Based on DepEd Order No.42, s.

2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR K-12 BASIC EDUCATION PROGRAM
School JUDGE FELICIANO Grade Level 9th
GRADES 1 to 12 BELMONTE SR. HIGH
DAILY LESSON SCHOOL
LOG Teacher MA. VERONICA L. MAHINAY Learning ENGLISH
Area
Teaching Date and February 10 - 14, 2025 Quarter FOURTH
Time

I.OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types
Standard serve as means of enhancing the self; also, how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation marks
and interjections to enable him/her to participate actively in a speech choir.
B. Performance The learner actively participates in the discussion by using effective verbal and non-verbal
Standard strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures, and Audience Contact.
C. Learning MELCS: React to Lay Value Judgment on Critical Issues that Demand Sound Analysis and
Competencies Call for Prompt Actions
Objectives:
Differentiate the social, moral, and economic issues.
Classify issues as either social, moral, and economic.
Identify the cause and effect of issues discussed.
Provide possible solutions to the presented issues.
Relate concerns and dispositions in real life to the material viewed.

II.CONTENT
Topic: Social, Moral, and Economic Issues Affecting the Nation
Values
Integration: Develop a sense of personal responsibility for addressing these issues
III.LEARNING
RESOURCES
References
1.Teacher’s MELCS Teachers’ Guide and DBOW
Guide Pages
2.Learners’
Material Pages
3.Textbook
Pages
4.Additional Teacher-made worksheets, PPT, video clip for viewing activity
Materials
IV.
PROCEDURES
A. Reviewing A. Routinary Activities
the Previous
Lesson or 1. Prayer
Presenting the 2. Attendance
New Lesson 3. Classroom Management

MAKING CONNECTIONS: 4 Pictures 1 Word

Instruction: Identify what specific word fits the theme of photos presented in each item. The
word is from a set of letters given below the pictures.

Expected Answers:
poverty
abortion
unemployment

Guide Questions:
1. What do these words have in common?
2. What are the other issues in the Philippines today?
3. How do these issues differ from each other?

B. Establishing Task 1: Let’s categorize!

the Purpose of Instruction: Based on the given examples of current issues, classify each issue as either social,
the Lesson moral, or economic.

- bullying - inflation - income inequality

- corruption - death penalty - political dynasty
- substance abuse - contraception - pollution
Based on DepEd Order No.42, s.2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR K-12 BASIC EDUCATION PROGRAM

SOCIAL ISSUES MORAL ISSUES ECONOMIC ISSUES

C. Presenting DISCUSSION:
Examples or CRITICAL ISSUE - an important topic or problem that people discuss or argue about since it
Instances of negatively affects many people in a society. These issues call for prompt actions or resolution to
the New improve the condition of the targeted group or individuals.
Lesson
Categories of Critical Issues:

1. SOCIAL ISSUE - Social issues are problems that influence many citizens within a
society. It is often the consequence of factors extending beyond an individual's control It
affects people and many individual attempts to resolve it.

An issue becomes a social issue under the following circumstances:

• The issue involves people in the society.
• The public, as a whole, recognizes the situation as a problem.
• A large segment of the population sees the situation as a valid concern.
• The situation can be alleviated through the joint actions of the citizens.

Examples:

poverty, substandard education quality, limited healthcare, corruption, crime, etc..

2. MORAL ISSUE - Moral issues are situations or actions that do not conform to the shared
norms and values, culture, and beliefs distinguished by a certain community or social
setting. In other words, moral issues are issues relating to principles of right and wrong.

An issue becomes a moral issue under the following circumstances:

• It is against the values, beliefs, and preferences of the people in the society.
• It involves behavior patterns that bring the individual repeatedly into conflict with
society.
• It involves actions that have the potential to harm others or the persons themselves.

Examples:

Abortion, marriage, corruption, bullying, sexual abuse, gambling, substance abuse, etc..

3. ECONOMIC ISSUE - The economic issues assert that there is a scarcity or that the finite
resources available are insufficient to satisfy all human wants and needs. This problem
arises mainly due to the fact that human wants are unlimited means to satisfy human
wants are scarce. In other words, economic issues are issues involving the country's
economic resources.

An issue becomes an economic issue under the following circumstances:

• It involves inflation or the increase of the price of basic commodities and services
affecting a large number of people.
• It involves an increase in unemployment or not having a job to earn ones living.
• It involves poverty caused by underlying factors such as lack of education, cultural and
religious discrimination, overpopulation, unemployment, and corruption.

Examples:

Environmental and health issues, overpopulation, inflation

D. Discussing ANALYSIS OF THE ISSUE

New Concepts - In getting the different sides of critical issues, consider the five (5) questions below:
and Practicing
New Skills 1. What is the critical issue about?
It is the main argument in the text.
It can be an issue about people, politics, economical status, racism, gender, etc.

2. Who will get affected by the issue?

The writer wants to address the issue being raised by the people who are concerned
and affected by it.

3. Why is this issue critical?

You should know the issue being raised by the writer and how this issue affects many
lives to consider it critical.

4. Does the problem or issue need to be addressed

for immediate action?
Based on DepEd Order No.42, s.2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR K-12 BASIC EDUCATION PROGRAM

There are some details provided by the writer as resolutions to the problem brought
about by the issue.

5. What are the consequences involved?

Take note of the consequences that may occur if the issue is resolved, maintained,
unsolved, etc.

Task 2: Let’s Analyze!

Instruction: Read the text carefully. Analyze the issue by getting the different sides. Answer the
questions that follow.

Guide Questions:
1. What is the critical issue about?
2. Who will get affected by the issue?
3. Why is this issue critical?
4. Does the problem or issue need to be addressed for immediate action?
5. What are the consequences involved?

E. Developing Task 3: Comprehension Check

Mastery I. Instruction: Choose the letter of the option that completes the statement or answers the
question.

1. The issues about right and wrong or good and bad are called _____ issues.
a. social b. moral c. political d. cultural
2. Which of the following is a cause of income inequality?
a. limited access to education and training c. health disparities
b. social unrest d. slow economic growth
3. Economic issues are problems related to the ____ within an economy.
a. production, distribution, and consumption of goods and services
b. sale and delivery of goods and services
c. importation and exportation
d. the welfare of the people
4. Which of the following is not a moral issue?
a. rising prices b. death penalty c. abortion d. same – sex marriage
5. Social issues are problems or situations that __________.
a. affect people in a society.
b. impact the economy of the country
c. requires analysis of arguments
d. has moral implications
6. Which of the following is not a social issue?
a. poverty b. corruption c. education d. supply and demand
7. Which of the following is a cause of poverty?
a. political instability c. lack access to education
b. crime d. social inequality
8. Which of the following is an argument in favor of abortion?
a. Women should have the right to control their bodies and make decisions about their
reproductive health.
b. All human life is valuable and should be protected, regardless of the circumstances of the
pregnancy.
c. Abortion can be dangerous to a woman’s health.
d. Abortion is morally wrong and goes against their religious beliefs.
9. Which of the following is a cause of income inequality?
a. limited access to education and training c. health disparities
b. social unrest d. slow economic growth
10. Weak infrastructure has led to _______.
a. low transportation costs
b. increased trade between adjacent areas
c. limited access to essential services
d. none of the above
Based on DepEd Order No.42, s.2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR K-12 BASIC EDUCATION PROGRAM

II. Instruction: Identify what issue is presented in each situation, then classify each situation
according to whether it is a social, moral, or economic issue.

1. Myrna went to the market; she bought an ingredient for her chicken curry, and she noticed that
the onions and garlic were getting pricey.

2. Jeremiah is a working student who has been with his boyfriend for 5 months. She became
pregnant, and they are both unprepared to be parents. She decided to take a medication in order
to end her pregnancy.

3. Joseph committed a crime, and the judge sentenced him to death.

4. Susan did not finish studying and had a family at 15. Their family is homeless, lives on the
street, and has nothing to eat.

5. Jessica and Ana have been married for 5 years in the US; they will be having a vacation here
in the Philippines. When they got into the country, some of the people were staring at them
because they were sweet and holding hands while walking.

F. Practical Task 4: Suggesting Solutions

Applications of Instruction: Review the causes and effects of the various issues and then propose solutions
Concepts and using the chart below.
Skills in Daily
Living Critical Issues Causes Solution
Poverty
Income inequality
Government corruption
Abortion
Substance abuse
Same sex marriage
Death penalty
Substandard education
Limited healthcare
Human rights violation

G. Evaluating Task 5: Performance Task

Learning Instruction: Cut or print out an article that reflects an issue in society, then paste it in a short
bond paper. Then, indicate whether a social issue, a moral issue, or an economic issue is being
presented. Elaborate on the problem presented in the article and suggest a possible solution to
address it.

Their output will be graded according to these criteria.

Originality 15
Organization of ideas 15
Neatness/Clarity 10
Completeness 10
_______________________________

Total 50

H. Remarks The designed activities plotted here are subject to modifications depending on the learners’
difficulty in understanding the lesson. Teachers may remove or add more activities depending on
students’ progress.

I. Reflections The designed activities plotted here are subject to modifications depending on the learners’
Based on DepEd Order No.42, s.2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR K-12 BASIC EDUCATION PROGRAM
difficulty in understanding the lesson. Teachers may remove or add more activities depending on
students’ progress.
A. No of
learners who
earned 75%
in the
evaluation.
B. No. of
learners who
require
additional
activities for
remediation
who scored
80% below.
C. Did the
remedial
class 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 Power Point Presentation, printed activity sheets
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teachers?

PREPARED BY:

MA. VERONICA L. MAHINAY

TEACHER I

SUBMITTED BY:

MA. VERONICA L. MAHINAY

TEACHER I

PREPARED TO:

JOAN G. SORIANO ARLENE M. ORILLANEDA, Ed.D MARIA GINA M. ROCENA

Master Teacher I, English Head Teacher VI, English Principal IV