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DAILY LESSON PLAN

Quarter First Grade Level Grade 12

Week Five Learning Area Understanding Culture, Society, and Politics
Teaching Dates September 19, 2022
and Time 8:00am – 9:00 am Chadwick 1:00pm – 2:00pm Mendeleev
9:00am – 10:00am Darwin 3:00pm – 4:00pm Tesla
10:00am – 11:00am Einstein 4:00pm – 5:00pm Curie

I. OBJECTIVES
The learners demonstrate an understanding of:
1. how individuals learn culture and become competent members of
A. Content Standards
society how individuals learn culture and become competent members
of society.
The learner is able to:
B. Performance Standards 1. identify norms and values to be observed in interacting with others in
society, and the consequences of ignoring these rules.
C. Learning Competencies/ The learner:
Objectives 1. Explain the context, content, processes, and consequences of
socialization (MELC 5).

Objectives:
a. define and explain the different concepts regarding enculturation and
socialization.
b. discuss the development of oneself and others as a product of
enculturation and socialization, and
c. Write an argumentative essay that proves that identity, disciplines, and
aspirations are necessary for the development of personal and cultural
identity.
II. CONTENT
Enculturation/Socialization:
Identity formation (identities, disciplines, and aspirations)
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) Module in Understanding Culture, Society, and Politics (1st version)
portal
B. Other Learning Resources Quipper.com
C. Materials Handout, Worksheet
IV. PROCEDURES
A. Preparatory Activities Prayer
(5 minutes) Greetings
Checking of attendance
Retrieval of assignment
Recall of Classroom rules
 Set properly
 Listen carefully
 Raise your hand if you have question or if you want to answer.
Reminders on Safety and health protocols
 Always ware your facemask
 Maintain social distancing
 Approach the teacher immediately if not feeling well
B. Development of Lesson
1. Review Based on our previews discussion why should we put value in artefactual
(5 minutes) evidence?
As a student, what could you do to help preserve artifacts?
If you were to place yourself in an archaeologist’s shoes, would you be willing
to sacrifice so much time and effort to know about the past? Why? Why not?
2. Motivation The Johari window is a simple test used to determine and describe an
(2 minutes) individual’s
characteristics. Look at the illustration below. It shows four different types of
characteristics. The upper left box indicates qualities you and others are aware
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of; the box beside it shows qualities that you are not aware of but are known to
others. The lower left box, on the other hand, is designated for qualities that
you know about yourself, but others do not know about you; and lastly, the
lower right box specifies qualities that neither you nor other people know about
you. Using this model as a guide, fill out the first three boxes with your
classmates. Leave the “unknown” box as it is. Once done, observe the qualities
you have filled out.

3. Presentation Based on the given activity, did you learn something new about yourself?
(3 minutes) How did this activity help you to understand yourself better?
4. Activity Lecture/Discussion on:
(10 minutes) Socialization and Enculturation
Nature Or Nurture
Theories of Identity Formation
5. Analysis Using the theories highlighted in this lesson. In your own words, create a brief
(10 minutes) explanation of each theorist’s main tenet or hypothesis about human identity
and personality. Distinguish if the tenet is supportive of the nature or nurture
principle. In addition, provide relevant examples that proves the applicability of
the theory in explaining personality and identity development.

6. Abstraction According to the Five Factor Model of personality, individuals develop their
(5 minutes) identities through a unique balance of five personality factors. These factors
maintain enable humans to respond differently to the same social situations and
environments. In your opinion, is this theory valid and acceptable in explaining
personality development? What alternative theories could explain human
identity formation?
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Which do you think is more valid in explaining identity development: nature or

nurture?
Is there a difference between one’s thoughts or feelings and one’s behavior?
When is it enculturation? When is it socialization?

7. Application
Write an argumentative essay that proves that identity, disciplines, and
(10 minutes)
aspirations are necessary for the development of personal and cultural identity.
8. Evaluation Multiple Choice.
(5 minutes) 1. What is the process by which an individual adopts the behavior
patterns of a particular culture?
a. socialization
b. identity
c. enculturation
d. development
1. What is the process through which people get to understand the
societal norms, expectations, and values as members of society?
a. socialization
b. aspiration
c. enculturation
d. discipline
2. What is referred to as a strong desire and ambition by which someone
is motivated to work hard?
a. improvement
b. inspiration
c. identity
d. aspiration
3. The Japanese are known for being disciplined. Misha is Japanese, so
her classmates assumed that she is a disciplined person. What type of
identity is being described?
a. implied identity
b. personal identity
c. shared Identity
d. cultural Identity
4. Why is it important for a person to develop his or her identity?
a. to be secured from harm and danger
b. to be a legitimate member of society
c. to have a sense of belongingness
d. to be a unique individual
e. C & D only

V. ASSIGNMENT (5 minutes)
Read your handout on the next lesson then answer the following:
1. What is the difference between norms and values?
2. How are norms different from laws? Which between the two provides
heavier
3. sanctions?
4. Is it possible for a “clash of values” to occur? What situations could
initiate it?

Prepared by: Checked:

DERICK R. REBAY ALBERT NESTOR U. FLORES, PhD.

Subject Teacher Secondary School Head Teacher III