School 2017 RMTOT CLASS A
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
Grade Level
Teacher Learning Area
Teaching Dates and Time Quarter Quarter I Week 3
Session 1 Session 2 Session 3 Session 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
The learners demonstrate an understanding of culture and society as anthropological and sociological concepts
The learners:
1. appreciate the nature of culture and society from the perspectives of anthropology and sociology
2. demonstrate a holistic understanding of culture and society
The learners: The learners: The learners: The learners:
1. explain anthropological and 2. describe society and culture as a 3. identify aspects of culture and society 3. identify aspects of culture and
sociological perspectives on complex whole UCSP11/12DCSIc-8 society
culture and society UCSPC11/12DCSIc-7 UCSP11/12DCSIc-8
UCSPC11DCS-Ic-6
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
B. Defining Culture and Society from the 2. Culture as a “‘that complex whole 3. Aspects of Culture 3. Aspects of Culture
perspectives of anthropology and which encompasses beliefs, practices, a. Dynamic, Flexible, & Adaptive a. Dynamic, Flexible, & Adaptive
sociology values, attitudes, laws, norms, artifacts, b. Shared & Contested (given the reality of b. Shared & Contested (given the
1. Society as a group of people sharing symbols, knowledge, and everything social differentiation) reality of social differentiation)
a common culture that a person learns and shares as a c. Learned through socialization or c. Learned through socialization or
member of society.” (E.B. Tylor 1920 enculturation enculturation
[1871]). d. Patterned social interactions d. Patterned social interactions
e. Integrated and at times unstable e. Integrated and at times unstable
f. Transmitted through f. Transmitted through
socialization/enculturation socialization/enculturation
g. Requires language and other forms of g. Requires language and other
communication forms of communication
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Praxis: Understanding Society, culture
and Politics
UCSP Curriculum Guide page 2 48-50
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Pages 14-16 Understanding Culture Society and Politics
pages 48-50
Pages 16-20 Pictures, graphic organizer
Power Point Presentation 1. Manila paper
https://school.quipper.com/en- 2. Laptop
PH/courses/understanding-culture- 3. Projector
society-and-politics/anthropological-and-
sociological-perspectives-on-culture-
and-society.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
How do the conditions of our society Review about the meaning of culture I. READINESS PHASE: TRIVIA- What was our last topic all about?
reveal the relevance of anthropology, and society and the different types of DELICACIES ACROSS THE GLOBE
political science and sociology? culture using graphic organizer Present the following with pictures shown:
1. Columbia- a specie of leaf cutter ant
locally known as Hormigas Culonas is
being served as a delicacy.
2. South Asia [Nepal, India] and East Asia
[China] – cultured bug/cockroach is a
usual delicacy.
3. Cambodia – deep fried spiders
[tarantulas] are favorites.
4. Australia – the witchetty grub is a staple
of the aborigines.
Observe the verbal and non-verbal
responses of the students.
Guide Questions:
1. What can you say about other cultures’
delicacies?
2. If given the chance, would you try some
of these delicacies? Why or why not?
B. Establishing a purpose for the
lesson
Group work: Complete the graphic
organizer that displays what culture is.
Students will watch different video clips
of beliefs and Social Norms by Lourd
De Veyra
What are the things you do and use
Culture, being a complex set of patterned before going to school?
social interaction, is learned and
transmitted through socialization or
enculturation.

C. Presenting 1. Introducing and defining culture and Through the video clips students will The students will answer questions
examples/instances for society. identify the lesson The class will be divided into small group. based on the activity provided.
the new lesson 2. Discuss how anthropology and Each group will be given 5 minutes to
sociology is related to culture and society. summarize their answers and given 3
3. Provide examples of anthropological minutes to present their output in class.
and sociological perspectives on culture
Matrix of the Film Analysis “Sali-salita”
and society
A. The Title of the Description:
video: Major
players/
Characters:
B. What major Explanation:
aspects of culture
that you
recognized from
the video?
C. What personal Explanation:
insights have you
gained after
watching the
video?

Rubric for the presentation of film analysis:

Depth of Analysis Elements of
10 culture were
identified and
examined based
on the film
context.
Explanation 10 The description
and imageries
were clearly

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Session 1
Why is sociology and anthropology
important in understanding the
dynamics of culture and society?
How does culture become the key
concept to sociological perspective?
Analyze the given situations and
determine if it shows sociological or
anthropological perspective.
Session 2
Can you really separate society and
culture? Why do you think they overlap?
Students will explain their answer
Culture and Society are two different but
very interrelated concepts.
Students will share their knowledge about
the culture they have in their society and
state the difference of every culture that
may be discuss by their classmates.
(Group Activity) 6 Groups
Every group will make a short role play of
different Norms and beliefs of a culture
within a society.
presented and the
overall analysis
was well
articulated.
Coherence of The abstraction
Abstraction - 5 was able to
provide a very
logical
generalization of
the group’s
interpretation.
Session 3 Session 4
Role-playing a Religious Feast Group Activity: Pictionary
Divide the class into groups. Instruct each Direction: The teacher will group the
group to elect their leader and a class into two the first group will be
documenter. Ask the class to prepare a assigned to act- out specific words
short skit depicting people involved in the written on a sheet of paper while the
preparation and celebration of a religious second group will guess what is
feast. being tried to act-out by the actors
and actresses.
Process Questions
1. What activities are involved in carrying
out a religious feast?
2. How do they know that a religious feast
requires these activities?
3. Why do they celebrate religious feasts?
Aspects of Culture The teacher will ask questions.
The notion of culture presents a complex How do you find the activity?
portrait of humanity. Anthropology regards
culture as learned, symbolic, integrated,
shared, and all encompassing..
The students are asked to present a Group Activity:
PARADE of FILIPINO CULTURE “Charade” Identify what elements of
 Filipino Ethnic costumes culture is being projected.
 Confidence in showcasing one’s
talent
 Q and A portion [One question
per participant]

G. Finding practical applications
of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application
for remediation
V. REMARKS
In your daily activities, cite some
instances where you have experience
showing
sociological or anthropological
perspective.
In your opinion, does your social and
anthropological perspective have
something to do in how your
behaviour?
Role play: Present a skit showing how
people’s communication with each
other becomes a way of sharing
culture.
Rubrix will be used for checking the
group activity
How do you describe your present
generation? What cultural traits and
practices do you have?
Can we say now that the society and
culture is a complex whole? Explain.
In 1 whole sheet of paper
Answer the following questions.
1. Is there such as superior and
inferior culture? Explain.
2. How is culture and behaviour
related? Give an Example to
prove your answers.
1. What makes me proud as a Filipino?
2. What are the values and traits in the
film that I think Filipinos should change?
Why?
3. Do I have these values? Cite my
personal experience.
4. How can I make the Filipinos be proud
of me?
Journal Writing - “How can I make the 1. How will you summarize our
Filipinos be proud of me? lesson for today?
Answer the following questions based on
the Filipino culture shown in the film.
1. What makes me proud as a Filipino?
2. What are the values and traits in the film
that I think Filipinos should change? Why?
3. Do I have these values? Cite my
personal experience.
4. How can I make the Filipinos be proud of
me?
Complete the chart.
Aspect of Why Give
Culture or examples to
How illustrate the
explanations
Culture is
share and
contested.
What are the things you want to
change or discontinue in our
culture? Why?
What are the things that you want to
keep/continue? Why?
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.
C. Did the remedial 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?

Prepared by: Checked by: Validated by:

Joseph A. Reyes Dr. Lovella G. Paragas Dr. Angelica M. Burayag

Richard V. Santiago UCSP Facilitator EPS, CLMD, OIC-HUMSS
Frances Karen A. Faustino
Ronaleine R. Aguilar
Arnaldo Relator
Mirabelle L. Macatangay
Juanita M. De Leon
Jean T. Gansatao
Saudia D. Buenavides
Hazel May S. Barcial
Sheril D. Dela Cruz