Grades 1-12 School MAPANDAN NATIONAL HIGH SCHOOL - SHS Grade Level COOKERY 11 A and B, WELLNESS 11

DAILY CAREGIVING 11 A, CSS 11 A and B

LESSON
Teacher GLYZA MARIE C. GARIN Learning Area Understanding Culture, Society and Politics
LOG
JAMMILLE JOY P. BIAGTAN
Teaching Dates and Time Monday, Tuesday, Thursday and Friday Quarter 1st quarter – Week 3
7:30am – 8:30 am/8:30am-9:30am
10:45am – 11:45 am/3:30 -4:30

MONDAY TUESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an understanding of:
Standards understanding of: understanding of: understanding of: 1. How individuals learn culture and become
1. Culture and society as 1. Culture and society as 1. How individuals learn competent members of society how
anthropological and anthropological and sociological culture and become individuals learn culture and become
sociological concepts concepts competent members of competent members of society
2. Perspectives 2. Perspectives in/approaches to society how individuals 2. How individuals should behave as part of a
in/approaches to the study of the study of culture and society learn culture and political community
culture and society (i.e., (i.e., comparative, historical, become competent
comparative, historical, structural functional, interpretive,
members of society
structural functional, critical)
2. How individuals should
interpretive, critical)
a. the human origins and the behave as part of a
a. the human origins and the capacity for culture political community
capacity for culture b. the role of culture in human
b. the role of culture in adaptation
human adaptation c. processes of cultural and socio-
c. processes of cultural and political evolution
socio-political evolution

B. Performance The learners The learners The learners The learners

Standards 1. Appreciate the nature of 1. Appreciate the nature of culture 1. Identify norms and values to 1. Identify norms and values to be observed in
culture and society from the and society from the perspectives be observed in interacting with interacting with others in society, and the
perspectives of of anthropology and sociology others in society, and the consequences of ignoring these rules
anthropology and sociology 2. Demonstrate a holistic consequences of ignoring these 2. Assess the rules of social interaction to maintain
2. Demonstrate a holistic understanding of culture and rules stability of everyday life and the role of innovation in
understanding of culture and society 2. Assess the rules of social response to problems and challenges
society 3. Values cultural heritage and interaction to maintain stability
3. Values cultural heritage express pride of place without of everyday life and the role of
and express pride of place being ethnocentric innovation in response to
without being ethnocentric Analyze key features of problems and challenges
Analyze key features of interrelationships of biological,
interrelationships of cultural and socio-political
 biological, cultural and socio- processes in human evolution that
political processes in human can still be used and developed
evolution that can still be
used and developed

C. Learning At the end of the session, the At the end of the session, the learners At the end of the session, the At the end of the session, the learners are expected to
Competencies/ learners are expected to are expected to analyze the learners are expected to explain explain the importance of cultural relativism in
Objectives analyze the significance of significance of cultural, social, the importance of cultural attaining cultural understanding
Write the LC cultural, social, political and political and economic symbols relativism in attaining cultural
code for each economic symbols and and practices understanding
practices

II. CONTENT Analyze the Significance of Analyze the Significance of Explain the Context, Content Explain the Context, Content Processes and
Cultural, Social, Political, and Cultural, Social, Political, and Processes and Consequences of Consequences of Socialization
Economic Symbols and Economic Symbols and Practices Socialization
Practices

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning Understanding Culture, Understanding Culture, Society Understanding Culture, Society Understanding Culture, Society and Politics by
Resources Society and Politics by and Politics by Jenneth D. Dela and Politics by Mayorico C. Mayorico C. Apelado Jr. (SLM from DepED)
Jenneth D. Dela Cruz, Cruz, Jonathan F. Batac and Apelado Jr. (SLM from DepED)
Jonathan F. Batac and Donna Donna Marie Daya SLM from
Marie Daya SLM from DepED)
DepED)

IV. PROCEDURES These steps should be done These steps should be done These steps should be done These steps should be done across the week. Spread
across the week. Spread out across the week. Spread out the across the week. Spread out the out the activities appropriately so that students will
the activities appropriately activities appropriately so that activities appropriately so that learn well. Always be guided by demonstration of
so that students will learn students will learn well. Always be students will learn well. Always learning by the students which you can infer from
well. Always be guided by guided by demonstration of be guided by demonstration of formative assessment activities. Sustain learning
 demonstration of learning by learning by the students which learning by the students which systematically by providing students with multiple
the students which you can you can infer from formative you can infer from formative ways to learn new things, practice their learning,
infer from formative assessment activities. Sustain assessment activities. Sustain question their learning processes, and draw
assessment activities. learning systematically by learning systematically by conclusions about what they learned in relation to
Sustain learning providing students with multiple providing students with multiple their life experiences and previous knowledge.
systematically by providing ways to learn new things, practice ways to learn new things, Indicate the time allotment for each step
students with multiple ways their learning, question their practice their learning, question
to learn new things, practice learning processes, and draw their learning processes, and
their learning, question their conclusions about what they draw conclusions about what
learning processes, and draw learned in relation to their life they learned in relation to their
conclusions about what they experiences and previous life experiences and previous
learned in relation to their knowledge. Indicate the time knowledge. Indicate the time
life experiences and previous allotment for each step allotment for each step
knowledge. Indicate the time
allotment for each step
A. Reviewing What is ethnocentric and Review the previous lesson The teacher will review the The teacher will review the previous lesson
previous lesson or Cultural relativism? previous lesson
presenting the
new lesson
B. Establishing a Picture analysis: Are you The learners will write down
purpose for the familiar with some of at least 10 significant
lesson Filipino symbols and experiences in each stage, you
practices? Identify them have acquired from your
and write down your society that makes you the
answer below each person you are today.
picture. (The teacher will
show pictures through
slides deck presentation)

C. Presenting
How many symbols and Learners will share their
examples/
practices did you get from experiences in each stage in the
instances of the
new lesson the activity? class
D. Discussing new (Discussion with the aid of (Discussion with the aid of
concepts and Slides deck) Slides deck)
practicing new skill *Meaning of Symbol Meaning of Socialization
#1 *Functions of Symbols and Types of Socialization
Symbolism

E. Discussing new (Discussion with the aid of (Discussion with the aid of Slides (Discussion with the aid of (Discussion with the aid of Slides deck)
concepts and Slides deck) deck) Slides deck) Context of Socialization
practicing new skill Types of Symbols Political Symbols and Practices Three parts of Socialization
#2 Cultural Practices Political Symbols and Practices
Social Symbols and Practices Economic Symbols
Economic Symbols
F. Developing Teacher gives a short quiz about (Discussion with the aid of Slides deck)
Mastery the topic discussed 2 types of status
G. Finding practical As a youth, why do we need to Activity: #mysocialgoal
applications of understand Significance of DIRECTIONS: Write at least three (3) social goals to
concepts & skills in Cultural, Social, Political, and the people that
daily living Economic Symbols and Practices surrounds you.

H. Making DIRECTIONS: Compare and Activity: Descriptive Essay

generalizations & contrast the importance of DIRECTIONS: Write a descriptive essay on the
abstractions about context, content processes and consequences of
the lesson socialization.

cultural, social, political, and

economic symbols. Use the given
graphic organizer.
I. Evaluating Based on the activities and Teacher gives a short quiz about the topic discussed
Learning readings on this lesson, write the
things you
have learned about the
Significance of Cultural, Social,
Political and Economic Symbols
and Practices. Do this in your
activity notebook.

J. Additional
activities for
application or
remediation
 V. REMARKS
VI. REFLECTION Reflect on your teaching and Reflect on your teaching and Reflect on your teaching and Reflect on your teaching and assess yourself as a
assess yourself as a teacher. assess yourself as a teacher. Think assess yourself as a teacher. teacher. Think about your students’ progress this
Think about your students’ about your students’ progress this Think about your students’ week. What works? What else needs to be done to
progress this week. What week. What works? What else progress this week. What help the students learn? Identify what help your
works? What else needs to needs to be done to help the works? What else needs to be instructional supervisors can provide for you so
be done to help the students students learn? Identify what help done to help the students learn? when you meet them, you can ask them relevant
learn? Identify what help your instructional supervisors can Identify what help your questions
your instructional provide for you so when you meet instructional supervisors can
supervisors can provide for them, you can ask them relevant provide for you so when you
you so when you meet them, questions meet them, you can ask them
you can ask them relevant relevant questions
questions
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
work? No. of learners who
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked and verified: Noted:

GLYZA MARIE C. GARIN VERNIE Q. DECANO, PhD BELINDA A. LALAS

Teacher II MT-I/TVL Coordinator HT-III/OIC Asst. Principal

JAMMILLE JOY P. BIAGTAN SAJID S. ELIANG, EdD

Teacher I Principal IV