanding of how to create an appropriate ambiance for different
dining situations.
Use of Visual Aids: Showing images and videos of dining setups with various moods helped students visualize and grasp the concept of
ambiance more clearly.
F. What difficulties did I encounter that my principal or supervisor can help me solve?
Classroom Resources and Space: During the table skirting activity, there were challenges in managing space and the availability of materials.
Having more resources such as additional fabrics, skirting clips, and larger tables could help improve the students’ learning experience. Support
from the administration in acquiring these resources would be beneficial.
Time Management: Some students needed more time to practice the skirting techniques, so adjusting the schedule to allow more hands-on
learning would help ensure everyone can master the skills.
G. What innovation or localized materials did I use/discover that I wish to share with other teachers?
I utilized local fabrics for table skirting, which were more affordable and reflective of our local culture. This allowed the students to not only
practice the techniques but also appreciate the use of local materials in a professional setting.
I also created mood boards using recycled materials and local decorations, which helped students better understand the concept of ambiance
through visual and tactile means. This innovation could be shared with other teachers for cross-curricular activities.