School Grade Level GRADE 11

GRADE 1 to 12 Teacher Learning Area UNDERSTANDING CULTURE,

DAILY SOCIETY AND POLITICS
LESSON LOG Teaching Dates and Time
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:
to:
1.Discuss the concept of 1. Discuss the different
C. Learning Competencies / Culture. cultural variations. 1. Discuss Technology and
Objectives 1. Identify the different 2. Appreciate Filipino culture Social Change.
(Write the LC code for each) 2. Identify the Filipino culture characteristics of culture. despite of differences. 2. Discuss
and traditions. 2. Discuss the different Environmentalism and
cultural variations. 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:// http:// http:// https://
www.livinginthephilippines.com www.en.m.wikipedia.org www.livinginthephilippines.co www.cliffsnotes.com/study-
/culture-and-people/philippine- m/culture-and-people/ guides/sociology/social-
culture/culture-and-traditions philippine-culture/culture-and- change-and-movements/
http://www.commisceo- traditions social-movements
global.com/country-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 Showing pictures of culture. 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 had
word inside a middle economic status, ethnicity and in our country?
circle is Culture. religion.

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 to
practicing new skills #1(discussion) traditions? different Cultural Cultural Variation 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 in
abstractions about the families, neighborhoods, can you contribute in the helps define psychological today's world because it
lesson(Generalization) workplaces, and schools — there preservation of our situations and create serves a variety of functions
are people who have knowledge cultural heritage? meaningful clusters of in many of the most
and skills to share — ways of behavior according to important aspects of modern
knowing and doing that often particular logics. Individual society, like education,
come from years of experience differences are important communication, business
and have been preserved and because individuals vary in the and scientific progress.
passed down across generations. extent to which they endorse During the past few
As active participants in or reject a culture's ideals. decades, in particular,
community life, these bearers of Further, because different computers have become,
tradition are primary sources of cultures are organized by such an integral part of
culture and history. different logics, individual society that technology has
differences mean something become a relied-on tool for
different in each. 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 Declared as Regular

Holiday

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 human
VI. REFLECTION 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?

School Grade Level GRADE 11

GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
 12 AND POLITICS
DAILY LESSON LOG Teaching Dates and Time
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 At the end of the session the
learners will be able to: the learners will be able learners will be able to: session the learners learners will be able to:
(topic from last session) to: will be able to:
C. Learning Competencies / (topic from last session) 1. Identify the Models of Social 1. Discuss about the Socio- cultural
Objectives 1. Explain Technology and Change situation in the Philippines.
(Write the LC code for each) Social Change. 1. Explain Technology 2. Discuss Social Movements in 1 Identify the types 2.
2. Discuss and Social Change. the Philippines of social
Environmentalism and 2. Discuss movements.
Social Change Environmentalism and 2 Collaborate with
Social Change a group to present
group output

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 The socio-cultural situation in the
Philippines by Nestor Castro, Page
5-10
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources https:// https:// https://www.cliffsnotes.com/ https:// https://www.google.com.ph/webhp?

www.cliffsnotes.com/study- www.cliffsnotes.com/ study-guides/sociology/social- www.cliffsnotes.co sourceid=chrome-
guides/sociology/social- study-guides/sociology/ change-and-movements/social- m/study-guides/ instant&ion=1&espv=2&ie=UTF-
change-and-movements/ social-change-and- movements sociology/social- 8#q=socio-cultural%20situation
social-movements movements/social- change-and- %20in%20the%20philippines
movements movements/social-
movements http://globalnation.inquirer.net/
13403/the-tipping-point-of-the-
filipino-diaspora

IV. PROCEDURES
Reviewing previous lesson or Teacher review activities Teacher review activities Teacher review activities from Teacher review Teacher review activities from the
presenting the new lesson from the last session. from the last session. the last session. activities from the last session.
last session. Showing pictures of over
population, Filipino diaspora and
Armed conflict

Establishing a purpose for the lesson. Ask: What are the Present Ask: What are the What are the different Models Showing pictures Complete the table by writing the
day technology that we had Present day technology of Social Change? of different social significant contributions of the
in our country? that we had in our movements in the specified administration to the
country? Philippines. different sectors of the country.
sector Estrada Arroyo Aquino
Admini Admini Administ
stration stration ration
Education

Health
Agricult
ure
Finance
DOLE
Justice

DOST
Tourism

Presenting examples/ instances of the Discuss about the: Discuss about the: Discuss about each Models: Perform what is What are the different socio-cultural
new lesson 1. Evolutionary Theory shown in the challenges that confronted our
1. Computer Technology 1. Computer Technology 2.Functional Theory pictures. country today? Can you cite an
2. Bio Technology 2. Bio Technology 3. Conflict Theory Group students into example?
3. Genetic Engineering 3. Genetic Engineering 3 groups
Each group are
given 5 minutes to
perform.
Discussing new concepts and Ask: What does it mean to Ask: What does it mean Explain: What are the types Discuss about the Socio- cultural
practicing new skills #1 be “environmentally to be “environmentally “Conflict arises when of Social situation in the Philippines.
friendly? friendly? resources, status and power are movements in the 1. overpopulation
not equally distributed between Philippines? 2. poverty
groups in society” 3. Filipino diaspora
Discussing new concepts and How does environment How does environment What are the types of Social Discuss the What do you think the reason why
practicing new skills #2 affect social change? affect social change? movements in the Philippines? concept of social Philippines has always had large
change. populations of migrant workers
abroad?
Developing mastery What are the unique qualities of the
(Lead to Formative Assessment 3) Filipino diaspora?
Finding practical applications of As a student, do
concepts and skills in daily living you think it’s 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 Reaching the tipping point of our
abstractions about the lesson of the economy, globalization of the the many stories of battles, exciting by the Filipino Diaspora where we take
communications, transport economy, rebellions and social many stories of off, as Gladwell wrote, like an
and the media have brought communications, movements which range from battles, rebellions “epidemic” happens through the
remote parts of the world so transport and the media the violent, bloody ones to the and social indefatigable efforts of a small
close to each other, that have brought remote parts peaceful people power. Pre- movements which number of people with very specific
changes in one part of the of the world so close to colonial Philippines is often range from the talents, what Gladwell calls
world may be felt in other each other, that changes glorified as a harmonious and violent, bloody “connectors” (social networkers),
places. in one part of the world bountiful period. The advent of ones to the “mavens” (information specialists),
may be felt in other colonialism ushered the peaceful people and “salesman” (persuaders).
places. beginning of a tumultuous power. Pre-colonial
history marked by exploitation Philippines is often
and oppression which resulted glorified as a
in numerous revolts, social harmonious and
movements and revolutions that bountiful period.
have defined the character of
the Filipino people.
Evaluating Learning Write the causes and Say: Say: Say:
consequences of social Name at least 5 examples of Name at least 5 How can the Philippine government
change. social movements in our examples of social mitigate this pressing issue of
Social Change country today. Give a brief movements in our Filipino diaspora?
causes consequences description for each movement. country today.
Give a brief
description for
each movement.

Additional activities for application or

remediation

V. REMARKS Classes suspended due to Not yet taken

heavy rain
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?

School Grade Level GRADE 11

GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
12 AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 1st
Quarter

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, 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 At the end of the session the
learners will be able to: session the learners learners will be able to: the learners will be able to: 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 1. Discuss the biological
Objectives the government. Legislative branch of the government. 2. Trace the cultural capacity for culture.
(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, Understanding culture,
society and politics page society and politics page 16-
10-16 21
8. Additional Materials from
Learning Resource (LR)
portal
E. B. Other Learning Resources http://www.fnf.org.ph/ http:// http://www.fnf.org.ph/talakayan/
talakayan/liberal_topic.php? www.fnf.org.ph/ liberal_topic.php?id=226
id=226 talakayan/ http://opinion.inquirer.net/78473/
http://opinion.inquirer.net/ liberal_topic.php? the-face-of-philippine-politics
78473/the-face-of-philippine- id=226 https://en.wikipedia.org/wiki/
politics http:// Politics_of_the_Philippines
https://en.wikipedia.org/wiki/ opinion.inquirer.net/
Politics_of_the_Philippines 78473/the-face-of-
philippine-politics
https://
en.wikipedia.org/
wiki/
Politics_of_the_Phili
ppines
F.
G. IV. PROCEDURES
H.
Reviewing previous lesson or Teacher review activities from Teacher review the Teacher review the previous Teacher review the Teacher review the previous
presenting the new lesson the last session. previous lesson from lesson from the last session. previous lesson from the lesson from the last session
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 In the board, ask student to
lesson. Duterte. the legislative branch Branch. evolution of man. Trace make a timeline of human
Ask: In his 1st 7 days in service, the evolution of early to evolution.
do you think President Duterte modern human.
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? What is the first industry?
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 What are the capacities that
practicing new skills #1 the Executive branch? vested in the Judiciary? Ethnocentrism and Cultural enable humans to have
Congress of the relativism. culture?
Philippines?

Discussing new concepts and What are the power What are the contribution of
practicing new skills #2 vested in the Senate each Industry?
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 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 same species but exhibit
as both the head of state and making enabling laws its judicial functions. Section 1 of differences in terms of differences in terms of their
head of government of the to make sure the Article VIII contains definition of their behavior. These behavior. These differences
Philippines. The Constitution spirit of the judicial power that had not been differences are product of are product of knowledge
vests the executive power upon constitution is upheld found in previous constitutions. knowledge system that system that they subscribe
the President who thus heads the in the country and, at The judicial power is vested in they subscribe to. These to. These system are
government's executive branch, times, amend or “one Supreme Court and in such system are affected by affected by various factors
which includes the Cabinet and change the lower courts as may be various factors such as such as technology,
all executive departments. constitution itself. In established by law.” technology, environment environment and global
The President also has the power order to craft laws, and global movements. 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: Give a brief summary for
functions of the Executive the power of the Can the judges invoke the Differentiate each industry in human
Office of the President? Congress and the deliberative process privilege to Ethnocentrism from evolution.
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?

School Grade Level GRADE 11

GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
12 AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 1st
Quarter

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
learners will be able to: session the learners learners will be able to:
will be able to:
1. Discuss the Paleolithic
F. Learning Competencies / technology. 1. Identify the four 1. Identify the four theory of state
Objectives 2. Identify the key elements of theory of state 2. Discuss the democratization of
(Write the LC code for each) Paleolithic technology. 2. Discuss the early civilization
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
and politics page 22-25 culture, society and and politics page 25-29
politics page 25-29
12. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

K. IV. PROCEDURES
L.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from lesson from the last session.
the last session.
Establishing a purpose for the Using the Venn Diagram give Ask the students to Ask the students to write on the
lesson. the characteristics of Paleolithic write on the board the board the different theory of the
and Neolithic Societies. different theory of the state.
state.

Theories
Theories of the State
of the State

Presenting examples/ instances of Based on the Venn diagram let What are the different What are the different theory of
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:
practicing new skills #1 period? a. divine right theory a. divine right theory
b. Force theory b. Force theory
c. paternalistic theory c. paternalistic theory
d. social contract d. social contract theory
theory e. natural theory.
e. natural theory.

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
abstractions about the lesson formation, the Paleolithic stages rose by the end of the end of the Neolithic period as the
 has provided the bases for the Neolithic period as complexities brought about by the
development of complex human the complexities shift in food production
groups through the establishment brought about by the demanded a more rigid social
of culture. The Neolithic period shift in food structure that would manage the
on the other hand, is production demanded opposing perspectives of various
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
Discuss the lifestyle of early civilization.
Paleolithic society from
Neolithic society.
Additional activities for application
or remediation

V. REMARKS Not yet taken DRRMC seminar 2016 Nutrition Month

Celebration
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?
 School Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
12 AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 1st
Quarter

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
the learners will be able to: will be able to: session the learners learners will be able to:
will be able to:
1. Define Anthropology
C. Learning Competencies / 2. Identify the sub 1. Explain Anthropological, and
Objectives disciplines of sociological perspectives on culture and
(Write the LC code for each) Anthropology. society.

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/ http://study.com/academy/lesson/
wiki/Anthropology sociologys-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 from
presenting the new lesson previous lesson from the 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 create a scientific analysis of a society?
Anthropology 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 society?
practicing new skills #2
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 structures
Anthropology. Unlike brought upon by the French and
other discipline of social Industrial Revolutions in Europe
sciences, anthropology cemented the prominence of sociological
promotes a holistic study perspective in the field of social
of humans. 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 Sports Fests 2016 Sports Fest 2016
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?
School Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY AND
12 POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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 learners
the learners will be able to: the learners will be able the learners will be able to: will be able to:
to:
1. Raise questions toward a
C. Learning Competencies / 1. Define Society and holistic appreciation of 1. Discuss how cultural relativism
Objectives culture. 1. Define Political culture and societies mitigates ethnocentrism.
(Write the LC code for each) 2. Identify aspect of culture 2. Identify forms of tangible heritage
Science.
and society. 2. Identify the concepts and the threats to these.
3. Describe society and of Political Science.
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:// https://www.nyu.edu/ https://en.wikibooks.org/ http://www.allaboutphilosophy.org/
www.boundless.com/ projects/ollman/docs/ wiki/ cultural-relativism.htm
sociology/textbooks/ what_poly_sci.php Cultural_Anthropology/ http://www.allaboutphilosophy.org/et
boundless-sociology- Introduction hnocentrism.htm
textbook/deviance-social-
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 lesson
presenting the new lesson previous lesson from the previous lesson from the previous lesson from the 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 theme
you? dispute, differentiate the “Society and culture as a Advantages Disadvantages
political decisions made complex whole” Cultural
relativism
by Filipino presidents in Ethnocentrism
reference to China and
its activities in the sea.
Presenting examples/ instances of What is Sociology? What is Political Can you give an example of an action
the new lesson Science? that shows ethnocentrism? Cultural
relativism?
Discussing new concepts and How can the sociological What are the 3 elements Understanding of holism is What is cultural relativism? Cite
practicing new skills #1 perspective create a of the state? to say that the “whole is examples. What is ethnocentrism?
scientific analysis of a greater than the sum of its Cite examples.
society? 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 Make a research on the different
concepts and skills in daily living you think is the best way tangible and intangible heritage that
to solve the West you can see in the museum? Then
Philippine Sea dispute? 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 is moral or ethical systems, which vary
discipline-based concepts allocation of scarce known about human beings from culture to culture, are all
that aid in the values within a territory. and their activities. From a equally valid and no one system is
understanding of human These values include holistic perspective, really “better” than any other. On the
behavior and groups. power, which is the attempts to divide reality other hand, a common idiom for
Sociology studies societies capacity to influence the into mind and matter ethnocentrism is “tunnel vision.” In
to promote social change, action and decision of isolate and pin down this context, ethnocentrism is the
create new theories and another party to support certain aspects of a process view that a particular ethnic group’s
document human behavior. the agenda of the one that, by very nature, resists system of beliefs and values is
An easier understanding of who wields it. isolation and dissection. morally superior to all others.
holism is to say that the Holism holds great appeal
whole is greater than the for those who seek a theory
sum of its parts. 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 that
Write your answer in 1 of the state? you can see in the museum? Then
whole sheet of paper. 2. How different is the make a narrative report with pictures.
concept of nation from a
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?
 School Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
12 AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 1st
Quarter
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 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:
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 culture 2. Explain the early 2. Discuss the
(Write the LC code for each) capacity 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 previous Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. lesson from the last session. lesson from the 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 the
lesson. man. Trace the evolution of Timeline of Human characteristics of Neolithic different Theories of State
early to modern human. Evolution. Period. 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 can
concepts and skills in daily living 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, or
knowledge system that they elements of the Traditionally, it is being religious dogma. This
subscribe to. These system are environment and against argued that with the alienated the masses from the
affected by various factors such competing species development of agriculture daily administration of rules
as technology, environment and and technology, humans 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
(1st 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 Grade Level GRADE 11

GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
12 AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 2nd
Quarter

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 the
learners will be able to: session the be able to: session the learners learners will be able to:
learners will be will be able to:
UCSP11/12BMS-Ig-15 able to:
C. Learning Competencies / UCSP11/12BM 1. Explain the theories on identity and the 1. Differentiate status 1. Define social control and
Objectives 1. Explain the development of S-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 culture, Understanding culture,
society and politics page: 62- culture, society and page 65-67 society and politics society and politics page 71-
63 politics page 63-65 page 67-70 73
28. Additional Materials from
Learning Resource (LR)
portal
Y. B. Other Learning Resources

Z.
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.
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. age gender ethnicity hobby religion situation that shows not to do your homework?
status and roles? What are the possible
outcomes?
Economic illness language award failure
status

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 process What are the two primary theories on What are the different 1. What is a sanction?
practicing new skills #1 socialization? Why is it of socialization? identity? theories that explain
important? Enculturation? the existence of 2. What are the four types of
deviants sanction?
(humans/groups) and
deviances (act)?
Discussing new concepts and What is the definition of What is the difference between norms and
practicing new skills #2 enculturation? 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 and
abstractions about the lesson spoke of the birth of new important in the performances are part of a creative process in maintaining the stability social control is
generations of children as a process of wherein the individual sees the behavior of social structure of a needed. Despite an
recurrent barbarian invasion. personality others and responds to it by creating a role society: it bonds individual’s disinclination to
One reason he said that was formation. While that it can play. This presents humans as members of the conform, when the sanction
because human infants do not much of human social actors performing within a cultural society in their is strong, there is a high
possess culture at birth. They personality is the or social field. common rejection of possibility that he or she
have no conception of the result of our genes, deviant guidelines on will decide to follow 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 Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY AND
12 POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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 Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE,
12 SOCIETY AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 2nd
Quarter

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 the
learners will be able to: session the learners will learners will be able to: 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. leader and instrumental
social group governing behavior 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, society Understanding culture,
society and politics page 74- society and politics page and politics page 80-81 society and politics page 80-
79 74-79 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 previous
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. lesson from the last session.
last session.

Establishing a purpose for the ASK: Do you have Create a collage made of Identify the different social Identify the different social
lesson. barkada’s? Who are they? Do pictures that showcase a organizations. organizations.
you share 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 a How is conformity created
practicing new skills #2 of social group? types of social group? 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 by
abstractions about the lesson been a key elements in individuals to foster a more
fostering the development 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 struggled
VI. REFLECTION 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 Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE,
12 SOCIETY AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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
the learners will be able to: session the learners will learners will be able to: learners will be able to:
UCSP11/12BMS-Ih-19 be able to:
UCSP11/12BMS-Ih-19
C. Learning Competencies / 1. Promote protection of 1. Recognize the value of Bill 1. Recognize the value of
Objectives human dignity, rights and 1. Promote protection of Rights. Bill of Rights.
(Write the LC code for each) the common good. of human dignity, rights
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/ https://en.wikipedia.org/ https:// https:// https://
wiki/Human_rights wiki/Human_rights en.wikipedia.org/ ylc=X1MDMTM1MTIyOTcw ylc=X1MDMTM1MTIyOT
wiki/Human_rights MgRfcgMyBGJjawMwMzFuN cwMgRfcgMyBGJjawMw
DQxYmhwOXQzJTI2YiUzRD MzFuNDQxYmhwOXQzJT
QlMjZkJTNESDM4bTM0NX I2YiUzRDQlMjZkJTNESD
BZRUlhaUpFeG9pMFhnVTBu M4bTM0NXBZRUlhaUpFe
X3UwLSUyNnMlM0RodiUyN G9pMFhnVTBuX3UwLSU
mklM0RncU95Sk03ekFBRjRV yNnMlM0RodiUyNmklM0
YnlBaFNHMARmcgN5aHMtT RncU95Sk03ekFBRjRVYnl
G BaFNHMARmcgN5aHMtT
G
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 for into 4 groups and What is the Bill of Rights? What is the Bill of Rights?
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 as of a person as a human
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 human
organizations form a basis of states and non- 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 struggled
VI. REFLECTION 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 Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE,
12 SOCIETY AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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 the
learners will be able to: the learners will be able to: session the learners will learners will be able to: learners will be able to:
UCSP11/12HSO-Iii-21 be able to:
UCSP11/12HSO-IIi-20 1. Describe the organized UCSP11/12HSO-IIj- UCSP11/12HSO-IIj-23 UCSP11/12HSO-IIa-24
C. Learning Competencies / 1. Traces kinship ties and social nature of social life and 22 1. Analyze social and political 1. Analyze economic
Objectives networks rules governing behavior. 1. Compare different structures organization and its impacts
(Write the LC code for each) social organization on the lives of people in the
according to their society.
manifest and latent
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/ ttps://www.google.com.ph/ https:// http://dmc122011.delmar.edu/
wiki/Kinship search? www.google.com.ph/ socsci/rlong/intro/org.htm
ps://www.google.com.ph/? q=victor+hugo+les+misérables search?
gfe_rd=cr&ei=63LeV_a5Fu +quotes&biw=1280&bih=694 q=social+and+political
zN8gfWrIiQBA&gws_rd=s &source=lnms&tbm=isch&sa= +structures&biw=1280
sl#q=kinship X&ved=0ahUKEwix6sq1pa7P &bih=694&source=
AhXI
PP.
QQ.IV. PROCEDURES
RR.
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 Say: This picture show the Say something about this What can you say about Explain: Ask student to illustrate in
lesson. system of kinship in the quotation from Victor hugo Le 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 Can you give an What is the ability to get others What is economics?
the new lesson How are clans created? in 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 system What are the nature of social Why do human create What is social structure? How does standardized
practicing new skills #1 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 distinguishes
practicing new skills #2 kinship relations? and economic life of an between a bureaucratic entities are organized in market economy from
individual affect human organization and a accordance with regulations, redistribution and
society? collectivist laws, and norms of the society reciprocity?
organization? or of themselves?
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 less the "formal level" is organizations are part of a numerous technological
important part of the lives of than victory, we shall be sufficiently large that greater human social fabric improvements, the whole
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 debated. mankind. And what is the large organizations their environment efficiently. in the technological capacity
Kinship can refer both to the revolution that we shall make? I interaction between Changes in the structure are of societies has allowed for
patterns of social have already told you: it is the individuals still occurs made when current political the formation and extension
relationships themselves, or revolution of Truth. in small groups. order fails to address the needs of markets, modification of
it can refer to the study of of the population. property relations and
the patterns of social changes in the organization
relationships in one or more of labor.
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 struggled
VI. REFLECTION 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 Grade Level GRADE 11
GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE,
12 SOCIETY AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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 the
learners will be able to: the learners will be able to: session the learners will learners will be able to: learners will be able to:
be able to:
UCSP11/12HSO-IIb-25 1. Identify the roles of
C. Learning Competencies / 1. Differentiate functions of cooperatives and trade 1. Analyze the different 1. Identify the two types of 1. Evaluate the
Objectives nonstate institutions in society. unions issues catered by development agencies. interrelationship of
(Write the LC code for each) 2. Analyze the functions of Transnational advocacy government and the nonstate
Banks and Corporations groups. 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 catered organization that are considered foster economic alliance
What is the difference between investment companies? by TAGS? as development agencies? among states?
state and nonstate institution?
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 institution
practicing new skills #1 institutions and their functions? trade and unions and essence of transnational international organization? affect the decisions of the
cooperatives? groups? 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
abstractions about the lesson nonstate institutions became with a recognized trade international catalysts concentrate mostly on the globalizing world,
more relevant in the advent of unions and cooperatives for change, aiming to distribution of equitable health interdependence among
globalization and urbanization, may lead to build trust achieve international and social development. On the states in procuring
as these two institutions among the workforce, changes toward policies other hand, NGO’s aim to commodities and services is
presented the capacity to create ensure workplace are safe, and practices. promote the practice of inevitable. The lack of
diverse impact ranging from the Audit non-compliance democracy among societies. supply in one country can be
social, cultural, economic and up with labor codes, improve These organizations are addressed to another country
to the political issues. staff retention, make better independent and they that has a surplus of which.
business decisions and encourage participation from The main objective of
promote equality. the public. economic 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 Grade Level GRADE 11

GRADE 1 to Teacher Learning Area UNDERSTANDING CULTURE,
12 SOCIETY AND POLITICS
DAILY Teaching Dates and Time
LESSON LOG 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 the
learners will be able to: the learners will be able to: learners will be able to: learners will be able to:

UCSP11/12HSO-IIf-26 UCSP11/12HSO-IIf-27 UCSP11/12HSO-IIg-28

F. Learning Competencies / 1. Evaluate how functions of 1. Promote primary 1. Conduct participant 1.Identify the major
Objectives education affects the lives of education as human right observation(e.g. attend, sociological theories and
(Write the LC code for each) people in society. 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 previous
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. 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 education how is education related to a certain religion? the political dynamics of a
poverty? society?

Discussing new concepts and What are the functions of How does education create What are the different religions Compare and contrast
practicing new skills #2 Education that affect society? 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-to- purposes that religion may
the educational system. In society. It can empower day existence. Religion is seen serve to people and society.
sociology, education is viewed as individuals to participate not only as a social belief but
social institution. It gives the in their society’s activities also as a social institution that
society the potential to reach toward development continues to develop over time.
development and success. through knowledge and
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?