School Grade Level 11

DAILY LESSON LOG Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics
Teaching Dates & Time Week 9 Grading 2nd (1st Semester)

Session 1 Session 2
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.
I. OBJECTIVES Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrate an understanding of: The learners demonstrate an understanding of:
Cultural, social, and political institutions as sets of norms and patterns of Cultural, social, and political institutions as sets of norms and patterns
behavior that relate to major social interests. of behavior that relate to major social interests.
B. Performance Standards Analyze aspects of social organization Identify one’s role in social groups

C. Learning Describe the organized nature of social life and rules governing behavior. Compare different social forms of social organization according to their
Competencies/ UCSP11/12HSOIIi- 21 manifest and latent functions- UCSP11/12HSOIIj-22
Objectives
Write the LC code for each

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.
II. CONTENT
E. How Society is Organized. How Society is Organized
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.
III. LEARNING
RESOURCES
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016 UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al. UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al. UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
1.Teacher’s Guide pages TG Activity #4 p.71
2.Learner’s Material pages pp. 50-65 (Balena, 2016) pp. 50-65 (Balena, 2016)
3.Textbook pages pp. 50-65 (Balena, 2016) pp. 50-65 (Balena, 2016)
4.Additional Materials from QUIPPER CLASS QUIPPER CLASS
Learning Resource portal
B. Other Learning Resources Laptop, Television, Activity Sheet TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application
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
IV. PROCEDURES their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Becoming A member of Society: Ask: What are different types of groups in society according to factors?
- Teacher reviews the activity about the previous topic.
- Ask: How can you ensure the protection of human dignity, rights and the
common good?
B. Presentation of Objectives Activity #2 (5 minutes)
The teacher will present the objectives on the projector. A. 4Pics - 1word (Powerpoint Presentation)
Say: Today we are going to analyze the aspects of social organization. Thus, 1. The teacher shows various set of pictures representing different
at the end of the session you should be able to describe the organized groups in society (i.e. Family, school, church, etc.). The learners will

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C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
nature of social life and rules governing behavior. guess the hidden word behind each set.
2. Ask: What does the images represent? Define social organizations.
B. Presentation of Objectives
The teacher will present the objectives on the projector.
Say: Today we are going to analyze the aspects of social organization. Thus,
at the end of the session you should be able to describe the organized
nature of social life and rules governing behavior.
Activity #2 My Social Groups (10 minutes) Find me!
Direction: Identify the groups that you are a part of and assign this on the Directions: Ask the learners to complete the table/matrix below. Each
drawing below according to closeness learner must go around asking classmates to sign on the box if they match
the description contained therein. Alternatively, the class may fill in the
boxes as a group. In this case, the teacher would have to reproduce the
matrix on the board and ask for show of hands for the description in each
box. (10 minutes)
Who has been treated Who has a brother or Who has a copy of his
at a health center or sister currently or her birth certificate
hospital in the last six enrolled in elementary (at home)?
months? school?
Who lives with their Who carries a religious Who has met a local
parent(s) and item in his/her bag or government official?
grandparent(s)? pocket?
Who has shared a food Who is a member of a Who has bought
item with neighbors in community-based anything from a sari-
the last twelves youth group? sari store in the last
Process Questions months? wo weeks?
1. Who/ what group(s) is/are closest to you?
2. Who/what group(s) is/are farthest from you? Processing Questions:
3. Are some group(s) that are connected with each other? 1. What kinds of institutions do you think were represented in the
Which are they? activity?
4. What are the factors that you consider when Identifying a 2. How do the family, school, religion, economy, civil society and health
centers affect your life
groups proximity to you?
Reflective Discussion Tableau
(Power Point Presentation) Directions: Divide the class into 7 groups. Give each group a card containing
How society is organized
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E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
I. Definition of Social Groups and Organization specific topic. They will be given 10 minutes to read and brainstorm about
II. Collections Not Considered as a Group the presentation. Each group will have 3 minutes to present their tableau
1. Aggregates (frozen picture) in the class.
2. Collectivity
3. Social Category
1. Family
III. Groups within society
1. According to Social Ties 2. Politics and Leadership
i. Primary and Secondary Groups 3. Economy
2. According to Self-Identification 4. Non-state institutions
i. In-groups and out-groups 5. Education
ii. Reference groups 6. Religion
3. According to Quality of Relationship 7. Health
i. Gemeinschaft and Gesselschaft
4. According to Form of Organization
i. Formal and Informal groups
5. Networks
Activity #3
1. Print different pictures that exemplify each type of group.
2. Ask students to categorize each picture.
3. Evaluate the responses.
Teacher says: Using your answers in Activity 1 and 2, Classify the groups you Processing Questions
encounter daily accordingly. Describe the aspects of each example using the 1. What are the different institutions presented in the activity?
template below: 2. Why do you think these institutions persists to this day?
3. How will you describe the function of each institution?
Social Group Example Function/Influence 4. How important are these institutions to society? Why?
(refer to activity
#1 and 2)
1. Primary Group
2. Secondary Group
3. In- group
3. Out Group
4. Reference Group
5. Networks
Create an essay entitled “How Society is Organized,” describing how Complete the table:
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of concepts and skills in daily social organizations affect the behavior of its members.
living
Rubrics: Social Example Function/ Your
Category 4 3 2 1 Score
I. Content of The content of the The prompts are The prompts There is no
Institutions (Key Influence Contribution/Role
Theme essay goes beyond distinguished and are labeled in evidence of Person)
superficial there is some the essay, but the prompts
discussion of the accurate are not detected in
1. Family
prompts and elaboration of the explained or writing
includes prompts supported with
connections to content 2. Political
actual practice and
experiences
II. Organization The theme is The introduction, There is an There is no
of Theme clearly organized. body and attempt to clear evidence 3. Economic
Key issues are conclusion are organize ideas of the
developed with clearly evident into a logical introduction,
details to inform with a smooth sequence but body, or
and elaborate transition between without a conclusion. 4. Non- State
ideas smooth
transition
between ideas
III. Conventions There are no There are minimal There are There are 5. Education
spelling or spelling/grammatic grammar/spelli significant
grammar errors al errors (Less than ng error grammar/spell
3 per page). They interspersed ing errors
do not interfere throughout the (more than 7 6. Religion
with the reader’s theme. (4-6 per page).
ability to errors per That interfere
understand the page). The with the
content. reader has reader’s ability 7. Health
some difficulty to understand
understanding the content.
the content.
IV. Academic Style reflects Style is mostly Style reflects Style reflects
Language formal academic academic, 1-2 casual or fragmented,
writing instances of informal use of informal use of
informal language. language. language.
H. Making generalizations and Based on your understanding of the lesson, explain John Donne’s IDEA WHEEL
abstractions about the lesson statement: “No man is an Island.” Directions: The Teacher will spin both wheels. The learners are expected to
give a generalization depending on the spin of the wheel. For example,
Wheel stops at Health, then Wheel stops at Evaluate; the student will
evaluate the functions of health institutions.

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 Non-state Family

Compare Evaluate
Politics Economy

Education Health
Evaluate Compare

Religion

I. Evaluating Learning True or False (5 items) Matching Type (7 items)

J. Additional Activities for Agreement: Make your personal Family Tree. Agreement: Create your own “family tree.” Trace your kinship starting from
application or remediation your grandparents in both sides.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for 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 materials
did I use/discover which I wish to share
with other teachers?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph

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