Tulaban, Meshel T.

ASL 11 10/17/19

LESSON PLAN
College Students: Criminology Students
Subject: Criminological Sociology, Ethics and Human Relation

Learning Topics/Subject Measurement (of the outcome or Assessment (of the Evaluation (of the outputs or outcome)
Outcomes/Objective Matter/Project or objective) learning) (identify the
s Program Title specific activities intended
for FOR, OF, AS learning)
At the end of the UNIT I  Group or Individual Round robin charts. This  Exams
lesson the student BEHAVIOR Reporting strategy involves passing The exam outcome / score outcome will determine the
will be able:  Theories of Criteria
Presentation
15
The
10
The
5
The
charts among groups to students regarding the subject matter.
1) To distinguish Behavior of the topic introduct introduct introducti assess understanding. Each
the concept of  Aspects of ion of ion of on of the group of 4 or 5 students  Written Report (Presentation)
the topic the topic topic
behavior from Behavior is very is clear lacks begins with a chart and some Group the students and they will develop a
human HUMAN BEHAVIOR clear and and clarity and markers. The group records presentation on lessons or the subject matter.
accurate. accurate. accuracy.
behavior;  Viewpoints in Quality of The The The an answer to an open-ended Criteria 10 7 4
Organization The ideas have The ideas The ideas have
2) To sustain the study of the content content content content is question. They can also share of the content coherence and have partial no coherence
of the is very is not
interest in Human presentation compreh compreh complete. knowledge they have on a of the report consistency. coherence and consistency.
studying the Behavior ensive. ensive. In-depth topic covered in class. Once and
In-depth In-depth knowledg consistency.
subject  Classification knowled knowled e of the the students finish with the Relevance of The examples The The examples
matter; of Human ge of the ge of the topic is chart, they pass it on to the the content of mentioned are examples mentioned are
topic is topic is not
3) To be Behavior very evident. evident. next group. Once every the report very much mentioned not related to the
related to the are somewhat topic.
expected to  Elements of
evident. group has worked on every topic. related to the
Ability to The The The
proactively Human answer the reporters reporters reporters chart, responses are topic.
discuss and Behavior question are able are able are not discussed as a class.
to to able to
respond to the answer answer answer
other’s ideas. all the some of the
question the questions.
s. question
s.
  Oral Participation
(Recitation)
Ability in answering the questions

o Questions are answered very well

(15)

o Questions are answered well (10)

o Questions are not answered well

(5)

 Quizzes
MATCHING TYPE: Match column A with
column B
1. It is the way in which a a. Irrational
person behaves. It refers to the behavior
reaction to facts of relationship
between the individual and his
environment.
2. Any act of person which is b. Overt
observable; any observable behavior
responses of a person to his
environment; manner of ones
conduct.
3. Behaviors that are c. Covert
observable. behavior
4. Acting without reason/ d. Voluntary
unaware behavior
5. A less number of neurons e. Human
are consumed in the process of Behavior
behaving
6. Those that are hidden from f. Rational
the view of the observer. behavior
7. A combination of simple g. Involuntary
behavior behavior
8. It is done with full volition h. Behavior
of will.
9. The bodily processes that i. Complex
goes on even when we are behavior
awake or asleep.
10. Acting with sanity or with j. Simple
reasons behavior
At the end of the UNIT II  Group or Individual  Essay  Exam
lesson the student  EMOTION: Reporting 15 Writing Quality:  Role Playing
will be able: Definition, Criteria 15 10 5 points Spelling, Dramatize a situation or situations showing
Presentation The The The
1) To identify Classification of the topic introduct introduct introducti grammar, types of frustration, conflict and stress.
the sources of  FRUSTRATION ion of ion of on of the sentence Criteria
Excellent Very Good Good Fair
the topic the topic topic 10 8 6 4
frustration, : Definition, is very is clear lacks structure Content of The concept The concept The concept The concept
conflict and Sources, clear and and clarity and 20 Personal Insight: Presentation is clearly is somewhat is slightly is not
accurate. accurate. accuracy. presented in presented in presented in presented in
stress; Reactions Quality of The The The points explanation and the role the role the role the role
2) To establish  CONFLICT: the content content content content is understanding on playing. playing. playing. playing.
of the is very is not Voice Voice is Voice is Voice is soft. Voice is not
understanding Definition, presentation compreh compreh complete. the topic Projection loud and slightly heard.
within one’s Sources, Types ensive. ensive. In-depth clear. loud and
In-depth In-depth knowledg clear.
self through  STRESS: knowled knowled e of the  Research Overall The The The The
learning (what Definition, ge of the ge of the topic is Conduct a library Impact presentation presentation presentation presentation
topic is topic is not shows somewhat shows little does not
/ the concept Sources, Types very evident. evident. research about the soundness shows soundness show any
of frustration, evident. different sources and and soundness and soundness
Ability to The The The substance. and substance. and
conflict and answer the reporters reporters reporters types of frustration, substance. substance.
stress); question are able are able are not conflict and stress.
to to able to
3) To answer answer answer
RUBRICS
Criteria 20 15 10
demonstrate all the some of the
Content The Some The
question the questions.
situation s. question of the concep of the concept
research ts concept s were
regarding the s.
were s were not
subject discus discuss discuss
matter.  Oral Participation sed ed fully ed fully
fully and and
(Recitation) and clearly. clearly.
Ability in answering the questions clearly
.
Mechani There Occasi Freque
o Questions are answered very well cs are no onal nt
(15) errors errors errors
in in in
spellin spellin spellin
o Questions are answered well (10) g, g, g,
punctu punctu punctu
ation ation ation
o Questions are not answered well and and and
(5) capital capitali capitali
ization zation. zation.
.
  Quizzes
MATCHING TYPE
1. Physical barriers or A. Social
circumstances that prevent a Circumstances
person from doing his plan or
fulfilling his wishes.
2. Restrictions or circumstances B. Double
imposed by other people and the Approach
customs and laws of social Conflict
living.
3. Handicapped by diseases, C. Physical
deafness, paralysis, which serves obstacles/barrie
as a barrier to the things one rs
ought to do.
4. A person is motivated to D. Conflicts
engage in two desirable activities between
that cannot be pursued motives
simultaneously.
5. It refers to conditions in the E. Physical
environment w/c present Obstacles
obstacles to the satisfaction of
drives such as drought, rugged
roads, jam, flat tire, time, space,
temperature, distance.
6. It refers to the conflict within F. Double
the person. Avoidance
Conflict
7. A person faces a situation G. Approach-
having both a desirable and Avoidance
undesirable feature. Conflict
8. Present obstacles through the H. Personal
restrictions imposed by other shortcoming
people and the customs and laws
of social living.
9. A situation in which a choice I. Multiple
must be made between two or Approach-
more alternatives each of which Avoidance
has both positive and negative Conflict
features.
10. A person faces two J. Social
undesirable situations in which circumstances
the avoidance of one is the
exposure to the other resulting to
an intense emotion.
At the end of the UNIT III  Group or Individual  Exercises  Exam
lesson the student  LEARNING: Reporting TRUE OR FALSE. Write True  Report and Documentation
will be able: Definition, Criteria 15 10 5 if the statement is correct and Conduct an interview (willing individual) on
Presentatio The The The False if otherwise.
1) To define Types n of the introducti introduct introducti experiences/ situation that leads as his/her
1. One can learn through
learning,  PERSONALITY topic on of the ion of on of the
language, either by being motivation in life and identify what theory of
topic is the topic topic
personality : Definition, very is clear lacks told directly or by motivation is applied. Show documents to validate
and Characteristics, clear and and clarity and reading. your interview.
accurate. accurate. accuracy.
motivation; Theories 2. Mañana Habit means RUBRICS
Quality of The The The
2) To share real  MOTIVATION: the content content is content content is procrastination.
Criteria 15 10 5
of the very is not 3. Personality is dynamic,
experiences or Definition, presentatio comprehe compreh complete. as an individual grows
Presentation The topic is The topic is The topic is
situation Sources, n nsive. In- ensive. In-depth
and learns he develops of report presented somewhat not clearly
depth In-depth knowledg with clarity presented presented.
regarding Theories knowledg knowled e of the his personality.
personality, e of the ge of the topic is 4. One can learn by direct and with clarity
learning and
topic is topic is not exposure to the events by accuracy. and
very evident. evident.
experiencing the events, accuracy.
motivation; evident.
by acting and seeing the
Ability to The The The Content The details The details The details of
3) To apply answer the reporters reporters reporters consequences of his of the of the the visitation
learning and question are able are able are not actions. visitation visitation are vaguely
to answer to able to
motivation in all the answer answer
5. Learning theory desire are are presented.
specific questions some of the to find specific
completely somewhat
. the questions. experiences of reward
situations. question and punishment in later and clearly presented.
s.
problem solving. presented.
6. Bahala na – it implies Documentat Pictures Pictures are There are no
 Oral Participation complete trust. ion and clips included. documents
(Recitation) 7. One can learn things are shown.
Ability in answering the questions vicariously, by watching included.
others’ experience the
o Questions are answered very well events.
8. Personality is never
(15)
static; childhood
upbringing and early
o Questions are answered well (10) experience help shape
personality.
o Questions are not answered well 9. Social Learning states
(5) that thinking is an
  Quizzes important determinant of
MATCHING TYPE behavior.
a. Social 1. It involves the association of an 10. Constitutional theory
unconditioned and a conditioned posits that humans can be
stimulus in such a way that the
conditioned stimulus elicits the classified into different
unconditioned response. classes or types having
b. Motivation 2. This involves a selection from characteristics which
many responses of the one that distinguish it from other
habitually will be given in a
classes or types.
stimulus situation.
c. Physical 3. It refers to the causes and “why’s”
of behavior as required by a need.
d. Classical 4. It does not require the learner to
Conditioning behave or to be reinforced. It only
requires that the learner observe a
model.
e. Spiritual 5. Body built, height, weight,
texture of the skin, shape of the
lips, shape of the face, etc.
f. Mental 6. Relations with other people,
dislikes, social responsiveness,
concern for others
g. Moral 7. Positive or negative adherence to
the dos and don’ts of his society,
his value systems, moral principles,
etc.
h. 8. Range of ideas, mental alertness,
Observationa ability to reason, to conceptualize,
l Learning etc.
i. Operant 9. One’s temperament, moods,
Conditioning prejudices, bias, emotional
response such as aggressiveness
and calmness, etc.
j. Emotional 10. Faith, beliefs, philosophy of
life, etc.
LEGEND:
Learning Outcomes/Objectives
1 - Cognitive Domain
2 - Affective Domain
3 - Psychomotor Domain