DLL in UCSP

School PORAC MODEL COMMUNITY HIGH SCHOOL Grade Level GRADE 12
Teacher MARICEL C. MARCELO Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN Teaching Dates and Time Week 1 Sessions 3-4 Quarter 1ST
SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and
political identities. 2. the significance of studying culture, society and politics. 3. the rationale for studying anthropology,
A. Content Standards Orientation about the rules and regulations Orientation about the subject political science, and sociology.
The learners 1. acknowledge human cultural variation, social differences, social change and political identities. 2. adopt
B. Performance Standards an open and critical attitude towad different social, political and cultural phenomena through observation and reflection.
3. appreciates the value of disciplines of anthropology, sociology and political science as social sciences.
Learners will be able to: Learners will be able to:

C. Learning Competencies/Objectives (Write
the LC ode for each) articulate observations on human cultural variation, social demonstrate curiosity and an openness to explore the origins
differences, social change and political identities. and dynamics of culture and society and political identities.
UCSP11/12SPU-Ia-1 UCSP11/12SPU-Ia-1
1. Sharing of social and cultural backgrounds of students as 1. Sharing of social and cultural backgrounds of students as
II. CONTENT acting subjects or social actors, agents, persons; 2. acting subjects or social actors, agents, persons; 2.
Observations about social, political, and cultural behavior Observations about social, political, and cultural behavior
and phenomena. 3. Observations on social, political, and and phenomena. 3. Observations on social, political, and
cultural change. 4. Definition of anthropology, political cultural change. 4. Definition of anthropology, political
science and sociology. science and sociology.
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Material Pages
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR)portal
B. Other Learning Resources https://www.slideshare.net/mariellameva/cultural-diversity-15500065 https://www.education.com/reference/article/cultural-social-differences/ https://www.slideshare.net/mariellameva/c
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Teacher ask the pupils to give their own opinion on what is How is culture, politics and society related to each other?
lesson culture, society, and politics.
B. Establishing a purpose for the lesson
The class was divided into 4 groups. Each member will

share his/her ideas in the group. One member will present Let the pupils post the old photos on the board and guess
their ideas in the class. what is happening in the picture brought by their classmate.
C. Presenting examples/instances of the new lesson
From the answer of the class in the previous activity, the

teacher asks: 1. How is the situation in the old days different
and similar at present. 2. What leads to the different changes
From the answers of the group, the class derive on its you mention awhile ago. (discuss it one by one) 3. What
lesson on understanding culture, society and politics. makes the society, culture and politics change?
From the answer of the class in the previous activity, the

teacher asks: 1. How is the situation in the old days different
and similar at present. 2. What leads to the different changes
From the answers of the group, the class derive on its you mention awhile ago. (discuss it one by one) 3. What
lesson on understanding culture, society and politics. makes the society, culture and politics change?
D. Discussing new concepts and practicing new skills # Teacher will show pictures related to culture, society and politics.
1 The learners are ask to categorized the picture. Through guided
questions the students will describe the situation being Divide the class into four. The learners will describe the
presented in the picture and connect it with the rest of the situation presented. 1. RBEC to Kto12 2. Language 3.
pictures. Technology 4. Fashion 5. Datu to Kapitan
E. Discussing new concepts and practicing new skill # 2
Present to the class the collaborative answers of the group.
F. Developing mastery (Leads to Formation

Assessment 3) Identify examples of cultural variations, social differences,
social change and political identities.
G. Finding practical applications of concepts and skills

in daily living Group the class into three. Let the pupils discuss on each
other the difference of the generation in 90's compared to What are the different changes you observed around you as
the millenials of today. Present it to the class. part of the culture, society and politics?
H. Making generalization and abstraction about the

lesson
Describe how culture, politics and society connected to Summarize what is cultural variation, social differences,
each other? social change and political identities .
I. Evaluating learning
Bring an old photo of your ancestors. Search in the

J. Additional activities for application or remediation internet, read books on cultural variation, social Divide the class into four. Role-play on 1. Cultural Variation 2.
differences, social change, and political identities. Social Differences 3. Social Change 4. Political Identities
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson work? No. of learners who
have caught up with the lessons
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
School PORAC MODEL COMMUNITY HIGH SCHOOGrade Level GRADE 12
Teacher Edel B. Bansil Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN Teaching Dates and Time Week 2 (June 10-14, 2019) Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an
understanding of: 1. human cultural
variation, social differences, social change,
and political identities. 2. the significance of
studying culture, society and politics. 3. the The rationale for studying
A. Content Standards rationale for studying anthropology, anthropology, political science, and
political science, and sociology. No Class Independence Day
sociology.
Summative Test
The learners appreciate the value of

B. Performance Standards disciplines of anthropology, sociology
and political science as social sciences.
Learners will be able to analyze

social, political and cultural
change
UCSP11/12SPU-Ib-3
the LC ode for each) Learners will be able to recognize the
common concerns or intersections of
anthropology, sociology and political
science with respect to phenomenon
of change UCSP11/12SPU-Ib4
The origin and nature of the

Social Sciences
Definition of anthropology, political Famous persons in the field of
science and sociology. Social Science
II. CONTENT Studying the origin of Social Science
Disciplines involve in the field of
Social Science

A. References
3. Textbook Pages
(LR)portal
B. Other Learning Resources
IV. PROCEDURES
Recap about cultural variation, social
A. Reviewing previous lesson or presenting the new Naming the various disciplines involve in
differences, social change and
lesson Social Science and the differences of each.
political identities
Asking the importance of social

science in daily lives. Where can we Be familiar to the great Social Scientists
B. Establishing a purpose for the lesson who influenced our knowledge when it
find Social Science? Is Social Science
comes to society, politics and culture.
everywhere?
Telling research examples where the

C. Presenting examples/instances of the new lesson various disciplines in Social Science
involve.
Activity: Picture Perfect!
Students will be group into three and
task to make a venn diagram. Showing Activity: Monologue!
D. Discussing new concepts and practicing new skills # the relationships of the three types of Ask students to choose among the social
1 community 1. rural community 2. urban scientists. Portray them and share their
community and 3. indigenous people contributions.
community.
Give an instances where the contribution

of one or more social scientists make our
Assessment 3) lives easier and better?
Example of studies where Social What are the different changes you
Science involves and the impact it observed around you as part of the culture,
in daily living
gave to our society. society and politics?
H. Making generalization and abstraction about the Describe life without social science? What is the importance of Social Science in
lesson our lives?
J. Additional activities for application or remediation
V. REMARKS
VI. REFLECTION
assessment
remediation
D. No. of learners who continue to require remediation


teachers?
Teacher Edel B. Bansil Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN Teaching Dates and Time Quarter 1ST
Monday Tuesday Wednesday Thursday Friday

Determine the different social, political and defining culture and society from the
I. OBJECTIVES cultural changes Explain the nature of social research and its perspectives of anthropology and explaining culture and society as a
Appreciates the discoveries of famous social importance to society culture complex whole
scientists sociology
and SUMMATIVE TEST
society as
The rationale for studying anthropology, The rationale for studying anthropology, anthropo
A. Content Standards political science, and sociology. political science, and sociology. logical
and
sociologic
Appreciates the value of disciplines of Appreciates the value of disciplines of al
Anthropology, Sociology and Political Science Anthropology, Sociology and Political Science conceptsappreciate the nature of culture and society from the perspectives of
B. Performance Standards anthropology and sociology
as social sciences as social sciences
Identify the subjects of inquiry and goals of explain anthropological and describe society and culture as a
C. Learning Competencies/Objectives Analyze social, political and cultural changes Anthropology, Sociology and Political Science sociological perspectives on culture complex whole
(Write the LC code for each) UCSP11/12SPU-Ib-3 UCSP11/12SPU-Ib-5 and society UCSPC11DCS-Ic-6 UCSPC11DCS-Ic-7
anthropological and sociological

II. CONTENT Growth of the Social Sciences Research in the Social Sciences perspectives on culture and society culture and society as a complex whole

A. References
1. Teacher's Guide Pages 11-17 11-17
3. Textbook Pages 8-17 19-26
(LR)portal quipper.com quipper.com
B. Other Learning Resources slideshare famous social scientists
IV. PROCEDURES
Basic methods use in social research different perspectives in anthropology
A. Reviewing previous lesson or presenting the Narrate the historical background of Social Give prominent scientists in the field of -importance of social research in and sociology when it comes to culture
new lesson Science social science people's lives and society
Why should people use different

What is the possible scenario if Social Science What are theprevious researches you've perspectives in recognizing the Why is culture said to be a product of
B. Establishing a purpose for the lesson was not discovered? conducted and its importance to society? society?
existence of culture and society?
C. Presenting examples/instances of the new Telling some of the discoveries of prominent Presentation of social researches that the poster showing the complexity of
lesson scientists teacher herself conducted pictures portraying culture and society culture and society
D. Discussing new concepts and practicing new How important is studying anthropology, What differentiate superstitious beliefs from Why should people use different culture as susceptible to change and
skills # 1 sociology and political science in our lives? science? perspectives in recognizing the death
existence of culture and society?
E. Discussing new concepts and practicing new What are the two basic methods in social
skill # 2 research? sociology vs. anthropology society as constant for change
F. Developing mastery (Leads to Formation Continuation of the student's monologue Give possible research title give two groups of people and provide make a poster portraying the theme
Assessment 3) activity One for quantitative method and another three characteristics from each "society and culture as a complex
one for qualitative method whole"
G. Finding practical applications of concepts and Is social science everywhere? If yes, give Group activity: the group will brainstorm the awareness to the different how the complexity of culture and
skills in daily living instances where social science applies. uses of social research and representative of perspectives of anthropology and society make our lives better
each group will discuss the group's ideas sociology
What is the dividing line between

H. Making generalization and abstraction about What kind of life do we have if the field of What is the essence of social research? anthropology and sociology? Culture why culture and society call as a
the lesson social science was not discovered? complex whole
and society?
Choose one of the prominent social scientists group presentation about the poster
I. Evaluating learning that was discussed and describe the short quiz
important impact it gave to our society. done by the students
J. Additional activities for application or reflection for the day written on

remediation student's notebook
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation
C. Did the remedial lesson work? No. of learners
who have caught up with the lessons
D. No. of learners who continue to require
remediation
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
teachers?
School PORAC MODEL COMMUNITY HIGH SCHO Grade Level GRADE 12
Teacher EDELB. BANSIL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN Teaching Dates and Time Quarter 1ST
Monday Tuesday Wednesday Thrusday Friday
prove that culture is a.)

dynamic, flexible and
adaptive
I. OBJECTIVES Explain the nature of social research defining culture and society from the explaining culture and society as a b.) shared and contented Summative Test
and its importance to society perspectives of anthropology and sociology complex whole c.) learned through
socialization or enculturation
d.) transmitted through
socialization or enculturation
The rationale for studying

A. Content Standards anthropology, political science, and culture and society as anthropological and sociological concepts
sociology.
Appreciates the value of disciplines of

B. Performance Standards Anthropology, Sociology and Political appreciate the nature of culture and society from the perspectives of anthropology and sociology
Science as social sciences
Identify the subjects of inquiry and explain anthropological and sociological describe society and culture as a identify aspects of culture and
C. Learning Competencies/Objectives goals of Anthropology, Sociology and perspectives on culture and society complex whole society
(Write the LC code for each) Political Science UCSPC11DCS-Ic-6 UCSPC11DCS-Ic-7 UCSPC11DCS-Ic-8
UCSP11/12SPU-Ib-5
II. CONTENT Research in the Social Sciences anthropological and sociological perspectives on culture and society as a complex whole different aspects of culture
culture and society and society

A. References
1. Teacher's Guide Pages 11-17 11-17 11-17
3. Textbook Pages 19-26
4. Additional Materials from Learning Resource quipper.com quipper.com quipper.com
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Give prominent scientists in the field Basic methods use in social research different perspectives in anthropology what makes culture complex?
new lesson of social science -importance of social research in people's lives and sociology and
when it comes to culture what makes society complex?
society
Pictionary:
Class is divided into two. One
What are theprevious researches group will act-out specific
Why should people use different perspectives in Why is culture said to be a product of words
B. Establishing a purpose for the lesson you've conducted and its importance recognizing the existence of culture and society? society? while the other group
to society? tries to guess the word act-
out by the actors and
actresses.
Pictionary:
Class is divided into two. One
What are theprevious researches group will act-out specific
B. Establishing a purpose for the lesson Why should people use different perspectives in Why is culture said to be a product of words while the other group
you've conducted and its importance recognizing
to society? the existence of culture and society? society? tries to guess the word act-
out by the actors and
actresses.
C. Presenting examples/instances of the new Presentation of social researches that pictures portraying culture and society poster showing the complexity of present the words acted by
lesson the teacher herself conducted culture and society the class
D. Discussing new concepts and practicing new What differentiate superstitious Why should people use different perspectives in culture as susceptible to change and How dynamic, flexible and
adaptive a culture is? How it
skills # 1 beliefs from science? recognizing the existence of culture and society? death is shared and contested?
How culture is learned and

E. Discussing new concepts and practicing new What are the two basic methods in sociology vs. anthropology society as constant for change transmitted through
skill # 2 social research? socialization or enculturation?
F. Developing mastery (Leads to Formation Give possible research title give two groups of people and provide three make a poster portraying the theme Give an instance in which
Assessment 3) One for quantitative method and characteristics from each "society and culture as a complex culture enculturate and
another one for qualitative method whole" change over time?
Group activity: the group will

G. Finding practical applications of concepts and brainstorm the uses of social research awareness to the different perspectives of how the complexity of culture and what could be life if culture
skills in daily living and representative of each group will anthropology and sociology society make our lives better remains constant and
unchangeable?
discuss the group's ideas
Culture changes and adapts to

H. Making generalization and abstraction about What is the essence of social What is the dividing line between anthropology why culture and society call as a current society, but that does
the lesson research? and sociology? Culture and society? complex whole not mean that our traditional
culture should be forgotten.
What do you think the

I. Evaluating learning short quiz short quiz group presentation about the poster Philippine culture will be
done by the students twenty years from now?
J. Additional activities for application or reflection for the day written on reflection for the day written on student's reflection for the day written on reflection for the day written
remediation student's notebook notebook student's notebook on student's notebook
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
Teacher CHARIZA C. MAÑALAC Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN Teaching Dates and Time JULY 08-12, 2019 Quarter 1ST
prove that culture is a.) dynamic, flexible and adaptive

b.) shared and contented
c.) learned through socialization or enculturation
I. OBJECTIVES d.) transmitted through socialization or enculturation Appreciating culture holistically Appreciating society holistically
e.) patterned social interactions
f.) integrated and at times unstable
g.) requires language and other forms of communication
A. Content Standards culture and society as anthropological and sociological concepts perspectives or approaches to study culture and society perspectives or approaches to study culture and society
B. Performance Standards appreciate the nature of culture and society from the perspectives of anthropology and sociology demonstrate a holistic undersatnding of culture and society demonstrate a holistic undersatnding of culture and
society
raise questions toward a holistic appreciation of cultures and raise questions toward a holistic appreciation of cultures
C. Learning Competencies/Objectives identify aspects of culture and society identify aspects of culture and society
(Write the LC code for each) UCSPC11DCS-Ic-8 UCSPC11DCS-Ic-8 societies and societies
UCSPC11DCS-Id-9 UCSPC11DCS-Id-9
II. CONTENT different aspects of culture and society different aspects of culture and society holistic appreciation of culture holistic appreciation of society

A. References
3. Textbook Pages
quipper.com quipper.com quipper.com quipper.com
(LR)portal
B. Other Learning Resources UCSP activity sheets UCSP activity sheets UCSP activity sheets UCSP activity sheets
IV. PROCEDURES
A. Reviewing previous lesson or presenting the

new lesson Why culture and society are considered as complex whole? What are the aspects of culture and examples of each? What are the seven aspects of culture? Describe each. What is the importance of culture in our lives?
Pass the message!

Statements about aspects of culture are written on sheet of Pass the message!
Statements about aspects of culture are written on sheet of paper,
B. Establishing a purpose for the lesson paper, and students need to relay the message until the and students need to relay the message until the student at the What is the importance of understanding culture? What is the importance of understanding society?
student at the back reach the message and write it on the
board. back reach the message and write it on the board.
C. Presenting examples/instances of the new
lesson listening to music from the old times to the modern times good and bad parts of our culture Site situations What is the importance of society to humankind?
D. Discussing new concepts and practicing new From the given music, what aspect of culture can you What will happen if social interaction was done improperly? How Freedom Wall activity! Freedom Wall activity!
skills # 1 conclude? will culture transmitted? Students write questions on culture Students write questions about society
E. Discussing new concepts and practicing new Culture is shared by everyone. So, who are the agents or How will culture prosper if language will cease to exist?
skill # 2 sources on why culture spreads from one place to another?
F. Developing mastery (Leads to Formation Give an instances on each agents of socialization where Give an examples of each patterned social interaction that was
Assessment 3) culture is passed on. based from experience.
G. Finding practical applications of concepts and What will happen if culture remains static and not shared by What will be the consequence if culture was not transmitted
skills in daily living everyone? through the use of language?
Do you think we can advance without society? Society is

Culture is part of life. There would be no unity without Through socialization, culture is transmitted. During the interaction, Man cannot survive as man without culture. It represents the important because it provides us with a system and a
H. Making generalization and abstraction about culture that binds people together. Just like every other
the lesson things in this world, culture is prone to changes and shared language is the best tool to use. Upon sharing, good and bad parts entire achievements of mankind. Culture has been fulfilling a platform to work together for the betterment of the
of culture will emerge. number of functions for the prosperity of human race. world. With the collective efforts of the society, we are
by everyone through interaction. able to improve our living and social conditions.
I. Evaluating learning Do you think social media significantly affects and influences How culture shapes our lives? sharing of student's thoughts sharing of student's thoughts
our culture nowadays?
J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time July 15-19, 2019 Quarter 1ST
I. OBJECTIVES Discussing why and how cultural relativism mitigates ethnocentrism Identifying the tangible and intagible forms of cultural heritage
A. Content Standards enthnocentrism and cultural relativism as orientations in viewing other cultures enthnocentrism and cultural relativism as orientations in viewing other cultures
values cultural heritage and express values cultural heritage and express
B. Performance Standards pride of place without being values cultural heritage and express pride of place without pride of place without being values cultural heritage and express pride of place
being ethnocentric without being ethnocentric
ethnocentric ethnocentric
Identify forms of tangible and

Become aware of how and why intangible heritage and the threats to
Become aware of how and why cultural relativism mitigates these
C. Learning Competencies/Objectives cultural relativism mitigates ethnocentrism Identify forms of tangible and intangible heritage and
(Write the LC code for each) ethnocentrism UCSP11/12DCS-Ie-11 the threats to these
UCSP11/12DCS-Id-10
UCSP11/12DCS-Id-10 UCSP11/12DCS-Ie-11
Differentiating ethnocentrism and detecting ethnocentrism and promoting respect for other
II. CONTENT cultural relativism cultures Forms of Cultural Heritage Threats and Preservation of Cultural Heritage

A. References
3. Textbook Pages
(LR)portal quipper.com quipper.com quipper.com quipper.com
IV. PROCEDURES
Differentiate ethnocentrism and

A. Reviewing previous lesson or presenting the Raising questions toward the holistic How cultural relativism mitigates the feeling of being cultural relativism. How could these Give an examples under tangible and intangible cultural
new lesson appreciation of cultures and societies ethnocentric? two relate to one another? heritage
Why study cultural relativism? What critical roles do tangible and By identifying the threats, present generation can take
B. Establishing a purpose for the lesson Activity: tongue twister Its impact on ethnocentrism. intangible heritage play in the quest for steps to preserve its cultural heritage
knowing our heritage?
C. Presenting examples/instances of the new presenting video showing showing pictures depicting foods from different regions, and Words that could identify as abstarct or
lesson discrimination and biases students are ask to make a comment to each images. concrete
D. Discussing new concepts and practicing new What are the advantages and disadvantages of cultural How legacy signifies one's life and
skills # 1 what is ethnocentrism? relativism? living? What are the threats in destroying Philippine culture?
E. Discussing new concepts and practicing new What are the advantages and disadvantages of What differentiates tangible heritage to What are the possible steps to preserve our Philippine
skill # 2 what is cultural relativism? ethnocentrism? intangible heritage? culture?
F. Developing mastery (Leads to Formation How belonging to a particular group Give a scene where ethnocentrism involves and try to solve it Give 5 examples to each:
Assessment 3) leads to discriminating the outer by citing an attitude impying cultural relativism. tangible heritage
group? intangible heritage
Give an instance where you judge By identifying our cultural heritage, we

catch a glimpse of the concrete and
G. Finding practical applications of concepts and others because of their differences to How could people live at peace and order without others abstract heritage that was passed on
skills in daily living you? And that's an example of trying to judge and pull you down? from our ancestors to the present
ethnocentrism. generation.
Recognizing and applying cultural

relativism mitigates ethnocentrism.
How? The only way is for you to open Ethnocentric behavior mitigated through the recognition and
H. Making generalization and abstraction about your mind for all the possibilities that application of cultural relativism. But even though it makes cultural heritage helps historians Cultural heritage is a representation of the ways of living
understand and decipher the way of established by a society or a group, and passed on from
the lesson we are different to one another. And people in harmony, there were stil advantages and living of yerterday's people generation to generation.
this differences might not pollute your disadvatages it could bring.
mind to judge negatively those who
are no belonging to your group.
What actions can social institutions or

government can present to promote Without document or proof, there is no history.
I. Evaluating learning cultural relativism and mitigate Agree or Disagree?
ethnocentrism?

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time JULY 22-26, 2019 Quarter 1ST
Describe the development of hominin lifestyle Trace the sociopolitical evolution of man from a explore the significance of human material remains and
Explain the biological evolution of
I. OBJECTIVES humans based on the fossil records during the the Paleolithic, Mesolithic and lifestyle of hunting and gathering to one of artefactual evidence interpreting cultural and social, including
Neolithic periods agriculture and settlement political and economic processes
role of culture in human adaptation; role of culture in human adaptation;

A. Content Standards Human Origins Human Origins and the capacity for culture processes of cultural and sociopolitical evolution processes of cultural and sociopolitical evolution
Analyze key features of

Analyze key features of interrelationships of Analyze key features of interrelationships of
interrelationships of biological, Analyze key features of interrelationships of biological, cultural
B. Performance Standards cultural and sociopolitical processes in biological, cultural and sociopolitical processes in biological, cultural and sociopolitical processes in and sociopolitical processes in human evolution that can still be
human evolution that can still be used and human evolution that can still be used and
human evolution that can still be used developed developed used and developed
and developed
explore the significance of human material

trace the biological and cultural trace the biological and cultural evolution of remains and artefactual evidence interpreting explore the significance of human material remains and
C. Learning Competencies/Objectives artefactual evidence interpreting cultural and social, including
evolution of early to modern humans early to modern humans cultural and social, including political and
(Write the LC code for each) political and economic processes
UCSP11/12HBS-Ie-12 UCSP11/12HBS-Ie-12 economic processes
UCSP11/12HBS-If-13 UCSP11/12HBS-If-13
Cultural and sociopolitical evolution: from Cultural and sociopolitical evolution: from
hunting and gathering to the agricultural, hunting and gathering to the agricultural,
industrial , and post-industrial revolutions industrial , and post-industrial revolutions
Biological and cultural evolution: from Biological and cultural evolution: from Homo
II. CONTENT Homo habilis to Homo sapiens habilis to Homo sapiens a. The Neolithic Revolution a. The Neolithic Revolution
b. Early civilization and the rise of b. Early civilization and the rise of
the state the state
c. Democratization c. Democratization

A. References
1. Teacher's Guide Pages 19-28 19-28 29-42 29-42
3. Textbook Pages
quipper.com quipper.com quipper.com quipper.com
(LR)portal
IV. PROCEDURES
What is Cultural Heritage?

A. Reviewing previous lesson or presenting the What are the transitions from early to modern What are the cultural lifestyle during the origins
new lesson The two forms of it? Give an example humans? of man? What are the major implications of the Neolithic Revolution?
of each.
the importance of modern humans to learn How is modern society able to achieve its current from Neolithic society into a refined socioeconomic and political
B. Establishing a purpose for the lesson Where do humans originated? about their origins and developments form from such simple beginnings? system
the importance of modern humans to learn How is modern society able to achieve its current from Neolithic society into a refined socioeconomic and political
B. Establishing a purpose for the lesson Where do humans originated? about their origins and developments form from such simple beginnings? system
showing pictures depicting the

biological evolution from ape to pictures showing artifacts What happened during the Neolithic Revolution?
lesson modern humans
D. Discussing new concepts and practicing new Why is it important for us to learn What is the significance of artifactual evidences What are the implications of the neolithic What are the implications of the early civilizations and the rise
skills # 1 where we came through? in understanding evolution? revolution to the evolutionary process? of state?
E. Discussing new concepts and practicing new What are the important details take What is cultural evolution with its three distinct evidence for the existence of the Neolithic What are the implications of the rise of democratization?
skill # 2 periods? Revolution
place druring the birth of our origins?
Group Activity: Make a diorama the United States and the Philippines are democratic countries.
F. Developing mastery (Leads to Formation showing the evolution of man from continuing the activity about making a diorama Make the activity 15. OPTIC How do you think citizens from these countries still affect or
Assessment 3) Homo habilis to the present Homo (found in teacher's guide) influence the decision-making process that involves the welfare
sapiens of these nations?
by understanding human origins can Realizing that without the simple beginnings of
G. Finding practical applications of concepts and we enlighten by the prvileges the appreciating the past through the present our ancestors, economic and societal shift could Knowing the development of what people experience
skills in daily living
modern humans now experience. not paved the way for further developments.
evolutionary processes was undergone great biological evolution that the human species Nature has greatly influenced primal lifestyle. As How could from a simple hunting-gathering lifestyle during the
H. Making generalization and abstraction about has been through is complex and developmental.
before humans attained who they are such, developments in human life also occurred Neolithic time, leads to the rise of civilizations and the
the lesson As human beings, we are called to understand
and what they can do in response to the natural environment. development of states, that further introduce democracy?
and appreciate these advances.
I. Evaluating learning Exhibiting the student's diorama why the Neolithic period called the "revolution"?

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates andsocial
Time October 21-25,2019 Quarter 2nd
stratification as
the ranking of
SESSION 1
individuals SESSION 2 SESSION 3 SESSION 4
according to
wealth, power,
and prestige
Identify the different religion and belief Understand the different culture-specific syndromes Understand the social and Identify new challenges
I. OBJECTIVES social
systems and illnesses political stratification faced by human populations
stratification as
the ranking of
individuals
according to social and social and
the agents/
wealth, power, political political
institutions,
and prestige inequalities as inequalities as
A. Content Standards social features of features of processes, and
outcomes of cultural,
stratification as societies and the societies and the political, and social
the ranking of global global
individuals community community change
according to
wealth, power,
recognize
and other forms of
prestige recognize other forms of recognize other forms of
economic transaction
social such as economic transaction such as economic transaction such as evaluates factors causing
B. Performance Standards sharing, gift exchange,
stratification as and sharing, gift exchange, and sharing, gift exchange, and social, political, and cultural
redistribution
the ranking of own
in his/her redistribution in his/her own redistribution in his/her own change
society
individuals society society
according to
wealth, power,
and prestige
conduct participant
observation (e.g., attend, recognize the practice of
examine stratification from . identify new challenges
C. Learning Competencies/Objectives describe, and reflect on a medical pluralism in light of the functionalist and conflict faced by human populations
religious ritual of a different cultural diversity and
(Write the LC code for each) group; observe elections relativism perspectives in contemporary societies UCSP11/12CSCIIh-33
UCSP11/12HSOIIIc-30
practices) UCSP11/12HSOIIg-29
UCSP11/12HSOIIg-28
Health Social and political

Religion and belief systems
a. Animism
a. Culture-specific syndromes and stratification a. Social Cultural, Social, and Political
illnesses (e.g., “bughat”, desirables (wealth, power,
II. CONTENT
b. Polytheism
”usog”/”buyag”) Change Sources of social, cultural,
c. Monotheism
b. Systems of diagnosis, prevention and prestige) b. Social mobility and political change
d. Institutionalized religions
e. Separation of church and state healing (e.g., traditional, western, system i. Open (Class) ii.
alternative healing systems) Closed (Caste)
A. References
3. Textbook Pages
4. Additional Materials from Learning Resource quipper.com quipper.com quipper.com quipper.com
(LR)portal
IV. PROCEDURES
What are the Phases of Stone Age?

A. Reviewing previous lesson or presenting the (Identifying them based on the What is civilization? What is democracy? What happened
new lesson How early civilizations started? during the early democratization?
picture)
How did development during the

How did DEMOCRATIZATION STARTED? What
B. Establishing a purpose for the lesson Neolithic Revolution influence future country was known to be the first democratic What does it mean to be a person?
sociopolitical movements and
policies? country?
C. Presenting examples/instances of the new Pictures showing the rise of civilization
lesson and the formation of states
How human lifestyle continued to In a society where there are many

D. Discussing new concepts and practicing new develop into more organized What is democratization? cultures, how do you form your
skills # 1 How did democratization start?
socioeconomic and political systems? personal identity?
E. Discussing new concepts and practicing new What are the implications of the rise
skill # 2 of civilizations and state?
What form of sociopolitical

F. Developing mastery (Leads to Formation development would have risen from
Present-day "artifacts" for the future Activity: Johari Window
Assessment 3) the implications of the rise of states
and civilizations?
Finding one's true identity starts when

one learns to socialize and be aware of
the culture, behaviors, language,
The insight acquired from exploring Philippines is considered to be a democratic morals, and norms of where he or she
G. Finding practical applications of concepts and the previous eras offers a bigger country. Exploring the beginning of belongs in. However, as a person
skills in daily living picture of how dominant civilizations democratization could Filipino recognize and grows, he or she learns to make his or
strongly shaped our present societies. appreciate the country's system of government. her own set of beliefs, values, and
morals. This is how a person develops
an identity. This is what makes a person
different from others.
Studying the history of world

civilizations helps to realize ancient Through studying the biological and cultural Society is different from culture. There
origins as relevant to today's issues. evolution of man could we appreciate our are many cultures within a society.
They affect the way in which people, beginnings. If it is not to our ancestors, life could While members of society share many
H. Making generalization and abstraction about
the lesson ideas and things are connected. not be simple and be as it is. May we not forget of the same expectations and
Understanding the fascinating that through the early life of our ancestors, experiences, the cultural groups create
patterns of world civilizations and paved for further developments were not ones that differentiate them from
history helps one to comprehend possible. others in society.
contemporary world affairs.
"Only federalism will bring lasting peace,"

says Duterte
I. Evaluating learning Sharing of student's work
What can you conclude from this statement?

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time October 21-25, 2019 Quarter 2nd
1. Define and explain the different

concepts regarding enculturation and
socialization
2. Discuss the development of one’s define and explain different concepts of norms 1. Define and explain the different
self and others as a product of and values, concepts regarding statuses and roles
I. OBJECTIVES as part of the social structure Long Quiz
enculturation and socialization discuss the relations and functions of norms and
3. prove that identity, disciplines, and values 2. Identify statuses and roles played by
aspirations are necessary for the oneself and others in the community
development of personal and cultural
identity.
How individuals learn culture and How individuals learn culture and become How individuals learn culture and
A. Content Standards become competent members of
society competent members of society become competent members of society
identify norms and values to identify norms and values to identify norms and values to
be observed in interacting be observed in interacting be observed in interacting
B. Performance Standards with others in society, and the with others in society, and the with others in society, and the
consequences of ignoring consequences of ignoring consequences of ignoring
these rules these rules these rules
explain the development of explain the development of explain the development of

C. Learning Competencies/Objectives one’s self and others as a one’s self and others as a one’s self and others as a
product of socialization and product of socialization and product of socialization and
(Write the LC code for each) enculturation enculturation enculturation
UCSP11/12BMS-Ig-15 UCSP11/12BMS-Ig-15 UCSP11/12BMS-Ig-15
Becoming a member of society:

1. Enculturation/Socialization
II. CONTENT a. Identity formation (identities, disciplines, and aspirations)
b. norms and values
c. statuses and roles

A. References
3. Textbook Pages
(LR)portal
B. Other Learning Resources quipper.com quipper.com quipper.com
IV. PROCEDURES
What is the difference between identity and

A. Reviewing previous lesson or presenting the What is democracy? What happened identity formation? Give the 3 classifications of norms.
new lesson during the early democratization? What are the types of identity? What are the classifications of values?
Kinds of discipline?
What characteristics should a person

What is your role and status in this
B. Establishing a purpose for the lesson What does it mean to be a person? demonstrate to be considered as a useful society?
member of society?
C. Presenting examples/instances of the new showing video clip showing video clip about norms and values a short video about statuses and roles
lesson
In a society where there are many

D. Discussing new concepts and practicing new cultures, how do you form your What are the classifications of norms? What typical roles and statuses do
skills # 1 personal identity? people play in society?
E. Discussing new concepts and practicing new

skill # 2 How to develop personal identity? What are the classifications of values? What are the three kinds of status?
List three roles for each status,

F. Developing mastery (Leads to Formation Activity: Johari Window Give an example on each classifications of norms a. male or female
Assessment 3) b. student
c. barangay kagawad
Finding one's true identity starts when

one learns to socialize and be aware of
the culture, behaviors, language, For a society to function well, people follow
morals, and norms of where he or she certain norms and values to maintain harmony, As members of society, we encouraged
G. Finding practical applications of concepts and belongs in. However, as a person peace and order within the society. Without the to fulfill the roles of the statuses we are
skills in daily living grows, he or she learns to make his or set of norms and values, the world is in chaos as occupying at present and in the future
her own set of beliefs, values, and individuals have their own way of actions, stages of our lives for us to be better
morals. This is how a person develops without considering the say of others. members of the community.
an identity. This is what makes a
person different from others.
Society is different from culture. There As members of society, people acquire

are many cultures within a society. statuses and roles which are necessary
Every society has its set of accepted norms and
H. Making generalization and abstraction about While members of society share many values of its culture that is said to be socially for socializing within their society.
of the same expectations and These statuses and roles are important
the lesson acceptable. These social norms and values serve
experiences, the cultural groups elements in the process of socialization
create ones that differentiate them as a guidelines that govern people's daily actions. because they serve as agents for the
from others in society. fulfillment of society’s goals.
Give personal experience that has

something to do in following rules,
I. Evaluating learning and try to identify them as nature,
culture or superior force

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time August 10-11, 2017 Quarter 1ST
Discuss what is Suicide by Emile Durkheim Discussing concepts in sociological perspective

Identify the four kinds of suicide 1. Symbolic Interactionism
I. OBJECTIVES Evaluate suicide either as public issue or 2. Looking-glass self
personal trouble
A. Content Standards differentiating different kinds of suicide that is identifying the meaning of symbolic interactionism and
based from the study of Emile Durkheim looking-glass self
identifying various factors that lead people to recognizing symbolic interactionism and looking-glass
B. Performance Standards commit suicide self in everyday encounterment
recognizing problems as either public issue or understanding symbolic interactionism and looking-glass
C. Learning Competencies/Objectives personal trouble self as important factors in shaping oneself
(Write the LC code for each) (reviewing previous topics) (review for the upcoming exam)
differentiating Emile Durkheim's kinds of explaining the difference of symbolic interactionism and
II. CONTENT suicide looking glass self

A. References
3. Textbook Pages
(LR)portal
B. Other Learning Resources internet based internet based
IV. PROCEDURES
Discussing items from the quiz where students What are the four kinds of suicide according to Emile
A. Reviewing previous lesson or presenting the find difficulty Durkheim? Explain and identify who are prone to
new lesson (reviewing the quiz result) commit on each kind of suicide.
"Did it occur to you that some point in your How could people's actions and perspectives affect
B. Establishing a purpose for the lesson life, you just have to give up and let your world
stops?" one's social interaction?
C. Presenting examples/instances of the new presenting brief video clip, summarizing what What can you say about your sibling? How can you
lesson the study of Suicide was all about describe him/her?
D. Discussing new concepts and practicing new What is Symbolic Interactionism? How could it affects
skills # 1 What is Suicide? you?
E. Discussing new concepts and practicing new What are the four kinds of suicide according to How people's thinking about someone eventually affects
skill # 2 Emile Durkheim their behavior?
F. Developing mastery (Leads to Formation portray a situation where public issue or Give an instance where someone's opinion is important
Assessment 3) personal trouble leads to suicide to you
In the present society, committing suicide is

everywhere especially to millenials with the
G. Finding practical applications of concepts and highest rate of killing oneself. Evaluating the There are times wherein other's opinion for you is vital.
skills in daily living study of Emile Durkheim can give people an Without knowing it, people tend to adapt it eventually.
insight to some factors why some chose to end
their lives instead of continuing the misery.
Every person has their own way of coping to

problems. There are some who chose the "No man is an island." This is a statement that every
H. Making generalization and abstraction about easiest way, and that is to give up and rest in human beings are interdependent to one another. As a
peace. On the other hand, majority still stand
the lesson and fight to the problems of everyday living, consequence, people have the tendency to adopt
and that shows the strong faith that they have people's thinking about them.
to the Eternal God.

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
Identify the statuses that each person

portray identifying the effect of actions to the social
Evaluate how roles affect the status of a person
I. OBJECTIVES interaction of people determining the qualities that characterize Periodical Exam Periodical Exam
Determining the impact that statuses conformity and deviance
and roles have in attaining society's
goals
How individuals learn culture and how individuals should behave as part of a
A. Content Standards become competent members of
society political community
Identify norms and values to

be observed in interacting Assess the rules of social interaction to maintain
B. Performance Standards with others in society, and the stability of everyday life and the role of
consequences of ignoring innovations in response to problems and
these rules challenges.
identify the context, content, identifies the social goals and the socially
C. Learning Competencies/Objectives processes and consequences of acceptable means of achieving these goals
(Write the LC code for each) enulturation and socialization
UCSP11/12BMS-Ig-16 UCSP11/12BMS-Ih-17
Establishing statuses and roles as a Determining the actions of people as whether

II. CONTENT product of enculturation and conforming or deviating from the majority
socialization

A. References
3. Textbook Pages
(LR)portal
B. Other Learning Resources quipper.com quipper.com
IV. PROCEDURES
How symbolic interactionism be

applied in everyday life? Connection between status and roles? Tell me
A. Reviewing previous lesson or presenting the Give an example where a situation is your status and the corresponding roles you
new lesson an example showing looking-glass portray.
self?
B. Establishing a purpose for the lesson What are the typical roles and statuses Isbethere a time in your life wherein you tried to
deviant from the others? Violating what is
do people play in the society? acceptedly done by the society.
C. Presenting examples/instances of the new What is your status in this society? The Do people always have to conform from the
lesson role that you are portraying? majority or do we still need to be deviant
sometimes?
D. Discussing new concepts and practicing new What is Status and the three kinds of What is the difference between conformity and
skills # 1 statuses? deviance?
The difference of role to status, and

E. Discussing new concepts and practicing new the importance of the two in How social control theory promotes social order?
skill # 2
maintaning social order
List at least three (3) roles for each

status. giving a scenario and students try to evaluate the
F. Developing mastery (Leads to Formation • male or female situation as part of conforming or deviating from
Assessment 3) • student the majority
• businessman
Every member of the society has Note that deviant behavior is relative. A
G. Finding practical applications of concepts and respective roles to portray as part of particular society may consider a certain
skills in daily living their status. Awareness to these roles behavior deviant, but the same behavior may be
and statuses could contribute in acceptable in another society.
maintaining social order.
Status refers to the position that a

person occupies in a particular Conformity is linked to obedience to the norms
situation. Each status has that are acceptable in particular society. On the
H. Making generalization and abstraction about corresponding roles attached. These other hand, deviancy is opposing to what the
the lesson are said to be combined to one
another. Not being able to fulfill the majority behaves. Deviancy and conformity are
roles coming from status could lead to always present in every given society or group.
role conflict.
What do you think will happen if

I. Evaluating learning people do not fulfill the roles of their
respective status?
Social Experiment: try to wear your shirt

J. Additional activities for application or differently and walk inside the school in
remediation backward way. Try to observe the reactions of
people around you then.
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
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Teacher CHARIZA C. MAÑALAC Learning Area ytcrlUNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON PLAN E
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Evaluate how roles affect the Evaluate how roles affect the interaction of n t
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I. OBJECTIVES interaction of people people o
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Determining the impact that statuses Determining the impact that statuses and roles eo rfge
and roles have in attaining society's have in attaining society's goals rcre
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identify the context, content, identify the context, content, processes and it identifies the social goals and the socially acceptable means of achieving these
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C. Learning Competencies/Objectives processes and consequences of h
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(Write the LC code for each) enulturation and socialization consequences of enulturation and socialization can etes goals
UCSP11/12BMS-Ig-16 UCSP11/12BMS-Ig-16 is UCSP11/12BMS-Ih-17
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Establishing statuses and roles as a Establishing statuses and roles as a product of eo tc Determining the actions of people as whether conforming or deviating from the
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IV. PROCEDURES lesu
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How symbolic interactionism be d
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applied in everyday life? How symbolic interactionism be applied in
A. Reviewing previous lesson or presenting the everyday life? eo
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new lesson
Give an example where a situation is
Give an example where a situation is an example sxran
e roles you portray.
an example showing looking-glass showing looking-glass self? also
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p
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g
v
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What are the typical roles and statuses do What are the typical roles and statuses do people te io Is there a time in your life wherein you tried to be deviant from the others?
B. Establishing a purpose for the lesson rU
people play in the society? play in the society? u
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C. Presenting examples/instances of the new What is your status in this society? The What is your status in this society? The role that 3 t?
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sr
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D. Discussing new concepts and practicing new What is Status and the three kinds of What is Status and the three kinds of statuses? rcst What is the difference between conformity and deviance?
skills # 1 statuses? d
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The difference of role to status, and m
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E. Discussing new concepts and practicing new the importance of the two in The difference of role to status, and the p
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List at least three (3) roles for each e
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List at least three (3) roles for each status. t
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Every member of the society has Every member of the society has respective sarase
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G. Finding practical applications of concepts and their status. Awareness to these roles roles to portray as part of their status. rt. Note that deviant behavior is relative. A particular society may consider a certain
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V. REMARKS rh
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E. Which of my teaching strategies worked well? l
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principal or supervisor can help me solve? i
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teachers?
define and explain human rights,

define and explain human dignity and rights as dignity, and the common good
part of everyone's freedom, discuss the role played by human rights
discuss inclusive citizenship as it advocates
I. OBJECTIVES NO CLASS policies promoting human rights to the attainment of the common good NO CLASS
help encourage the protection of
help improve the protection of human dignity human dignity,
and rights. rights, and the common
good.
A. Content Standards how individuals should behave as part of a how individuals should behave as part
political community of a political community
B. Performance Standards recognize the value of human rights and recognize the value of human rights
promote the common good and promote the common good
C. Learning Competencies/Objectives advocate inclusive citizenship promote protection of human dignity,

(Write the LC code for each) UCSP11/12BMS-Ih-18 rights and the common good
UCSP 11/12BMS-Ih-19
promoting human dignity, rights and

II. CONTENT talking about inclusive citizenship common good

A. References
3. Textbook Pages
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Giving an examples and try to figure out if it is How human dignity differs to human
new lesson conformity or deviance rights?
In making a personal decision or a

why do you think some people are still choice, do you think about how such
B. Establishing a purpose for the lesson repressed from these privileges based on their decision would benefit others? Why or
race, citizenship, or color? why not?
Under inclusive citizenship, there are
rights that the government provides for
its citizens. Examples of these are the
C. Presenting examples/instances of the new Human dignity and human rights go together
that are essential to the attainment of common equal right to vote, equal right to serve
lesson interest in the military, same right to marry,
similar tax responsibilities, and equal
right to represent others in the
government.
D. Discussing new concepts and practicing new What is human dignity? Human rights? How could one promote his/her human
skills # 1 rights with proper dignity?
E. Discussing new concepts and practicing new Identifying the essence of inclusive citizenship
skill # 2
F. Developing mastery (Leads to Formation Is dignity a property of a person or of the way Enumerate three (3) situations or
Assessment 3) others react to him? events you witnessed where the
common good was upheld.
In today's society, human rights are more When dignity and rights are granted to
emphasized and practiced than before. Some people, the common good is achieved.
groups promote human rights in different ways. It happens when society benefits as a
G. Finding practical applications of concepts and Examples of these are people who initiate and
skills in daily living participate in fun runs for a cause. Protesters are whole. The common good is reached
usually seen in open areas or roads, calling the when the majority, a high number of
individuals, or society as a whole
attention of our countrymen, or in front of benefits from a situation or event.
government agencies.
Ideally, the common good is protected

when all people enjoy their rights and
preserve their dignity. For an individual,
All human beings are born free and equal in this means having freedom as a
H. Making generalization and abstraction about dignity and rights. They are endowed with
the lesson reason and conscience and should act towards consumer, owner, and citizen that also
one another in a spirit of brotherhood. includes right to rest and leisure, equal
access to public works and services,
freedom of association, religion, or
speech and employment.

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
define and explain human rights,

define and explain human dignity and rights as dignity, and the common good
part of everyone's freedom, discuss the role played by human rights
discuss inclusive citizenship as it advocates
I. OBJECTIVES NO CLASS policies promoting human rights to the attainment of the common good NO CLASS
help encourage the protection of
help improve the protection of human dignity human dignity,
and rights. rights, and the common
good.
A. Content Standards how individuals should behave as part of a how individuals should behave as part
political community of a political community
B. Performance Standards recognize the value of human rights and recognize the value of human rights
promote the common good and promote the common good
C. Learning Competencies/Objectives advocate inclusive citizenship promote protection of human dignity,

(Write the LC code for each) UCSP11/12BMS-Ih-18 rights and the common good
UCSP 11/12BMS-Ih-19
promoting human dignity, rights and

II. CONTENT talking about inclusive citizenship common good

A. References
3. Textbook Pages
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Giving an examples and try to figure out if it is How human dignity differs to human
new lesson conformity or deviance rights?
In making a personal decision or a

why do you think some people are still choice, do you think about how such
B. Establishing a purpose for the lesson repressed from these privileges based on their decision would benefit others? Why or
race, citizenship, or color? why not?
Under inclusive citizenship, there are
rights that the government provides for
its citizens. Examples of these are the
C. Presenting examples/instances of the new Human dignity and human rights go together
that are essential to the attainment of common equal right to vote, equal right to serve
lesson interest in the military, same right to marry,
similar tax responsibilities, and equal
right to represent others in the
government.
D. Discussing new concepts and practicing new What is human dignity? Human rights? How could one promote his/her human
skills # 1 rights with proper dignity?
E. Discussing new concepts and practicing new Identifying the essence of inclusive citizenship
skill # 2
F. Developing mastery (Leads to Formation Is dignity a property of a person or of the way Enumerate three (3) situations or
Assessment 3) others react to him? events you witnessed where the
common good was upheld.
In today's society, human rights are more When dignity and rights are granted to
emphasized and practiced than before. Some people, the common good is achieved.
groups promote human rights in different ways. It happens when society benefits as a
G. Finding practical applications of concepts and Examples of these are people who initiate and
skills in daily living participate in fun runs for a cause. Protesters are whole. The common good is reached
usually seen in open areas or roads, calling the when the majority, a high number of
individuals, or society as a whole
attention of our countrymen, or in front of benefits from a situation or event.
government agencies.
Ideally, the common good is protected

when all people enjoy their rights and
preserve their dignity. For an individual,
All human beings are born free and equal in this means having freedom as a
H. Making generalization and abstraction about dignity and rights. They are endowed with
the lesson reason and conscience and should act towards consumer, owner, and citizen that also
one another in a spirit of brotherhood. includes right to rest and leisure, equal
access to public works and services,
freedom of association, religion, or
speech and employment.

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time SEPTEMBER 23-27, 2019 Quarter 2nd
recognize the existence of in-groups

and out-groups in one’s life and
recognize the characteristics of social Explain what a social group is.
I. OBJECTIVES society organization Explain how society is organized.
discuss the issues surrounding in-
differentiate the types of social group Differeniate the types of social group.
groups and out-groups.
cultural, social and political

cultural, social and political institutions as sets of Cultural, social and political institutions as sets of norms
A. Content Standards institutions as sets of norms and norms and patterns of behavior that relate to and patterns of behavior that relate to major social
patterns of behavior that relate to
major social interests major social interests interests.
identify one's role in social groups and Analyze aspects of social organization.
B. Performance Standards analyze aspects of social organization institutions SHORT QUIZ Identify one's role in social groups and institutions.
describe the organized nature of social life and

C. Learning Competencies/Objectives traces kinship ties and social networks traces kinship ties and social networks
(Write the LC code for each) UCSP11/12HSO-IIi-22 rules governing behavior UCSP11/12HSO-IIi-20
UCSP11/12HSO-IIi-23
compare different social groups of a social

compare in-group and out-group organization according to their manifest and
II. CONTENT
latent functions

A. References
3. Textbook Pages 52-53 53-55 56-58
(LR)portal
B. Other Learning Resources quipper.com quipper.com quipper.com
IV. PROCEDURES
identify the three forms of human
A. Reviewing previous lesson or presenting the clusters Give an example of deviance and conformity
new lesson enumerate the factors that influence differentiate in-group and out-group How human dignity relates to human rights?
groups
who are the insiders and who are the Make a daily schedule from the time you wake up until
B. Establishing a purpose for the lesson identify the different groups that you are part of
outsiders? the time you sleep
C. Presenting examples/instances of the new Based from the given groups, identify them as
lesson primary or secondary group. "No Man is an Island"
D. Discussing new concepts and practicing new what is in-group and its respective identifying the five characteristics of social
What is Social Group?
skills # 1 characteristics organization
E. Discussing new concepts and practicing new what is out-group and its respective what are the different types of social group Identify the different social groups
skill # 2 characteristics
F. Developing mastery (Leads to Formation Is being a member of a particular

how is your relationship to the society? Group Activity that portrays in-group and out-group
Assessment 3) group a matter of choice?
In becoming part of a particular group,
sense of belongingness and Social organization is a process of bringing order
comraderie emerge. Being loyal,
G. Finding practical applications of concepts and proud and united as one are the and significance into social life. Through this As they say, no man is an island. In fulfilling our needs,
organization, different ways of interaction
skills in daily living primary things to consider in the help of others are
emerge from the least friendly group to the most
describing the in-group. On the other
hand, group that we are not part of is intricate form of attachment.
called out-group.
From the time that we are born, we

become part of various groups. Within the society, types of social group exist
Becoming part of this group lead us
H. Making generalization and abstraction about into different ways of interaction. The that vary in size, quality of interaction, purpose,
structure or combination of these. These social
the lesson more we identify ourselves as part of group emerge as a consequence of social life
certain group, the more the
attachment and positive attitude we people have.
have to that group.

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
DAILY LESSON PLAN Teaching Dates and Time 4-Sep-17 Quarter 1ST
Explain what a social group is.

I. OBJECTIVES Perform the various culture each Explain how society is organized.
country has
Differeniate the types of social group.
Cultural, social and political institutions as sets of

A. Content Standards identifying the important traditions norms and patterns of behavior that relate to
and practices of some countries
major social interests.
students able to come up and show Analyze aspects of social organization.

B. Performance Standards the different cultures through a role- Identify one's role in social groups and
play institutions.
C. Learning Competencies/Objectives traces kinship ties and social networks

(Write the LC code for each) UCSP11/12HSO-IIi-20
II. CONTENT Performance Country's Cultural Show

A. References
3. Textbook Pages
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Give an example of deviance and conformity
new lesson How human dignity relates to human rights?
Make a daily schedule from the time you wake

up until the time you sleep

lesson "No Man is an Island"
D. Discussing new concepts and practicing new

What is Social Group?
skills # 1
E. Discussing new concepts and practicing new Identify the different social groups
skill # 2
F. Developing mastery (Leads to Formation Group Activity that portrays in-group and out-
Assessment 3) group
G. Finding practical applications of concepts and As they say, no man is an island. In fulfilling our
skills in daily living needs, the help of others are
H. Making generalization and abstraction about

the lesson

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
School PORAC MODEL COMMUNITY HIGH SCHOOL Grade Level 12
Analyze economic
organization and its impacts
I. OBJECTIVES Explain what is political dynasty LONG QUIZ
on the lives of people in the
society
Social and Political inequalities as Social and Political inequalities as features of societies and
A. Content Standards features of societies and the global
community the global community
Recognize other forms of economic

transaction such as sharing, gift Recognize other forms of economic transaction such as
B. Performance Standards sharing, gift exchange and redistribution in his/her own
exchange and redistribution in his/her society
own society
differentiate functions of
C. Learning Competencies/Objectives 4. analyze social and political nonstate institutions in
(Write the LC code for each) structures UCSP11/12HSOIIj-23 society
UCSP11/12HSOIIb-25
II. CONTENT Discussing the Political Dynasties in Political and leadership structures
the Philippines

A. References
3. Textbook Pages
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
Define Politics What is Family and its different structures?
new lesson
B. Establishing a purpose for the lesson Debate about Anti Political Dynasty in What is political dynasty?
the Philippines
C. Presenting examples/instances of the new Debate about Anti Political Dynasty in

lesson the Philippines Debate: Are you in favor of the Anti Dynasty Bill?
D. Discussing new concepts and practicing new Define Political Dynasty The Politics of Kinship (Political Dynasty, Alliances)
skills # 1
E. Discussing new concepts and practicing new Identify the advantages and
skill # 2 disadvantages of Political Dynasty Political Organization (Bands, Tribes, Chiefdoms)
F. Developing mastery (Leads to Formation Are you in favor of the Anti Dynasty How are the Three types of Authority interrelated?
Assessment 3) Bill? Why?
Political Dynasties have long been
G. Finding practical applications of concepts and Research on some people/family who can be considered
skills in daily living present in the Philippine political as practicing political dynasty in the Philippines.
structure.
Political Dynasties is generally refers

H. Making generalization and abstraction about to families whose members are What kind of authority does our elected government
the lesson involved in politics. officials exercise?
I. Evaluating learning Portfolio Output no. 5 Reaction to the Differentiate power from authority
Political Dynasty

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
(Write the LC code for each)
II. CONTENT Politics of Kinship Political Organization Authority type Legitimacy type

A. References
3. Textbook Pages 82-92 82-92 93-97 93-97
(LR)portal
IV. PROCEDURES
Enumerate the different functions of
A. Reviewing previous lesson or presenting the the family. List the four political organization and
new lesson Identify and explain the family based What is political dynasty and political alliance? define each. What are the types of authority?
on authority and residence.
What is Political Dynasty? Are you in What can we expect from people or from a Are authority and legitimacy different from one
B. Establishing a purpose for the lesson society which works and operates without the Are power and authority the same?
favor of the Anti-dynasty bill? supervision of a political organization? another?
On your opinion, how could this

C. Presenting examples/instances of the new Give an instance where power is
lesson dynasty affects the government, the needed
nation and its citizens?
Define Political Dynasty and its

D. Discussing new concepts and practicing new positive and negative aspects
Differentiate bands with tribes Difference of authority with power What is legitimacy?
skills # 1 What is Carnegie effect in relation to
political dynasty?
E. Discussing new concepts and practicing new What is Political Alliance? Differentiate chiefdoms with states Identify the three types of authority
skill # 2
Give family who can be considered as

Why are authority is a vital components
F. Developing mastery (Leads to Formation practicing political dynasty in the Imagine the world without political organization. How do authority and legitimacy work together in a
in acquiring and maintaining peace and
Assessment 3) Philippines. Why do you consider What do you see? order in society? social and political structure?
them as such?
Since the beginning of the First
Bands, tribes, chiefdoms and states were the In every society, authority figure with a
G. Finding practical applications of concepts and Republic, political dynasty started to different forms of political organization. Each legitimate power is needed in order to Legitimacy is the right and acceptance of authority,
emerge. Even how many times the
skills in daily living type has its own advantages and way of maintain peace. With this group, usually a governing law or a régime.
Anty-dynasty law attempts, congress
achieving peace and order. certain type of authority emerge.
did not passed any of these law.
Why does society need an authority figure?

What are the pros and cons of political
H. Making generalization and abstraction about dynasty? What type of leadership or leaders should What is power, authority and legitimacy?
people have to achieve maximum success in Why does a group needs authority? How this three are connected to one another?
the lesson How could Carnegie Effect affects maintaining peace and order?
political dynasty?
I. Evaluating learning Give an instance where power and

authority applies.

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
I. OBJECTIVES
C. Learning Competencies/Objectives
(Write the LC code for each)
Economic Institutions: Economic Institutions:

Reciprocity Market Transaction
II. CONTENT
Transfer Market
Redistribution State

A. References
3. Textbook Pages
(LR)portal
B. Other Learning Resources quipper.com quipper.com quipper.com quipper.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Explain the difference of power, What is Reciprocity, Transfer and Redistribution
new lesson authority and legitimacy in terms of economic institution?
Does economy affects the economic

B. Establishing a purpose for the lesson Imagine a community without a market.
development of one's country?
What can you observe in a markertplace. Can

C. Presenting examples/instances of the new you please describe.
lesson What do you think are the functions of the
market?
D. Discussing new concepts and practicing new What is Reciprocity, Transfer and
skills # 1 Redistribution
Different forms and application of

E. Discussing new concepts and practicing new Reciprocity, Transfer and
skill # 2
Redistribution
Provide economic, social and cultural

examples where reciprocity, transfer
Assessment 3) and redistribution take place
Economic institutions refer to the
G. Finding practical applications of concepts and network of commercial organizations
that determine how goods and
skills in daily living
services are produced, generated,
distributed, and purchased.
H. Making generalization and abstraction about What is the essence of Economy in our
the lesson country?

remediation
V. REMARKS
VI. REFLECTION
for remediation
remediation
teachers?
School PORAC MODEL COMMUNITY HIGH SCHOOL
Teacher CHARIZA C. MAÑALAC
DAILY LESSON PLAN Teaching Dates and Time
SESSION 1 SESSION
I. OBJECTIVES

the LC ode for each)
II. CONTENT

A. References
3. Textbook Pages
(LR)portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new

lesson

D. Discussing new concepts and practicing new skills #

1

Assessment 3)

in daily living
H. Making generalization and abstraction about the

lesson
J. Additional activities for application or remediation
V. REMARKS
VI. REFLECTION
assessment
remediation
remediation

teachers?
MUNITY HIGH SCHOOL Grade Level GRADE 12
C Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Quarter 1ST
SESSION 2 SESSION 3 SESSION 4

SESSION 4

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School PORAC MODEL COMMUNITY HIGH SCHOOL Grade Level GRADE 12

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Learners will be able to: Learners will be able to:

The class was divided into 4 groups. Each member will

From the answer of the class in the previous activity, the

From the answer of the class in the previous activity, the

E. Discussing new concepts and practicing new skill # 2

Present to the class the collaborative answers of the group.

F. Developing mastery (Leads to Formation

G. Finding practical applications of concepts and skills

H. Making generalization and abstraction about the

Bring an old photo of your ancestors. Search in the

D. No. of learners who continue to require remediation

G. What innovation or localized materials did I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learners appreciate the value of

Learners will be able to analyze

The origin and nature of the

III. LEARNING RESOURCES

Asking the importance of social

Telling research examples where the

Give an instances where the contribution

J. Additional activities for application or remediation

D. No. of learners who continue to require remediation

G. What innovation or localized materials did I

Monday Tuesday Wednesday Thursday Friday

anthropological and sociological

III. LEARNING RESOURCES

Why should people use different

What is the dividing line between

J. Additional activities for application or reflection for the day written on

Monday Tuesday Wednesday Thrusday Friday

prove that culture is a.)

The rationale for studying

Appreciates the value of disciplines of

III. LEARNING RESOURCES

How culture is learned and

Group activity: the group will

Culture changes and adapts to

What do you think the

SESSION 1 SESSION 2 SESSION 3 SESSION 4

prove that culture is a.) dynamic, flexible and adaptive

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the

Pass the message!

Do you think we can advance without society? Society is

J. Additional activities for application or

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Identify forms of tangible and

III. LEARNING RESOURCES

Differentiate ethnocentrism and

Give an instance where you judge By identifying our cultural heritage, we

Recognizing and applying cultural

What actions can social institutions or

J. Additional activities for application or

SESSION 1 SESSION 2 SESSION 3 SESSION 4

role of culture in human adaptation; role of culture in human adaptation;

Analyze key features of

explore the significance of human material

III. LEARNING RESOURCES