SCHOOL
GRADE 12
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 Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
DUMALAG CENTRAL NHS GRADE LEVEL Grade 11- STEM
TEACHER MARIAN F. FUNTINILLA LEARNING AREA UNDERSTANDING CULTURE, SOCIETY & POLITICS
TEACHING DATES AND TIME JUNE 3-7, 2019, 12:30- 1:30 PM (MTWTh) QUARTER First/ Week 1
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 to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of:
1. human cultural variation, social differences, social change, and political identities
2. 2. the significance of studying culture, society, and politics
3. 3. the rationale for studying anthropology, political science, and sociology
The learners:
1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
Articulate observations on human cultural Demonstrate curiosity and an openness to Analyze social, political, and cultural Recognize the common
variation, social differences, social change, explore the origins and dynamics of change. (UCSP11/12SPUIb-3) concerns or intersections of
and political identities. (UCSP11/12SPUIa-1) culture and society, and political anthropology, sociology, and
identities. (UCSP11/12SPUIa-2) political science with respect of
the phenomenon of
change.(UCSP11/12SPU-1b-4)
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.
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.
NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
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 processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
The teacher reviews the lesson through a The teacher reviews the learners The teacher reviews the past
game “FACT” or “BLUFF” about yesterday’s lesson. lessons by asking 5 volunteers to

B.Establishing a purpose for the
lesson
C.Presenting examples/instances of
the new lesson
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)
G.Finding practical/applications of
concepts and skills in daily living
1. Articulate observations on human cultural
variation, social differences, social change,
and political identities.
2. Acknowledge social, cultural and political
identities.
3. Value the social and cultural backgrounds of
students as acting subjects or social actors.
The teacher will facilitate an energizer called
“Double this, Double that”.
The teacher will introduce the meaning of
culture, society and politics and will give
meaning of concept and or phenomena.
The teacher will discuss culture, society and
politics.
Teacher will describe students as acting agents
and social actors.
Students will explain their observation on the
behaviour and phenomenon as social realities.
The students will be grouped according to their
ethnic group and will think of a song based from
their dialect. They will also think of unique
characteristics that their group possess.
1. Demonstrate curiosity and an openness
to explore the origins and dynamics of
culture, society and political identities.
2. Observe social, political, and cultural
behavior and phenomena.
3. Accept social, cultural, and political
change.
The teacher will ask to answer rebus puzzle
from the power point presentation about
the topic.
Explain social dynamics as social, political,
and cultural change.
(This lesson is a continuation of the previous
lesson but it focuses more on the origins and
dynamics of culture, society and political
identities.)
The teacher will present a picture of food
that is a cultural icon among Filipinos and
the students will share their opinion about
the picture.
The teacher will present a picture of Kuha’rili
(a.k.a. Selfie)- a clipped version of
“kuhasasarili” by A. Contresas (2015).
In the photo presented, the students will
offer a critical insight on how selfie can be
read as an image of the social by listing
down 15 words that best describe the photo
and try to connect the words and compose 5
sentence paragraph revolving around the
attributes to selfie (or selfieing).
The teacher will call 5 volunteers to present
their activity in class.
1. Demonstrate knowledge on
social, political, and cultural
changes.
2. Portray their observations in the
group activity.
3. Reflect on the social, cultural, and
political change.
The teacher will present a kokology
game.
The teacher will explain what is
cultural change, social change, and
political change.
The students will share their
observations of social, political, and
cultural changes they observe in their
community.
The teacher will divide the group into
6. Each group will make a 3 minutes
role play that portrait cultural,
political and social changes they
observe in their community. Group
1&2 for social changes, group 3&4 for
political changes and group 5&6 for
cultural changes.
reflect on what they have
learned the other day
Recognize the common concerns
or intersections of anthropology,
sociology, and political science
with respect of the phenomenon
of change
The teacher will present a
kokology test about their most
charming attitude they see in
themselves and would like to
express it for everyone to see.
Based from the motivation, the
teacher will introduce the
meaning of sociology,
anthropology and political
science.
The teacher will explain the
meaning, brief history and
common concerns of sociology,
anthropology and political
science with respect of the
phenomenon of change.
The students will be grouped
into 4, the teacher will give the
students 10 minutes to answer
this question: As a Senior High
School student, what do you
think are the necessary steps
that you need to do in order to
start or create change if you
want to see change in your
community?
The teacher will call the speaker
for each group to present their
answers.
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J.Additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
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 material did I
use/discover which I wish to share with
other teachers?
The teacher will present some situations that The learners generalize the concepts being The learners generalize the concepts The learners generalize the
students personally encounter different ways of discussed. being discussed. concepts being discussed.
doing things, behaving, and making sense of
events. Students will think of more situations
that they personally encounter.
Answer the following questions. The learners answer the following questions The learners answer the following Explain the importance of social
1. Why understanding culture, society and orally. questions orally. sciences in studying culture,
politics is important? 1. Why knowing Values and Beliefs are 1. What is common among the society and politics.
2. How can we improve our awareness on the important? scenarios discussed and performed
social, cultural and political changes using the 2. Explain social dynamics as social, political, that they may be considered as
activity? and cultural change. manifestations of social, cultural and
political changes.
3. How can we improve our
awareness on the social, cultural and
political changes?
Students will be asked to visit a mall or a public Complete the Compartmentalized Life Plan an awareness campaign
market and observe how people inside the Matrix about the things they can do about a relevant issue in their
place to conduct themselves individually and and the things they cannot do. respective community.
collectively. The following questions serve as
observation guide:
1. What sort of people go to malls/ public
market?
2. What sort of things do they buy?
3. What sort of interaction takes place
between people at different categories (
e.g. gender and age)?
See attached rubrics for evaluations.
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 relevant questions.