2017 Regional Mass Training of
SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
- Write the LC code for each.
II. CONTENT
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 Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
School Grade Level 11/12
Senior High School Teachers
Understanding Culture, Society,
Teachers CLASS A Learning Area
and Politics
Teaching Dates and Time October 16 – 20, 2017 Quarter - Week Second Quarter – Week 9
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Cultural, social, and political institutions as sets of norms and patterns Social stratification as the ranking of individuals according to wealth,
of behavior that relate to major social interests power, and prestige
1. Analyze aspects of social organization 3. recognize other forms of economic transaction such as sharing, gift
2. Identify one’s role in social groups and institutions exchange, and redistribution in his/her own society
2. Describe the organized nature of social life and rules governing
1. Traces kinship ties and social networks
behavior
UCSP11/12HSOIIi-20
UCSP11/12HSOIIi-21
F. Cultural, social and political institutions
E. How Society is Organized
1. Kinship, marriage, and the household
b. Kinship by marriage
a. Kinship by blood
Society & Groups Reference Group Marriage rules cross-culturally
Descent and marriage
Primary and Secondary Group Stereotypes (monogamy vs. polygamy, post
(unilineal, matrilineal, patrilineal,
In-Group & Out-Group Networks marital residency rules, referred
bilateral)
marriage
pp. 51 – 64 pp. 64
Balena, E. D., Lucero, D. M., & Peralta, A. M. (2016). Understanding Culture, Society, and Politics for Senior High School. Quezon City:
Educational Resources Corporation.
RECALL: Ask the learners The Teacher will present a video
RECALL: Students are asked to recall what What are social groups and how presentation about Marriage Life.
Students are asked to recall what is: they organize social life?
is: 1. Primary and Secondary
1. Enculturation or Groups
Socialization 2. Difference between
2. Conformity and Primary & In-Group,
Deviance Secondary and Out-
Group?
MOTIVATION: MOTIVATION: Concept Mapping The purpose of this lesson is to let
Students are asked to be grouped Students are asked to attach the the student know and understand
1

C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
according to their close friends.
Ask the learners to give their
ideas/concept when they heard
the word GROUPS based from
their own formed group.
Students are asked: “What is the
relevance of the previous
activity to the lesson today?”
SHARING OF IDEAS AND
CONCEPTS.
Types of Social Groups
- Primary and Secondary
Groups – In terms of
Communication
- Primary Group –
intimate face to
face association
and cooperation
- Secondary Group
illustration board on their back Constructivist Approach the Forms of Marriage.
using the paper clip. Based on concept mapping the a) Monogamy vs Polygamy
Other students are tasked to students will formulate their own b) post- marital residency rules
describe the person whose the definition of kinship c) Referred Marriage
illustration board is attached to (in
one word)
kinship
Think Pair and Share The Learners will be asked to do
Make a schematic diagram the activity below.
showing the differences of Describe your FAMILY according
patrilineal form of descents to the following:
Descent/ Forms Selection Based on Based
Learners are tasked to present Ancestry of of residence on
their illustrations one by one by marriage marriage autho
reading what is written on the said pattern
illustration board.
Students are asked: “What is the Group Discussion The Teacher and the Learners will
relevance of the previous Each group will discuss the have an interactive discussion
activity to the lesson today?” unilinieal and patrililineal about the definition of Monogamy;
Polygamy Exo gamy and
SHARING OF IDEAS AND Endogamy
CONCEPTS. (10 MINS)
Reference group – groups that are
significant to us as models even though we
ourselves may not be part of that group
Stereotypes – group-shared image of
another group or category of people
- May be positive,
negative, or both
2

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
– casual,
temporary, and
limited in personal
involvement
-
The teacher will ask the following The teacher and the Learners will
questions. have an interactive discussion
1. How do you differentiate about the importance of knowing
Patrilineal from Matrilineal? the different forms of Marriage.
In-Groups and Out Groups – In terms of
Individual’s sense of belongingness
2. Cite an example that shows
A. In-Groups Discuss briefly about networks Patrilineal and Matrilineal
- Group with which the and let the learners give their own relationship.
B. Out-Groups
individual identifies with
ideas regarding the impact of 3. Why is it important to
- Outsiders by the in-
networks on their lives. distinguish your kinship in
group patrilineal to matrilineal?
4. How does kinship molds your
personhood in your community?
CONCEPT MAPPING: Genealogy What is your ideal Family?
DYAD ACTIVITY:
Make a family tree, your goal is to Explain in 3-5 sentences.
The learner will be group into trace your ancestry by creating a
Learners are tasked to create a
three. Then, they will ask to fill kinship
poster describing the existence of
out a concept map showing the
types of group in society.
different types of groups
Reflection: The learners will be group into to
Make an essay answering the 5. Each group will be given a
following question. tasks to fill in the chart below with
Process Questions the information needed.
1. What is the story Functions of Give
behind your name? the Family Examples
2. Describe the
Ask the students: Ask the students:
relationship between
children and
As Senior High School learners, How can the concept of groups be
grandparents in your
how do you use the concept of used to study and understand
family or community?
groups in your daily living? society?
3. Do you feel a kinship
with people other than
your immediate family?
4. Share a memory of
place. How is this place
tied to your kinship
identity
The teacher will call a student to
sum up the lesson.
Ask the learners to define Groups and Types of Groups.
1.What is the most significant
Learning in today’s activity?
3
 3. Given the inputs from
everyone,
What considerations were
considered
in defining kinship by blood?
INDIVIDUAL ACTIVITY: Define the following in one to two The learners will have their short
SENTENCE COMPLETION sentences. quiz. (ESSAY)
a. Kinship Explain the following forms of
Directions: The learners will b. Matrilineal descent Marriage?
I. Evaluating learning complete the sentence: c. Patrilineal descent A. Monogamy
d. Unilinineal descent B. Polygamy
Groups are c. Exogamy
___________________________ d. Endogamy
_____________.
How do you describe your ideal a) The learners will be asked to
family? make their own “Family Tree”
Homework: The class will group into four. b) The learners will compare their
- Students are asked to Each group will present their work with their classmates and
J. Additional activities for application or
bring a 1/8 illustration answers in different ways. ask what they observed.
remediation
board and paper clip for a.. Poster making
tomorrow’s activity b. Slogan/Saying
c. Songs
d. Poem
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

4
Prepared by: Checked by: Reviewed by:

Robert Christian P. Yambao, RPm Lovella G. Paragas, Ph. D. Angelica M. Burayag, Ph. D.
Allan S. Santos Facilitator / Class A Adviser Regional Supervisor – HUMSS (Social Sciences)
Rose Ann G. Domingo
Beverly D. Cabeso
Catherine C. Gacusan
Lhanie G. Mamucod
SHS-Teacher II – HUMSS (Social Sciences)
Schools Division of Tarlac Province