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Understanding Culture Society and Politi
Understanding Culture Society and Politi
Lesson 1 -
I. OBJECTIVES
At the end of the session, learners are expected to:
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.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Articulate observations on human cultural variation,
social differences, social change, and political identities. (UCSP11/12SPUIa-1)
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson
1.Motivation:
The teacher will facilitate an energizer called “ Double this, Double that”.
2. Presentation:
This lesson provides cultural, social, and political concepts that exist in the
realm of ideas and thoughts. As such, they cannot be seen or touched and yet they
influence the way we see and experience our individual and collective lives as social
beings.
The teacher will introduce the meaning of culture, society and politics and will
give meaning of concept and or phenomena.
Teacher will describe students as acting agents and social actors.
3. Activity:
he 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.
4. Application:
The teacher will present some situations that students personally encounter
different ways of doing things, behaving, and making sense of events. Students
will think of more situations that they personally encounter.
C. Evaluation
D. Assignment
1. Students will be asked to visit a mall or a public market and observe how
people inside the place to conduct themselves individually and collectively.
The following questions serve as observation guide:
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
2
Lesson 2 of
cul
I. OBJECTIVES
re,
At the end of the session, learners are expected to: soc
ety
1. Demonstrate curiosity and an openness to explore the origins and dynamics and
political identities.
2. Observe social, political, and cultural behavior and
phenomena.
3. Accept social, cultural, and political change.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Demostrate curiosity and an openness to explore the
origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)
B. Materials
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
The teacher will ask to answer rebus puzzle from the power point
presentation about the topic.
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.
2. Presentation:
This lesson is a continuation of the previous lesson but it focuses more on the
origins and dynamics of culture, society and political identities.
3
3. Activity: C
.
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version E
of “kuhasasarili” by A. Contresas (2015) v
A selfie is a self photograph, habitually taken with camera phone held in the a
l
hand or recently supported by a selfie stick.
u
In the photo presented, the students will offer a critical insight on how selfie a
can be read as an image of the social by listing down 15 words that best describe ti
the photo and try to connect the words and compose 5 sentence paragraph o
revolving around the attributes to selfie (or selfieing). n
4. Application: A
The teacher will call 5 volunteers to present their activity in class. n
s
wer the following questions.
D. Assignment
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
4
2.
Lesson 3
Po
ay
the
I. OBJECTIVES
obs
At the end of the session, learners are expected to: rva
ons
1. Demonstrate knowledge on social, political, and cultural in
changes. the
group activity.
3. Reflect on the social, cultural, and political change.
II. CONTENT
A. Topic: Social Dynamics: Social, Political and Cultural Change
B. Learning Competencies: Demonstrate curiosity and an openness to explore
the origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)
Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)
B. Materials
1. Projector
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will present a kokology game.
2.Presentation:
The teacher will explain what cultural, social, and political change. The
students will also share their observations on what they observe in their community.
3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version
of “kuhasasarili” by A. Contresas (2015)
5
A selfie is a self photograph, habitually taken with camera phone held in the as
hand or recently supported by a selfie stick. ma
fes
In the photo presented, the students will offer a critical insight on how selfie tion
can be read as an image of the social by listing down 15 words that best describe of
the photo and try to connect the words and compose 5 sentence paragraph cul
revolving around the attributes to selfie (or selfieing). ral
4. Application: and
pol
The teacher will call 5 volunteers to present their work in class. cal
cha
C. Evaluation ges
2. E
Answer the following questions.
l
1.What is common among the scenarios discussed that they may be considered s
al dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political
changes?
D. Assignment
Complete the Compartmentalized Life Matrix about the things they can do and the
things they cannot do.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Recognize the common concerns or intersections of
Understanding
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
7
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.
2.Presentation:
Based from the motivation, the teacher will introduce the meaning, brief
history and common concerns of sociology, anthropology and political science with
respect of the phenomenon of change.
3. Activity:
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.
4. Application:
The teacher will call the speaker for each group to present their answers.
C. Evaluation
Explain the importance of social sciences in studying culture, society and politics.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
8
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain cultural idiosyncrasies and social diversities.
Politi
2. Statethe role of culture in the formation of cultural idiosyncrasies (in general) and
cs
the production of social identities (in particular).
dan
3. Value the advantages of social change in the promotion of cultures and
development of society.
Culture , Society
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
Understan
B. Learning Competency: Recognize the common concerns or intersections of
ding
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Checking of Assignments
B. Development of the
Lesson 1.Motivation:
9
The teacher and the students will sing “alert, alive awake” song with action.
2.Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of
cultures and the development of society.
D.Assignment
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
10
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain cultural idiosyncrasies and social diversities .
Politi
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and
cs
the production of social identities (in particular).
3. Value the advantages of social change in the promotion of cultures and
dan
development of society.
Culture , Society
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
Understan
B. Learning Competency: Recognize the common concerns or intersections of
ding
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 1.Motivation:
11
The teacher and the students will dance following the music video that will be
played.
2.Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.
4. Application:
The teacher will ask 5 volunteers to share their work.
C. Evaluation
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures
and the development of society.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
12
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize the common concerns or intersections of anthropology, sociology and
andPolitics
political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
Culture Society
3. Value the advantages of social change in the promotion of cultures and
,
development of society.
II. CONTENT
Understanding
B. Learning Competencies: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
13
B. Development of the Lesson
1.Motivation:
The teacher and the students will present a kokology game.
2.Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.
3. Activity:Group Research
The teacher will divide the class into three groups who will conduct a research
anchored on the topics that will be presented.
4. Application:
After the conducted group research on the assigned topics, students will
present their findings through variety show, panel discussion or newscasting.
C. Evaluation
Explain the benefits of recognizing the operation of social forces when using the
Short Essay
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
14
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize the common concerns or intersections of anthropology, sociology and
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
3. Value the advantages of social change in the promotion of cultures and
development of society.
Understanding
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competencies: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
15
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:
The teacher and the students will present a kokology game.
2.Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.
Explain the benefits of recognizing the operation of social forces when using the
sociological, anthropological, and political imagination.
D. Assignment
Short Essay
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
16
I. OBJECTIVES
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Identify the subjects of inquiry and goals of
Anthropology, Political Science and Sociology.(UCSP11/12SPU-1b-5)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
17
B. Development of the Lesson
1.Motivation:
The teacher willplay video clips of Juana Change.
2.Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science. After the discussion, the students will
have their short quiz.
3. Activity:Panel Discussion
The teacher will divide the class into three groups. Based on the played videos,
a panel discussion shall be made to process gained knowledge and insights.
4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation
What are the advantages of social change in the promotion of cultures and
How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
18
II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology
and sociology
B. Learning Competency: Explain the anthropological and sociological
perspectives on culture and society.(UCSP11/12SPU-1c-6)
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
19
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:Filling in the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2.Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology.
3. Activity:Essay
In a two-paragraph essay, describe your feelings toward a specific nationality
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them.
4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation
D. Assignment
Observation Exercise
For an hour, sit down in a canteen and observe how people conduct themselves
that place. Take note of the unwritten rules of decorum and propriety. Avoid being
observed by those you are observing, otherwise you might not get the data you are looking
for. Write down your observations notes.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
20
II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology
and sociology
B. Learning Competency: Explain the anthropological and sociological
perspectives on culture and society.(UCSP11/12SPU-1c-6)
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
21
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:Filling in the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2.Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology.
3. Activity: Essay
In a two-paragraph essay, describe your feelings toward a specific nationality
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them.
4. Application:
The teacher will ask the speaker from each group to present their answers in
the motivational activity.
D. Assignment
Short Essay
How can the concepts of society and culture be made useful in constructing
a community of responsive and responsible social actors?
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
22
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.
II. CONTENT
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B.Learning Competencies: Describe a society and culture as a complex hole.
(UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
23
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:
The teacher will present a kokology game..
2.Presentation:
Teacher will discuss culture and society as a complex whole. Aspects,
definitions, characteristics, and functions will also be discussed.
3. Activity:Anatomy of my Culture.
In column A, identify any of your behaviors as a Filipino teenager. Then in
column B, explain how you came to imbibe them. In column C, offer an explanation
why its performance (if a behavior) seem to be natural to you or why you belive it (if
it is a belief).
A B C
The WHAT The HOW The WHY
Refers to the contents of Refers to the process of Refers to the mechanisms
4. Application:
The teacher will ask 5 volunteers to share their work in class.
C. Evaluation
D. Assignment
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
24
Estipona High School Daily Lesson Plan (DLP)
II. CONTENT
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology
Aspects of Culture
B.Learning Competencies: Describe a society and culture as a complex hole.
(UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)
B. Materials
1. Projector
2. Laptop
25
3. Regular teaching tools IV
.
PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:
Teacher will facilitate an activity called “Double this, Double that”
2.Presentation:
Teacher will discuss the aspects of culture, its characteristics and functions.
4. Application:
Each group will be given 5 minutes to perform in class.
C. Evaluation
D. Assignment
Poster Making
Students will make an illustrative interpretation of the theme, “ Society and culture
as a complex whole”.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
26
Estipona High School Daily Lesson Plan (DLP)
II. CONTENT
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B.Learning Competency: Raise questions toward a holistic appreciation of cultures
and societies. (UCSP11/12DCS-Id-9).
B. Materials
1. Projector
2. Laptop
3. Manila papers
4. Markers
27
IV. PROCEDURES Pra
Gre
A. Preparatory Activities: Ch
of
Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:Pictionary
Teacher will ask 3 volunteers to present and share their assignment
(poster making) in class.
2.Presentation:
The teacher will prepare a freedom wall for students to write their questions
on culture and society.
3. Activity:Freedom Wall
Students will be grouped and will write all their questions on manila
paper. Their questions will be posted on the board.
4. Application:
Teacher will divide the class into 2 groups and will ask them to make the first
group the inner circle and the second group the outer circle. The teacher will choose
questions from freedom wall whereas the inner circle members will answer the
What did you feel when you are able to raise all your questions with regards to our
society and culture.
D. Assignment
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
28
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
II. CONTENT
A.Topic: Aspects of Culture
Ethnocentrism and Cultural Relativism
B.Learning Competency: Become aware of why and how cultural relativism
mitigates ethnocentrism. (UCSP11/12DCS-Id-10).
Identify forms of tangible and intangible heritage and threats to
these. ((UCSP11/12DCS-Ie-11).
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
B. Development of the Lesson
1.Motivation:Detecting Ethnocentrism and Promoting Respect for
Other Cultures
Teacher will present some pictures of food that is usually prepared in their
community or their region. The students will be asked to comment on the food on the
picture.
2.Presentation:
The teacher will discuss ethnocentrism, cultural relativism and cultural
heritage.
4. Application:
After each presentation, the students will be asked to write a reflection paper
on what they have learned/realized after watching the performance of each group.
C. Evaluation
V. REMARKS
30
________________________________________________________________________ _
________________________________________________________________________ _
________________________________________________________________________ _
_
________________________________________________________________________.
_
_
_
VI. REFLECTION _
_
_______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recall what have been discussed on the culture and society as
II. CONTENT
A.Topic: Culture and Society: The Perspectives of Anthropology and Sociology
31
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D. IV
4. UCSP Teaching Guide .
P
B. Materials R
1. Projector O
C
2. Laptop
E
3. Chalk
DURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will introduce breathing exercise to keep students calm and
relieve from before they will take their quiz.
2.Presentation:
The teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz.
3. Activity:
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…..
D. Assignment
My Culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
For both identify the threats and sources, and then come up with a plan of action on how to
deal with these threats. Write your output on the table.
Heritage Threats Plan of Action
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
32
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their
experience in visiting a museum.
3. Value culture as heritage.
II. CONTENT
A.Topic: Aspects of Culture
Culture as Heritage
B.Learning Competency: Identify forms of tangible and intangible heritage
and threats to these. ((UCSP11/12DCS-Ie-11).
III. LEARNING
RESOURCES A.
References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, Inc. pp. 57-61
33
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, _
Ed.D. and Agnes M. Macaraeg, Ed.D. _
4. UCSP Teaching Guide _
_
B. Other Learning Resources _
_
1. www.youtube.com
_
2. www.google.com _
_
_
C. Materials _
_
1. Manila paper _
2. Marker _
3. Chalk _
_
IV. PROCEDURES _
_
A. Preparatory Activities: _
_
Prayer< Greetings < Checking of Attendance < Review of Previous
_
Lesson
_
B. Development of the _
_
Lesson 1.Motivation: _
Teacher will facilitate a simple exercise. _
_
2.Presentation: _
The teacher will ask the students to review the tangible and tangible _
_
culture that they have inherited.
_
3. Activity: _
_
The class will be grouped into four. Each group will be given a sheet _
of manila paper and a marker, students will write the tangible and intangible _
heritage in our culture. _
_
_
4. Application:
_
Each group will be given 3 minutes to present. _
_
C. Evaluation _
_
Students will be asked to write one tangible and one intangible _
cultural heritage under threat. Identify the threats and their possible sources, _
and come up with a plan on how to deals with these threats. _
_
D. Assignment _
Bring magazines, newspapers, glue, scissors and any other materials that _
they can use for their activity tomorrow. _
_
_
V. REMARKS _
_
__________________________________________________________________ _
______ _
__________________________________________________________________ _
______ _
__________________________________________________________________ _
34
___________________.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and
interpreting the picture that will be presented.
3. Increase understanding human evolution and its implication on the
transformation of cultures across time periods.
II. CONTENT
A.Topic: Biological and Cultural Evolution of Modern Humans
B.Learning Competency:Trace the biological and cultural evolution of early to
modern humans. (UCSP11/12DCS-Ie-12).
III. LEARNING
RESOURCES A.
References
1. Curriculum Guide-Core Subject
35
2. Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, Inc. pp. 70-74
3. UCSP Teaching Guide V
.
B. Other Learning Resources R
E
1. www.youtube.com M
A
2. www.google.com R
C. Materials K
S
2. Projector
3. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous
Lesson
III. Development of the
Lesson
1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2.Presentation:
Teacher will present a picture about the lesson. Students will
analyze and answer the following questions:
4. Application:
Each speaker from the group will present and explain their work.
C. Evaluation
D. Assignment
Research on the characteristics of biological and cultural human
evolution: from Hominids to Homo sapiens sapiens.
36
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans evolved.
II. CONTENT
A. Topic: Biological and Cultural Evolution of
Modern Humans From Hominids to
Homo Sapiens Sapiens
B. Learning Competency: Trace the biological and cultural evolution of early to modern humans.
C. Code: UCSP11/12DCS-Ie-12
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explore the significance of fossils and artifacts in interpreting cultural, social, and
economic processes.
2. Explain the importance of artifacts and fossils in understanding the social, cultural,
political, and economic processes of modern humans.
3. Simulate the work of anthropologists and archeologists.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
B. Learning Competency: Explore the significance of human remains and artefactual
evidence in interpreting cultural and social, including political and economic processes.
C. Code: UCSP11/12DCS-If-13
39
1. www.youtube.com sites.
2. www.google.com
C. Materials V
1. Projector .
2. Laptop R
3. Chalk E
M
IV. PROCEDURES A
A. Preparatory Activities: R
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson K
B. Development of the Lesson S
1. Motivation: _
Film showing _
2. Presentation: _
Teacher will introduce museums as venues for the appreciation of the _
complexities of biocultural and social evolution. _
3. Activity: Poster Making _
Create a poster for the National Museum of the Philippines advertising why people _
should go to the museum to appreciate our biological, cultural, and social evolution. _
4. Application: _
Presentation of the Posters. _
C. Evaluation _
Write an editorial that assesses the important role of museums in educating the public _
about the human species’ biocultural and social evolution. _
D. Assignment _
Based on the conducted research on the national and local museums and historical sites. _
Students will make a scrap book by getting a brief background for each museum and heritage _
_______________________________________________________________________
_________________________________________________________________________________
______
_________________________________________________________________________________
______
___________________________.
VI. REFLECTION
_________________________________________________________________________________
______
_________________________________________________________________________________
______
_________________________________________________________________________________
______
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain the different types of societies.
2. Produce an illustrated timeline that clearly shows the major developments and
40
1. www.youtube.com D.
2. www.google.com A
C. Materials ss
1. Projector ig
2. Laptop n
3. Chalk m
en
IV. PROCEDURES t
A. Preparatory Activities: No
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson assignm
B. Development of the Lesson ent since
1. Motivation: it is
Students will be asked this question “ How did societies transform through time?” Friday.
2. Presentation:
Based on the motivational question, teacher will introduce sociocultural and political V.
evolution. R
3. Activity: Data Retrieval Chart Completion E
Write major characteristics and developments of the different stages of societies? M
4. Application: A
Students will fill up the chart that will be presented by the teacher. R
C. Evaluation K
Explain the processes of cultural and sociopolitical evolution. S
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
VI. REFLECTION
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
I. OBJECTIVES
41
2. www.google.com
C. Materials Contex
1. Projector Conten
2. Laptop Proces
3. Chalk Conseq
4. Appl
IV. PROCEDURES
A. Preparatory Activities: C. Evaluat
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson Teacher
B. Development of the Lesson will ask
1. Motivation: The World and I the
Teacher will ask students to look back on their childhood. student
2. Presentation: s to
Based on the motivational activity, teacher will introduce and discuss the new identify
lesson on becoming a member of society. what is
3. Activity: being
Teacher will group the class into four and ask them to answer the table below. describ
ed through the form of a short quiz.
D. Assignment
Enumerate some of the values your family holds dear, in what ways do these values
affect your lifestyle as a teenager.
V. REMARKS
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
VI. REFLECTION
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
III. LEARNING
RESOURCES
C. References
42
1. Curriculum Guide-Core Subject 2.
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. Prese
118-125 ntatio
3. UCSP Teaching Guide n:
D. Other Learning Resources The teacher
1. www.youtube.com will continue
2. www.google.com the discussion
C. Materials on becoming
1. Projector member of
2. Laptop society.
3. Chalk 3.
Activi
IV. PROCEDURES ty:
A. Preparatory Activities: Jingl
Prayer< Greetings < Checking of Attendance < Checking of Assignments e
B. Development of the Lesson T
1. Motivation: Quiz Bee eache
Teacher will review and prepare the students for their Midterm Examination. r will
group the class into four and students will develop or make a jingle on human dignity,
rights, and the common good.
4. Application:
Students present their jingle in class.
C. Evaluation
Teacher will continue reviewing the students through the form of a quiz bee.
D. Assignment
Review and review and review for the Midterm Examination.
V. REMARKS
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
VI. REFLECTION
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
__________________________________________________________________________________
_____
___________________________.
I. OBJECTIVE
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Learning Materials
B. Materials
1. Test Papers
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance
43
B. Development of the Lesson
1. Motivation:
Teacher will introduce a breathing exercise to prepare students for their examination.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Actual test taking (1 hour)
4. Application:
Submission of test papers
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Understanding Culture , Society and Politics
I. OBJECTIVE
II. CONTENT
A. References
1. Curriculum Guide-Core Subject
2. Learning Materials
B. Materials
1. Test Papers
2. Pen
3. Chalk
IV. PROCEDURES
44
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance
1. Motivation:
Students and the teacher will check test papers to know the scores and what items made
the test hard for them.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Checking of test papers and item analysis
4. Application:
Processing Questions
What items in the test did you find easy?
What items in the test did you find difficult and challenging?
C. Evaluation
Students will submit test papers for recording
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify groups within society and their functions
2. Differentiate primary groups from secondary groups
3. Recognize in-groups and out-groups as forms of reference groups
II. CONTENT
A. Topic: How Society is Organized
Social Groups
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Lesson Pretest
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Write the words that will be given by the teacher in their appropriate categories
4. Application:
Enumerate five reasons wherein you can call a person “kabarkada” or “ka-tropa”?
C. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out-group
D. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group and
describe how your membership affects you behavior in relation to election issues.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in
the Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
46
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Short activity
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Make a graphic organizer explaining the process of social relationship or kinship with
a another person or a group
4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
Define the following terms:
Family
Household
Nuclear family
Extended family
D. Assignment
Write an essay or a magazine article that explains how the different types of families are present
in the Filipino family today.
V. REMARKS
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in
the Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Short activity
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Make a graphic organizer explaining the process of social relationship or kinship with
a another person or a group
4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
Define the following terms:
Family
Household
Nuclear family
Extended family
D. Assignment
Write an essay or a magazine article that explains how the different types of families are present
in the Filipino family today.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in
the Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
D. Assignment
Write an essay or a magazine article that explains how the different types of families are present
in the Filipino family today.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
IV. PROCEDURES
50
A. Preparatory Activities: B.
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson e
velopment of the Lesson
1. Motivation:
Simple exercise
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
Teacher will ask the students to trace their own ancestry by blood using symbols and shapes
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Identify the following:
1. Kinship
2. Descent
3. Matrilineal
4. Patrilineal
5. Bilateral
D. Assignment
How can you be sure that blood relates you to your ancestors?
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
IV. PROCEDURES
A. Preparatory Activities:
51
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson 1. M
B. Development of the Lesson t
ation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table
below and the ideas acquired from your interview, write the common problems and possible
solutions of a married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
IV. PROCEDURES
A. Preparatory Activities:
52
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson 1. M
B. Development of the Lesson t
ation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table
below and the ideas acquired from your interview, write the common problems and possible
solutions of a married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
IV. PROCEDURES
A. Preparatory Activities:
53
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson 1. M
B. Development of the Lesson t
ation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table
below and the ideas acquired from your interview, write the common problems and possible
solutions of a married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
IV. PROCEDURES
A. Preparatory Activities:
54
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson 1. M
B. Development of the Lesson t
ation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table
below and the ideas acquired from your interview, write the common problems and possible
solutions of a married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the different concepts of kinship by ritual
2. discuss how relationship by ritual works as a social network
3. recognize the importance of ritual kinship in society
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
55
1. Motivation: 2.
Teacher will introduce a simple energiser Pre
ntation:
Teacher will continue the discussion on kinship
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a
brief description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to
their manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
IV. PROCEDURES
56
A. Preparatory Activities: B.
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson e
velopment of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated
below: debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group
(pakikisama) competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
Family
Household
Nuclear family
Extended family
Political dynasty
Reconstituted family
D. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
57
IV. PROCEDURES Pra
A. Preparatory Activities: Gre
Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated
below: debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group
(pakikisama) competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
Family
Household
Nuclear family
Extended family
Political dynasty
Reconstituted family
D. Assignment
Try and trace your family kinship ties through proper agencies or online research. See how far
you can trace your family's roots.
V. REMARKS
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify the different forms of social and political organizations
2. Recognize the differences among different types of political organizations
3. Value how political organizations operate as an entity which maintains societal functions
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Political organization
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
58
IV. PROCEDURES B.
A. Preparatory Activities: e
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson v
elopment of the Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
Based on what you know, what is a band? a tribe? a chiefdom? Do you have an idea of
their differences?
Is nation the same as state?
2. Presentation:
Based form the motivational questions, teacher will introduce the lesson about political
organizations.
3. Activity:
In a classroom setting, what are the functions of the elected class officers?
Do you believe that their existence is needed for the maintenance of order in the class?
4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Imagine the world without political organizations. What do you see?
What can we expect from people or from a society which works and operates without
the supervision of a political organization?
D. Assignment
Give at least three political organizations. Write their objectives and projects in society.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
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
V. REMARKS
_______________________________________________________________________________________
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
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
C. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
60
2. Chalk A
.
IV. PROCEDURES P
reparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some 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 dicussed
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
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
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
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
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
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
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
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
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
IV. PROCEDURES
64
A. Preparatory Activities: Tea
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson ask
B. Development of the Lesson stud
1. Motivation: follo
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?
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
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
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
IV. PROCEDURES
A. Preparatory Activities:
65
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson •W
B. Development of the Lesson exp
1. Motivation: gov
Teacher will ask the students the following questions: will
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?
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
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
66
B. Development of the Lesson 2.
1. Motivation: Pre
Teacher will ask the students the following questions: ent
How does the continuous decrease of the price of petroleum in the world market affect ion
the producer and seller of the product? Does it affect the world's economy as whole? How? Tea
discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a
monopolistic market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation
for this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based
on economic status or model.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
67
1. Motivation: 3.
Teacher will ask the students the following questions: Act
How does the continuous decrease of the price of petroleum in the world market affect ity:
the producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation: ake
Teacher will discuss market transaction and market and state sim
e business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation
for this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based
on economic status or model.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
68
Teacher will ask the students the following questions: mo
How does the continuous decrease of the price of petroleum in the world market affect poli
the producer and seller of the product? Does it affect the world's economy as whole? How? c
2. Presentation: ma
Teacher will discuss market transaction and market and state et.c
3. Activity: mm
Make a simple business plan for a unique product to be sold in a nity
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation
for this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based
on economic status or model.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.