School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society
and Politics
Teaching Dates and Time June10-14,2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(June 10, 2019) (June 11, 2019) (June 12, 2019) (June 13, 2019) (June 14, 2019)
I. OBJECTIVES
a. Content Standards Human cultural variation, social The significance of studying culture, society, and
differences, social change, and politics.
political identities
b. Performance Standards Acknowledge human Acknowledge human cultural Adopt an open and critical attitude toward different
Acknowledge human cultural
variation, social differences,
cultural variation, social
differences, social HOLIDAY variation, social differences, social
change, and political identities.
social, political, and cultural phenomena through
observation and reflection.
social change, and political change, and political
identities identities.
c. Learning Competencies/ Articulate observations on Articulate observations Articulate observations on human Demonstrate curiosity and an openness to explore
Objectives human cultural variation, social on human cultural cultural variation, social differences, the origins and dynamics of culture and society, and
Write the LC code for each differences, social change, and variation, social social change, and political identities. political identities. (UCSP11/12SPU-Ia-2)
political identities. differences, social (UCSP11/12SPU-Ia-1)
(UCSP11/12SPU-Ia-1) change, and political
identities.
(UCSP11/12SPU-Ia-1)
II. CONTENT Sharing of social and cultural Sharing of social and Sharing of social and cultural Observations about social, political, and cultural
backgrounds of students as cultural backgrounds of backgrounds of students as acting behavior and phenomena
acting subjects or social actors, students as acting subjects or social actors, agents,
agents, persons. subjects or social actors, persons.
agents, persons.

III. LEARNING RESOURCES

A. References Understanding Culture, Understanding Culture, Society, and
Society, and Politics Politics (DepEd)
(DepEd)
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 1-6 pp. 1-6
3. Textbook pages
4. Additional Materials Laptop, PowerPoint
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Make a quick recap of the past lesson/discussion
presenting the lesson
B. Establishing the purpose of the
lesson
C. Presenting examples/instances of Showing of pictures of societies from different walks
the new lesson of life.
D. Discussing new concepts and Identifying concepts that you can associate with
practicing new culture, society and politics.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Recitation Recitation Recitation
(Leads to formative assessment
number 3)
G. Finding practical applications of Group Activity.
concepts and skills in daily living Collage-making about social issues/problems
H. Making generalization and Presentation of the collage about social
abstraction of the lesson issues/problems
I. Evaluating Learning Quiz

J. Additional Activities for Application

or Remediation
V. REMARKS
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time JUNE 17-21, 2019 Quarter I
 Monday Tuesday Wednesday Thursday Friday
(June 17, 2019) (June 18, 2019) (June 19, 2019) (June 20, 2019) (June 21, 2019)
I. OBJECTIVES
a. Content Standards The rationale for studying culture, society and politics

b. Performance Standards
Appreciates the value of disciplines of Anthropology, Sociology, and Political Science as Social Sciences.
c. Learning Competencies/ Analyze social, political, and cultural change.(UCSP11/12SPU-Ib-3) Recognize common concerns or intersections of anthropology, sociology,
Objectives and political science with respect to the phenomenon of change.
Write the LC code for each (UCSP11/12SPU-Ib-4)
II. CONTENT Observations on social, political, and cultural change;

III. LEARNING RESOURCES

A. References Understanding Culture, Society, and Politics(Lanuza, Raymundo)
1. Teacher’s Guide
pages
2. Learner’s Material
Pages
3. Textbook pages pp. 3-9 pp. 10-12 pp. 12-16
4. Additional
Materials
C. Other Learning
Resources
VI. PROCEDURES
A. Reviewing previous Ask the students their definition of culture, society and politics as Make a quick recap of the
lesson or presenting the what they have previously learned from the past lesson previous lesson
lesson

B. Establishing the purpose Why do we need to study culture, society and politics? Why are there variations in the
of the lesson way people around the world
live?
C. Presenting What are the instances that
examples/instances of the society has changed?
new lesson
D. Discussing new concepts and Ask the students their opinion on social media, local public Define anthropology, political
practicing new services, transnational families, youth volunteerism. science and sociology.
skills #1
 E. Discussing new concepts Group the students into five and assign a leader. Group members Discuss the definition of Post a short excerpt of society
and practicing new skills #2 share their responses. Anthropology, Sociology, and from an anthropologist’s view
Political Science.
F. Developing Mastery Distribute a text to the different What can you infer from the
(Leads to formative groups. Compare and contrast excerpt?
assessment number 3) the changes in our culture,
society and politics.
G. Finding practical Make a short play regarding
applications of concepts and social, cultural, and political
skills in daily living change in the society.
H. Making generalization As a young citizen of our
and abstraction of the lesson country, how can you help
shape a non-chaotic society?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned
80% in the evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. No. of learners who caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my
principal can help me solve?
G. What innovation or
localized materials did I use
which I wish to share with
other teachers?
 Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time JUNE 24—28, 2018 Quarter I
 Monday Tuesday Wednesday Thursday Friday
(June 24, 2019) (June 25, 2019) (June 26, 2019) (June 27, 2019) (June 28, 2019)
I. OBJECTIVES
a. Content Standards Culture and society as anthropological and sociological concepts.
b. Performance Appreciate the nature of culture Demonstrate a holistic Demonstrate a holistic understanding of culture and society.
Standards and society from the understanding of culture and .
perspectives of anthropology society.
and sociology.
c. Learning Identify the subjects of inquiry and goals of Anthropology, Explain anthropological and sociological perspectives on culture and
Competencies/ Political Science and Sociology. (UCSP11/12SPU-Ib-5) society. (UCSPC11DCS-Ic-6)
Objectives
Write the LC code for
each
II. CONTENT Definition of anthropology, political science and sociology Society as a group of people sharing a common culture NO CLASSES DUE TO
THE OATH-TAKING
CEREMONY OF THE
NEWLY-ELECTED
MUNICIPAL
OFFICIALS
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, Understanding Culture, Society, Understanding Culture, Society, Understanding Culture, Society,
and Politics and Politics and Politics and Politics(Juanito Philip V.
Bernardo, Jr.)

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages pp. 24-32 pp. 33-47 pp. 47-52 pp. 1-9
4. Additional Materials
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review past lesson about the Make a quick recap of the past
lesson or presenting the definition of Social Sciences lesson/discussion
lesson
B. Establishing the purpose Why are there great variations in
of the lesson the way people around the world
live?
 C. Presenting Pictures will be presented by the Ask students their own beliefs,
examples/instances of the teacher and let the students give values, practices, attitudes as a
new lesson their insights about the picture. member of society.
D. Discussing new concepts Define diversity and similarity. The Relevance of studying the Define norms, laws, artifacts and
and practicing new anthropology, sociology and symbols.
skills #1 politics.
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery Ask the class to summarize the What are the defining features of
(Leads to formative diversity and similarity of cultures culture?
assessment number 3) in the society.
G. Finding practical Group discussion. “Turning Graded recitation
applications of concepts and personal problems into social
skills in daily living problems.”
H. Making generalization and Role –playing a Religious Feast
abstraction of the lesson
I. Evaluating Learning Venn Diagram. How are
Society, Politics, and Culture
interrelated with one another?
J. Additional Activities for
Application or Remediation
V. REMARKS
A. No. of learner who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No.
of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?
 Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time July 1-5, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 01, 2019) (July 02, 2019) (July 03, 2019) (July 04, 2019) (July 05, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and society(i.e., comparative historical, structural-functional, interpretive, critical)
The Human Origins and the capacity for culture
 b. Performance Standards Demonstrate a holistic understanding of culture and society.
Analyze key features of interrelationships of biological, cultural and socio-political processes in human evolution that can still be used and developed.
c. Learning Describe society and culture as a complex whole. (UCSPC11/12DS- Identify aspects of culture and Trace the biological and cultura;
Competencies/ Objectives Ic-7) society (UCSPC11/12DS-Ic-8); evolution of early to modern
Write the LC code for humans (UCSP 11/12HBS-Ie-12
each
II. CONTENT Culture as a “that complex whole which encompasses beliefs, Aspects of culture Human Origins: The Species and
practices, values, attitudes, laws, norms, artifacts, symbols, a. Dynamic, flexible & adaptive their Characteristics; Man’s Cultural
knowledge, and everything that a person learns and shares as a b. Shared and contested Evolution
member of a society.” c. Learned through socialization
or enculturation
d. Patterned social interactions
e. Integrated and at times
unstable
f. transmitted through
socialization/enculturation
g. requires language and other
forms of communication
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(Juanito Philip V. Understanding Culture, Society, Understanding Culture, Society,
Bernardo, Jr.) and Politics(Lanuza, Raymundo) and Politics(Dolores M.
Lucero,et.al.)
5. Teacher’s Guide p. 16
pages
6. Learner’s Material
pages
7. Textbook pages pp. 10-11 pp. 189-193
8. Additional Materials
D. Other Learning Resources Laptop
III. PROCEDURES
A. Reviewing previous lesson Quick recap of the previous Identify features of culture. Quick recap of the previous lesson.
or presenting the lesson lesson.
B. Establishing the purpose of Describe the interaction between
the lesson society and cultural development
of human beings.
How should people act react to
different cultures?
C. Presenting A video was shown to the class. Ask students how they learned Discuss how a certain human was
examples/instances of the new Students gave their opinions and their present culture. created.
lesson insights about it. Discuss different societies and
 people who have different
cultures. Give examples.
D. Discussing new concepts Discuss about society as a group Sharing of experiences. Sharing opinions about creation.
and practicing new of people sharing a common
skills #1 culture

E. Discussing new concepts

and practicing new skills #2
F. Developing Mastery Recitation
(Leads to formative
assessment number 3)
G. Finding practical 5-minute skit/presentation about
applications of concepts and how culture is defined.
skills in daily living
H. Making generalization and What factors do you think helped
abstraction of the lesson shape our culture in the society?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation

IV. REMARKS Discussion was not carried

out due to Exit Conference at
the Division Office
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time July 8-12 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 08, 2019) (July 09, 2019) (July 10, 2019) (July 11, 2019) (July 12, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and society(i.e., comparative historical, structural-functional, interpretive, critical)
b. Performance Standards Values cultural heritage and express pride of place without being Analyze the key features of interrelationships of biological, cultural
ethnocentric and sociopolitical processes in human evolution that can still be used
and developed.
c. Learning Competencies/ Raise questions toward a holistic appreciation of cultures and societies . Become aware of why and how
Objectives (UCSPC11/12DS-Id-9) cultural relativism mitigates
Write the LC code for each ethnocentrism
(UCSPC11/12DS-Id-10)
II. CONTENT Ethnocentrism and Cultural Relativism as orientations in viewing other cultures
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics (DepEd)
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
B. Other Learning Resources Video clip, tv monitor Power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Analyze the cultures from Recall the effects of colonialism
or presenting the lesson Western countries
B. Establishing the purpose of What are the foreign cultural
the lesson orientation that you have
encountered?
C. Presenting Pictures and videos will be presented How are they affected with the Teacher will present some
examples/instances of the spread of foreign culture in their pictures of food that is usually
new lesson community? prepared in their community or
their region. The students will be
asked to comment on the food on
the picture.
D. Discussing new concepts Ask the students the aftermath of colonization Think of tangible and intangible
and practicing new heritage
skills #1
E. Discussing new concepts How are they affected with the different culture in the present society? “Decolonization”
and practicing new skills #2
F. Developing Mastery Ask students the brand that they are wearing/using.(Mostly foreign Recitation Recitation
(Leads to formative brands)
assessment number 3)
G. Finding practical Define Cultural Relativism, Ethnocentrism Short video clip/Reflection
applications of concepts and
skills in daily living
H. Making generalization and Define Eurocentrism, colonialism, colonial mentality
abstraction of the lesson
 I. Evaluating Learning The teacher will prepare a Give different situation and let The students will answer the The students will answer the Long Quiz
freedom wall for students to write the students identify if it is question below: following questions:
their questions on culture and Cultural Relativism,
society. Ethnocentrism, Eurocentrism, How is it possible to recognize 1.Is it right to pass judgment
colonialism, colonial mentality the uniqueness of each society’s on cultures not our own as
cultural traits and not from the inferior, threatening, or
standpoint of one’s own society? disturbing?
2. Should we expect
societies around the
world to practice the
same set of cultural
values and traits?

J. Additional Activities for Teacher will divide the class into 2 “Lights, Camera, Action”
Application or Remediation groups and will ask them to make Short skit on ethnocentrism
the first group the inner circle and
the second group the outer circle.
The teacher will choose questions
from freedom wall whereas the
inner circle members will answer
the questions and the outside
circle members will functions as
observers. After 10 minutes, the
two groups will take role turns.
V. REMARKS
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the lesson
C. No. of learners who continue to
require remediation
D. Which of the strategies worked
well? Why did these work?
E. What difficulties did I encounter
which my principal can help me solve?
F. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time July 15-19,2019 Quarter 1

Monday Tuesday Wednesday Thursday Friday

(July 15, 2019) (July 16, 2019) (July 17, 2019) (July 18, 2019) (July 19, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and The human origins and the capacity for culture
society(i.e., comparative historical, structural-functional, The role of culture in human adaptation
interpretive, critical)
b. Performance Standards Values cultural heritage and express pride of place without Analyze the key features of interrelationships of biological, cultural and
being ethnocentric sociopolitical processes in human evolution that can still be used and
developed.
c. Learning Competencies/ Objectives Identify forms of tangible and intangible heritage and the Trace the biological and cultural evolution of early to modern humans.
Write the LC code for each threats to these. (UCSP11/12DCS-Ie-11) (UCSP11/12HBS-Ie-12)

II. CONTENT Aspects of Culture Biological and cultural evolution: from Homo habilis (or earlier) to Homo
sapiens sapiens in the fossil record
III. LEARNING RESOURCES
 A. References Understanding Culture, Society, and Politics (DepEd)
1. Teacher’s Guide pages pp. 29-42 pp. 43-47
2. Learner’s Material pages
3. Textbook pages pp. 103-108 pp. 109-118
4. Additional Materials
B. Other Learning Resources Manila paper , Marker ,Chalk Pictures, Google
IV. PROCEDURES
A. Reviewing previous lesson or presenting the The students will recall their lesson yesterday about the Review on the aspects of culture. Quick recap on
lesson difference between ethnocentrism and cultural relativism. evolution
B. Establishing the purpose of the lesson The students will answer the question about the difference of Video clip (12 minutes) Trace the origin of
the society before from now. After watching the video clip ask the Homo habilis, Homo
students about what they have learned on erectus and Homo
the origins of human sapiens

Discuss on early hominins

C. Presenting examples/instances of the new The teacher will present different pictures regarding tangible Present to students the different origins of
lesson and intangible heritage culture. human

Show pictures of early hominins

What are the key human attributes that
scientists use in identifying certain fossils as
early hominins?
D. Discussing new concepts and practicing Discuss the importance of tangible and intangible cultural Discuss the theories of evolution Show images of Homo
new heritage (Creationism, catastrophism, transformism, habilis, Homo erectus
skills #1 natural selection) and Homo sapiens
E. Discussing new concepts and practicing The students will give their opinions after How are they distinct or
new skills #2 viewing a short video clip of what had different from each
happened in the past other?

F. Developing Mastery
(Leads to formative assessment number 3)
G. Finding practical applications of concepts What are the distinguishing characteristics
and skills in daily living of anatomically modern humans?
H. Making generalization and abstraction of Why is it important to study fossil remains?
the lesson
I. Evaluating Learning The class will be grouped into The students will present Evidence Chart Formative
four. Each group will be given their output. Assessment
a sheet of manila paper and a (Paper and pencil
 marker, students will write the test)
tangible and intangible
heritage in our culture.

J. Additional Activities for Application or Students will be asked to Ask the students to compare and summarize
Remediation write one tangible and one the ideas of Creationism, catastrophism,
intangible cultural heritage transformism, natural selection
under threat. Identify the
threats and their possible
sources, and come up with a
plan on how to deals with
these threats.

V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did I
use which I wish to share with other
teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time July 29- August 02, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 29,2019) (July 30,2019) (July 31,2019) (August 01,2019) (August 02,2019)

I. OBJECTIVES
a. Content Standards How individuals learn culture and how individuals should behave as part of a political community
become competent members of
society
b. Performance Identify norms and values to be assess the rules of social recognize the value of human rights and promote the common good
Standards observed in interacting with others interaction to maintain stability of
in society, and the consequences everyday life and the role of
of ignoring these rules innovation in response to
problems and challenges
c. Learning Explain the development of one’s identify the context, content, Identifies the social goals and advocate inclusive citizenship
Competencies/ self and others as a product of processes, and consequences of the socially acceptable means of UCSP11/12BMSIh-18;
Objectives socialization and enculturation enculturation and socialization achieving these goals promote protection of human
Write the LC code for ( UCSP11/12HBS-If-15) UCSP11/12BMSIg-16 UCSP11/12BMSIh-17 dignity, rights, and the common
each good
UCSP11/12BMS- Ih-19
II. CONTENT Enculturation/Socialization Conformity and deviance a. Social Human dignity, rights, and the common good SEARCH FOR CAREER OUTFIT
a. Identity formation(identities, control (gossip, social ostracism, 2019
disciplines, and aspirations) laws and punishments) b. Forms (CAREER GUIDANCE WEEK
b. Norms and Values of deviance (ritualism, retreatism, CELEBRATION)
c. Statuses and roles(e.g. age,
rebellion, and innovation)
gender)
 III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd) Understanding Culture, Society, and Understanding Culture, Society, and
Politics(DepEd) Politics(DepEd)
9. Teacher’s Guide 48-53
pages
10. Learner’s Material
pages
11. Textbook pages
12. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Review of past lesson Review of past lesson Review of past lesson
or presenting the lesson
B. Establishing the purpose How does culture key to human Discuss that there are different What are the common rights that
of the lesson adaptation? norms and values in each society you know as a Philippine citizen?
C. Presenting Discuss the different theories of What are the do’s and don’ts in Cite examples on human rights
examples/instances of the personality: your family, community? violations
new lesson Freud’s model of personality
Piaget’s theory of cognitive
development
Mead’s theory of the social self
Cooley’s Looking glass self
D. Discussing new Socialization through Make a comparison between the Discuss human rights to learners
concepts and practicing enculturation norms and values with other
new skills #1 culture
E. Discussing new concepts Discuss and give examples of Discuss statuses and roles Human dignity and the common
and practicing new skills #2 identity formation good
F. Developing Mastery Give situations and identify if it is Recitation Recitation
(Leads to formative id, ego, superego
assessment number 3)
G. Finding practical As a young citizen of this
applications of concepts and country, how are going to
skills in daily living promote human rights?
H. Making generalization and What are the norms and values Make a collage showing the
abstraction of the lesson that you observe in your family, Human dignity, rights, and the
community and country? How do common good
 these norms and values affect
your interaction with others?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS The lessons from Wednesday-Friday are not carried out due to the Campus Journalism Seminar-Workshop for School paper Advisers (July 31-August 02)
August 02, 2019- Search for Best in Career Outfit 2019
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work?
No. of learners who caught
up with the lesson
D. No. of learners who
continue to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
can help me solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 05-09, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(August 05, 2019) (August 06, 2019) (August 07, 2019) (August 08, 2019) (August 09, 2019)

I. OBJECTIVES
a. Content Standards how individuals should behave as part of a political community

b. Performance assess the rules of social recognize the value of human rights and promote the common good
Standards interaction to maintain stability of
everyday life and the role of
innovation in response to
problems and challenges
c. Learning identify the context, content, Identifies the social goals and the advocate inclusive citizenship
Competencies/ processes, and consequences of socially acceptable means of UCSP11/12BMSIh-18;
Objectives enculturation and socialization achieving these goals promote protection of human
Write the LC code for UCSP11/12BMSIg-16 UCSP11/12BMSIh-17 dignity, rights, and the common
each good
UCSP11/12BMS- Ih-19
II. CONTENT Conformity and deviance a. Social Human dignity, rights, and the common good
control (gossip, social ostracism, FIRST QUARTERLY ASSESSMENT
laws and punishments) b. Forms FIRST SEMESTER/S.Y. 2019-2020
of deviance (ritualism, retreatism,
rebellion, and innovation)
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd) Understanding Culture, Society, and
Politics(DepEd)
13. Teacher’s Guide
pages
 14. Learner’s Material
pages
15. Textbook pages
16. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Review of past lesson Review of past lesson
or presenting the lesson
B. Establishing the purpose Discuss that there are different What are the common rights that
of the lesson norms and values in each society you know as a Philippine citizen?
C. Presenting What are the do’s and don’ts in Cite examples on human rights
examples/instances of the your family, community? violations
new lesson
D. Discussing new Make a comparison between the Discuss human rights to learners
concepts and practicing norms and values with other
new skills #1 culture
E. Discussing new concepts Discuss statuses and roles Human dignity and the common
and practicing new skills #2 good
F. Developing Mastery Recitation Recitation
(Leads to formative
assessment number 3)
G. Finding practical As a young citizen of this
applications of concepts and country, how are going to
skills in daily living promote human rights?
H. Making generalization and
abstraction of the lesson

I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS The lessons from Wednesday-Friday are not carried out due to the Campus Journalism Seminar-Workshop for School paper Advisers (July 31-August 02)
August 02, 2019- Search for Best in Career Outfit 2019
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work?
No. of learners who caught
up with the lesson
D. No. of learners who
continue to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
can help me solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 12-16,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

(August 12, 2019) (August 13, 2019) (August 14, 2019) (August 15, 2019) (August 16, 2019)
I. OBJECTIVES
a. Content Standards 1. cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests
b. Performance Standards 1. analyze aspects of social organization; 2. identify one’s role in social groups and institutions; 3. recognize other forms of economic transaction such as
sharing, gift exchange, and redistribution in his/her own society
c. Learning Competencies/ Traces kinship ties and social networks ( USCP11/12HSO-IIi-20)
Objectives
Write the LC code for each
II. CONTENT How Society is organized
NATIONAL 1. Groups within society: Primary and Secondary; 2. In-groups and out INDUCTION PROGRAM
groups; 3. Reference groups; 4. Networks
HOLIDAY & SPORTSFEST 2019
EDH’L ADHA
III. LEARNING RESOURCES
a. References Understanding Culture, Society, and Politics(DepEd)
1. Teacher’s Guide pages 66-71
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials PowerPoint Presentation
b. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners their own definition Why is it important to belong into a Review past lesson
presenting the lesson of a group group?
B. Establishing the purpose of the Brainstorming Who are you closest to? Why?
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and Discuss primary group, secondary Differentiate between group
practicing new group, reference group, in-group/out- interaction and social interaction
skills #1 group, networks
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Recitation Quiz
(Leads to formative assessment
number 3)
G. Finding practical applications of Group the learners into two;
concepts and skills in daily living Charades
H. Making generalization and Activity: Identify the groups that you
abstraction of the lesson are part of and assign this on the 4
overlapping circles according to
closeness
I. Evaluating Learning Let the learners present their
activity.
J. Additional Activities for Application
or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did I
use which I wish to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal
School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 19-23,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

 (August 19, 2019) (August 20, 2019) (August 21, 2019) (August 22, 2019) (August 23, 2019)
I. OBJECTIVES
a. Content Standards Social stratification as the ranking of individuals according to wealth, power, and prestige
b. Performance Standards identify one’s role in social groups and institutions
c. Learning Competencies/ Describe the organized nature of social life and rules governing behavior ( USCP11/12HSO-IIi-21)
Objectives
Write the LC code for each
II. CONTENT
NATIONAL SPORTSFEST 2019
Cultural, social and political institutions
1. Kinship, marriage and the household
a. Kinship by blood
Descent and marriage( unilineal, matrilineal, patrilineal, bilateral)
b. Kinship by marriage
HOLIDAY MUNICIPAL MEET
Marriage rules cross-culturally ( monogamy vs. polygamy, post-marital
residency rules, referred marriage partners)
NINOY AQUINO
DAY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Understanding Culture, Society, and Politics(DepEd)
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Definition of kinship Brief review of kinship Review past lesson
or presenting the lesson
B. Establishing the purpose of Introducing kinship by blood Introducing kinship by marriage
the lesson
C. Presenting Looking back at historical kinship Video clip on family and how family
examples/instances of the new is formed
lesson
D. Discussing new concepts Sharing of the learners’ kinship ties Define and discuss marriage Monogamy vs polygamy
and practicing new
skills #1
E. Discussing new concepts Kinship by blood ( unilineal, Discuss the four types of family
and practicing new skills #2 matrilineal, patrilineal, bilateral ) based on marriage system
F. Developing Mastery Learners define marriage and be
(Leads to formative familiar with the 4 types of families
 assessment number 3) based on marriage system.
G. Finding practical Finding importance of marriage in Advantages and disadvantages of
applications of concepts and building a family. monogamy and polygamy
skills in daily living
H. Making generalization and Recitation
abstraction of the lesson
I. Evaluating Learning Recitation Recitation

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did I
use which I wish to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 26-30,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

(August 26,2019) (August 27,2019) (August 28,2019) (August 29,2019) (August 30,2019)
I. OBJECTIVES
a. Content Standards social and political inequalities as features of societies and the global community
b. Performance Standards identify one’s role in social groups and institutions
c. Learning Competencies/ Compare different social forms of social organization according to their Compare different social forms of social organization according to their
Objectives manifest and latent functions ( USCP11/12HSO-IIj-22) manifest and latent functions ( USCP11/12HSO-IIj-22)
Write the LC code for each
II. CONTENT
National CANCELLATION OF CLASSES DUE c. Kinship by ritual ( Compadrazgo )
d. Family and the household

HOLIDAY TO TYPHOON JENNY Nuclear, extended, and reconstituted families ( separated, transnational )
e. Politics of kinship ( political dynasty, alliances )

(National Heroes’
Day)
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd)
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of past lesson Brief review on kinship by marriage Recap on type of political dynasty
presenting the lesson and kinship by ritual
B. Establishing the purpose of the How does one connected to an Introduce political dynasty Can you imagine life without leaders Discuss authority and legitimacy
lesson individual other than through or government?
bloodline?
C. Presenting examples/instances of Briefly discuss Compadrazgo or Give examples of families in in the Recall the meaning of politics
the new lesson compadre system Philippines who are involved in
political dynasty.
D. Discussing new concepts and Discuss the different types of family Discuss how other societies Define authority and legitimacy
practicing new organize their political lives
skills #1
E. Discussing new concepts and Reconstituted family Define Political Dynasty Discuss the types of political
practicing new skills #2 Transnational family organizations created by human
F. Developing Mastery Show pictures of different types of What are the advantages and Learners will define politics and Learners will define authority and
(Leads to formative assessment family and have the students choose disadvantages of political dynasty? know the type of political legitimacy and its type.
number 3) where they belong to organizations
G. Finding practical applications of Make a short essay on why Role play.
concepts and skills in daily living Philippine marriages at present are Show how the relationship of a child
very evident. is established through baptism and
 matrimony
H. Making generalization and Are you in favor of divorce in the
abstraction of the lesson Philippines? Why or why not?
I. Evaluating Learning Quiz

J. Additional Activities for Application

or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did I
use which I wish to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG
Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics

Teaching Dates and Time September 02-06,2019 Quarter II

 Monday Tuesday Wednesday Thursday Friday
VII.OBJECTIVES
d. Content Standards Social and political inequalities as features of societies and the global community
e. Performance Standards Recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
f. Learning Competencies/ Analyze economic organization and its impacts on the lives of people in the society ( USCP11/12HSO-IIa-24 ) Differentiate functions of nonstate
Objectives institutions in society
Write the LC code for each ( USCP11/12HSO-IIb-25 )
VIII. CONTENT 2. Political and leadership structures 3. Economic Institutions 4. Nonstate institutions
a. Political organization a. Reciprocity a. Banks and corporations
i. Bands b. Transfers b. Cooperatives and trade unions
ii. Tribes c. Redistribution c. Transnational advocacy groups
iii. Chiefdoms d. Market transactions d. Development agencies
iv. States and Nations e. Markets and state e. International Organizations
b. Authority and legitimacy
i. Traditional
ii. Charismatic
iii. Rational

IX. LEARNING RESOURCES

E. References Understanding Culture, Society, and Politics(DepEd)
 17. Teacher’s Guide
pages
18. Learner’s Material
pages
19. Textbook pages
20. Additional Materials
F. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson or Recap on the previous lesson. Recap on previous lesson Brief review on economic processes Review on the previous lesson
presenting the lesson and economic organizations.
L. Establishing the purpose of the Can you imagine life without leaders Introduce economics How can you differentiate between
lesson or government? state and nonstate institutions
M. Presenting Recall the meaning of politics
examples/instances of the new
lesson
N. Discussing new concepts and Discuss how other societies organize Discuss the different economic Discuss the different economic
practicing new their political lives processes subsistence
skills #1
O. Discussing new concepts and Discuss the types of political Discuss the different economic
practicing new skills #2 organizations created by human organizations
P. Developing Mastery Learners will define politics and Learners will learn about different Learners learned the different types
(Leads to formative know the type of political economic processes and the of economic subsistence
assessment number 3) organizations different economic organizations
Q. Finding practical applications Learners will give examples on each
of concepts and skills in daily types of economic subsistence
living
R. Making generalization and
abstraction of the lesson
S. Evaluating Learning Short quiz. The students will be having a quiz.

T. Additional Activities for

Application or Remediation
XI. REMARKS
H. No. of learner who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored below
80%
J. Did the remediation work? No.
 of learners who caught up with
the lesson
K. No. of learners who continue
to require remediation
L. Which of the strategies worked
well? Why did these work?
M. What difficulties did I
encounter which my principal
can help me solve?
N. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 09-13,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards Social and political inequalities as features of societies and the global HOLIDAY
community
b. Performance Standards
c. Learning Competencies/ Evaluate how functions of education Promote primary education as a
Objectives affect the lives of people in society human right ( USCP11/12HSO-IIf-27
Write the LC code for each ( USCP11/12HSO-IIf-26 ) )

II. CONTENT Functions of education in society

( formal and nonformal )
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a
human right

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review on education and the two Brief review on previous lesson
presenting the lesson types of education
B. Establishing the purpose of the Why do we go to school?
lesson
C. Presenting examples/instances of Let the student define and give Presenting video clips on different
the new lesson meaning to education educational issues and factors
 affecting education system
D. Discussing new concepts and Discuss about education Discuss the functions of education Students will summarize all lessons
practicing new about education
skills #1
E. Discussing new concepts and Introduce and discuss the types of Discuss the Maslow’s hierarchy of
practicing new skills #2 education needs
F. Developing Mastery Students will summarize the lesson The students will summarize the
(Leads to formative assessment about education functions of education and elaborate
number 3) further the Maslow’s hierarchy of
needs
G. Finding practical applications of Let the students share about they
concepts and skills in daily living know on education system, the
different system in international
education
H. Making generalization and
abstraction of the lesson
I. Evaluating Learning

J. Additional Activities for Application Group Activity.

or Remediation Making a proposal on a new and
modernized education system
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below 80%
C. Did the remediation work? No. of learners who
caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why did
these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did I
use which I wish to share with other teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
 Politics
Teaching Dates and Time September 16-20,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards Social and political inequalities as features of societies and the global community
b. Performance Standards
c. Learning Competencies/ Conduct participant observation ( e.g., attend, describe, and reflect on a religious ritual of a different group; observe Recognize the practice of medical
Objectives elections practices) ( USCP11/12HSO-IIg-28 ) pluralism in light of cultural diversity
Write the LC code for each and relativism ( USCP11/12HSO-IIg-
29 )
II. CONTENT Religion and belief systems Health
a. Animism a. Culture-specific syndromes and
b. Polytheism illnesses ( e.g., “bughat”,
c. Monotheism “usog”/”buyag”)
d. Institutionalized religions b. Systems of diagnosis,
e. Separation of church and state prevention and healing systems )
c. Health as a human right
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(Gerry M. Lanuza, Sarah S. Raymundo) Understanding Culture, Society, and
Politics(Juanito Philip V. Bernardo,
Jr.)

Teacher’s Guide pages

a. Learner’s Material pages 61-77 84-86
b. Textbook pages
c. Additional Materials
d. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review on previous lesson Review on previous lesson
presenting the lesson
B. Establishing the purpose of the Who determines your religion?
lesson When does an individual obtain a
certain religion?
Do you really have a choice in
choosing your own religion?
C. Presenting examples/instances of Who has different religion aside from
the new lesson Roman Catholic?
D. Discussing new concepts and Students will share their beliefs in Discuss the 3 functions of religion Discuss about social health Discuss the healing systems of
practicing new their own religion and define it. prevention and healing
skills #1
E. Discussing new concepts and Discuss the three sociological Discuss the different types of Discuss on the different culture- Elaborate on the healing system and
practicing new skills #2 perspective theories defining religion religious practitioners, types of specific syndromes and illnesses cite on the people believing and
religious activities and religious following the same system
organizations.
F. Developing Mastery Quiz Students will know the meaning of Students will summarize the
(Leads to formative assessment religion functions of religion, types of
number 3) religious practitioners, types of
religious activities and religious
organizations.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalization and
abstraction of the lesson
I. Evaluating Learning Recitation and sharing of ideas on Recitation
religion
J. Additional Activities for Application
or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials did
I use which I wish to share with other
teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
School Piaz National High School Grade Level 11
 DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 23-27,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards social stratification as the ranking of individuals according to wealth, power, and prestige
social and political inequalities as features of societies and the global community
b. Performance Standards examine stratification from the functionalist and conflict perspectives
c. Learning Competencies/ G. Social and political stratification
Objectives a. Social desirables ( wealth, power, prestige )
Write the LC code for each
b. Social mobility system
i. Open ( Class )
ii. Closed ( Caste )
c. Social inequality
i. Access to social, political, and symbolic capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities ( e.g., persons with disabilities )
v. Global Inequality ( relationships between states and nonstate actors in the global community

Examine stratification from the functionalist and conflict perspectives ( USCP11/12HSO-IIc-30 )

II. CONTENT . Social desirables a. Wealth b. Power c. Prestige 2. Social mobility system a. Open (Class) b. Closed (Caste)
III. LEARNING RESOURCES
A. References Understanding Culture, Society and Politics
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of the past lesson
presenting the lesson
B. Establishing the purpose of the When was the last time you How do the leaders address the
lesson experienced “hunger” due to lack of problems in your community?
provisions to buy food?
 What actions did you take to satisfy
your hunger?
C. Presenting examples/instances of Ask someone to share his/her story
the new lesson about the difficulties he/she
experienced.
D. Discussing new concepts and Discuss the theories of social
practicing new stratification.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to formative assessment
number 3)
G. Finding practical applications of Role playing
concepts and skills in daily living
H. Making generalization and Video clip(documentary about social
abstraction of the lesson inequality)
I. Evaluating Learning Quiz

J. Additional Activities for Application

or Remediation
V. REMARKS
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 30-October 04,2019 Quarter II
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
a. Content Standards The agents/institutions, processes, and outcomes of cultural, political The agents/institutions,
and social change processes, and outcomes of
cultural, political and social
change
b. Performance Standards Evaluates factors causing social, political, and cultural change Advocate how human societies
should adapt to such changes
c. Learning Competencies/ Identify new challenges faced by human populations in contemporary Identify new challenges faced by Describe how human societies
Objectives societies ( USCP11/12HSO-IIc-33 ) human populations in adapt to new challenges in the
Write the LC code for each contemporary societies physical, social, and cultural
( USCP11/12HSO-IIc-33 ) environment
( USCP11/12HSO-IIi-34)
II. CONTENT H. Cultural, Social, and Political Change 4. Social contradictions and I. New challenges to human
Sources of social, cultural, and political change tensions ( e.g., Inter-ethnic adaptation and social change
1. Innovation conflicts, class struggle, armed 1. Global warming and climate
2. Diffusion conflict, terrorism, protests, change
3. Acculturation and assimilation gender issues ) 2. Transnational migration and
Overseas Filipino Workers( OFW
)

III. LEARNING RESOURCES

A. References Understanding Culture, Society, and Politics
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of the past lesson Review of the past lesson
presenting the lesson
B. Establishing the purpose of the How are things today different 10
lesson years ago?
C. Presenting examples/instances of Students will share their thoughts Video clip What are the changes that you
the new lesson and ideas observe around you? How does
it affect you daily routine?
D. Discussing new concepts and Short video clip about innovation Discuss global warming, climate
practicing new change.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Make a reaction (oral) on the
(Leads to formative assessment implications of the said video clip.
number 3)
G. Finding practical applications of What have you done in your Draw the negative effects of
concepts and skills in daily living community in order for your task to global warming. Make a caption
become easier accomplished? below it..
F. Making generalization and
abstraction of the lesson
G. Evaluating Learning Quiz

H. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared: Checked: Noted:

 ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time October 07-11,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards agents/ institutions, processes, and outcomes of cultural, political, and social change
b. Performance Standards evaluate processes of social change assess options and alternatives for social action by individuals and
communities
c. Learning Competencies/ H. Cultural, Social, and I. New challenges to human J. Responding to social
Objectives Political Change adaptation and social change political, and social change
Write the LC code for each
Sources of social, cultural, 1. Global warming and 1. Inclusive Citizenship and
and political change climate change participatory governance
1. Innovation 2. Transnational migration 2. New forms of media and
2. Diffusion and Overseas Filipino social networking
3. Acculturation and Workers( OFW ) 3. Social movements ( e.g.,
assimilation environmentalism, feminism )
4. Social contradictions and Describe how human
tensions ( e.g., Inter-ethnic societies adapt to new Develop a plan of action for
conflicts, class struggle, challenges in the physical, community-based response
armed conflict, terrorism, social, and cultural to change ( USCP11/12HSO-
protests, gender issues ) environment IIj-35 )
( USCP11/12HSO-IIi-34)
Identify new challenges faced
by human populations in
contemporary
societies( USCP11/12HSO-IIc-
33 )
II. CONTENT Social change and human agency 1. Invention (e.g., new of forms of media and social networking, technological change) 2. Diffusion,
acculturation, and globalization 3. Social contradictions, conflict, and change (e.g., inter-ethnic conflicts, class struggle, armed conflict,
terrorism, protests, gender issues) 4. Social movements (e.g., indigenous people’s rights, environmentalism, feminism, religious
fundamentalism, revitalization movements) 5. Demographic change (e.g., transnational migration, Overseas Filipino Workers) 6. New
challenges to human adaptation (e.g., climate change 7. Inclusive citizenship and participatory governance
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of past lesson Review of past lesson Review of past lesson Review of past lesson
presenting the lesson
B. Establishing the purpose of the Video clip
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and Ask learners’ personal opinion on
practicing new migration
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery quiz
(Leads to formative assessment
number 3)
G. Finding practical applications of Role play debate
concepts and skills in daily living
F. Making generalization and
abstraction of the lesson
G. Evaluating Learning

H. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal