School LEON NATIONAL HIGH Grade Level GRADE 11

GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND POLITICS
LESSON Teaching Dates
LOG and Time Quarter 1s
t

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political
identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
At the end of the session At the end of the At the end of the session At the end of the
the learners will be able session the learners the learners will be able session the learners
to: will be able to: to: will be able to:

C. Learning 1.Discuss the 1. Discuss the

Competencies / concept of 1. Identify the different cultural 1. Discuss
Objectives Culture. different variations. Technology and
(Write the LC code for each) characteristics of 2. Appreciate Filipino Social Change.
2.Identify the Filipino culture. culture despite of 2. Discuss
culture and traditions. 2. Discuss the differences. Environmentalism
different cultural and Social
variations. Change
II. CONTENT Sharing of social and cultural backgrounds of students as acting subjects or social actors, agents, person, ( examples:
gender, socio-economic class,
ethnicity, religion, exceptionality/ non exceptionality, nationality).
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Resources http:// http:// http:// https://
www.livinginthephilippin www.en.m.wikipe www.livinginthephilipp www.cliffsnotes.co
es.com/culture-and- dia.org ines.com/culture-and- m/study-
people/philippine- people/philippine- guides/sociology/soci
culture/culture-and- culture/culture-and- al- change-and-
traditions traditions movements/social-
 http://www.commisceo- movements
global.com/country-
guides/phillippines-
guide

IV. PROCEDURES

Reviewing previous lesson or Teacher review activities Teacher reviews Teacher review activities Teacher review
presenting the new lesson from the last session activities from the from the last session. activities from the last
last session. Ask what session.
they have learned
from previous
session.
Establishing a purpose for the Showing pictures of Teachers draw a Write the following Ask: What are the
lesson.(motivation) culture. cluster map on the information: gender, Present day
board, the word socio- economic status, technology that we
inside a middle ethnicity and religion. had in our country?
circle is Culture.

Nam
e

Presenting examples/ Ask: What is shown in the Teacher ask: What Explain: Discuss
instances of the new pictures? defines culture?
lesson(example of any Learners writes their “UNITY IN DIVERSITY” 1. Computer Technology
topic) responses on the 2. Bio Technology
board. 3. Genetic Engineering

Discussing new concepts and What are the different Teacher presents Teacher presents the Ask: What does it
practicing new skills Filipino traditions? the different different Cultural mean to be
#1(discussion) Cultural Variation Variation “environmentally
Do you know how and a. Human Values a. Cuisine friendly?
where the tradition b. Religion b. Sports
originated? c. Arts c. Celebration
Discussing new concepts and Identify the different
practicing new skills #2 cultural
traditions of the Filipino.
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications How do you define the Ask: What do people How is your culture
of concepts and skills in daily challenges of our times? think about tattoos different from the other?
living (activities) ex. Role What is it that motivates and body piercing? Similar from the other?
play, as a group the work that you do?
Ask: What do people
think about men who
have long hair?
Making generalizations and In every community — in Ask: As students, Culture is important Technology is
abstractions about the families, neighborhoods, how can you because it helps define important in today's
lesson(Generalization) workplaces, and schools — contribute in the psychological situations world because it
there are people who have preservation of our and create meaningful serves a variety of
knowledge and skills to cultural heritage? clusters of behavior functions in many of
share — ways of knowing according to particular the most important
and doing that often come logics. Individual aspects of modern
from years of experience differences are society, like education,
and have been preserved important because communication,
and passed down across individuals vary in the business and scientific
generations. As active extent to which they progress. During the
participants in community endorse or reject a past few decades, in
life, these bearers of culture's ideals. particular, computers
tradition are primary Further, because have become, such an
sources of culture and different cultures are integral part of society
history. organized by different that technology has
logics, become a relied-on tool
individual differences for most people.
mean something different
in each.
Evaluating Learning Explain:
"Cultural differences
cause problems. It is
better for people to
stay in their own
countries rather than to
migrate to other ones."
Do you agree?
Additional activities for
application
or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 1st

MOND TUESD WEDNESDAY THURSDAY FRID

AY AY AY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political
identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
At the end of the At the end of the At the end of the session At the end of At the end of the session
session the learners session the learners the learners will be able the session the learners will be able to:
will be able to: (topic will be able to: to: the learners
C. Learning from last session) (topic from last will be able to: 1. Discuss about the Socio-
Competencies / session) 1. Identify the Models of cultural situation in the
Objectives 1. Explain Social Change Philippines.
(Write the LC code for each) Technology and 1. Explain 2. Discuss Social 1 Identify the 2.
Social Change. Technology and Movements in the types of social
2. Discuss Social Change. Philippines movements.
Environmentalism and 2. Discuss 2 Collaborate
Social Change Environmentalism with a group
and Social to present
Change group output

II. CONTENT Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political
dynasties, election).
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages The socio-cultural situation in
the
Philippines by Nestor
Castro, Page 5-10
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources https:// https:// https:// https:// https://
www.cliffsnotes.com www.cliffsnotes.c www.cliffsnotes.com/st www.cliffs www.google.com.ph/webh
 /study- om/study- udy-guides/sociology/soci notes.com/stu p?sourceid=chrome-
guides/sociology/so guides/sociology/soc al- change-and- dy- instant&ion=1&espv=2&ie=
cial- ial- movements/social- guides/sociolo UTF-
change-and- change-and- movements gy/s 8#q=socio-
ocial-change-and-

movements/social- movements/social- movements/ cultural%20situation%20in

movements movements social- %20the% 20philippines
movements
http://
globalnation.inquirer.net/13
403/the-tipping-point-of-the-
filipino-diaspora

IV. PROCEDURES

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

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

Health
Agricult
ure
Finance
DOLE
Justice

DOST
Tourism
Presenting examples/ Discuss about the: Discuss about the: Discuss about each Perform what is What are the different
instances of the new lesson Models: shown in the socio- cultural challenges
1. Computer Technology 1. Computer 1. Evolutionary Theory pictures. that confronted our country
2. Bio Technology Technology 2.Functional Theory Group today? Can you cite an
3. Genetic Engineering 2. Bio Technology 3. Conflict Theory students into example?
3. Genetic Engineering 3 groups
Each group
are given 5
minutes to
perform.

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

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

in
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons work?
No. of
learners who have caught up with
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which
my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover when
I wish to share
with other teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 1st

MOND TUESDAY WEDNESDAY THURSDAY FRID

AY AY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political
identities.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation
and reflection.
Appreciates the value of Anthropology, Political Science, Sociology as Social Sciences.
At the end of the session At the end of the At the end of the session At the end of the At the end of the
the learners will be able session the the learners will be able session the learners session the learners
to: learners will be to: will be able to: will be able to:
able to:
C. Learning 1. Define Politics 1. Discuss
Competencies / 2. Identify the three 1. Discuss the 1. Discuss the Judicial cultural 1. Discuss the
Objectives branches of the Legislative branch of the variation biological capacity for
(Write the LC code for each) government. branch of the government. 2. Trace the culture.
3. Collaborate with a government. 2. Identify the power cultural
group to present group 2. Identify the vested in the Judiciary. evolution of
output. power vested to early to modern
the legislative human.
branch.
II. CONTENT
Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political
dynasties, election). Definition of Sociology, Anthropology and Political Science.

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages
6. Learner’s Materials
pages
7. Textbook pages Understanding culture, Understanding culture,
society and politics society and politics
page page 16-
10-16 21
8. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Resources http://www.fnf.org.ph/ http:// http://www.fnf.org.ph/
talakaya www.fnf.org.p talakayan
n/liberal_topic.php? h/talakayan/liber /liberal_topic.php?id=226
id=226 al_t opic.php? http://opinion.inquirer.net/
http://opinion.inquirer.net id=226 7847 3/the-face-of-
/784 73/the-face-of- http://opinion.inq philippine-politics
philippine- politics uir https://en.wikipedia.org/wik
https://en.wikipedia.org/w er.net/78473/the- i/Pol
iki/P face-of- itics_of_the_Philippines
olitics_of_the_Philippines philippine-
politics
https://en.wikipe
dia.
org/wiki/Politics_o
f_t
he_Philippines

IV. PROCEDURES

Reviewing previous lesson or Teacher review activities Teacher review Teacher review the Teacher review the Teacher review the
presenting the new lesson from the last session. the previous previous lesson from the previous lesson from previous lesson from
lesson from the last session. the last session the last session
last session.

Establishing a purpose for Showing pictures of Showing pictures Showing pictures of the Showing pictures of In the board, ask
the lesson. president Duterte. of the legislative Judicial Branch. evolution of man. student to make a
Ask: In his 1st 7 days in branch Trace the evolution timeline of human
service, do you think of early to modern evolution.
President Duterte will be human.
an effective leader for
our country?
Presenting examples/ What are the 3 branches What compose Who is the new Supreme What is cultural What is the first
instances of the new lesson of the government? the Legislative Court Chief Justice? variation? industry?
branch of the
government?
1. Congress
2. Senate
Discussing new concepts and What are the powers What are the What are the power vested Cite an What are the capacities
practicing new skills #1 vested to the Executive powers vested in in the Judiciary? example of that enable humans to
branch? the Congress of Ethnocentrism have culture?
the Philippines? and Cultural
relativism.

Discussing new concepts and What are the What are the
practicing new skills #2 power vested in contribution of each
the Senate Industry?
of the Philippines?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications Since President Duterte If you were given State the differences
of concepts and skills in daily authorized the police, the a chance to be a that you can see in
living military and even the representative of terms of the following:
citizen to kill criminals, the district of 1. Alignment of the
do you think it`s Zambales what fingers
reasonable? What actions bill should you 2. Lengths of the
should be judicious? propose? thumb in relation to
other finger.
3. Flatness of palm
surfaces
Making generalizations and The President of the Congress is The more prominent role All humans belongs All humans belongs to
abstractions about the lesson Philippines, being the responsible for of the Court is located in to the same species the same species but
chief executive, serves as making enabling the exercise of its judicial but exhibit exhibit differences in
both the head of state laws to make functions. Section 1 of differences in terms terms of their
and head of government sure the spirit of Article VIII contains of their behavior. behavior. These
of the Philippines. The the constitution definition of judicial power These differences differences are
Constitution vests the is upheld in the that had not been found in are product of product of knowledge
executive power upon the country and, at previous constitutions. The knowledge system system that they
President who thus heads times, amend or judicial power is vested in that they subscribe subscribe to. These
the government's change the “one Supreme Court and to. These system are system are affected
executive branch, which constitution in such lower courts as affected by various by various factors
includes the Cabinet and itself. In order to may be factors such as such as technology,
all executive departments. craft laws, the established by law.” technology, environment and
The President also has legislative body environment and global movements.
the power to grant comes out with global movements.
pardons to enter into two main
foreign loans with the documents: bills
prior concurrence of the and resolutions.
Monetary
Board.
Evaluating Learning 1. What are some of the Explain: Explain: Explain: Give a brief summary
functions of the Executive Differentiate the Can the judges invoke the Differentiate for each industry in
Office of the President? power of the deliberative process Ethnocentrism human evolution.
2. What are the Congress and privilege to protect them from cultural
different Cabinet the Senate. from being questioned in a relativism.
department in the court of law
Philippines? before which the cases will
be

filed?

Additional activities for Research on the

application or remediation Judicial Branch of
the
government.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 1st

MOND TUESDAY WEDNESDAY THURSDAY FRID

AY AY
I. OBJECTIVES
D. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political
identities.
E. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation
and reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the session At the end of the At the end of the session
the learners will be able session the the learners will be able to:
to: learners will be
able to:
F. Learning 1. Discuss the 1. Identify the four
Competencies / Paleolithic 1. Identify the theory of state
Objectives technology. four theory of 2. Discuss the
(Write the LC code for each) 2. Identify the key state democratization of early
elements of Paleolithic 2. Discuss the civilization
technology. democratizatio
n of early
civilization
II. CONTENT Defining Culture and Society from the perspective of
Anthropology and Sociology. 1 Society as a group of people
sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything
that a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References
9. Teacher’s Guide pages
10. Learner’s Materials
pages
11. Textbook pages Understanding culture, Understanding Understanding culture,
 society and politics page culture, society society and politics page
22-25 and politics page 25-29
25-29
12. Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review Teacher review the
presenting the new lesson previous lesson from the the previous previous lesson from the
last session. lesson from the last session.
last session.

Establishing a purpose for Using the Venn Diagram Ask the Ask the students to write
the lesson. give the characteristics of students to on the board the different
Paleolithic and Neolithic write on the theory of the state.
Societies. board the
different theory
of the state.

Theorie
s of the
Theorie State
s of the
State
Presenting examples/ Based on the Venn What are the What are the different
instances of the new lesson diagram let us discuss different theory theory of the state?
first the Neolithic of the state?
Revolution.
Discussing new concepts and What characterized the Discuss: Discuss:
practicing new skills #1 Neolithic period? a. divine right a. divine right theory
theory b. Force theory
b. Force theory c. paternalistic theory
c. paternalis d. social contract theory
tic theory e. natural theory.
d. social
contract
theory
e. natural theory.

Discussing new concepts and What characterized the

practicing new skills #2 Paleolithic period?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and In reference to cultural The early The early civilization rose
abstractions about the lesson formation, the Paleolithic civilization rose by the end of the Neolithic
stages has provided the by the end of the period as the complexities
bases for the Neolithic period brought about by the shift
development of complex as the in food production
human groups through complexities demanded a more rigid
the establishment of brought about social structure that would
culture. The Neolithic by the shift in manage the opposing
period on the other hand, food production perspectives of various
 is characterized by major demanded a sectors.
shift in economic more rigid social
subsistence of the early structure that
humans from foraging to would manage
agriculture. the opposing
perspectives of
various sectors.
Evaluating Learning Essay: Write a short essay about
Discuss the lifestyle of the early civilization.
Paleolithic society
from Neolithic
society.
Additional activities for
application
or remediation

V. REMARKS Not yet taken DRRMC seminar 2016 Nutrition

Month
Celebration
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased
VI. REFLECTION motivation levels, engagement, excitement, and purpose especially in performing task ,students are actively
involved so they learn more.

A. No. of learners who earned

80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 1st

MONDAY TUESD WEDNES THURSDAY FRID

AY DAY AY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation
and reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the At the end of the session the At the end of the At the end of the
session the learners learners will be able to: session the session the learners
will be able to: learners will be will be able to:
able to:
C. Learning 1. Define Anthropology 1. Explain Anthropological, and
Competencies / 2. Identify the sociological perspectives on
Objectives sub disciplines culture and society.
(Write the LC code for each) of
Anthropology.

II. CONTENT Defining Culture and Society from the perspective of

Anthropology and Sociology. 1 Society as a group of people
sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything
that a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References
13. Teacher’s Guide
pages
14. Learner’s Materials
pages
15. Textbook pages Understanding Culture, Understanding Culture, Society
Society and Politics and Politics page 32-38
page 30-31
16. Additional Materials
from Learning
 Resource (LR)
portal
B. Other Learning Resources https:// http://study.com/academy/
en.wikipedia.org/w lesson/socio logys-four-
iki/Anthropology theoretical-perspectives-
https://www.sokanu.co structural-functional-social-
m/ conflict-
careers/anthropologist/ feminism-symbolic-
interactionism.html

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the previous
presenting the new lesson previous lesson from lesson from the last session.
the last session.

Establishing a purpose for Students identify the Divide the class into 3 groups
the lesson. five sub disciplines and fill-up the column below:
of anthropology by
using the graphic
organizer.

Presenting examples/ What is Anthropology?

instances of the new lesson

Discussing new concepts and There are five sub How can the sociological
practicing new skills #1 disciplines of perspective create a scientific
Anthropology namely: analysis of a society?
1. Archeology
 2. Cultural
Anthropology
3. Linguistic
Anthropology
4. Physical
Anthropology
5. Applied
Anthropology
Discussing new concepts and What are the essential parts of a
practicing new skills #2 society?
Period Anthropology Sociology Political
Science
Finding practical applications Based on your experiences as a
of concepts and skills in daily member of a society, how would
living you define society?

Making generalizations and Human studying The clamor for social

abstractions about the lesson humans. This is the understanding due the rapid
field of changes in economic structures
Anthropology. Unlike brought upon by the French and
other discipline of Industrial Revolutions in Europe
social sciences, cemented the prominence of
anthropology sociological perspective in the
promotes a holistic field of
study social sciences.
of humans.
Evaluating Learning Answer the following
question:
1. Why is
Anthropology a
holistic discipline?
2. What are the
branches of
Anthropology?
Additional activities for
application
or remediation

V. REMARKS Classes Sports Fests Sports Fest 2016

suspended due 2016
to heavy rains.
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased
VI. REFLECTION motivation levels, engagement, excitement, and purpose especially in performing task ,students are actively
involved so they learn more.
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?

School LEON NATIONAL HIGH Grade Level GRADE 11

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

MOND TUESD WEDNESDAY THURSDAY FRID

AY AY AY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners appreciate the value of disciplines of Anthropology, Sociology and Political Science as Social Sciences.
 At the end of the At the end of the At the end of the At the end of the session the
session the learners session the learners session the learners learners will be able to:
will be able to: will be able to: will be able to:

C. Learning 1. Raise questions 1. Discuss how cultural

Competencies / 1. Define Society 1. Define toward a holistic relativism mitigates
Objectives and culture. Political appreciation of ethnocentrism.
(Write the LC code for each) 2. Identify Science. culture and societies 2. Identify forms of tangible
aspect of 2. Identify the heritage and the threats to
culture and concepts of these.
society. Political Science.
3. Describe society
and culture as a
complex whole.
II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
Aspects of Culture
a. Dynamic. Flexible, Adaptive
b. Shared and Contested (given the reality of social differentiation)
c. Learned through socialization or enculturation.
d. Patterned social interactions
e. Integrated and at times unstable
f. transmitted though socialization /enculturation
g. required language and other forms of communications.
4. Ethnocentrism and Cultural Relativism as orientation in viewing other cultures.
III. LEARNING RESOURCES
A. References
17. Teacher’s Guide
pages
18. Learner’s Materials
pages
19. Textbook pages Understanding Culture, Understanding
Society and Politics Culture,
page Society and Politics
39-49 page
50-61
20. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Resources https:// https:// https:// http://
www.boundless.co www.nyu.edu/pr en.wikibooks.org/ www.allaboutphilosophy.org/
m/sociology/textbook ojects/ollman/docs/ wiki/Cultural_Anthropol cultural-relativism.htm
s/bo undless- wha t_poly_sci.php og y/Introduction http://www.allaboutphilosoph
sociology- y.org/ ethnocentrism.htm
 textbook/deviance-
social- control-and-
crime-7/the-
functionalist-
perspective- on-
deviance-62/strain-
theory-how-social-
values- produce-
deviance-375-
6183/

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the previous
presenting the new lesson previous lesson from previous lesson from previous lesson from lesson from the last session.
the last session. the last session. the last session.

Establishing a purpose for Ask: What were the On the issues about Make an illustrative Write the answer on the board:
the lesson. impact of Industrial that the West interpretation of the
Revolution for you? Philippine Sea theme “Society and
dispute, culture as a
differentiate the complex whole”
political decisions
made by Filipino
presidents in Advantages Disadvantages
reference to China Cultural
and its activities relativism
Ethnocentrism
in the sea.
Presenting examples/ What is Sociology? What is Political Can you give an example of an
instances of the new lesson Science? action that shows
ethnocentrism? Cultural
relativism?

Discussing new concepts and How can the What are the 3 Understanding of What is cultural relativism?
practicing new skills #1 sociological elements of the holism is to say that Cite examples. What is
perspective create a state? the “whole is greater ethnocentrism? Cite
scientific analysis of a than the sum of its examples.
society? parts”, explain.

Discussing new concepts and What are the aspect of What are the What are the forms of
practicing new skills #2 culture and society? concepts of tangible heritage?
Why culture and Political Science?
 society describe as
complex
whole?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications As a student, what Make a research on the
of concepts and skills in daily do you think is the different tangible and
living best way to solve intangible heritage that you
the West Philippine can see in the museum?
Sea dispute? Then make a narrative report
with pictures.

Making generalizations and Just like Political Science is In anthropology Cultural Relativism is the
abstractions about the lesson Anthropology, the scientific study holism tries to view that moral or ethical
Sociology also has of the allocation of integrate all that is systems, which vary from
discipline-based scarce values within known about human culture to culture, are all
concepts that aid in a territory. These beings and their equally valid and no one
the understanding values include activities. From a system is
of human behavior power, which is the holistic perspective, really “better” than any
and groups. capacity to attempts to divide other. On the other hand, a
Sociology studies influence the action reality into mind and common idiom for
societies to promote and decision of matter isolate and ethnocentrism is “tunnel
social change, create another party to pin down certain vision.” In this context,
new theories and support the agenda aspects of a process ethnocentrism is the view
document human of the one who that, by very nature, that a particular ethnic
behavior. An easier wields it. resists isolation and group’s system of beliefs and
understanding of dissection. Holism values is morally superior to
holism is to say that holds great appeal all others.
the whole is greater for those who seek a
than the sum of its theory of human
parts. nature that is rich
enough to do justice
to its
complex subject
matter.
Evaluating Learning Compare and contrast Answer the ff. Make a research on the
two definitions of questions. different tangible and
society. 1. What are the intangible heritage that you
Write your answer in elements of the can see in the museum?
1 whole sheet of state? Then make a narrative report
paper. 2. How different is with pictures.
the concept of
nation from a
 government?
3. How different is
the concept of
state from a
government?
Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 1st
start
MOND TUESDAY WEDNESDAY THURSDAY FRID
AY AY
I. OBJECTIVES
A. Content Standard The human origins and the capacity for
culture The role of culture in human
adaptation
Processes of cultural and sociopolitical evolution
B. Performance Standard Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that still be
used and developed.
At the end of the session At the end of the At the end of the At the end of the
the learners will be able session the learners session the learners session the learners will
to: will be able to: will be able to: be able to:
1. Discuss human
C. Learning 1. Trace the cultural origins and the 1. Discuss the 1. Identify the
Competencies / evolution of early to capacity for culture Neolithic different Theories
Objectives modern human. Revolution of the State
(Write the LC code for each) 2. Discuss the biological 2. Explain the early 2. Discuss the
capacity for culture. civilization and the Democratization of
rise of the state. early civilization
II. CONTENT Looking back at human Bicultural and Social Evolution
1. Biological and cultural evolution: form Homo Habilis (or earlier) to Homo sapiens in the fossil record
2. Cultural and Sociopolitical evolution: from hunting and gathering to the agricultural, industrial and post-industrial
revolutions
a. The Neolithic revolution
b. Early civilization and the rise of the state
c. Democratization
III. LEARNING RESOURCES
A. References
21. Teacher’s Guide
pages
22. Learner’s Materials
pages
23. Textbook pages Understanding culture, Understanding Understanding culture, Understanding culture,
society and politics page culture, society and society and politics society and politics
10-16 politics page page 22- page 24-
 16-22 24 25
24. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from the previous lesson from previous lesson from previous lesson from the previous lesson from
last session. the last session. the last session. last session. the last session.

Establishing a purpose for Showing picture of Showing Ask students to give Ask the students to
the lesson. evolution of man. Trace picture of the characteristics of write the different
the evolution of early to Timeline of Neolithic Period. Theories of State
Characteristics Neolithic Period
modern human. Human using the cluster map.
Tools
Evolution.
Personal
Properties
Art
Leadership
Population
size
Subsistence

Presenting examples/ What is cultural variation? What are the four Why Neolithic period is Ask the students to
instances of the new lesson capacities that considered as explain each theories of
enabled humans to revolution? the state.
have a
culture?
Discussing new concepts and Cite an example of What are the How different was the What is
practicing new skills #1 Ethnocentrism and different industry lifestyle of the Democratization?
Cultural relativism. that developed Paleolithic society from
during the early Neolithic society?
period?
Discussing new concepts and What are the key
practicing new skills #2 elements of
Paleolithic
Period?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applicationsState the differences that
of concepts and skills in daily
you can see in terms of
living the following:
1. Alignment of the fingers
2. Lengths of the
thumb in relation to
other finger.
3. Flatness of palm surfaces
Making generalizations and All humans belongs to the Our evolution There are generally The early states were
abstractions about the lesson same species but exhibit toward humanity as two perspectives on governed by a limited
differences in terms of we know it has the impact of the few who ascended to
their behavior. These been a long journey Neolithic revolution power through wealth,
differences are product of to survival against on human birth right, or religious
knowledge system that the elements of the populations. dogma. This alienated
they subscribe to. These environment and Traditionally, it is being the masses from the
system are affected by against competing argued that with the daily administration of
various factors such as species development of rules and regulations
technology, environment agriculture and in their society.
and global movements. technology, humans
were able to develop
socio- politically.
Evaluating Learning Explain:
Differentiate Ethnocentrism
from cultural relativism.
Additional activities for
application
or remediation
V. REMARKS Not yet taken
(1st Quarter (1st Quarter
Examination) Examination)
Part of my assessment of the success of students, and the unit, involved observing the students interact in the
VI. REFLECTION activity. Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain
better understanding of the topic.
A. No. of learners who earned 80% in
evaluation
B. No. of learners who require
additional activities for remediation
who scored below
80%.
C. Did the remedial lessons work?
No. of
learners who have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching strategies
worked
well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover when I
wish to share with
other teachers?

School LEON NATIONAL HIGH Grade Level GRADE 11

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

MOND TUESDAY WEDNES THURSDAY FRID

AY DAY AY
I. OBJECTIVES
A. Content Standard How individual learns culture and become competent members of society
B. Performance Standard Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules.
At the end of the session At the end of At the end of the session the At the end of the At the end of the
the learners will be able to: the session learners will be able to: session the session the learners
the learners learners will be will be able to:
UCSP11/12BMS-Ig-15 will be able able to:
C. Learning to: 1. Explain the theories on identity
Competencies / 1. Explain the UCSP11/12B and the interrelationship of these 1. Differentiate 1. Define social
Objectives development of one’s self MS- Ig-16 theories status and role control and sanctions
(Write the LC code for each) and others as a product of 1. Identify the 2. Differentiate Norms and values 2. Explain the 2. Explain the four
socialization and context, theories in the types of sanction.
enculturation content, existence of
processes deviance
and
consequence
s of
enculturation
and
socialization
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
25. Teacher’s Guide
pages
26. Learner’s Materials
pages
27. Textbook pages Understanding culture, Understanding Understanding culture, society Understanding Understanding culture,
society and politics culture, society and politics page 65-67 culture, society society and politics
page: 62- and and page 71-
63 politics page 63- politics page 67-70 73
65
28. Additional Materials
from

Learning Resource
(LR)
 portal
B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review Teacher review the previous Teacher review Teacher review the
presenting the new lesson previous lesson from the previous lesson from the last session. the previous previous lesson from
the last session. lesson from the lesson from the the last session.
last session. last session.

Establishing a purpose for What can you say How do you Fill in the information that is Give an example What happen if you
the lesson. about this pictures? socialized? required in the boxes. After which, of a situation decide not to do your
Explain. categorized this identities by that shows homework? What are
highlighting in yellow all identities status and roles? the possible
that are public and blue for all outcomes?
identities that are personal.

Presenting examples/ How is culture Show a What factors did you consider in What is the What is social control?
instances of the new lesson ingrained in children? situation that categorizing the elements? difference between
Is it through nature? Or considered as a status and roles?
nurture? form of
socialization?
Discussing new concepts and What is the definition What are the What are the two primary theories What are the 1. What is a sanction?
practicing new skills #1 of socialization? Why is process of on identity? different theories
it important? socialization? that explain the 2. What are the four
Enculturation? existence of types of sanction?
deviants
(humans/groups)
and deviances
(act)?
Discussing new concepts and What is the definition What is the difference between
practicing new skills #2 of enculturation? norms and values?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications
of concepts and skills in daily
living
Making generalizations and Sociologist Talcott Socialization is This implies that the roles and Deviance is To maintain social
abstractions about the lesson Parsons spoke of the important in the their performances are part of a important in order and stability
birth of new process of creative process wherein the maintaining the social control is
generations of children personality individual sees the behavior of social structure of needed. Despite an
as a recurrent formation. others and responds to it by a society: it bonds individual’s
barbarian invasion. While much of creating a role that it can play. members of the disinclination to
One reason he said human This presents humans as social society in their conform, when the
that was because personality is actors performing within a cultural common rejection sanction is strong,
human infants do not the result of our or social field. of deviant there is a high
possess culture at genes, the guidelines on possibility that he or
birth. They have no socialization appropriate she will decide to
conception of the process can behavior with the follow the norms.
world, no language, nor mold it. display of
a morality. unacceptable and
stigmatized
age gender ethnicity hobby religion
actions.
Evaluating Learning Discuss briefly the given questions: SAY: Using one of
1. How can identities be formed? the theories
2.Economic
How isillness
status an ideal culture
language award failure
discussed on
different from a real culture? deviance,
analyze one of
the deviant
behaviors.
Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain better
understanding of the topic.
A. No. of learners who earned 80% in
evaluation
B. No. of learners who require
additional activities for remediation
who scored below
80%.
C. Did the remedial lessons work?
No. of
learners who have caught up with
lesson
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked
well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover when I
wish to share with
other teachers?

School LEON NATIONAL HIGH Grade Level GRADE 11

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

MOND TUESDAY WEDNESDAY THURSD FRID

AY AY AY
I. OBJECTIVES
A. Content Standard How individuals learn culture and become competent members of society.
B. Performance Standard Assess the rules of social interaction to maintain stability of everyday life and role of innovation in response to problems and
challenges.
At the end of the session the
learners will be able to:
C. Learning
Competencies / 1. Described the nature of social
Objectives life and rules governing
(Write the LC code for each) behavior
2. Identify the three types of social
group
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
29. Teacher’s Guide
pages
30. Learner’s Materials
pages
31. Textbook pages Understanding culture, society
and
politics page 74-79
32. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the previous

presenting the new lesson lesson from the last session.
Establishing a purpose for ASK: Do you have barkada’s?
the lesson. Who are they? Do you share
common hobbies?
Presenting examples/ Ask students to identify each
instances of the new lesson social networking sites logo.

Discussing new concepts and What is a social networks?

practicing new skills #1
Discussing new concepts and What are the different types of
practicing new skills #2 social
group?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications Can you pls distinguished
of concepts and skills in daily yourself which groups you
living belong? Write your answer on
the ¼ sheet of paper and
present in class.
Making generalizations and
abstractions about the lesson
Evaluating Learning
Additional activities for Create a collage made of pictures
application or remediation that showcase a reason that you
bond as a group. Highlights the
characters that you share such as
hobbies, place visited, and
favorite celebrities.
(Presentation of output will be the
following day).

V. REMARKS Holida Classes Zambales Day Pagdiriwang ng

y suspended Buwan ng Wika
due to heavy
rain
 Part of my assessment of the success of students, and the unit, involved observing the students interact in the
VI. REFLECTION activity. Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain
better understanding of the topic.
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 2nd

MOND TUESDAY WEDNESDAY THURSDAY FRID

AY AY
I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the At the end of the At the end of the session At the end of the
session the learners session the the learners will be able session the learners
will be able to: learners will be to: will be able to:
UCP11/12BMS-Ih-17 able to:
C. Learning 1. Identifies the social UCP11/12BMS-Ih- UCP11/12BMS-Ih-18 UCP11/12BMS-Ih-18
Competencies / goals and the socially 17 1. Advocate 1. Advocate
Objectives accepted means of 1. Identifies the inclusive inclusive
(Write the LC code for each) achieving these goals social goals and citizenship citizenship
2. Described the nature of the socially 2. Analyze social and 2. Analyze social
social life and rules accepted means political structures. and political
governing behavior of achieving 3. Differentiate structures.
3. Identify the three these goals expressive leader 3. Differentiate
types of social group 2. Described the and instrumental expressive leader
nature of social leader. and instrumental
life and rules leader.
governing
behavior
3. Identify the three
types of social
group
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
 III. LEARNING RESOURCES
A. References
33. Teacher’s Guide
pages
34. Learner’s Materials
pages
35. Textbook pages Understanding culture, Understanding culture, Understanding culture, Understanding culture,
society and politics society and politics society and politics society and politics
page 74- page page 80- page 80-
79 74-79 81 81

36. Additional Materials

from Learning
Resource (LR)
portal
. B. Other Learning Resources

.
IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from previous lesson from previous lesson from previous lesson from
the last session. the last session. the last session. the last session.

Establishing a purpose for ASK: Do you have Create a collage Identify the different Identify the different
the lesson. barkada’s? Who are made of pictures social organizations. social organizations.
they? Do you share that showcase a
common hobbies? reason that you
bond as a group.
Highlights the
characters that you
share such as
hobbies, place
visited, and favorite
celebrities.

Presenting examples/ Ask students to identify Presentation of output. Ask: Do you belong in Ask: Do you belong in
instances of the new lesson each social networking any social organization? any social
sites logo. organization?
Discussing new concepts and What is a social What is a social What is citizenship? What is citizenship?
practicing new skills #1 networks? networks? What is social What is social
organization? organization?

Discussing new concepts and What are the different What are the different How is conformity How is conformity
practicing new skills #2 types types of social group? created in created
of social group? a small group as opposed in a small group as
to a opposed

large group? to a large group?

What are the difference What are the

between an expressive difference between
leader and an an expressive leader
instrumental leader? and an instrumental
leader?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications Can you pls
of concepts and skills in daily distinguished yourself
living which groups you
belong? Write your
answer on the ¼ sheet
of paper and present in
class.
Making generalizations and Group membership Organizations are
abstractions about the lesson has been a key created by individuals
elements in fostering to foster a more
the development of direct relationship in
the social nature and secondary group
ideals of an individual. setting. When
secondary group are
directed by its goal, it
is referred to as a
formal
organization.
Evaluating Learning Give at least 5 social
organization in the
Philippines. Give a brief
description for each.
Additional activities for Create a collage made
application or remediation of pictures that
showcase a reason
that you bond as a
group. Highlights the
characters that you
share such as hobbies,
place visited, and
favorite celebrities.

(Presentation of output
will be the following
day).
Municipal Meet
V. REMARKS Not yet taken Not yet taken 2016

To know if students interested in the topic, part of the evaluation is observing the students interact in the
VI. REFLECTION activity. Students who had struggled throughout the unit really enjoyed this activity and seemed to finally
gain better understanding of the topic.
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 2nd

MOND TUESD WEDNESDAY THURSD FRID

AY AY AY AY
I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the At the end of the At the end of the session At the end of the
session the learners session the the learners will be able session the learners
will be able to: learners will be to: will be able to:
UCSP11/12BMS-Ih-19 able to:
C. Learning UCSP11/12BMS-
Competencies / 1. Promote Ih-19 1. Recognize the value of 1. Recognize the
Objectives protection of human Bill of Rights. value of Bill of Rights.
(Write the LC code for each) dignity, rights and 1. Promote
the common good. protection of
human dignity,
rights and the
common good.
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
37. Teacher’s Guide
pages
38. Learner’s Materials
pages
39. Textbook pages
40. Additional Materials
from
 Learning Resource
(LR) portal
B. Other Learning Resources https:// https://en.wikipedia.org/ https:// https:// https://
en.wikipedia.org/wiki wiki/ Human_rights en.wikipedia.or ylc=X1MDMTM1MTIyO ylc=X1MDMTM1MT
/Human_rights g/wiki/Human_rights TcwMgRfcgMyBGJjawMwM IyOTcwMgRfcgMyBGJja
zFu wM
NDQxYmhwOXQzJTI2YiUz wMzFuNDQxYmhwOX
RDQl QzJTI
MjZkJTNESDM4bTM0NXBZ 2YiUzRDQlMjZkJTNESD
RUl M4b

haUpFeG9pMFhnVTBuX3 TM0NXBZRUlhaUpFeG
UwLS 9pM
UyNnMlM0RodiUyNmklM0 FhnVTBuX3UwLSUyNn
Rnc MlM
U95Sk03ekFBRjRVYnlBaFN 0RodiUyNmklM0RncU95
HMA Sk0
RmcgN5aHMtTG 3ekFBRjRVYnlBaFNHM
ARm
cgN5aHMtTG

. IV. PROCEDURES
.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review Teacher review the Teacher review the
presenting the new lesson previous lesson from previous lesson from the previous previous lesson from the previous lesson from
the last session. the last session. lesson from the last session. the last session.
last session.

Establishing a purpose for Ask students to identify Ask students to Ask the student to identify Ask the student to
the lesson. the given pictures. identify the given the given pictures. identify the given
pictures. pictures.

Presenting examples/ Ask student to group Ask student to What is Constitution? What is Constitution?
instances of the new lesson into 4 groups and group into 4 What is the Bill of What is the Bill of
 assign a picture for groups and assign Rights? Rights?
each group. a picture for each
group.
Group presentation
Group presentation

Discussing new concepts and What is human right? What is human What are the rights to be What are the rights to
right? be
practicing new skills #1 What is human dignity? What is human enjoyed by every citizens? enjoyed by every
dignity? citizens?
What is mean by What is mean by
common
good? common good?
Discussing new concepts and How important is the bill How important is the
practicing new skills #2 of bill of
rights to every individual? rights to every
individual?
Developing mastery Make a slogan about Make a slogan about
(Lead to Formative Assessment human human
3)
rights campaigning for rights campaigning for
efficient implementation efficient
of laws pertaining to implementation of
privileges of a person as laws pertaining to
a human being and as a privileges of a person
member of the state. as a human being and
as a member of
the state.
Finding practical applications
of concepts and skills in daily
living

Making generalizations and The doctrine of human The doctrine of The idea of human rights The idea of human
abstractions about the lesson rights has been highly human rights has suggests that "if the rights suggests that
influential within been highly public discourse of "if the public
international law, global influential within peacetime global society discourse of
and regional international law, can be said to have a peacetime global
institutions. Actions by global and common moral language, society can be said to
states and non- regional it is that of human rights." have a common moral
governmental institutions. language, it is that of
organizations form a Actions by states human rights."
basis of public policy and non-
worldwide. The idea of governmental
human rights suggests organizations form
 that "if the public a basis of public
discourse of peacetime policy worldwide.
global society can be
said to have a common
moral language, it is
that of
human rights."
Evaluating Learning Explain this statement: Explain this Explain this statement:
statement:

Additional activities for

application or remediation

V. REMARKS Declared as Not yet taken Not yet taken

Holiday Eidl
Adha
To know if students interested in the topic, part of the evaluation is observing the students interact in the
VI. REFLECTION activity. Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain
better understanding of the topic.

A. No. of learners who earned

80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 2nd

MOND TUESD WEDNESDAY THURSD FRID

AY AY AY AY
I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session At the end of the At the end of the At the end of the session At the end of the
the learners will be able session the learners session the the learners will be able session the learners
to: will be able to: learners will be to: will be able to:
UCSP11/12HSO-Iii-21 able to:
C. Learning UCSP11/12HSO-IIi-20 1. Describe the UCSP11/12HSO- UCSP11/12HSO-IIj-23 UCSP11/12HSO-IIa-24
Competencies / 1. Traces kinship ties and organized nature of IIj-22 1. Analyze social and 1. Analyze economic
Objectives social networks social life and rules 1. Compare political structures organization and its
(Write the LC code for each) governing behavior. different social impacts on the lives of
organization people in the society.
according to their
manifest and latent
functions.
II. CONTENT How society is organized
1. Groups within society: Primary and Secondary
2. In groups and out groups
3. Reference groups
4. Networks
F. Cultural, social and Political institutions
1. Kinship, marriage, and the household
a. Kinship by
blood descent
and marriage
(unilineal, matrilineal, patrilineal, bilateral)
b. Kinship by marriage
marriage rules cross-
culturally
(monogamy vs polygamy, post-marital residency rules, referred marriage partners)
c. Kinship by rituals (Compadrazgo)
d. Family and the households
Nuclear, extended and reconstituted families(separated, transnational)
e. Politics of Kinship (political dynasty, alliances)

2. Political and leadership structures

a. Political organization
i. bands
ii. tribes
iii. chiefdoms
iv. states and nations
b. Authority and Legitimacy
i. Traditional
ii. Charismatic
iii. Rational
3. Economic Institutions
a. Reciprocity
b. Transfer
c. Redistribution
d. Market Transaction
e. Markets and State

III. LEARNING RESOURCES

A. References
41. Teacher’s Guide
pages
42. Learner’s Materials
pages
 43. Textbook pages
44. Additional Materials
from Learning
Resource (LR)
portal
. B. Other Learning Resources https:// ttps:// https:// http://
en.wikipedia.org/wi www.google.com.ph/sea www.google.co dmc122011.delmar.edu/
ki/Kinship rch? m.ph/search? socsci/rlong/intro/org.htm
ps://www.google.com.p q=victor+hugo+les+mis q=social+
h/? éra and+political+struct
gfe_rd=cr&ei=63LeV_a bles+quotes&biw=1280& ure
5Fuz bih=6 s&biw=1280&bih=6
N8gfWrIiQBA&gws_rd=s 94&source=lnms&tbm=i 94 &source=
sl# sch&sa
q=kinship =X&ved=0ahUKEwix6sq1
pa7PA
hXI

. IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review Teacher review the Teacher review the
presenting the new lesson previous lesson from previous lesson from the the previous previous lesson from the previous lesson from
the last session. last session. lesson from the last session. the last session.
last session.
Establishing a purpose for Say: This picture show Say something about What can you say Explain: Ask student to
the lesson. the system of kinship in this quotation from about this photo? illustrate in the board
the Philippines. Victor hugo Le s how economy started
Misérables quotes. from the Ancient
times.

Presenting examples/ What is Kinship? In what way social life Can you give an What is the ability to get What is economics?
instances of the new lesson How are clans created? affects in governing examples of a others to do things even
behavior? social when they might not want How does the state
organization? to? affect market
transactions?

Discussing new concepts and What type of kinship What are the nature of Why do human What is social structure? How does standardized
practicing new skills #1 system do Filipinos social life? create informal currency distinguish
have? organization? What is political structure? market from other
forms of
economic transactions?
Discussing new concepts and How can marriage How cultural, legal, What is difference What institutions and What elements
practicing new skills #2 create kinship political and economic between a political entities are distinguishes
relations? life of an individual bureaucratic organized in accordance market
affect human society? organization and a with regulations, laws, economy from
collectivist and norms of the society redistribution
organization? or of themselves? and
reciprocity?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and Kinship is the web of Citizens, no matter what Social Political system and Due to various and
abstractions about the lesson social relationships happens today, in defeat organization at organizations are part of numerous
that form an no less than victory, we the "formal level" a greater human social technological
important part of the shall be making a is sufficiently fabric called culture. Just improvements, the
lives of most humans revolution. Just as a large that like culture, political whole economic
in most societies, great fire lights up all the continuous systems are present to processes have also
although its exact town, so a revolution interaction among enable humans to been developed.
meanings even within lights all mankind. And all actors is survive in their Form (2014) argued
this discipline are what is the revolution impossible. Even environment efficiently. that the shift in the
 often debated. that we shall make? I in large Changes in the structure technological capacity
Kinship can refer both have already told you: it organizations are made when current of societies has
to the patterns of is the interaction political allowed for the
social relationships revolution of Truth. between order fails to address the formation
individuals still needs and extension of
occurs markets,
in small groups.

themselves, or it can of the population. modification of

refer to the study of property relations and
the patterns of social changes in the
relationships in one or organization of labor.
more human
cultures.
Evaluating Learning Explain:
Based on your own
experience, what kind of
authority do Filipinos
usually accord their
leaders?
Additional activities for
application or remediation

V. REMARKS

To know if students interested in the topic, part of the evaluation is observing the students interact in the
VI. REFLECTION activity. Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain
better understanding of the topic.
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 2nd

MOND TUESD WEDNESDAY THURSD FRID

AY AY AY AY
I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session At the end of the At the end of the At the end of the session At the end of the
the learners will be able to: session the learners session the the learners will be able session the learners
will be able to: learners will be to: will be able to:
UCSP11/12HSO-IIb-25 able to:
C. Learning 1. Differentiate functions 1. Identify the roles
Competencies / of nonstate institutions of cooperatives and 1. Analyze the 1. Identify the two types 1. Evaluate the
Objectives in society. trade unions different issues of development agencies. interrelationship of
(Write the LC code for each) 2. Analyze the catered by government and the
functions of Banks Transnational nonstate institution.
and Corporations advocacy groups.
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
a. Functions of Education in Society(formal and informal)
III. LEARNING RESOURCES
A. References
45. Teacher’s Guide
pages
46. Learner’s Materials
 pages
47. Textbook pages UCSP page 122-124 UCSP page 124-125 UCSP page 125- UCSP page 126-127 UCSP page 128-129
126
48. Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning Resources

. IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review Teacher review the Teacher review the
presenting the new lesson previous lesson from the previous lesson from the previous previous lesson from the previous lesson from
last session. the last session. lesson from the last session. the last session.
last session.
Establishing a purpose for Pictures of NGOs Insurance TAGS pictures Activity: Your task is to
the lesson. companies create an NGO that will
pictures address an issue that you
believe in plaguing
Philippine society. To
accomplish this task
create a 1 page concept
proposal containing the
following:
1. Background of the
social issue
2. Type of NGO that
you will create.
3. Organizational
Structure (personnel and
their functions)
4. Funding sources
5. sample project for
implementation.
Presenting examples/ What is nonstate How are insurance What do you think What are the two types How does
instances of the new lesson institution? companies different are the issues of organization that are globalization foster
from investment being catered by considered as economic alliance
What is the difference companies? TAGS? development agencies? among states?
between state and
nonstate institution? What is the difference
between the two?

Do these two have

similarities?

Discussing new concepts and What are the different What is the What is the very What is the central role of How can nonstate
practicing new skills #1 nonstate institutions and primary role of essence of international institution affect the
their functions? trade and unions transnational organization? decisions of the
and cooperatives? groups? government?

Discussing new concepts and What are the different How do banks What are the 5 categories What are the
practicing new skills #2 kinds of Financial interact with state? of NGO’s and their elements of national
Institutions and their descriptions? security?
descriptions?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and The creation of state and The benefits of TAGS serves as International In a continuously
abstractions about the lesson nonstate institutions working with a international Organizations concentrate globalizing world,
became more relevant in recognized trade catalysts for mostly on the distribution interdependence
the advent of unions and change, aiming to of equitable health and among states in
globalization and cooperatives may achieve social development. On procuring
urbanization, as these two lead to build trust international the other hand, NGO’s commodities and
institutions presented the among the changes toward aim to promote the services is inevitable.
capacity to create diverse workforce, ensure policies and practice of democracy The lack of supply in
impact ranging from the workplace are safe, practices. among societies. These one country can be
social, cultural, economic Audit non- organizations are addressed to another
and up to the political compliance with independent and they country that has a
issues. labor codes, improve encourage participation surplus of which. The
staff retention, make from the public. main objective of
better business economic alliance is to
decisions and produce economic
promote equality. policies that lead to
economic diversity
 and
growth.
Evaluating Learning List down 5 NGO’s with
their functions.
1
2
3
4
5
Additional activities for
application or remediation

V. REMARKS

Part of the evaluation is observing the students interact in the activity. Students who listen and actively
VI. REFLECTION participated throughout the lesson really enjoyed this activity and seemed to finally gain better understanding of
the topic.
A. No. of learners who earned
80% in
evaluation

B. No. of learners who require

additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover when I
wish to share with other
teachers?
 School LEON NATIONAL HIGH Grade Level GRADE 11
GRADE 1 SCHOOL
to 12 Teacher JOHNEDEL C. CAINGLET Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND
LESSON POLITICS
LOG Teaching Dates
and Time Quarter 2nd

MOND TUESD WEDNESDAY THURSD FRID

AY AY AY AY
I. OBJECTIVES
D. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
E. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session At the end of the At the end of the session At the end of the
the learners will be able to: session the learners the learners will be able session the learners
will be able to: to: will be able to:
UCSP11/12HSO-IIf-26
F. Learning 1. Evaluate how UCSP11/12HSO-IIf-27 UCSP11/12HSO-IIg-28
Competencies / functions of education 1. Promote primary 1. Conduct participant 1.Identify the major
Objectives affects the lives of education as human observation(e.g. attend, sociological theories
(Write the LC code for each) people in society. right describe and reflect on a and their major
religious rituals of a assumptions
different group; observe concerning religion.
elections
practices)
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
a. Functions of Education in Society(formal and informal)
i. Productive citizenry
ii. self-actualization
iii Primary education as a human right

III. LEARNING RESOURCES

A. References
49. Teacher’s Guide
pages
50. Learner’s Materials
pages
51. Textbook pages UCSP page 148-151 UCSP page 152-155 UCSP page 156-157 UCSP page 157-161
52. Additional Materials
from Learning
Resource (LR)
portal
. B. Other
Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from the previous lesson from previous lesson from the previous lesson from
last session. the last session. last session. the last session.

Establishing a purpose for the Quotes about education Ask students to give Pictures of different
lesson. explain an religions
example of human
rights.
Presenting examples/ What is education? What are the factors Who really determine your What are the major
instances of the new lesson that hinder religion? sociological theories
What is the formal individuals from and their
education? accessing assumptions
education? concerning religion?

Discussing new concepts and How does formal According to When does an individual How does religion
practicing new skills #1 education differ from UNESCO, how is obtain a certain religion? reflect the political
non-formal education education related to dynamics of a
poverty? society?
Discussing new concepts and What are the functions of How does education What are the different Compare and
practicing new skills #2 Education that affect create productive religions in the world? contrast monotheism
society? citizens? and polytheism

How is animism
related to
environmental
conditions?
Developing mastery
(Lead to Formative Assessment
3)
Finding practical applications Do you really have a
of concepts and skills in daily choice when it comes to
living choosing your religion?

Making generalizations and An individual learns his or Education can be Religion affects you and Sociological
abstractions about the lesson her society’s values and both empowering your way of thinking in perspectives aims to
beliefs through various and limiting, the existing world. It look into the roles,
institutions. One of the depending on how it serves as a pattern for issues, and problems
most pervading is that of is facilitated in a the actions you take in a and purposes that
the educational system. In given society. It can day- to-day existence. religion may serve to
sociology, education is empower individuals Religion is seen not only people and society.
viewed as social institution. to participate in their as a social belief but also
It gives the society the society’s activities as a social institution
potential to reach toward development that continues to
development and success. through knowledge develop over time.
and
skills acquisitions.
Evaluating Learning

Additional activities for

application or remediation

Celebrate 2016
V. REMARKS World Teacher’s
Day
Part of the evaluation is observing the students interact in the activity. Students who listen and actively
VI. REFLECTION participated throughout the lesson really enjoyed this activity and seemed to finally gain better understanding of
the topic.
A. No. of learners who earned
80% in
evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with
lesson
D. No. of learners who continue
to
require remediation
E. Which of my teaching
strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?

G. What innovation or
localized materials did I use/
discover when I