GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher ROVELYN B. BOSI Learning Area UCSP

Teaching Dates and Time September 25-29, 2023 Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Sep.25 Sep.26 Sep.17 Sep.28 Sep.29
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate an The learners demonstrate an understanding of:
understanding of:
Perspectives in/approaches to 1. the human origins and the capacity for culture
the study of culture and 2. the role of culture in human adaptation
society (i.e., comparative, 3. processes of cultural and sociopolitical evolution
historical, structural functional,
interpretive,
critical)
B. Performance Value cultural heritage and Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human
Standard express pride of place without evolution that can still be used and developed
being ethnocentric.
C. Learning Explain the importance of 1. Identify the human 2. Determine the role of 3. Explain processes of VACANT
Competencies Cultural Relativism in attaining origins and the capacity culture in human adaptation cultural and sociopolitical
Cultural Understanding. for culture evolution
Objectives a. Define Ethnocentrism A. Trace the biological A. Explain the concept of A. Trace the sociopolitical *Friday Grade
and Cultural Relativism evolution of early cultural evolution; evolution of man from 11 HUMSS 2
b. Identify forms of B. Trace the cultural a lifestyle of hunting (Homeroom
to modern humans,
tangible and intangible evolution of early to and gathering to one of Guidance)
B. Relate the theory of modern humans; agriculture and
heritage *3:30-4:30
natural selection to C. Acknowledge human settlement;
c. Explain Importance on PM)
how cultural relativism human evolution; ability to response to B. Discuss the
mitigates C. Justify the capacity the challenges of his implications of the *Wednesday
of early homo time. Neolithic Revolution to
Ethnocentrism Grade 11
the evolutionary
family to form HUMSS 5
process;
culture. C. Express understanding (HOPE ) (7:00-
of the relationship of 8:00 AM)
cultural processes in
human evolution at
present time.

II. CONTENT Ethnocentrism and Cultural Biological and cultural evolution: Cultural and sociopolitical Cultural and sociopolitical
 Relativism from Homo habilis to Homo evolution: evolution:
sapiens sapiens in the fossil a. Hunting and gathering Agricultural societies and the
record neolithic revolution
societies
Horticultural societies
Integration to Other Subjects Science, Language, Empowerment Technology
III.LEARNING RESOURCES

A. References Understanding Culture Society Understanding Culture Society Understanding Culture Society Understanding Culture Society
and Politics and Politics and Politics and Politics
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Curriculum Guide MELC Pg. 1 MELC Pg. 1 MELC Pg. 1 MELC Pg. 1
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare,
Studocu
IV.PROCEDURES
A. Reviewing previous lesson Prayer< Greetings < Checking of Activity 1 Review Review Teacher will
or presenting the new Attendance prepare
lesson Provocative picture How did the theory of How did the challenges from lesson plan
evolution explain human the environment lead to for the next
biological development? cultural development? week.
What is wrong with this image?
Check
students’
activities/out
Source: puts/projects.
https://answersingenesis.org/hu
man-evolution/ape-man/the- Prepare
origin-of-humans/ Instructional
B. Establishing a purpose for 1. Students will pretend that Activity 2 Open discussion Activity 1 Material for
the lesson they are using YOUTUBE (Note: Word Association the next
Integrate Empowerment Video prompt Guide question Supply words associated with Lessons.
Technologies concepts such as Wathc the video ‘What is
How did society revolution to describe define
using social media and Darwin’s Theory of Evolution’
"netiquette") transform through it.
2. Students will be asked to Process question time?
react to the video by going to 1. What is evolution
the "like" lane according to Darwin? Revolution
 if they like what they see and to 2. How did the theory of
the "dislike" lane if they do not evolution explain the
like what they see. interconnected of life?
3. The teacher will generate 3. What is natural
insights from selected students selection?
based on which picture got the How did natural selection
most likes. explain the creation of new
species?
*The video may be accessed
through the given link

C. Presenting The students will be asked to Activity 3 Activity 1 Activity 2

examples/Instances of the share their thoughts on the Arrange the pictures to
new lesson following questions: Picture Prompt show the cultural Video prompt
1. Why did you like/dislike the
development of man.
dislike? 1. Examine the pictures.
2. What message did you get Pictures:
Describe the physical Wacth the video “Mankind: The
from the picture? - Farming
features of early man. Story of All of Us: Birth of
2. Explain the concept of - Use of fire
- Use of metal tools Farming”
3. How do you relate yourself to biological evolution.
what is projected in the video? - Settlement
*Provide pictures of homo habilis, - Barter trade
Process question
homo erectus, and homo sapiens. - Animal
Why is farming considered a
domestication
revolutionary period in human
- Industrial
history?
revolution
Process question
How can we trace
human cultural
evolution?

D. Discussing new concepts Based from the photo from the Discuss the meaning of fossil and Activity 2
and practicing new skills # first activity. Let the students how it is utilized in the study of COLLABORATIVE ACTIVITY
1 define the following concepts human biological evolution.
Challenge and response
Analysis

Through the challenge

 ETHNOCENTRISM
and response analysis, trace
CULTURAL RELATIVISM
cultural development of
early man based on the
discussion. Prove that
cultural evolution was
brought by a series
responses of man ot the
challenges of its
Teacher will discuss further the surroundings.
concept of Ethnocentrism and
cultural relativism Society: Hunting and
gathering
Condition:
_______________
(Describe the environment
or situation. May serve as
initial challenge)

Challenge:
_______________
(Identify the challenge in the
situation or environment)

Response:
________________
(Identify human
inventions/innovation as a
response to the challenge. May
also serve as challenge.)
E. Discussing new concepts Let the students give example of Open discussion Open discussion Activity 4
and practicing new skills # the following”
2 HERITAGE Guide question Guide question Discuss the implications of
Material Non- the Neolithic Revolution to the
Material How did the physical and How did the challenges evolutionary process by using a
biological factors lead to cultural from the environment led to through a cause and effect
development of early homo? cultural development? concept map.
*Discussion of Material and
non-material heritage *Present the rubrics for using
concept map.
F. Developing mastery The Teacher will play a short Activity 5 Open discussion Open discussion
(leads to Formative film about ethnocentrism and
Assessment 3) cultural relativism The teacher INQUIRY-BASED Guide question The discovery of farming
APPROACH As a student, what brought revolutionary
will solicit students' reactions
are the challenges that developments that eventually
about the video. DCAP ACTIVITY you encounter? How do led to the rise of civilization.
you respond to these Analyze the Philippines
Discuss how and why cultural
Deliberate – Concept: Successful challenges? society. Do you think it would
relativism mitigates specie posseses distinct qualities be more economically
ethnocentrism Conceive - List down five
beneficial for an agricultural
characteristics of successful
country to focused on farming?
specie.
Act – Brainstorn on the Will it also bring tremendous
applicability of these development in the country?
characteristics at present times
Perceive – Point out specific
instances wherein these
characterictics can be applied at
present times

G. Finding practical Ask the students how are they Guide question 3-2-1 prompt 5 words, 1 sentence
application of concepts going to exhibit cultural
and skills in daily living relativism. How can we trace the Based on the discussion and Give five words to
biological evolution of early to activities, provide: summarize your learnings
modern humans? 3 – descriptions of from discussion. Out of these
hunting and gathering five words, state your
societies learnings in one sentence.
2- development in
horticultural and pastoral
society
1 – environmental
challenge and response of early
human to the challenge
H. Making generalizations Compare and Contrast 3-2-1 prompt 5 words, 1 sentence KWL completion
and abstractions about the
lesson ETHNOCE XENOCEN
Based on the discussion and Give five words to Fill in the Learned
NTISM TRISM

activities, provide: summarize your learnings column in the chart. Read

4 – descriptions of from discussion. Out of the answer in class.
hunting and this five words, state your
gathering societies learnings in one
 TANGIBL INTAGIBL
2- development in sentence.
E
HERITAG
E
HERITAG horticultural and
E
E
pastoral society
1 – environmental
challenge and response of
early human to the
challenge
I. Evaluating learning Write R if the statement reflects Quiz Quiz Performance assessment
cultural relativism and E if it Determine the specie described Explain how the challenges
reflects ethnocentrism. in each item. Write only the led to the development from Present a tableau which
1. Americans believe that letter. hunting and gathering shows the implications of
democracy is the best form of A. Homo habilis societies to horticulture and Neolithic period in the
government. B. Homo erectus pastoral societies. evolutionary process.
2. Women in India wear red on C. Homo sapiens
their wedding day while most *Present the rubrics in checking *Present the rubrics in checking
Christians wear white. the essay. the essay.
1. It was characterized by strong
3. Chinese people think that
neck muscles and shallow
China is the "center of the
universe". forehead. (B)
4. In other cultures, eye contact 2. It constructed and used tools
for survival. (C)
can be considered rude and a
3. It has brain half the size of
challenge of authority.
modern human. (A)
5. Some Koreans look down on 4. They invented hand axe tools
for chopping and digging. (B)
men cross dressing and wearing
5. It developed bipedalism or the
make-ups
ability to walk upright. (A)

J. Additional activities for

application or remediation
V.REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation
No. of learners who
require additional activities
for remediation who
scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by : Checked by: Approved by:

ROVELYN B. BOSI ROSALI R. PASCUA ALELI M. BAYADOG, Ph. D.

Subject Teacher Social Science Coordinator Secondary School Principal II