Maayon National High School Daily Lesson Plan (DLP)

Date: September 22-23, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a
social and political structure
3. analyze social and political structures

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
160-167
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/projector
2. Laptop
IV. PROCEDURES
A. Preparatory Activities:

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
Are power and authority the same? Are authority and
legitimacy different? How do these components work together
in a social and political structure?
2. Presentation:
Based form the motivational questions, teacher will continue the discussion
on political and leadership structures. Sample videos on different types of authority
(Adolf Hitler – Nazi rule, Barack Obama etc.)
3. Activity:
In your opinion, which type of authority or legitimated rule is more
applicable and valid in modern times?
Give two evident examples (government, religious order, or scenario)
for each type of authority or legitimate rule.
i. traditional
ii. charismatic
iii. rational

KJSAULER/UCSP/MNHS 1
 4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Why are authority and legitimacy vital components in acquiring and maintaining
peace and order in society?
D. Assignment
One of the leaders of a country is the president of the Philippines. Conduct a
thorough research on the performance of the current president. Look at his leadership
and how he exercises his authority in times of crisis.

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 2
Maayon National High School Daily Lesson Plan (DLP)

Date: September 23, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a
social and political structure
3. analyze social and political structures

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

JJJ. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
160-167
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/projector
2. Laptop

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done.
3. Activity:
Students will be asked to sum up what has been discussed.
4. Application:
Students will answer the teacher’s questions.
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being
asked by the teacher.
D. Assignment
Finish their research work to be submitted next week.

KJSAULER/UCSP/MNHS 3
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 4
Maayon National High School Daily Lesson Plan (DLP)

Date: September 24, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a
social and political structure
3. analyze social and political structures

II. CONTENT
Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
Learning Competency: Analyze social and political structures
Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
160-167
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/projector
2. Laptop

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share videos about the form of government in North Korea, Iran and
United States.
2. Presentation:
Teacher will continue the discussion, about different types of government.
4. Application:
Students will be asked to differentiate the three types of government based on
their observation from the videos presented.
C. Evaluation: (Quiz)
As a group, students will present their work in class.
D. Assignment
Finish their research work to be submitted next week

KJSAULER/UCSP/MNHS 5
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 6
Maayon National High School Daily Lesson Plan (DLP)

Date: September 25, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. define and explain the functions of economic institutions,
2. discuss the concepts of reciprocity in line with sociology and economics,
3. relate the practical application of reciprocity to one’s daily life.

II. CONTENT
A. Topic: Economic Institutions Reciprocity
B. Learning Competency: Analyze economic organization and its impacts on the lives of
people in the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
167-170
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/projector
2. Laptop
IV. PROCEDURES
A. Preparatory Activities:

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will be asked this question; “If you have been given something, is it
expected for you to return the favor? Why or why not?”
2. Presentation:
Teacher will discuss economic institutions specifically reciprocity
3. Activity:
Think of at least three scenarios or situations where generalized reciprocity can
be applied.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Compare and contrast generalized from balanced reciprocity. Give examples for
each.
D. Assignment
How does negative reciprocity affect the activities of different economic
institutions? What do you think will be the impact of these on the global
community?

KJSAULER/UCSP/MNHS 7
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 8
Maayon National High School Daily Lesson Plan (DLP)

Date: September 26, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of transfer or transfer payment concerning economics
2. analyze the level of activities of different economic institutions concerning transfer and
the impacts on the global economy
3. become aware of the different kinds of goods and services that private and
government sectors provide for the people

II. CONTENT
A. Topic: Economic Institutions Transfers
B. Learning Competency: Analyze economic organization and its impacts on the lives of
people in the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
167-170
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/Projector
2. Laptop

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
•Are you aware of the different kinds of goods and services that private
and government sectors provide for the people?
•Does the present government provide more goods and services than it
did in the past? •How does the government redistribute more income?
2. Presentation:
Teacher will discuss what transfer is
3. Activity:
If you become a wealthy individual who is willing to share part of your fortune to
others, which among the basic needs (food, housing, education, health) will be your
priority? Justify your answer.
4. Application:
Teacher will call some students to share their answers

KJSAULER/UCSP/MNHS 9
 C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short
quiz
D. Assignment
Why are there many Filipino families who still do not have access to essential
goods and services to support their everyday living?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 10
Maayon National High School Daily Lesson Plan (DLP)

Date: September 27, 2019 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning
redistribution and the impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
A. Topic: Economic Institutions Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of
people in the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp.
167-170
3. Understanding Culture, Society and Politics 2016 by Unlimited Books Library Services &
Publishing Inc.
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. TV/Projector
2. Laptop
IV. PROCEDURES
A. Preparatory Activities:

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
• What do you expect the government will do with the taxes they collect
from the people? •In your church, in what programs or projects do you think
they spend the donations coming from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can
occur in the community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?

KJSAULER/UCSP/MNHS 11
 D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

KJSAULER/UCSP/MNHS 12