School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12

GRADE 1 to SCHOOL
12 Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
DAILY
Teaching Dates and Time JUNE 3-6,2019
LESSON LOG 10:55-11:55 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
At the end of the session the At the end of the session At the end of the session the At the end of the session
learners will be able to: the learners will be able learners will be able to: the learners will be able
to: to:
1.Discuss the concept of 1. Discuss the different
C. Learning Competencies / Culture. cultural variations.
Objectives 1. Identify the different 2. Appreciate Filipino culture 1. Discuss Technology
(Write the LC code for each) 2. Identify the Filipino culture characteristics of culture. despite of differences. and Social Change.
and traditions. 2. Discuss the different 2. Discuss
cultural variations. Environmentalism and
Social Change
II. CONTENT Sharing of social and cultural backgrounds of students as acting subjects or social actors, agents, person, (examples: gender, socio-economic class,
ethnicity, religion, exceptionality/ non exceptionality, nationality).
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
A. B. Other Learning Resources http://www.livinginthephilippine http://www.en.m.wikipedi http://www.livinginthephilippi https://www.cliffsnotes.co
s.com/culture-and- a.org nes.com/culture-and- m/study-
people/philippine- people/philippine- guides/sociology/social-
culture/culture-and-traditions culture/culture-and-traditions change-and-
http://www.commisceo- movements/social-
global.com/country- movements
guides/phillippines-guide
B.
C. IV. PROCEDURES
D.
Reviewing previous lesson or Teacher review activities from Teacher reviews activities Teacher review activities from Teacher review activities
presenting the new lesson the last session from the last session. Ask the last session. from the last session.
what they have learned
from previous session.

Establishing a purpose for the Teachers draw a cluster Write the following Ask: What are the Present
lesson.(motivation) map on the board, the information: gender, socio- day technology that we
word inside a middle economic status, ethnicity and had in our country?
circle is Culture. religion.

Showing pictures of culture. Name

Presenting examples/ instances of Ask: What is shown in the Teacher ask: What Explain: Discuss
the new lesson(example of any pictures? defines culture? Learners
topic) writes their responses on “UNITY IN DIVERSITY” 1. Computer Technology
the board. 2. Bio Technology
3. Genetic Engineering

Discussing new concepts and What are the different Filipino Teacher presents the Teacher presents the different Ask: What does it mean
practicing new skills #1(discussion) traditions? different Cultural Cultural Variation to be “environmentally
Variation a. Cuisine friendly?
Do you know how and where the a. Human Values b. Sports
tradition originated? b. Religion c. Celebration
c. Arts

Discussing new concepts and Identify the different cultural

practicing new skills #2 traditions of the Filipino.
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of How do you define the Ask: What do people How is your culture different
concepts and skills in daily living challenges of our times? What think about tattoos and from the other? Similar from
(activities) ex. Role play, as a is it that motivates the work that body piercing? the other?
group you do?
Ask: What do people
think about men who have
long hair?
Making generalizations and In every community — in Ask: As students, how Culture is important because it Technology is important
abstractions about the families, neighborhoods, can you contribute in the helps define psychological in today's world because
lesson(Generalization) workplaces, and schools — there preservation of our situations and create it serves a variety of
are people who have knowledge cultural heritage? meaningful clusters of functions in many of the
and skills to share — ways of behavior according to most important aspects of
knowing and doing that often particular logics. Individual modern society, like
come from years of experience differences are important education,
and have been preserved and because individuals vary in the communication, business
passed down across generations. extent to which they endorse and scientific progress.
As active participants in or reject a culture's ideals. During the past few
community life, these bearers of Further, because different decades, in particular,
tradition are primary sources of cultures are organized by computers have become,
culture and history. different logics, individual such an integral part of
differences mean something society that technology
different in each. has become a relied-on
tool for most people.
Evaluating Learning Explain:
"Cultural differences cause
problems. It is better for
people to stay in their own
countries rather than to
migrate to other ones." Do you
agree?

Additional activities for application

or remediation

V. REMARKS Not yet taken

For this week session, I can say that my students are very much willing to share whatever knowledge they had regarding their own understanding of
VI. REFLECTION human cultural variations. I have to choose the best strategy to fit a particular situation. It’s important to consider what the learners has already know
and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most
effective for the different types of learners.
A. No. of learners who earned 80% in
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
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 when I
wish to share with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING

Teacher Principal IV
 School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12
GRADE 1 to SCHOOL
12 Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
DAILY
Teaching Dates and Time JUNE 10-13,2019
LESSON LOG 10:55-11:55 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
At the end of the session the At the end of the session At the end of the session the At the end of the session the
learners will be able to: the learners will be able learners will be able to: learners will be able to:
(topic from last session) to:
C. Learning Competencies / (topic from last session) 1. Identify the Models of Social
Objectives 1. Explain Technology and Change 1 Identify the types of social
(Write the LC code for each) Social Change. 1. Explain Technology 2. Discuss Social Movements in movements.
2. Discuss and Social Change. the Philippines 2 Collaborate with a group
Environmentalism and 2. Discuss to present group output
Social Change Environmentalism and
Social Change

II. CONTENT Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political dynasties, election).

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 https://www.cliffsnotes.com/ https://www.cliffsnotes.co https://www.cliffsnotes.com/stu https://www.cliffsnotes.com/

study- m/study- dy-guides/sociology/social- study-
guides/sociology/social- guides/sociology/social- change-and-movements/social- guides/sociology/social-
change-and- change-and- movements change-and-
movements/social- movements/social- movements/social-
movements movements movements

IV. PROCEDURES
Reviewing previous lesson or Teacher review activities Teacher review activities Teacher review activities from Teacher review activities
presenting the new lesson from the last session. from the last session. the last session. from the last session.

Establishing a purpose for the lesson. Ask: What are the Present Ask: What are the What are the different Models Showing pictures of
day technology that we had Present day technology of Social Change? different social movements
in our country? that we had in our in the Philippines.
country?

Presenting examples/ instances of the Discuss about the: Discuss about the: Discuss about each Models: Perform what is shown in
new lesson 1. Evolutionary Theory the pictures.
1. Computer Technology 1. Computer Technology 2.Functional Theory Group students into 3 groups
2. Bio Technology 2. Bio Technology 3. Conflict Theory Each group are given 5
3. Genetic Engineering 3. Genetic Engineering minutes to perform.

Discussing new concepts and Ask: What does it mean to Ask: What does it mean Explain: What are the types of Social
practicing new skills #1 be “environmentally to be “environmentally “Conflict arises when movements in the
friendly? friendly? resources, status and power are Philippines?
not equally distributed between
groups in society”
Discussing new concepts and How does environment How does environment What are the types of Social Discuss the concept of social
practicing new skills #2 affect social change? affect social change? movements in the Philippines? change.

Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of As a student, do you think
concepts and skills in daily living its good enough to organize
and join in any social
movements?
Making generalizations and Nowadays, the globalization Nowadays, the History is rendered exciting by History is rendered exciting
abstractions about the lesson of the economy, globalization of the the many stories of battles, by the many stories of
communications, transport economy, rebellions and social battles, rebellions and social
and the media have brought communications, movements which range from movements which range
remote parts of the world so transport and the media the violent, bloody ones to the from the violent, bloody
close to each other, that have brought remote parts peaceful people power. Pre- ones to the peaceful people
changes in one part of the of the world so close to colonial Philippines is often power. Pre-colonial
world may be felt in other each other, that changes glorified as a harmonious and Philippines is often glorified
places. in one part of the world bountiful period. The advent of as a harmonious and
may be felt in other colonialism ushered the bountiful period.
places. beginning of a tumultuous
history marked by exploitation
and oppression which resulted
in numerous revolts, social
movements and revolutions that
 have defined the character of
the Filipino people.
Evaluating Learning Write the causes and Say: Say:
consequences of social Name at least 5 examples of Name at least 5 examples of
change. social movements in our social movements in our
Social Change country today. Give a brief country today. Give a brief
causes consequences description for each movement. description for each
movement.

Additional activities for application or

remediation

V. REMARKS Not yet taken

As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement, excitement, and
VI. REFLECTION purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned 80% in

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 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 when I wish to share
with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING

Teacher Principal IV
 School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12
GRADE 1 to SCHOOL
12 Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
DAILY
Teaching Dates and Time JUNE 17-20,2019
LESSON LOG 10:55-11:55 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the session the At the end of the At the end of the session the At the end of the session .
learners will be able to: session the learners learners will be able to: the learners will be able to:
will be able to:
1. Define Politics 1. Discuss cultural
C. Learning Competencies / 2. Identify the three branches of 1. Discuss the 1. Discuss the Judicial branch of variation
Objectives the government. Legislative branch of the government. 2. Trace the cultural
(Write the LC code for each) 3. Collaborate with a group to the government. 2. Identify the power vested in the evolution of early to
present group output. 2. Identify the power Judiciary. modern human.
vested to the
legislative branch.

II. CONTENT
Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political dynasties, election).
Definition of Sociology, Anthropology and Political Science.

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages Understanding culture,
society and politics page
10-16
8. Additional Materials from
Learning Resource (LR)
portal
E. B. Other Learning Resources http://www.fnf.org.ph/talakayan/ http://www.fnf.org.ph http://www.fnf.org.ph/talakayan/li
liberal_topic.php?id=226 /talakayan/liberal_top beral_topic.php?id=226
http://opinion.inquirer.net/78473 ic.php?id=226 http://opinion.inquirer.net/78473/t
 /the-face-of-philippine-politics http://opinion.inquire he-face-of-philippine-politics
https://en.wikipedia.org/wiki/Pol r.net/78473/the-face- https://en.wikipedia.org/wiki/Polit
itics_of_the_Philippines of-philippine-politics ics_of_the_Philippines
https://en.wikipedia.o
rg/wiki/Politics_of_th
e_Philippines
F.
G. IV. PROCEDURES
H.
Reviewing previous lesson or Teacher review activities from Teacher review the Teacher review the previous Teacher review the
presenting the new lesson the last session. previous lesson from lesson from the last session. previous lesson from the
the last session. last session

Establishing a purpose for the Showing pictures of president Showing pictures of Showing pictures of the Judicial Showing pictures of
lesson. Duterte. the legislative branch Branch. evolution of man. Trace
Ask: In his 1st 7 days in service, the evolution of early to
do you modern human.
think

President Duterte will be an

effective leader for our country?

Presenting examples/ instances of What are the 3 branches of the What compose the Who is the new Supreme Court What is cultural variation?
the new lesson government? Legislative branch of Chief Justice?
the government?
1. Congress
2. Senate
Discussing new concepts and What are the powers vested to What are the powers What are the power vested in the Cite an example of
practicing new skills #1 the Executive branch? vested in the Judiciary? Ethnocentrism and Cultural
Congress of the relativism.
Philippines?

Discussing new concepts and What are the power

practicing new skills #2 vested in the Senate
of the Philippines?
Developing mastery
(Lead to Formative Assessment 3)

Finding practical applications of Since President Duterte If you were given a State the differences that
concepts and skills in daily living authorized the police, the chance to be a you can see in terms of the
military and even the citizen to representative of the following:
kill criminals, do you think it`s district of Zambales 1. Alignment of the fingers
reasonable? What actions should what bill should you 2. Lengths of the thumb in
be judicious? propose? relation to other finger.
3. Flatness of palm
surfaces
Making generalizations and The President of the Philippines, Congress is The more prominent role of the All humans belongs to the
abstractions about the lesson being the chief executive, serves responsible for Court is located in the exercise of same species but exhibit
as both the head of state and making enabling laws its judicial functions. Section 1 of differences in terms of
head of government of the to make sure the Article VIII contains definition of their behavior. These
Philippines. The Constitution spirit of the judicial power that had not been differences are product of
vests the executive power upon constitution is upheld found in previous constitutions. knowledge system that
the President who thus heads the in the country and, at The judicial power is vested in they subscribe to. These
government's executive branch, times, amend or “one Supreme Court and in such system are affected by
which includes the Cabinet and change the lower courts as may be various factors such as
all executive departments. constitution itself. In established by law.” technology, environment
The President also has the power order to craft laws, and global movements.
to grant pardons to enter into the legislative body
foreign loans with the prior comes out with two
concurrence of the Monetary main documents:
Board. bills and resolutions.

Evaluating Learning 1. What are some of the Explain: Differentiate Explain: Explain:
functions of the Executive the power of the Can the judges invoke the Differentiate
Office of the President? Congress and the deliberative process privilege to Ethnocentrism from
2. What are the different Cabinet Senate. protect them from being cultural relativism.
department in the Philippines? questioned in a court of law
before which the cases will be
filed?
Additional activities for application Research on the
or remediation Judicial Branch of the
government.

V. REMARKS Not yet taken

As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement,
VI. REFLECTION excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING

Teacher Principal IV
 School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12
GRADE 1 to SCHOOL
12 Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
DAILY
Teaching Dates and Time JUNE 24-27,2019
LESSON LOG 10:55-11:55 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
E. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the session the At the end of the At the end of the session the At the end of the session
learners will be able to: session the learners learners will be able to: the learners will be able to:
will be able to:
1. Discuss the Paleolithic 1. Define Anthropology
F. Learning Competencies / technology. 1. Identify the four 1. Identify the four theory of state 2. Identify the sub
Objectives 2. Identify the key elements of theory of state 2. Discuss the democratization of disciplines of
(Write the LC code for each) Paleolithic technology. 2. Discuss the early civilization Anthropology.
democratization of
early civilization

II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
1 Society as a group of people sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols, knowledge, and everything that
a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References
9. Teacher’s Guide pages
10. Learner’s Materials pages

11. Textbook pages Understanding culture, society Understanding Understanding culture, society Understanding Culture,
and politics page 22-25 culture, society and and politics page 25-29 Society and Politics page
politics page 25-29 30-31
 12. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://en.wikipedia.org/wi
ki/Anthropology
Theories https://www.sokanu.com/c
of the State areers/anthropologist/

K. IV. PROCEDURES
L.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous Teacher review the
presenting the new lesson lesson from the last session. previous lesson from lesson from the last session. previous lesson from the
the last session. last session.

Establishing a purpose for the Using the Venn Diagram give Ask the students to Ask the students to write on the Students identify the five
lesson. the characteristics of Paleolithic write on the board the board the different theory of the sub disciplines of
and Neolithic Societies. different theory of the state. anthropology by using the
state. graphic organizer.

Theories
of the State

Presenting examples/ instances of Based on the Venn diagram let What are the different What are the different theory of What is Anthropology?
the new lesson us discuss first the Neolithic theory of the state? the state?
Revolution.

Discussing new concepts and What characterized the Neolithic Discuss: Discuss: There are five sub
practicing new skills #1 period? a. divine right theory a. divine right theory disciplines of
b. Force theory b. Force theory Anthropology namely:
c. paternalistic theory c. paternalistic theory 1. Archeology
d. social contract d. social contract theory 2. Cultural Anthropology
 theory e. natural theory. 3. Linguistic Anthropology
e. natural theory. 4. Physical Anthropology
5. Applied Anthropology

Discussing new concepts and What characterized the

practicing new skills #2 Paleolithic period?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of
concepts and skills in daily living

Making generalizations and In reference to cultural The early civilization The early civilization rose by the Human studying humans.
abstractions about the lesson formation, the Paleolithic stages rose by the end of the end of the Neolithic period as the This is the field of
has provided the bases for the Neolithic period as complexities brought about by the Anthropology. Unlike
development of complex human the complexities shift in food production other discipline of social
groups through the establishment brought about by the demanded a more rigid social sciences, anthropology
of culture. The Neolithic period shift in food structure that would manage the promotes a holistic study
on the other hand, is production demanded opposing perspectives of various of humans.
characterized by major shift in a more rigid social sectors.
economic subsistence of the structure that would
early humans from foraging to manage the opposing
agriculture. perspectives of
various sectors.
Evaluating Learning Essay: Write a short essay about the Answer the following
Discuss the lifestyle of early civilization. question:
Paleolithic society from 1. Why is Anthropology a
Neolithic society. holistic discipline?
2. What are the branches of
Anthropology?
Additional activities for application
or remediation

V. REMARKS Not yet taken

As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement,
VI. REFLECTION excitement, and purpose especially in performing task ,students are actively involved so they learn more.
A. No. of learners who earned 80% in
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
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 when I
wish to share with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING

Teacher Principal IV

School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12

GRADE 1 to SCHOOL
Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
 12 POLITICS
DAILY LESSON LOG Teaching Dates and Time JULY 1-4,2019
10:55-11:55 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the session At the end of the session the learners At the end of the At the end of the session
the learners will be able will be able to: session the learners the learners will be able to:
to: will be able to:

C. Learning Competencies / 1. Define Anthropology 1. Explain Anthropological, and

Objectives 2. Identify the sub sociological perspectives on culture and
(Write the LC code for each) disciplines of society.
Anthropology.

II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
1 Society as a group of people sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols, knowledge, and everything
that a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References
13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages Understanding Culture, Understanding Culture, Society and
Society and Politics page Politics page 32-38
30-31
16. Additional Materials from
Learning Resource (LR)
portal
M. B. Other Learning Resources https://en.wikipedia.org/w http://study.com/academy/lesson/socio
iki/Anthropology logys-four-theoretical-perspectives-
https://www.sokanu.com/ structural-functional-social-conflict-
careers/anthropologist/ feminism-symbolic-interactionism.html
N.
O. IV. PROCEDURES
P.
Reviewing previous lesson or Teacher review the Teacher review the previous lesson
presenting the new lesson previous lesson from the from the last session.
last session.

Establishing a purpose for the Students identify the five Divide the class into 3 groups and fill-up
lesson. sub disciplines of the column below:
anthropology by using the Period Anthropology Sociology Political
graphic organizer. Science

Presenting examples/ instances of What is Anthropology?

the new lesson

Discussing new concepts and There are five sub How can the sociological perspective
practicing new skills #1 disciplines of Anthropology create a scientific analysis of a society?
namely:
1. Archeology
2. Cultural Anthropology
3. Linguistic Anthropology
4. Physical Anthropology
5. Applied Anthropology
Discussing new concepts and What are the essential parts of a
practicing new skills #2 society?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Based on your experiences as a member
concepts and skills in daily living of a society, how would you define
society?

Making generalizations and Human studying humans. The clamor for social understanding due
abstractions about the lesson This is the field of the rapid changes in economic
Anthropology. Unlike structures brought upon by the French
other discipline of social and Industrial Revolutions in Europe
sciences, anthropology cemented the prominence of
promotes a holistic study sociological perspective in the field of
of humans. social sciences.
Evaluating Learning Answer the following
question:
1. Why is Anthropology a
holistic discipline?
2. What are the branches
of Anthropology?
Additional activities for application
or remediation

V. REMARKS Classes suspended due

to heavy rains.
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement,
VI. REFLECTION excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING
Teacher Principal IV

School TAMBOBONG NATIONAL HIGH Grade Level GRADE 12

GRADE 1 to SCHOOL
12 Teacher KATHRYN C. SORIANO Learning Area UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
DAILY
Teaching Dates and Time JULY 8-11,2019
LESSON LOG 10:55-11:55 Quarter 1st
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners appreciate the value of disciplines of Anthropology, Sociology and Political Science as Social Sciences.
At the end of the session At the end of the session At the end of the session At the end of the session the
the learners will be able the learners will be able the learners will be able learners will be able to:
to: to: to:

C. Learning Competencies / 1. Raise questions 1. Discuss how cultural relativism

Objectives 1. Define Society and 1. Define Political Science. toward a holistic mitigates ethnocentrism.
(Write the LC code for each) culture. appreciation of culture 2. Identify forms of tangible
2. Identify the concepts of
2. Identify aspect of Political Science. and societies heritage and the threats to these.
culture and society.
3. Describe society and
culture as a complex
whole.

II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
Aspects of Culture
a. Dynamic. Flexible, Adaptive
b. Shared and Contested (given the reality of social differentiation)
c. Learned through socialization or enculturation.
d. Patterned social interactions
e. Integrated and at times unstable
f. transmitted though socialization /enculturation
g. required language and other forms of communications.
4. Ethnocentrism and Cultural Relativism as orientation in viewing other cultures.
III. LEARNING RESOURCES
A. References
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages Understanding Culture, Understanding Culture,
Society and Politics page Society and Politics page
39-49 50-61
20. Additional Materials from
Learning Resource (LR)
portal
Q. B. Other Learning Resources https://www.boundless.co https://www.nyu.edu/proj https://en.wikibooks.org http://www.allaboutphilosophy.or
 m/sociology/textbooks/bo ects/ollman/docs/what_po /wiki/Cultural_Anthropo g/cultural-relativism.htm
undless-sociology- ly_sci.php logy/Introduction http://www.allaboutphilosophy.or
textbook/deviance-social- g/ethnocentrism.htm
control-and-crime-7/the-
functionalist-perspective-
on-deviance-62/strain-
theory-how-social-values-
produce-deviance-375-
6183/
R.
S. IV. PROCEDURES
T.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the previous
presenting the new lesson previous lesson from the previous lesson from the previous lesson from the lesson from the last session.
last session. last session. last session.
Establishing a purpose for the Ask: What were the impact On the issues about that Make an illustrative Write the answer on the board:
lesson. of Industrial Revolution for the West Philippine Sea interpretation of the
you? dispute, differentiate the theme “Society and Advantages Disadvantage
s
political decisions made by culture as a complex Cultural
Filipino presidents in whole” relativism
reference to China and its Ethnocen
trism
activities in the sea.
Presenting examples/ instances of What is Sociology? What is Political Science? Can you give an example of an
the new lesson action that shows ethnocentrism?
Cultural relativism?

Discussing new concepts and How can the sociological What are the 3 elements Understanding of holism What is cultural relativism? Cite
practicing new skills #1 perspective create a of the state? is to say that the “whole examples. What is ethnocentrism?
scientific analysis of a is greater than the sum Cite examples.
society? of its parts”, explain.

Discussing new concepts and What are the aspect of What are the concepts of What are the forms of tangible
practicing new skills #2 culture and society? Political Science? heritage?
Why culture and society
describe as complex
whole?
Developing mastery
 (Lead to Formative Assessment 3)
Finding practical applications of As a student, what do you Make a research on the different
concepts and skills in daily living think is the best way to tangible and intangible heritage
solve the West Philippine that you can see in the museum?
Sea dispute? Then make a narrative report with
pictures.

Making generalizations and Just like Anthropology, Political Science is the In anthropology holism Cultural Relativism is the view that
abstractions about the lesson Sociology also has scientific study of the tries to integrate all that moral or ethical systems, which
discipline-based concepts allocation of scarce values is known about human vary from culture to culture, are all
that aid in the within a territory. These beings and their equally valid and no one system is
understanding of human values include power, activities. From a holistic really “better” than any other. On
behavior and groups. which is the capacity to perspective, attempts to the other hand, a common idiom
Sociology studies societies influence the action and divide reality into mind for ethnocentrism is “tunnel
to promote social change, decision of another party and matter isolate and vision.” In this context,
create new theories and to support the agenda of pin down certain aspects ethnocentrism is the view that a
document human the one who wields it. of a process that, by particular ethnic group’s system of
behavior. An easier very nature, resists beliefs and values is morally
understanding of holism is isolation and dissection. superior to all others.
to say that the whole is Holism holds great
greater than the sum of its appeal for those who
parts. seek a theory of human
nature that is rich
enough to do justice to
its complex subject
matter.
Evaluating Learning Compare and contrast two Answer the ff. questions. Make a research on the different
definitions of society. 1. What are the elements tangible and intangible heritage
Write your answer in 1 of the state? that you can see in the museum?
whole sheet of paper. 2. How different is the Then make a narrative report with
concept of nation from a pictures.
government?
3. How different is the
concept of state from a
government?
Additional activities for application
or remediation

V. REMARKS DRRMC Seminar in UIS

 As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement,
VI. REFLECTION excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDINAND R. BALAOING

Teacher Principal IV
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time August 15-19, 2016
Quarter 1st
start

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The human origins and the capacity for culture
The role of culture in human adaptation
Processes of cultural and sociopolitical evolution
B. Performance Standard Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that still be used and developed.
At the end of the session the At the end of the session At the end of the session At the end of the session the
learners will be able to: the learners will be able the learners will be able to: learners will be able to:
to:
1. Trace the cultural evolution of 1. Discuss human origins 1. Discuss the Neolithic 1. Identify the different
C. Learning Competencies / early to modern human. and the capacity for Revolution Theories of the State
Objectives 2. Discuss the biological capacity culture 2. Explain the early 2. Discuss the
(Write the LC code for each) for culture. civilization and the rise of Democratization of early
the state. civilization

II. CONTENT Looking back at human Bicultural and Social Evolution

1. Biological and cultural evolution: form Homo Habilis (or earlier) to Homo sapiens in the fossil record
2. Cultural and Sociopolitical evolution: from hunting and gathering to the agricultural, industrial and post-industrial revolutions
a. The Neolithic revolution
b. Early civilization and the rise of the state
c. Democratization
III. LEARNING RESOURCES
A. References
21. Teacher’s Guide pages
22. Learner’s Materials pages
23. Textbook pages Understanding culture, society Understanding culture, Understanding culture, Understanding culture,
and politics page 10-16 society and politics page society and politics page 22- society and politics page 24-
16-22 24 25
 24. Additional Materials from
Learning Resource (LR)
portal
U. B. Other Learning Resources

V.
W. IV. PROCEDURES
X.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from the previous lesson from the lesson from the last session. lesson from the last session.
last session. last session.

Establishing a purpose for the Showing picture of evolution of Showing picture of Ask students to give the Ask the students to write
lesson. man. Trace the evolution of Timeline of Human characteristics of Neolithic the different Theories of
early to modern human. Evolution. Period. State using the cluster map.
Characteristics Neolithic Period
Tools
Personal
Properties
Art
Leadership
Population
size
Subsistence

Presenting examples/ instances of What is cultural variation? What are the four Why Neolithic period is Ask the students to explain
the new lesson capacities that enabled considered as revolution? each theories of the state.
humans to have a
culture?
Discussing new concepts and Cite an example of What are the different How different was the What is Democratization?
practicing new skills #1 Ethnocentrism and Cultural industry that developed lifestyle of the Paleolithic
relativism. during the early period? society from Neolithic
society?
Discussing new concepts and What are the key
practicing new skills #2 elements of Paleolithic
Period?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of State the differences that you
concepts and skills in daily living can see in terms of the
 following:
1. Alignment of the fingers
2. Lengths of the thumb in
relation to other finger.
3. Flatness of palm surfaces
Making generalizations and All humans belongs to the same Our evolution toward There are generally two The early states were
abstractions about the lesson species but exhibit differences in humanity as we know it perspectives on the impact governed by a limited few
terms of their behavior. These has been a long journey of the Neolithic revolution who ascended to power
differences are product of to survival against the on human populations. through wealth, birth right,
knowledge system that they elements of the Traditionally, it is being or religious dogma. This
subscribe to. These system are environment and against argued that with the alienated the masses from
affected by various factors such competing species development of agriculture the daily administration of
as technology, environment and and technology, humans rules and regulations in their
global movements. were able to develop socio- society.
politically.
Evaluating Learning Explain:
Differentiate Ethnocentrism
from cultural relativism.
Additional activities for application
or remediation
V. REMARKS Not yet taken
st
(1 Quarter Examination) (1st Quarter Examination)
Part of my assessment of the success of students, and the unit, involved observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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 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 when I wish to share with
other teachers?
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time August 22-26, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individual learns culture and become competent members of society
B. Performance Standard Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules.
At the end of the session the At the end of the At the end of the session the learners will At the end of the At the end of the session
learners will be able to: session the be able to: session the learners the learners will be able to:
learners will be will be able to:
UCSP11/12BMS-Ig-15 able to:
C. Learning Competencies / UCSP11/12BMS- 1. Explain the theories on identity and the 1. Differentiate status 1. Define social control and
Objectives 1. Explain the development of Ig-16 interrelationship of these theories and role sanctions
(Write the LC code for each) one’s self and others as a 1. Identify the 2. Differentiate Norms and values 2. Explain the theories 2. Explain the four types of
product of socialization and context, content, in the existence of sanction.
enculturation processes and deviance
consequences of
enculturation
and socialization
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
25. Teacher’s Guide pages
26. Learner’s Materials pages
27. Textbook pages Understanding culture, Understanding Understanding culture, society and politics Understanding Understanding culture,
society and politics page: 62- culture, society and page 65-67 culture, society and society and politics page 71-
63 politics page 63-65 politics page 67-70 73
28. Additional Materials from
 Learning Resource (LR)
portal
Y. B. Other Learning Resources

AA. IV. PROCEDURES

BB.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous lesson from Teacher review the Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson the last session. previous lesson from lesson from the last session.
from the last the last session.
session.

age gender ethnicity hobby religion

Establishing a purpose for the What can you say about this How do you Give an example of a What happen if you decide
lesson. pictures? socialized? Explain. situation that shows not to do your homework?
status and roles? What are the possible
Economic
status
illness language award failure outcomes?

Fill in the information that is required in

the boxes. After which, categorized this
identities by highlighting in yellow all
identities that are public and blue for all
identities that are personal.

Presenting examples/ instances of How is culture ingrained in Show a situation What factors did you consider in What is the difference What is social control?
the new lesson children? Is it through that considered as a categorizing the elements? between status and
nature? Or nurture? form of roles?
socialization?
Discussing new concepts and What is the definition of What are the What are the two primary theories on What are the different 1. What is a sanction?
practicing new skills #1 socialization? Why is it process of identity? theories that explain
important? socialization? the existence of 2. What are the four types
Enculturation? deviants of sanction?
(humans/groups) and
deviances (act)?
Discussing new concepts and What is the definition of What is the difference between norms
practicing new skills #2 enculturation? and values?

Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of
concepts and skills in daily living
Making generalizations and Sociologist Talcott Parsons Socialization is This implies that the roles and their Deviance is important To maintain social order
abstractions about the lesson spoke of the birth of new important in the performances are part of a creative in maintaining the and stability social control is
generations of children as a process of process wherein the individual sees the social structure of a needed. Despite an
recurrent barbarian invasion. personality behavior of others and responds to it by society: it bonds individual’s disinclination to
One reason he said that was formation. While creating a role that it can play. This members of the conform, when the sanction
because human infants do much of human presents humans as social actors society in their is strong, there is a high
not possess culture at birth. personality is the performing within a cultural or social field. common rejection of possibility that he or she
They have no conception of result of our genes, deviant guidelines on will decide to follow the
the world, no language, nor a the socialization appropriate behavior norms.
morality. process can mold it. with the display of
unacceptable and
stigmatized actions.
Evaluating Learning Discuss briefly the given questions: SAY: Using one of the
1. How can identities be formed? theories discussed on
2. How is an ideal culture different from a deviance, analyze one
real culture? of the deviant
behaviors.
Additional activities for application
or remediation

V. REMARKS

VI. REFLECTION Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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 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 when I wish to share with
 other teachers?
School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time August 29- Sept. 2, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals learn culture and become competent members of society.
B. Performance Standard Assess the rules of social interaction to maintain stability of everyday life and role of innovation in response to problems and challenges.
At the end of the session the learners will
be able to:
C. Learning Competencies /
Objectives 1. Described the nature of social life and
(Write the LC code for each) rules governing behavior
2. Identify the three types of social group

II. CONTENT Becoming a member of society

1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
29. Teacher’s Guide pages
30. Learner’s Materials pages
31. Textbook pages Understanding culture, society and
politics page 74-79
32. Additional Materials from
Learning Resource (LR)
portal
CC. B. Other Learning Resources

DD.
EE. IV. PROCEDURES
FF.
Reviewing previous lesson or Teacher review the previous lesson from
presenting the new lesson the last session.
Establishing a purpose for the ASK: Do you have barkada’s? Who are
lesson. they? Do you share common hobbies?

Presenting examples/ instances of Ask students to identify each social

the new lesson networking sites logo.

Discussing new concepts and What is a social networks?

practicing new skills #1
Discussing new concepts and What are the different types of social
practicing new skills #2 group?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Can you pls distinguished yourself which
concepts and skills in daily living groups you belong? Write your answer
on the ¼ sheet of paper and present in
class.

Making generalizations and

abstractions about the lesson
Evaluating Learning
Additional activities for application Create a collage made of pictures that
or remediation showcase a reason that you bond as a
group. Highlights the characters that you
share such as hobbies, place visited, and
favorite celebrities.
(Presentation of output will be the
following day).
V. REMARKS Holiday Classes suspended Zambales Day Pagdiriwang ng
due to heavy rain Buwan ng Wika

Part of my assessment of the success of students, and the unit, involved observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 5-9, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the session the At the end of the At the end of the session the At the end of the session
learners will be able to: session the learners will learners will be able to: the learners will be able to:
UCP11/12BMS-Ih-17 be able to:
1. Identifies the social goals and UCP11/12BMS-Ih-17 UCP11/12BMS-Ih-18 UCP11/12BMS-Ih-18
C. Learning Competencies / the socially accepted means of 1. Identifies the social 1. Advocate inclusive 1. Advocate inclusive
Objectives achieving these goals goals and the socially citizenship citizenship
(Write the LC code for each) 2. Described the nature of social accepted means of 2. Analyze social and political 2. Analyze social and
life and rules governing achieving these goals structures. political structures.
behavior 2. Described the nature 3. Differentiate expressive 3. Differentiate expressive
3. Identify the three types of of social life and rules leader and instrumental leader and instrumental
social group governing behavior leader. leader.
3. Identify the three
types of social group
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
33. Teacher’s Guide pages
 34. Learner’s Materials pages
35. Textbook pages Understanding culture, Understanding culture, Understanding culture, Understanding culture,
society and politics page 74- society and politics page society and politics page 80- society and politics page 80-
79 74-79 81 81
36. Additional Materials from
Learning Resource (LR)
portal
GG. B. Other Learning Resources

HH.
II. IV. PROCEDURES
JJ.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous Teacher review the
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. previous lesson from the
last session. last session.

Establishing a purpose for the ASK: Do you have barkada’s? Create a collage made of Identify the different social Identify the different social
lesson. Who are they? Do you share pictures that showcase a organizations. organizations.
common hobbies? reason that you bond as a
group. Highlights the
characters that you share
such as hobbies, place
visited, and favorite
celebrities.

Presenting examples/ instances of Ask students to identify each Presentation of output. Ask: Do you belong in any Ask: Do you belong in any
the new lesson social networking sites logo. social organization? social organization?
Discussing new concepts and What is a social networks? What is a social networks? What is citizenship? What is citizenship?
practicing new skills #1 What is social organization? What is social organization?

Discussing new concepts and What are the different types What are the different How is conformity created in How is conformity created
practicing new skills #2 of social group? types of social group? a small group as opposed to a in a small group as opposed
large group? to a large group?

What are the difference What are the difference

between an expressive leader between an expressive
and an instrumental leader? leader and an instrumental
leader?

Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Can you pls distinguished
concepts and skills in daily living yourself which groups you
belong? Write your answer
on the ¼ sheet of paper and
present in class.
Making generalizations and Group membership has Organizations are created
abstractions about the lesson been a key elements in by individuals to foster a
fostering the development more direct relationship in
of the social nature and secondary group setting.
ideals of an individual. When secondary group are
directed by its goal, it is
referred to as a formal
organization.
Evaluating Learning Give at least 5 social
organization in the
Philippines. Give a brief
description for each.
Additional activities for application Create a collage made of
or remediation pictures that showcase a
reason that you bond as a
group. Highlights the
characters that you share
such as hobbies, place
visited, and favorite
celebrities.
 (Presentation of output will
be the following day).
Municipal Meet 2016
V. REMARKS Not yet taken Not yet taken

To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 12-16, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the session At the end of the At the end of the session the At the end of the session
the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12BMS-Ih-19 UCSP11/12BMS-Ih-19
C. Learning Competencies / 1. Recognize the value of Bill of 1. Recognize the value of
Objectives 1. Promote protection of 1. Promote protection Rights. Bill of Rights.
(Write the LC code for each) human dignity, rights and of human dignity, rights
the common good. and the common good.
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
37. Teacher’s Guide pages
38. Learner’s Materials pages
39. Textbook pages
 40. Additional Materials from
Learning Resource (LR)
portal
KK. B. Other Learning Resources https://en.wikipedia.org/wiki https://en.wikipedia.org/wiki/ https://en.wikipedia.or https://ylc=X1MDMTM1MTIyO https://ylc=X1MDMTM1MTI
/Human_rights Human_rights g/wiki/Human_rights TcwMgRfcgMyBGJjawMwMzFu yOTcwMgRfcgMyBGJjawM
NDQxYmhwOXQzJTI2YiUzRDQl wMzFuNDQxYmhwOXQzJTI
MjZkJTNESDM4bTM0NXBZRUl 2YiUzRDQlMjZkJTNESDM4b
haUpFeG9pMFhnVTBuX3UwLS TM0NXBZRUlhaUpFeG9pMF
UyNnMlM0RodiUyNmklM0Rnc hnVTBuX3UwLSUyNnMlM0
U95Sk03ekFBRjRVYnlBaFNHMA RodiUyNmklM0RncU95Sk03
RmcgN5aHMtTG ekFBRjRVYnlBaFNHMARmcg
N5aHMtTG
LL.
MM. IV. PROCEDURES
NN.
Reviewing previous lesson or Teacher review the previous Teacher review the previous Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. lesson from the last session. previous lesson from lesson from the last session. lesson from the last session.
the last session.

Establishing a purpose for the Ask students to identify the Ask students to identify Ask the student to identify the Ask the student to identify
lesson. given pictures. the given pictures. given pictures. the given pictures.
Presenting examples/ instances of Ask student to group into 4 Ask student to group What is Constitution? What is Constitution?
the new lesson groups and assign a picture into 4 groups and What is the Bill of Rights? What is the Bill of Rights?
for each group. assign a picture for
each group.
Group presentation
Group presentation

Discussing new concepts and What is human right? What is human right? What are the rights to be What are the rights to be
practicing new skills #1 What is human dignity? What is human dignity? enjoyed by every citizens? enjoyed by every citizens?
What is mean by common What is mean by
good? common good?
Discussing new concepts and How important is the bill of How important is the bill of
practicing new skills #2 rights to every individual? rights to every individual?
Developing mastery Make a slogan about human Make a slogan about human
(Lead to Formative Assessment 3) rights campaigning for efficient rights campaigning for
implementation of laws efficient implementation of
pertaining to privileges of a laws pertaining to privileges
person as a human being and of a person as a human
as a member of the state. being and as a member of
the state.
Finding practical applications of
concepts and skills in daily living

Making generalizations and The doctrine of human rights The doctrine of human The idea of human rights The idea of human rights
abstractions about the lesson has been highly influential rights has been highly suggests that "if the public suggests that "if the public
within international law, influential within discourse of peacetime global discourse of peacetime
global and regional international law, society can be said to have a global society can be said to
institutions. Actions by states global and regional common moral language, it is have a common moral
and non-governmental institutions. Actions by that of human rights." language, it is that of
organizations form a basis of states and non- human rights."
public policy worldwide. The governmental
idea of human rights suggests organizations form a
that "if the public discourse of basis of public policy
peacetime global society can worldwide.
be said to have a common
moral language, it is that of
human rights."
Evaluating Learning Explain this statement: Explain this statement: Explain this statement:

Additional activities for application

or remediation

V. REMARKS Declared as Holiday Not yet taken Not yet taken

Eidl Adha
To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 19-23, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 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.
At the end of the session the At the end of the session At the end of the At the end of the session the At the end of the session
learners will be able to: the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12HSO-IIi-20 UCSP11/12HSO-Iii-21 UCSP11/12HSO-IIj-22 UCSP11/12HSO-IIj-23 UCSP11/12HSO-IIa-24
C. Learning Competencies / 1. Traces kinship ties and social 1. Describe the organized 1. Compare different 1. Analyze social and political 1. Analyze economic
Objectives networks nature of social life and social organization structures organization and its impacts
(Write the LC code for each) rules governing behavior. according to their on the lives of people in the
manifest and latent society.
functions.
II. CONTENT How society is organized
 1. Groups within society: Primary and Secondary
2. In groups and out groups
3. Reference groups
4. Networks
F. 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
marriage rules cross-culturally
(monogamy vs polygamy, post-marital residency rules, referred marriage partners)
c. Kinship by rituals (Compadrazgo)
d. Family and the households
Nuclear, extended and reconstituted families(separated, transnational)
e. Politics of Kinship (political dynasty, alliances)
2. Political and leadership structures
a. Political organization
i. bands
ii. tribes
iii. chiefdoms
iv. states and nations
b. Authority and Legitimacy
i. Traditional
ii. Charismatic
iii. Rational
3. Economic Institutions
a. Reciprocity
b. Transfer
c. Redistribution
d. Market Transaction
e. Markets and State

III. LEARNING RESOURCES

A. References
41. Teacher’s Guide pages
42. Learner’s Materials pages
43. Textbook pages
44. Additional Materials from
Learning Resource (LR)
portal
OO. B. Other Learning Resources https://en.wikipedia.org/wi ttps://www.google.com.ph/sea https://www.google.co http://dmc122011.delmar.edu/
ki/Kinship rch? m.ph/search? socsci/rlong/intro/org.htm
ps://www.google.com.ph/? q=victor+hugo+les+misérables q=social+and+political+
gfe_rd=cr&ei=63LeV_a5Fuz +quotes&biw=1280&bih=694& structures&biw=1280&
N8gfWrIiQBA&gws_rd=ssl# source=lnms&tbm=isch&sa=X& bih=694&source=
q=kinship ved=0ahUKEwix6sq1pa7PAhXI
PP.
QQ. IV. PROCEDURES
RR.
Reviewing previous lesson or Teacher review the Teacher review the previous Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson previous lesson from the lesson from the last session. previous lesson from lesson from the last session. lesson from the last session.
last session. the last session.

Establishing a purpose for the Say: This picture show the Say something about this What can you say Explain: Ask student to illustrate in
lesson. system of kinship in the quotation from Victor hugo Le about this photo? the board how economy
Philippines. s Misérables quotes. started from the Ancient
times.

Presenting examples/ instances of What is Kinship? In what way social life affects in Can you give an What is the ability to get others What is economics?
the new lesson How are clans created? governing behavior? examples of a social to do things even when they
organization? might not want to? How does the state affect
market transactions?

Discussing new concepts and What type of kinship What are the nature of social Why do human create What is social structure? How does standardized
practicing new skills #1 system do Filipinos have? life? informal organization? currency distinguish market
What is political structure? from other forms of
economic transactions?
Discussing new concepts and How can marriage create How cultural, legal, political What is difference What institutions and political What elements
practicing new skills #2 kinship relations? and economic life of an between a bureaucratic entities are organized in distinguishes market
individual affect human organization and a accordance with regulations, economy from
society? collectivist laws, and norms of the society redistribution and
organization? or of themselves? reciprocity?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of
concepts and skills in daily living

Making generalizations and Kinship is the web of social Citizens, no matter what Social organization at Political system and Due to various and
abstractions about the lesson relationships that form an happens today, in defeat no the "formal level" is organizations are part of a numerous technological
important part of the lives less than victory, we shall be sufficiently large that greater human social fabric improvements, the whole
of most humans in most making a revolution. Just as a continuous interaction called culture. Just like culture, economic processes have
societies, although its exact great fire lights up all the town, among all actors is political systems are present to also been developed. Form
meanings even within this so a revolution lights all impossible. Even in enable humans to survive in (2014) argued that the shift
discipline are often mankind. And what is the large organizations their environment efficiently. in the technological capacity
debated. Kinship can refer revolution that we shall make? interaction between Changes in the structure are of societies has allowed for
both to the patterns of I have already told you: it is the individuals still occurs made when current political the formation and
social relationships revolution of Truth. in small groups. order fails to address the needs extension of markets,
themselves, or it can refer of the population. modification of property
to the study of the patterns relations and changes in the
of social relationships in organization of labor.
one or more human
cultures.
Evaluating Learning Explain:
Based on your own experience,
what kind of authority do
Filipinos usually accord their
leaders?
Additional activities for application
or remediation

V. REMARKS

To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?

School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11

GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 26-30, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 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.
At the end of the session the At the end of the session At the end of the At the end of the session the At the end of the session
learners will be able to: the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12HSO-IIb-25
C. Learning Competencies / 1. Differentiate functions of 1. Identify the roles of 1. Analyze the different 1. Identify the two types of 1. Evaluate the
Objectives nonstate institutions in society. cooperatives and trade issues catered by development agencies. interrelationship of
(Write the LC code for each) 2. Analyze the functions of unions Transnational advocacy government and the
Banks and Corporations groups. nonstate institution.
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
 b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
a. Functions of Education in Society(formal and informal)
III. LEARNING RESOURCES
A. References
45. Teacher’s Guide pages
46. Learner’s Materials pages
47. Textbook pages UCSP page 122-124 UCSP page 124-125 UCSP page 125-126 UCSP page 126-127 UCSP page 128-129
48. Additional Materials from
Learning Resource (LR)
portal
SS. B. Other Learning Resources

TT.
UU. IV. PROCEDURES
VV.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from the previous lesson from lesson from the last session. lesson from the last session.
last session. the last session.

Establishing a purpose for the Pictures of NGOs Insurance companies TAGS pictures Activity: Your task is to create
lesson. pictures an NGO that will address an
issue that you believe in
plaguing Philippine society. To
accomplish this task create a 1
page concept proposal
containing the following:
1. Background of the social
issue
2. Type of NGO that you will
create.
3. Organizational Structure
(personnel and their functions)
4. Funding sources
5. sample project for
implementation.
Presenting examples/ instances of What is nonstate institution? How are insurance What do you think are What are the two types of How does globalization
the new lesson companies different from the issues being organization that are foster economic alliance
What is the difference between investment companies? catered by TAGS? considered as development among states?
state and nonstate institution? agencies?

What is the difference between

the two?

Do these two have similarities?

Discussing new concepts and What are the different nonstate What is the primary role of What is the very What is the central role of How can nonstate
practicing new skills #1 institutions and their functions? trade and unions and essence of international organization? institution affect the
cooperatives? transnational groups? decisions of the
government?
Discussing new concepts and What are the different kinds of How do banks interact What are the 5 categories of What are the elements of
practicing new skills #2 Financial Institutions and their with state? NGO’s and their descriptions? national security?
descriptions?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of
concepts and skills in daily living

Making generalizations and The creation of state and The benefits of working TAGS serves as International Organizations In a continuously globalizing
abstractions about the lesson nonstate institutions became with a recognized trade international catalysts concentrate mostly on the world, interdependence
more relevant in the advent of unions and cooperatives for change, aiming to distribution of equitable health among states in procuring
globalization and urbanization, may lead to build trust achieve international and social development. On commodities and services is
as these two institutions among the workforce, changes toward the other hand, NGO’s aim to inevitable. The lack of
presented the capacity to create ensure workplace are safe, policies and practices. promote the practice of supply in one country can
diverse impact ranging from the Audit non-compliance democracy among societies. be addressed to another
social, cultural, economic and up with labor codes, improve These organizations are country that has a surplus
to the political issues. staff retention, make independent and they of which. The main
better business decisions encourage participation from objective of economic
and promote equality. the public. alliance is to produce
economic policies that lead
to economic diversity and
growth.
Evaluating Learning List down 5 NGO’s with their
functions.
 1
2
3
4
5
Additional activities for application
or remediation

V. REMARKS

Part of the evaluation is observing the students interact in the activity. Students who listen and actively participated throughout the lesson
VI. REFLECTION really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Oct. 3-7, 2016
Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
E. Performance Standard 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.
At the end of the session the At the end of the session At the end of the session the At the end of the session
learners will be able to: the learners will be able learners will be able to: the learners will be able to:
to:
UCSP11/12HSO-IIf-26 UCSP11/12HSO-IIg-28
F. Learning Competencies / 1. Evaluate how functions of UCSP11/12HSO-IIf-27 1. Conduct participant 1.Identify the major
Objectives education affects the lives of 1. Promote primary observation(e.g. attend, sociological theories and
(Write the LC code for each) people in society. education as human right describe and reflect on a their major assumptions
 religious rituals of a different concerning religion.
group; observe elections
practices)
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
a. Functions of Education in Society(formal and informal)
i. Productive citizenry
ii. self-actualization
iii Primary education as a human right

III. LEARNING RESOURCES

A. References
49. Teacher’s Guide pages
50. Learner’s Materials pages
51. Textbook pages UCSP page 148-151 UCSP page 152-155 UCSP page 156-157 UCSP page 157-161
52. Additional Materials from
Learning Resource (LR)
portal
WW. B. Other Learning
Resources

XX.
YY. IV. PROCEDURES
ZZ.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous Teacher review the
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. previous lesson from the
last session. last session.

Establishing a purpose for the Quotes about education explain Ask students to give an Pictures of different religions
lesson. example of human rights.
Presenting examples/ instances of What is education? What are the factors that Who really determine your What are the major
the new lesson hinder individuals from religion? sociological theories and
What is the formal education? accessing education? their assumptions
concerning religion?

Discussing new concepts and How does formal education According to UNESCO, When does an individual obtain How does religion reflect
practicing new skills #1 differ from non-formal how is education related a certain religion? the political dynamics of a
education to poverty? society?

Discussing new concepts and What are the functions of How does education What are the different religions Compare and contrast
practicing new skills #2 Education that affect society? create productive citizens? in the world? monotheism and
polytheism

How is animism related to

environmental conditions?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Do you really have a choice
concepts and skills in daily living when it comes to choosing your
religion?

Making generalizations and An individual learns his or her Education can be both Religion affects you and your Sociological perspectives
abstractions about the lesson society’s values and beliefs empowering and limiting, way of thinking in the existing aims to look into the roles,
through various institutions. One depending on how it is world. It serves as a pattern for issues, and problems and
of the most pervading is that of facilitated in a given the actions you take in a day- purposes that religion may
the educational system. In society. It can empower to-day existence. Religion is serve to people and society.
sociology, education is viewed as individuals to participate seen not only as a social belief
social institution. It gives the in their society’s activities but also as a social institution
society the potential to reach toward development that continues to develop over
development and success. through knowledge and time.
skills acquisitions.
Evaluating Learning

Additional activities for application

or remediation

Celebrate 2016
V. REMARKS World Teacher’s Day

Part of the evaluation is observing the students interact in the activity. Students who listen and actively participated throughout the lesson
VI. REFLECTION really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned 80% in

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
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 when I
wish to share with other teachers?