Lesson Plan - Cozette Atendido

Understanding Culture, Society and Politics
 Lesson 1
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Articulate observations on human cultural variat

2. ion, social differences, social change and political identities.
3. Acknowledged social cultural and political identities.
4. Value the social and cultural backgrounds of students and acting subjects or social
actors.
II. CONTENT
1. Topic: understanding culture Society and Politics, Some key Observations

2. Learning Competency: articulate observations on human cultural variation,
social differences social change and political identities. (UCSP11/12SPUIa-1)
III. LEARNING RESOURCES
 References
 Curriculum guide-Core Subject
 Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, In. pp7-10
 Materials
 Projector
 Laptop
 Regular Teaching tools
IV. PROCEDURES
1. Preparatory activities
Prayer< Greetings< Checking Attendance< Review of Previous lesson<
2. Development of the lesson

Motivation:
The teacher will facilitate an energizer called “ Double this,
Double that”
Presentation:
1|Page
This lesson provides cultural, social and political concepts that
exists 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 concepts and or phenomena
Teacher will describe students as acting agents and social actors.
Activity:
The students will be grouped according to their ethnic group and
will think of a song based from their dialect. They will also think
of unique characteristics that their group possess.
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.
3. Evaluation
Answer the following questions.
-Why understanding culture, society, and politics is
important?
-Explain their observation on the behaviour and phenomenon
as social realities.
-How can we improve our awareness on the social, cultural
and political changes using the activity?
4. 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:
 What sort of people go to malls/public market?
 What sort of things do they buy?
 What sort of interaction takes place between people at different
categories (e.g., gender and age)?
2|Page
V. REMARKS
VI. REFLECTION
 Lesson 2
I. OBJECTIVES

1. Demonstrate curiosity and an openness to explore the origins and dynamics
of culture, society and political identities.
2. Observe social, political and cultural behavior and phenomena.
3. Accept social, cultural and political change.
II. CONTENT
2. Topic: Understanding Culture, Society, and Politics: Some key

Observations
3. Learning Competency: Demonstrate curiosity and an
openness to explore the origins and dynamics of culture and
society, and political identities. (UCSP11/12SPUIa-2)
 References
- Curriculum Guide-Core Subject
- Understanding culture, Society and Politics 2016 by Phoenix
Publishing House, Inc. pp. 7-10
3|Page
 Materials
- Projector
- Laptop
- Regular teaching tools
IV. PROCEDURES
1. Preparatory Activities:
Prayer< Greetings< Checking of attendance< Review of previous Lesson
2. Development of the Lesson
Motivation:
The teacher will ask to answer rebus puzzle from the
power point presentation abot the topic.
The teacher will present a picture of food that is cultural
icon among Filipinos and the students will share their opinion
about the picture.
Presentation:
This lesson is a contribution of the previous lesson but it focuses more on
the origins and dynamics of culture, society and political identities.
Activity:
The teacherwill present a picture of Kuha’rlli (a.k.a Selfie)- a clipped
version of kuhasasarlli” by A Contreras (2015)
A selfie a self-photograph habitually taken with camera phone held in

the hand or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on

how selfie can be read as an image of the social by listing down 15
words that best describe the photo and try to connect the words and
compose 5 sentence paragraphs revolving around the attributes to
selfie (or selfieng)
Application:
The teacher will call 5 volunteers to present their activity in class.
4|Page
3. Evaluation:
Answer the following questions.
1. Why knowing Values and beliefs are important?
2. Explain social dynamics as social, political and cultural
change.
3. How can we improve our awareness on the social, cultural
and political changes?
4. Assignment
1. Write a short on what constitutes our sociality as human
beings?
2. Complete the compartmentalized Life Matrix about the things
they can so and the things they cannot do.
V. REMARKS
VI. REFLECTION
 Lesson 3
I. OBJECTIVES

1. Demonstrate knowledge on social, political, and cultural changes.
5|Page
2. Portray their observations in the group activity.
3. Reflect on the social, cultural, and political change.
II. CONTENT
1. Topic: Social Dynamics: social, Political and cultural Change
2. Learning Competencies: Demonstrate curiosity and an openness to explore

the origins and dynamics of culture and society, and political identities.
(UCSP!!/12SPUIa-2)
Analyze social, political and cultural change. (UCSP11/12SPUIb-3)
3. LEARNING RESOURCES
 References
- Curriculum Guide- core Subject
- Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, Inc pp.11-13
 Materials
- Projector
- Laptop
4. PROCEDURES
1. Preparatory activities:
Prayer< Greetings< checking of Attendance< Review of Previous Lesson
Motivation:
The teacher will present a kokology game.
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.
Activity:
6|Page
The teacher will present a picture of Kuha’rlli (a.k.a
Selfie)-a clipped version of “kiuhasasarili” by A. Contreras
(2015)
A selfie is a self-photograph, habitually taken with
camera phone held in the hand or recently supported by a
selfie stick.
In the photo presented, the students will offer a
critical insight on how selfie can be read as an image of the
social by listing down 15 words that best describe the
photo and try to connect the words and compose 5
sentense paragraph revolving around the attributes to
selfie (or selfeing)
Application:
The teacher will call 5 volunteers to present their work in
class.
3. Evaluation
Answer the following questions
1. What is common among the scenarios discussed
that they may be considered as manifestations of
cultural and political changes.
2. Explain social dynamics as social, political, and
cultural change.
3. How can we improve our awareness on the social,
cultural and political changes?
4. Assignment
Complete the Compartmentalized Life Matrix about the
things they can do and the things they cannot do.
5. REMARKS
7|Page
6. REFLECTION
Date: Week: 5 1st Quarter
Subject: Understanding culture, Society Grade: 11 1st Semester

and Politics
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
community
3. Value the role of social diversity in promoting social understanding and
cultural tolerance.
II. CONTENT
5. Topic: the social Sciences: Sociology, Anthropology, and Political Science.
6. Learning Competency: Recognize the common concerns or interactions of
anthropology, sociology, and political science with respect of the
phenomenon of change (UCSP11/12SPU-1b-4)
 References
- Understanding Culture, Society and Politics 2016 by hoenix
Publishing House Inc. pp. 15-26
 Materials
- Projector
- Laptop
8|Page
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance< Review of Previous Lesson
Motivation:
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.
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.
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?
Application:
The teacher will call the speaker for each group to present their
answers.
3. Evaluation
Explain the importance of social sciences in studying culture,
society and politics.
4. Assignment
Plan an awareness campaign about a relevant issue in their
respective community.
9|Page
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, Grade: 1st Semester

Society and Politics 11
I. OBJECTIVES

1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general)
and the production of social identities (in particular)
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3. Value the advantages of social change in the promotion of cultures and
development of society.
II. CONTENT
1. Topic: The social Sciences sociology, anthropology and Political Science
2. Learning Competency: Recognize the common concerns or intersections of

anthropology, sociology, and political science with respect of the phenomenon of
change (UCSP11/12SPU-1b-4)

References
- Curriculum Guide-Core subject
- Understanding Culture, Society and Politics 2016 by
Phoenix Publishing House, Inc. pp. 15-26
 Materials
- Projector
- Laptop
4. PROCEDURES
Prayer< Greetings< Checking of Attendance< Checking of Assignments
Motivation: The teacher and the students will sing “alert, alive
awake” song with action.
Presentation: The teacher will continue the discussion on the

history and goals of anthropology, sociology and political science.
Activity: Me and My Social Map

The students will be asked to bring one whole sheet
of paper and the students follow the instruction below:
Starting with your present situation as a student,

list down 5 important factors that you think are
responsible for the kind of person you are right now. Start
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with what is unique in you as a social person ( not
necessarily focusing on your biophysical traits). Link each
feature with societal, cultural, or political force. Then
evaluate each in terms of opportunities and constraints it
provides in pursuing your present and future plans. Use
the table below as a template for your assessment.
My unique features as a social Types of social forces Assessment of effects (does it

person (may include but are not responsible for these features provide opportunities or serve as
limited to sex/religion/residence ) (is it societal/cultural/political) constraints?)
Application:
The teacher will ask 5 volunteers to share their work.
3. Evaluation
Answer the ff questions:
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.
4. Assignment
Write a short essay with the theme “Change is coming”!
5. REMARKS
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6. REFLECTION
Date: Week: Quarter: first

5
Subject:Understanding Culture,Society Grade: Semester: first

and politics 11
I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and the
production of social identities (in particular).
3. Value the advantages of social change in the promotion of cultures and development
of society.
II. CONTENT
1. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competency: Recognize the common concerns or intersections of

change. (UCSP11/12SPU-1b-4
 References
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Publishing House, inc.pp. 15-26
 Materials
- Projector
- Laptop
IV. PROCEDURES
Prayer<Greetings<Checking of Attendance <Checking of Assignments
Motivation: The teacher and the students will dance following the
music video that will be played
Presentation: The teacher will continue the discussion on the history and
goals of anthropology, sociology and political science
Activity: Me and My Social Map: The students will continue their activity
and will write on manila paper or Cartolina.
Application
The teacher will ask 5 volunteers to share their works.
3. Evaluation
Answer the following questions:
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?
4. Assignment
Review previous discussions.
V. REMARKS
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VI.REFLECTION
Date: Week: 6 1st quarter
Subject: Understanding culture, Society Grade: 11 1st semester

and Politics
I. OBJECTIVES

1. Recognize the common concerns or intersections of anthropology, sociology
and political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and
political science.
II. CONTENT
1. Topic: The social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competencies: Recognize the common concerns or interactions

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
III. PROCEDURES
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Prayer< greetings< Checking of Attendance< Checking of Assignments
2. Development of the Lesson:
Motivation: The teacher will continue the discussion on the

history and goals of anthropology, sociology and political
science.

science.
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.
 Application: After the conducted group research on the

assigned topics, students will present their findings through
variety show, panel discussion or newscasting.
3. Evaluation
Explain the benefits of recognizing the operation of social forces when
using the sociological, anthropological and political imagination.
4. 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
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VI. REFLECTION
Date: Week: 6 1st quarter
Subject: Understanding Culture, Society Grade: 11 1st Quarter

and Politics
I. OBJECTIVES
1. Recognize the common concerns or interactions of anthropology, sociology and

political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
II. CONTENT
1. Topic: The social Sciences: Sociology, Anthropology, and Political Science.
2. Learning Competencies: Recognize the common concerns or intersections of

change. (UCSP11/12SPU-1b-4)
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Identify the subjects of inquiry and goals of anthropology, Political Science and
Sociology. ( UCSP11/12SPU-1b-5)
 References
Phoenix Publishing House Inc. pp. 15-26
 Materials
- Projector
- Laptop
IV. PROCEDURES
Prayer<Greetings<Checking of Attendance< Checking of Assignments
Motivation: The teacher and the students will present a

kokology game.

science.
Activity: Group research

The teacher will divide ythe class into three groups
who will conduct a research anchored on the topics
that will be presented.
3. Evaluation

using the sociological, anthropological, and political imagination.
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4. Assignment
Short essay
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, Society Grade: 11 1st Semester

and Politics
I. OBJECTIVES

1. Recognize the common concerns or intersections of anthropology, sociology
and political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and
political science.
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II. CONTENT
1. Topic: The social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competencies: Recognize the common concerns or intersections of

anthropology, sociology and political science with respect of the phenomenon of
change. (UCSP11/12SPU-b-5)
 References
- Curriculum Guide- Core Subject
 Materials
- Projector
- Laptop
IV. PROCEDURES
Motivation: The teacher and the students will present a kokology game.
goals of anthropology sociology and political science.
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.
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Application: After the conducted group research on the assigned
topics, students will present their findings through variety show,
panel discussion or newscasting.
3. Evaluation
using the sociological, anthropological, and political imagination.
4. Assignment
Short Essay
V. REMARKS
VI. REFLECTION

and Politics
I. OBJECTIVES
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1. Recall the common concerns or intersections of anthropology, sociology and
political science.
2. Write their answer in their quiz
3. Reflect on how do social forces influence the life chances of the members of
society.
II. CONTENT
1. Topic: the social Sciences: Sociology, Anthropology and Political Science
2. Learning Competency: Identify the subjects of inquiry and goas of

Anthropology, Political Science and Sociology. (UCSP11/12SPU -1b-5)
 References
Phoenix Publishing House, Inc. pp 15-29
 Materials
- Projector
- Laptop
4. PROCEDURES
Motivation: The teacher will play video clips of Juana Change.
goals of anthropology, sociology and political science. After jthe
discussion, the students will have their short quiz.
Activity: Panel Discussion
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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.
Application: The teacher will ask 3 volunteers for each group to share
their insights on the played videos.
3. Evaluation
What are the advantages of social change in the promotion of cultures

and development of society?
4. Assignment
How can the concepts of society and culture be made useful in
constructing a community of responsive and responsible social actors?
5. REMARKS
6. REFLECTION
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Subject: Understanding Culture, Society and Grade: 11 1st semester
Politics
I. OBJECTIVES

1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives and anthropology and
sociology.
3. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.
II. CONTENT
Topic: Defining culture and Society from the perspectives of

anthropology and sociology
Learning Competency: Explain the anthropological and sociological

perspectives on culture and society (UCSP11/12SPU-1c-6)
 References
Publishing House, Inc pp. 31-46
 Materials
- Projector
- Laptop
- Manila Paper
- Marker
IV. PROCEDURES
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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.
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.
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)
Application: The teacher will ask 3 volunteers for each group

to share their insights on the played videos.
3. Evaluation
What makes society possible?
4. 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
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VI. REFLECTION
Subject: Understanding culture, society Grade: 11 1st Semester

and Politics
I. OBJECTIVES
1. Explain anthropological and sociological perspectives on culture and society.

2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of
II. CONTENT
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1. Topic: Defining Culture and society from the perspectives of anthropology and
sociology.
2. Learning competency: explain the anthropological and sociological perspectives

on culture and society. (UCSP11/12SPU-1c-6)
 References
- Understanding Culture, society and Politics 2016 by Phoenix
 Materials
- Projector
- Laptop
- Manila Paper
- Marker
IV. PROCEDURES
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.
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
Activity: Essay
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In a two-paragraph essay, describe your feelings
toward a specific nationality (e.g. Koreans, Japanese,
Americans) state why you like or dislike them)
Application: The teacher will ask the speaker from each grop
to present their answers in the motivational activity.
3. Evaluation
What makes society possible?
4. Assignment
Short essay
How can the concepts of society and culture be made useful in
constructing a community of responsiveness and responsible social
actors?
V. REMARKS
VI. REFLECTION
Subject: understanding culture, society and Grade: 11 1st semester

Politics
I. OBJECTIVES

1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
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3. Appreciate the nature not culture and society from the perspectives of
II. CONTENT
1. Topic: Culture and society the Perspectives of Anthropology and Sociology.
2. 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
 References
Publishing House, Inc pp. 31-46
 Materials
- Projector
- Laptop
IV. PROCEDURES
Motivation: The teacher will present a kokology game
Presentation: Teacher will discuss culture and society as a

complex whole. Aspects, definitions, characteristics, and functions
will also be discussed.
Activity: Anatomy of my Culture.
A B C
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The WHAT The HOW The WHY
Refers to the contents of Refers to the process of Refers to the mechanisms that
culture transmission and promote compliance and
circulation performance
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 believe it. (if it is a belief)
Application: The teacher will ask 5 volunteers to share their work in

class.
3. Evaluation
Explain the anthropological and sociological perspectives on culture and
society.
4. Assignment
Explain the statement.
Culture is a “mechanism for the normative regulation of behavior.
V. REMARKS
VI. REFLECTION
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and politics
I. OBJECTIVES
1. Identify aspects of culture and society

2. Distinguish key features or the three major appropriates to the study of
culture, society and politics.
3. Value the characteristics of culture.
II. CONTENT
1. Topic: Culture and society: The Perspectives of Antthropology and Sociology

Aspects of culture
2. 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)
 References
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 Materials
- Projector
- Laptop
IV. PROCEDURES
Motivation: Teacher will facilitate an activity called “ Double this,

Double that”
Presentation: Teacher will discuss the aspects of culture, its

characteristics and functions.
Activity: Role-playing a Religious Feast
The class will be divided into 4 groups. Each group will

choose their leader and a documenter. Students will
prepare a short skit depicting people involved in the
preparation and celebration of a religious feast.
Application: each group will be given 5 minutes to perform in

class.
3. Evaluation
Answer the following questions:

1.What activities are involved in carrying out a religious feast?
2. How do they know that a religious feast requires these activities?
3. Why do they celebrate religious feast?
4. Assignment
Poster Making
Students will make an illustrate interpretation of the theme, “Society and
culture as a complex whole”.
V. REMARKS
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VI. REFLECTION
Subject: Understanding Culture, Society and Grade: 1st semester

Politics 11
I. OBJE CTIVES

1. Raise questions toward a holistic appreciation of cultures and societies.
2. Respond critically to the questions that will be raised in the group activity.
3. Increase awareness in culture and society.
II. CONTENT
1. Topic: culture and society: The Perspectives of anthropology and Sociology
2. Learning Competency: raise questions toward a holistic appreciation of cultures

and societies, ( UCSP11/12DCS-1d-9)
 References

Materials
- Projector
- Laptop
- Manila Papers
- Markers
IV. PROCEDURES
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Motivation: Pictionary
Teacher will ask 3 volunteers to present and share
their assignment (poster making) in class.
Presentation: The teacher will prepare a freedom wall for students

to write their questions on culture and society.
Activity: Freedom Wall
Students will be grouped and will write all their questions

on Manila paper. Their questions will be posted on the
board.
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 questions and the outside circle
members will functions as observers. After 10 minutes, the
two groups will take role turns.
3. Evaluation
What did you feel when you are able to raise all your questions with
regards to our society and culture?
4. Assignment
Define the following:
1.Ethnocentrism
2. Cultural Relativism
V.REMARKS
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VI. REFLECTION
Subject: Understanding Culture, Society Grade: 11 1st semester

and Politics
I. OBJECTIVES
1. Become aware of why and how cultural relativism mitigates ethnocentrism

2. Identify forms of tangible and intangible heritage and the threats to these
3. Value cultural heritage and express pride of place without being
ethnocentric.
II. CONTENT
1. Topic: Aspects of Culture
Ethnocentrism and Cultural Relativism
2. Learning Competency: become aware of why and how cultural relativism

mitigates ethnocentrism. (UCSP11/12DS-1d-10).
Identify forms of tangible and intangible heritage and threats
to these (UCSP11/12DCS-le-11.)
 References
- Understanding Culture, society and Politics 2016 by
- Sociology (Exploring Society and culture) by maria
Elena D. David, Ed D. and Agnes M. Macaraeg, Ed. D.
- UCSP teaching Guide
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 Other Learning Resources
- www.youtucbe.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
4. PROCEDURES
Motivation: Detecting Ethnocentrism and Promoting

Respect for Other Cultures
Presentation: The teacher will discuss ethnocentrism,

cultural relativism and cultural heritage.
Activity: Lights Camera Action!
The class will be grouped into two. The first group

will be assigned to do a short skirt on
ethnocentrism while the other will do a short skirt
on cultural relativism.
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.
3. Evaluation
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The students will answer the following questions:
1. Is it right to pass judgement on cultures not our own as inferior,
threatening, or disturbing?
2. Should we expect societies around the world to practice the same set
of cultural values and traits?
3. How is it possible to recognize the uniqueness of each society’s
cultural traits and not from the standpoint of one’s own society?
4. Assignment
Review and be prepared for quiz next meeting.
5. REMARKS
6. REFLECTION
Subject: Understanding culture, Grade: 1st Semester

Society and Politics 11
I. OBJECTIVES
1. Recall what have been discussed on the culture and society as

anthropological and sociological concepts.
2. Write intelligently the answers for their quiz.
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II. CONTENT
1. Topic: culture and Society: The Perspectives of Anthropology and sociology

The Interpretative Dynamics of Society
Aspects of culture
2. Learning Competency: Become Aware of why and how cultural relativism

mitigates ethnocentrism. (UCSP11/12DCS-Id-10)
Identify forms of intangible and intangible heritage and threats to these.
(UCSP11/12DCS-le-11)
 References
- Sociology (Exploring Society and Culture) by Maria
Elena D. David, Ed. D. and Agnes M. Macaraeg, Ed. D.
- UCSP Teaching Guide
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: The teacher will introduce breathing

exercise to keep students calm and relieve from before
they will take their quiz.
38 | P a g e
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
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 matter because….
Application: the teacher will ask some students to

complete each sentence.
3. Evaluation
Questions from their quiz will be asked here.
4. 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
39 | P a g e
VI.REFLECTION
Date: Week 8 1st Quarter
Subject: Understanding culture, Society Grade 11 1st Semester

and Politics
I. OBJECTIVES

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
1. Topic: Aspects of Culture

Culture as Heritage
2. Learning competency: Identify forms of tangible and intangible heritage and

threats to these. (UCSP11/12DCS-le-11.)
 References
- Sociology (Exploring society and culture) by Maria
Elena D. David, Ed. D. and Agnes M. Macaraeg, ed. D.
40 | P a g e

- www.youtube.com
- www.google.com
 Materials
- Manila paper
- Marker
- Chalk
-
IV. PROCEDURES
Motivation: Teacher will facilitate a simple exercise
Presentation: The teacher will ask the students to

review the tangible and intangible culture that they
have inherited.
Activity: The class will be grouped in to for. Each

group will be given a sheet of manila paper and a
marker, students will write the tangible and intangible
heritage in our culture.
Application: Each group will be given 3 minutes to

present.
3. 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.
4. Assignment
Bring Magazines, newspaper, glue, scissors and any other materials that
they can use for their activity tomorrow
41 | P a g e
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, Grade 11 1st Semester

Society and Politics
I. OBJECTIVES

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
1. Topic: Biological and Cultural evolution of early to modern humans
2. Learning Competency: Trace the biological and cultural evolution of early to

modern humans (UCSP11/12DCS-le-12)
 References
42 | P a g e
- Understanding Culture, Society and Politics 2016
Phoenix Publishing House, Inc pp. 70-74

- www. youtube.com
- www.google.com
IV. PROCEDURES
Motivation: Teacher will facilitate in the dance exercise. (Monkey

dance)
Presentation: Teacher will present a picture about the lesson.

Students will analyze and answer the following questions:
- What do you see in the picture? Describe their

appearance and expressions.
- What questions does this photograph raise in your
mind?
- Where could you find the answers to them?
- The teacher will introduce biological and cultural
evolution of human.
 Activity: Imagining yourself

The class will be grouped into four. Each group
will choose three things among the boxes which
they think it would help them in the ancient time.
 Application:
Each speaker from the group will present and
explain their work.
3. Evaluation
Students will answer the following:
43 | P a g e
1. How would you differentiate biological and cultural evolution?
2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.
4. Assignment
Research on the characteristics of biological and cultural human evolution: from

Hominids to Homo sapiens
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, society Grade 11 1st semester

and Politics
I. OBJECTIVES

1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans develop culture.
II. CONTENT
1. Topic: Biological and cultural Evolutions of Modern Humans from Hominids to

Homo Sapiens
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2. Learning Competency: Trace the biological and cultural evolution of early to
modern humans
3. Code: UCSP11//12DCS-Ie-12
 References
phoenix Publishing House, Inc. pp. 74-80
 Other Learning materials
- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: the teacher will facilitate a simple exercise.
Presentation: Teacher will discuss how early humans evolved

into modern and how early human develop culture
Activity: discuss the important biological and cultural

developments of the hominids and homo sapiens.
Application: Students will complete the chart below.
Species Biological Developments/ Cultural Developments

Physical Developments
Hominids
Homo habilis
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Homo erectus
Cro-Magnon
3. Evaluation
Students will identify the following through a short quiz.
1. Biological evolution 4. Australopithecus
2. Cultural evolution 5. Fossils
3. Bipedalism 6. Artifacts
4. Assignment
Make a diorama of human evolution using recyclable materials
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, Society Grade 11 1st semester

and Politics
I. OBJECTIVES

1. Explore the significance of fossils and artifacts in interpreting cultural, social and
economic processes.
46 | P a g e
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 anthropologist and archeologists.
II. CONTENT
1. Topic: human Biocultural and Social Evolution
2. Learning Competency: Explore the significance of human remains and

artefactual evidence in interpreting cultural and social, including political ang
economic processes
3. Code: UCSP11/12DCS-If-13
 References
- Understanding Culture, Society and Politics by
- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama
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Presentation: Teacher will discuss the study and concept of evolution
Activity: Photo essay
Teacher will ask the students to find their partner. Each

pair will make a photo essay of the significance of human
material remains and artefactual evidence.
Application: Presentation of the Photo Essay
3. Evaluation
Answer the following:
1. Why is it important to study fossil remains to know how humans and
the environment on which they live evolve?
2. In what way can fossil remains be found and studied.
4. Assignment
Conduct research on 15 national and local museums and heritage sites in the
Philippines.
V. REMARKS
VI. REFLECTION
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Subject: understanding Culture, Society and Grade 11 1st Semester

Politics
I. OBJECTIVES

1. Recognize national and local and specialized museums, And heritage sites in the
Philippines
2. Understand the role of museums as venues for the appreciation of the

complexities of biocultural and social evolution.
3. Appreciate and reflect on the complexities of biocultural and social evolution as

part of being and becoming human.
II. CONTENT
1. Topic: : Human Biocultural and Social Evolution

Museums as Venues for the appreciation of the
complexities of Biocultural and social evolution
2. Learning Competency: Recognize national, local and specialized

museums and archeological and historical sites as venues to
appreciate and reflect on the complexities of biocultural and social
evolution as part of being and becoming human.
3. UCSP11/12DCS-If-14
 References
- Curriculum Guide-CXore Subject
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- UCSP teaching Guide

- www.youtube.com
- www.googlhe.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Film showing
Presentation: teacher will introduce museums as

venues for the appreciation of the complexities of
biocultural and social evolution.
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
Application: Presentation of the Posters

3. Evaluation
Write an editorial that assess the important role of museums in educating
the public about the human species biocultural and social evolution
4. 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 sites.
V. REMARKS
50 | P a g e
VI. REFLECTION
Subject Understanding Culture, Society Grade 11 1st semester

and Politics
I. OBJECTIVES

1. Explain in the different types of societies.
2. Produce an illustrated timeline that clearly shows the major developments
and changes that happened in human society.
3. Appreciate the significant social developments that happen as societies and
their culture evolve
II. CONTENT
1. Topic: Human Biocultural and Social Evolution

Sociocultural and political Evolution: The Development of
Societies from the Hunting and Gathering to the
agricultural industrial and Post-Industrial Stages.
2. Learning Competency: Recognize national, local and specialized

museums, and archeological and historical sites as venues to
appreciate and reflect on the complexities of biocultural and social
evolution as part of being and becoming human.
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3. Code: UCSP11/12DCS-If-14
 References
- Understanding Culture Society and Politics 2016 by
Publishing house, Inc pp.81-83

- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Students will be asked this question “How

did societies transform through time?”
Presentation: Based on the motivational question,

teacher will introduce sociocultural and political
evolution.
Activity: Data Retrieval Chart Completion

Write major characteristics and developments of the
different stages of societies?
Application: Students will fill up the chart that will be

presented by the teacher.
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3. Evaluation
Explain the process of cultural and sociopolitical evolution.
4. Assignment
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, society Grade: 1st semester

and Politics 11
I. OBJECTIVES
1. Explain the development of the self as a product of socialization and

enculturation.
2. Identify the context processes and consequences of enculturation and
socialization.
3. Value the roles of groups and institutions as agents of social control.
II. CONTENT
1. Topic: Becoming a Member of society

Enculturation and Socialization
2. Learning Competencies:
 Explain the development of the self as a product of
socialization and enculturation.
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 Identify the context, content, processes and consequences of
enculturation and socialization.
3. Codes
 UCSP11/12DCS-Ig-15
 References
Phoenix Publishing House, Inc. pp 105-117

- www.youtube.com
- www,google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: The world and I

Teacher will ask students to look back on
their Childhood
Presentation: Based on the motivational activity

teacher will introduce and discuss the new lesson on
becoming a member of society.
Activity: Teacher will group the class into four and ask
them to answer the table below.
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Socialization Enculturation
Context
Content
Processes
Consequences
Application: students will discuss their work in class
3. Evaluation
Teacher will ask the students to identify what is being described through
the form of a short quiz,
4. Assignment
Enumerate some of the values your family holds dear, in what ways do
these values affect your lifestyles as a teenager.
V. REMARKS
VI. REFLECTION
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Subject: Understanding Culture, society Grade: 11 1st Semester
and Politics
I. OBJECTIVES

1. Analyze the role of groups and institutions as agents of social control.
2. Identify norms and values to be observed in interacting with others in society

and the consequences in ignoring the rules.
3. Recognize the value of human rights and promote the common good.
II. CONTENT
1. Topic: Becoming a Member of Society

Conformity and Deviance
Human Dignity, Rights and the common Good
2. Learning Competencies:
 Identifies the social goals and the socially

acceptable means of achieving these goals
 Advocate inclusive citizenship
 Promote protection of human dignity rights and
the common good.
3. Codes
III. LEARNING COMPETENCIES:
 References
- Curriculum Guide-core Subject
- Understanding Culture So-ciety and Phoenix
Publishing House, Inc pp.
56 | P a g e
- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Quiz Bee

Teacher will group the class into four and
students will develop or make a jingle on
human dignity, rights and the common
good.
Presentation: the teacher will continue the discussion

on becoming a member of society.
Activity: Jingle
Teacher will group the class into four and

students will develop or make a jingle on
human dignity, rights and the common
good.
Application: students present their jingle in class.
3. Evaluation
Teacher will continue reviewing the students through the form of a quiz
bee.
57 | P a g e
4. Assignment
Review and review for the examination
V. REMARKS
VI. REFLECTION
Date: Week: 1st quarter

11
Subject: understanding Culture Society Grade 1st Semester

and Politics 11
I. OBJECTIVES
To administer Midterm Examination
II. CONTENT
1. Topic: Midterm Examinations
 References
- Learning Materials
 Materials
58 | P a g e
- Test Papers
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance
Motivation: Teacher will introduce a breathing exercise

to prepare students for their examination.
Presentation: The teacher will distribute test papers to

students and will give directions and other guidelines.
Activity: actual test taking ( 1hour)
Application: Submission of test papers
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture Society Grade: 11 1st Semester

and Politics
I. OBJECTIVES
To check test paper, item analysis and record results
59 | P a g e
II. CONTENT
1. Topic: Checking and recording of Test Papers
 References
- Learning Materials
 Materials
- Test paper
- Pen
- Chalk
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance
Motivation: Students and the teacher will check test papers to

know the scores and what items made the test hard for them.
Presentation: The teacher will distribute test papers to

students and will give directions and other guidelines.
Activity: Checking of test papers and item analysis.
Application: Processing Questions
What items in the test di you find easy?
What items in the test did you find difficult

and challenging?
3. Evaluation
Students will submit test papers for recording
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V. REMARKS
VI. REFLECTION
Date: Week: 11 Quarter: Second
Subject: understanding Culture, society and Grade: 11 Semester: First

Politics
I. OBJECTIVES

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
1. Topic: How society is Organized

Social Groups
2. Learning Competency: Traces kinship and social networks
3. Code: UCSP11/12HSO-III-20
 References

-www.quipper.com
61 | P a g e
-www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Lesson Pretest
Presentation: based from the motivational activity,teacher will

introduce the new lesson
Activity: Write the words that will be given by the teacher in

their appropriate categories
Application: Enumerate five reasons wherein you can call a

person”kabarkada” or ka-tropa”?
3. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out group
4. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group and
describe how your membership affects your behavior in relation to election issues.
V. REMARKS
62 | P a g e
VI. REFLECTION
Date: Week: 12 2nd quarter
Subject; understanding Culture, Society and Grade: 11 1st Semester

Politics
I. OBJECTIVES
At the end of the session, learners are expected:

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
1. Topic: How Society is Organized

Cultural, Social and Political Institutions, Kinship Marriage and
Household
 References
Phoenix Publishing House, Inc pp 146-157

- Projector
- Laptop
- Chalk
63 | P a g e
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance< Review of previous Lesson
Motivation: short Activity
Presentation: Based from the motivational activity, teacher will

Activity: Make a graphic organizer explaining the process of

social relationship or kinship with another person or a group
Application: Teacher will choose 3 volunteers to share their

work in class
3. Evaluation
Define the following terms
- Family
- House hold
- Nuclear family
- Extended family
4. 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
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Date: Week: 12 Second Quarter

and Politics
I. OBJECTIVES

1. Define Kinship, marriage and household
3. Value the Filipino concept of kinship
II. CONTTENT
1. Topic: How Society is Organized

Cultural. Social and Political Institutions: Kinship,
Marriage, and Household
 References
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
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Motivation: Short activity
Presentation: Based from the motivational activity, teacher will

Activity: Make a graphic organizer explaining the process of social

relationship or kinship with another person or a group
Application: Teacher will choose 3 volunteers to share their work

in class
3. Evaluation
- Family
- Household
- Nuclear family
- Extended family
4. Assignment
Write an essay or a magazine article that explains how different types of
families are present in the Filipino family today
V. REMARKS
VI. REFLECTION
Date: Week:12 2nd Quarter

and Politics
66 | P a g e
I. OBJECTIVES

1. Define kinship, marriage and household
3. Value the Filipino concept of Kinship
II. CONTENT
1. Topic: How society is Organized Cultural, Social and Political Institutions:

kinship Marriage and Households
 References
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Prayer< greetings< Checking of attendance< Review of Previous Lesson
Motivation: Review of Previous activity

Presentation; since the teacher was not able to meet the students for 4
days, the teacher will start the discussion by reviewing the activity and
lecture given by them during the teacher leave of absence
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Activity: the teacher will ask the students to think of other social groups
that the school has
Application: teacher will choose 3 volunteers to share their answers
3. Evaluation
- Primary group
- Secondary group
- Reference group
- In group
- Out- group
4. 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
Understanding Culture Society and Grade: 11 1st semester

Politics
I. OBJECTIVES
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
68 | P a g e
II. CONTENT
1. Topic: how Society is Organized Cultural Social and Political
Institutions: Kinship marriage and Household
 References
Phoenix Publishing House Inc. pp 146-157
 Other learning resources
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: simple exercise
Presentation: Teacher will introduce the new lesson
Activity: Teacher will introduce the new lesson
Activity: Teacher will ask the students to trace their own

ancestry by blood using symbols and shapes
Application: Teacher will ask volunteer students to share their

work
3. Evaluation
Identify the following
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- Kinship
- Descent
- Matrilineal
- Patrilineal
- Bilateral
4. Assignment
Read and review lecture for a graded recitation for the nect meeting
V. REMARKS
VI. REFLECTION

and Politics
I. OBJECTIVES

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 third degree
II. CONTENT
1. Topic: How society is Organized Cultural, Social and Political

Institutions Kinship Marriage and Household
2. Learning competency: Traces Kinship and Social Networks

3. Code: UCSP 11/ 12HSO-III-20
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 References
- Understanding Culture Society and Politics 2016 by
Phoenix Publishing House, Inc pp 146-157

- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Prayer< Greetings< checking of attendance< Review of Previous 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
3. Evaluation
Identify the ff:
-Kinship
-Descent
- Matrilineal
- Paetrilineal
-Bilateral
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4. Assignment
How can you be sure that blood relates you to your ancestors?
V.REMARKS
VI REFLECTION
Date: Week: 13 2nd Quarter

and Politics
I OBJECTIVES
At the end of the session, learners re 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 cultures concept of marriage
II. CONTENT
1. Topic:
How Society is Organized, Cultural, Social and Political Institutions
Kinship Marriage a Household
2. Learning Competency: Describe the organized nature of social life and rules
governing behavior
 References
72 | P a g e
- Understanding Culture, Society and politics 2016 by
Phoenix Publishing house, Inc pp 146-157
- www.qquipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance< Review of Previous Lesson
Motivation: Teacher will introduce a simple energizer
Presentation: Teacher will continue the discussion on kinship
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?
Application: Teacher will ask volunteer students to share their work
3. 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?
4. Assignment
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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 married life.
Problem Solution
1 1
2 2
3 3
V. REMARKS
VI. REFLECTION
Subject: Understanding Culture, Society and Grade: 11 1st Semester

Politics
I. OBJECTIVES

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
74 | P a g e
II. CONTENT
1. Topic: Cultural, Social and Political Institutions Family and Household, Politics of
Kinship
2. Learning Competency: Compare different social forms of social organization
according to their manifest and latent functions
3. Code: UCSP11/HSO-III-22
II. LEARNING RESOURCES
 References

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
III. PROCEDURES
Prayer< Greetings< Checking of Attendance < Review of Previous Lesson
Motivation: Teacher will introduce a simple exercise
Presentation: Teacher will discuss family and

household and the politics of kinship
Activity: Give at least one example for each Filipino

value enumerated below: -
-debt of gratitude (utang na loob)
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- shame(hiya)
- the act of yielding to the majority of the kin
group( pakikisama) completion for greater status
( palakasan)
Application: students will share their work in class
3. Evaluation
Define the ff:
- Family
- Household
- Nuclear family
- Extended family
- Political dynasty
- Reconstituted family
4. Assignment
Is it possible for Philippine society to eliminate bad politics created by
kinship?
V. REMARKS
VI. REFLECTION
Date: Week : 15 2nd Quarter
76 | P a g e
and Politics
I. OBJECTIVES

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
1. Topic: Cultural, Social and Political Institutions Family and Household, Politics
of Kinship
3. Code: UCSP11/HSO-III-22
III.LEARNING RESOURCES
 References

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance < Review of Previous Lesson
77 | P a g e
Motivation: Teacher will introduce a simple exercise
Presentation: Teacher will discuss family and

household and the politics of kinship
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) completion for greater status
( palakasan)

3. Evaluation
Define the ff:
- Family
- Household
- Nuclear family
- Extended family
- Political dynasty
- Reconstituted family
4. 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
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Subject: Understanding Culture, Society Garde: 11 First Semester

and Politics
I. OBJECTIVES

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
1. Topic: Cultural, Social and Political Institutions Political and Leadership

Structures: political Organizations

 References
Phoenix Publishing house Inc. pp 160-167

- www.quipper.com
- www.google.com
79 | P a g e
 MATERIALS
- Board
- Chalk
IV. PROCEDURES
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?
Presentation: Based from the motivational questions,

teacher will introduce the lesson about political
organizations
Activity: In a classroom setting, what are the function

of the elected class officers? Do you believe that their
existence is needed for the maintenance of order in the
class?
3. 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?
4. Assignment
Give at least three political organizations. Write their objectives and
projects in society.
V. REMARKS
80 | P a g e
VI. REFLECTION
Subject: Understanding Culture Society and Grade: 11 1st Semester

Politics
I. OBJECTIVES

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
1. Topic: Cultural, Social and Political Institutions Political and Leadrership

Structures: Authority and Legitimacy
2. Learning Competency: Analyze social and political structures
 References
- Understanding Culture, Society and politics 2016 by

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
81 | P a g e
IV. PROCEDURES
Motivation: Students will answer the following questions

based on their prior knowledge: Are power and authority the
same? Are authority and Legitimacy different? How do these
components work together in social and political structure?
Presentation: based from the motivational questions, teacher
will continue the discussion on political and leadership
structures
Activity: In your own opinion, which type of authority /or
legitimated rule is more applicable and valid in modern times?
Give two evident examples (government, religious order, or
scenario) for each type of authority or legitimate rule.
- Traditional
- Charismatic
- Rational
Application: Students will share their work in class
3. Evaluation (Essay)
Why are authority and legitimacy vital components in acquiring and
maintaining peace and order in society?
4. Assignment
One of the leaders of country is the president of the Philippines. Conduct
a thorough research on the performance of the current president. Look at
his leadership and how he exercises his authority in times of crisis
V. REMARKS
82 | P a g e
VI. REFLECTION

and Politics
I. OBJECTIVES

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
1. Topic: Cultural, Social and Political Institutions Political and

leadership Structures: authority and Legitimacy
2. Learning competency: Analyze social and political structures
 References

- www.quippr.com
- www.google.com
83 | P a g e
 Materials
- Board
- Chalk
IV. PROCEDURES
1. Preparatory Activities
Prayer< Greetings< Checking of attendance< Review of Previous Lesson
Motivation: teacher will share some inspirational/

motivational quotations to students
Presentation: Teacher will continue the discussion, if not yet

done
Activity: Students will be asked to sum up what has been

discussed
Application: Students will answer the teacher’s questions
3. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is
being asked by the teacher
4. Assignment
Finish their research work to be submitted next week.
V. REMARKS
84 | P a g e
VI. REFLECTION
Date: Week: 2nd quarter

16
Subject: understanding Culture, society Grade 1st Semester

and Politics 11
I. OBJECTIVES

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
1. Topic: economic Institutions Reciprocity
2. Learning Competency: Analyze economic, organization and its impacts on the

lives of people in the society
 References
- Curriculum Guide- Core subject
- Understanding Culture society and Politics 2016 by
85 | P a g e
www.quipper .com
www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Motivation: students will be asked this question, If you

have been given something, is it expected for you to return
the favor? Why or why not?
Presentation: Teacher will discuss economic institutions
specifically reciprocity
Activity: think of at least three scenarious or situation

where generalized reciprocity can be applied.
Application: Teacher will call some students to share their

answers
3. Evaluation
compare and contrast generalized from balanced reciprocity. Give
examples for each.
4. Assignment
How does negative reciprocity affect the activities of different economic
institutions? What do you think will be the impact of these on the global
community?
V. REMARKS
86 | P a g e
VI. REFLECTION
Subject: Understanding Culture Society and Grade: 11 1st Semester

Politics
I. OBJECTIVES
At the end of the session, learners are expected:

1. Explain the concepts of transfer or transfer payment concerning economics
2. Analyze the level activities of different economic institutions concerning transfer
and the impacts on global economy
3. Become aware of the different kinds of goods and services that private and
government sectors provide for the people
II. CONTENT
1. Topic: Economic Institutions Transfers

2. Learning Competency: Analyze economic organization and its impacts on the
 References
- Curriculum guide-Core Subject
Phoenix House, Inc pp. 167-170
87 | P a g e
- www. quipper.com
- www. google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Motivation: Teacher will ask the students the following

questions:
- Are you aware of the different kinds of goods and
services that private and government sectors provide
for the people?
- Does the present government provide more goods and
services than it did in the past? How does the
government redistribute more income?
Presentation: Teacher will discuss what transfer is
Activity: if you become a wealthy individual who is willing to

share part of your fortune to others, which among the basic
needs (food, housing, education, health) will be your priority?
Justify your answer.
Application: Teacher will call some students to share their

answers
3. Evaluation
Students will be asked to identify what the teacher is asking through the
form of a short quiz
88 | P a g e
4. Assignment
Why are there many Filipino families who still do not have access to
essential goods and services to support their everyday living?
V. REMARKS
VI. REFLECTION
Subject: understanding Culture Society Grade: 11 1st Semester

and Politics
I. OBJECTIVES

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
1. Topic: economic Institution Redistribution
2. Learning Competency: Analyze economic organization and impacts on the lives

of people in the society
3. Code: UCSP11/12HSOIII-24
89 | P a g e
 References
 Other Learning resources

- www.quipper.com
- www.google.com
 Materials
- Board
- Chalk
-
IV. PROCEDURES
1. Preparatory activities
Motivation: Teacher will ask the students the following 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?
Presentation: Teacher will discuss redistribution
Activity: Get a partner. Think of least three situations where

small-scale redistribution can occur in the community
Application: teacher will ask some students to share their answers
3. Evaluation:
How does redistribution contribute to the development of society?
4. Assignment
- What is a market?
- What is a market transaction?
- How do markets and market transactions affect the
lives of people in a society?
90 | P a g e
V. REMARKS
VI. REFLECTION
Subject understanding Culture society Grade: 11 1st Semester

and Politics
I. OBJECTIVES

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
1. Topic: economic institutions Redistribution
2. Learning competency: Analyze economic organization and its impact on the

 References
- Curriculum guide-Core Subject
91 | P a g e
- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Prayer< greetings< checking of Attendance < Review of Previous Lesson
Motivation: teacher will ask the students the following

questions:
- What do you expect the 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?
Presentation: teacher will discuss redistribution
Activity: Get a partner. Think of at least three

situations where small-scale redistribution can occur in
the community
Application: Teacher will ask some students to share

their answers
3. Evaluation:
How does redistribution contribute to the development of society?
4. Assignment
What is a market
What is a market transaction?
How do markets and market transactions affect the lives of people in a
society?
92 | P a g e
V. REMARKS
VI. REFLECTION
Subject: understanding culture, society and Grade: 11 1st semester

politics
I. OBJECTIVES

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
1. Topic: economic Institutions Market transactions and Market and State
2. Learning competency: Analyze economic organization and its impacts on the

lives of people in the society.
3. Code: UCSP11/12HSO-IIa-24
 References
- Understanding Culture, society and Politics 2016
Phoenix Publishing House, inc pp. 167-170
93 | P a g e
- www.quipper.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Prayer< Greetings< Checking of attendance< Review of Previous Lesson
Motivation: Teacher will ask the students the following

questions:
- How does the continuous decrease of the price of
petroleum in the world market affect the procedure
and seller of the product? Does it affect the worlds
economy as whole? How?
Presentation: teacher will discuss market transaction and

Market and state
Activity: make a simple business plan for a unique product to

be sold in a monopolistic market community
Application: teacher will ask some students to share their

answers
3. 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?
4. Assignment:
94 | P a g e
Based on this lesson, make a travelogue showing what countries you will
be visiting based on economic status or model.
V. REMARKS
VI. REFLECTION
95 | P a g e

Lesson Plan - Cozette Atendido

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Understanding Culture, Society and Politics

At the end of the session, learners are expected to:

1. Articulate observations on human cultural variat

1. Topic: understanding culture Society and Politics, Some key Observations

III. LEARNING RESOURCES

2. Development of the lesson

1. Students will be asked to visit a mall or a public market and

At the end of the session, learners are expected to:

2. Topic: Understanding Culture, Society, and Politics: Some key

III. LEARNING RESOURCES

2. Development of the Lesson

A selfie a self-photograph habitually taken with camera phone held in

In the photo presented, the students will offer a critical insight on

At the end of the session, learners are expected to:

1. Topic: Social Dynamics: social, Political and cultural Change

2. Learning Competencies: Demonstrate curiosity and an openness to explore

2. Development of the Lesson

Date: Week: 5 1st Quarter

Subject: Understanding culture, Society Grade: 11 1st Semester

At the end of the session, learners, are expected to:

III. LEARNING RESOURCES

2. Development of the Lesson

Date: Week: 5 1st Quarter

Subject: Understanding Culture, Grade: 1st Semester

At the end of the session, learners are expected to:

1. Topic: The social Sciences sociology, anthropology and Political Science

2. Learning Competency: Recognize the common concerns or intersections of

Prayer< Greetings< Checking of Attendance< Checking of Assignments

2. Development of the Lesson

Presentation: The teacher will continue the discussion on the

Activity: Me and My Social Map

Starting with your present situation as a student,

My unique features as a social Types of social forces Assessment of effects (does it

Answer the ff questions:

1. How do social factors influence the life chances of the members of

Write a short essay with the theme “Change is coming”!

Date: Week: Quarter: first

Subject:Understanding Culture,Society Grade: Semester: first

At the end of the session, learners are expected to:

1. Explain cultural idiosyncrasies and social diversities.

1. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

2. Learning Competency: Recognize the common concerns or intersections of

III. LEARNING RESOURCES

Prayer<Greetings<Checking of Attendance <Checking of Assignments

2. Development of the Lesson

The teacher will ask 5 volunteers to share their works.

Answer the following questions:

1. How do social factors influence the life chances of the members of

Review previous discussions.

Date: Week: 6 1st quarter

Subject: Understanding culture, Society Grade: 11 1st semester

At the end of the session, learners are expected to:

1. Topic: The social Sciences: Sociology, Anthropology, and Political Science

2. Learning Competencies: Recognize the common concerns or interactions

Identify the subjects of inquiry and goals of Anthropology, Political

2. Development of the Lesson:

Motivation: The teacher will continue the discussion on the

Presentation: The teacher will continue the discussion on the

Activity: Group Research

 Application: After the conducted group research on the

Date: Week: 6 1st quarter

Subject: Understanding Culture, Society Grade: 11 1st Quarter