Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
Division of Occidental Mindoro
SABLAYAN NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Buenavista, Sablayan, Occidental Mindoro
SY 2016-2017

School Sablayan Nation Comprehensive High School Grade 11 – Arts and Design
Teacher JANICE B. BARANDA Subject Understanding Culture, Society and Politics
Daily Lesson Plan Mon-Thursday (7:30-8:30 am)
Time Grading Period 2ND QUARTER - Week 8

DATE: October 10, 2016 October 11, 2016 October 12, 2016 October 13, 2016
Monday Tuesday Wednesday Thursday
A . Content Standards

B . Performance Standards The learners able to appreciate the nature The learners able to acknowledge human The learners able to recognize the common
of culture and society from the cultural variations, social differences, social concerns or intersections of anthropology,
perspectives of anthropology and change, and political identities sociology and political science with respect
sociology. to the phenomenon of change.

C. Learning Competencies The learners describe society and culture

as a complex whole
(Code: UCSPC11DCS-Ic-7)
II. CONTENT Defining Culture and Society from the Starting points for the understanding of Fields of specializations in the study of
perspectives of anthropology and culture, society, and politics: Observations on anthropology, political science and
sociology social, political, and cultural change sociology.

The concept of change

Culture as a “that complex whole which
encompasses beliefs, practices, values
attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person
learns and shares a member of society:.
(E.B. Tylor 1920 [1871])

Topic: Society and Culture as a Complex

Whole
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
4. Additional Materials for Learning
Resource Portal
B. Other Learning Resources
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Coloma, Teresa M. et al (2012).
Essentials of Sociology and
Anthropology: An interactive study, pp
3-4, pp 15
1. Recalling concepts discussed during
the first session;
2. Formative assessment (to ensure the
continuance of lesson)
Setting the mood and presentation of
learning objectives.
Unlocking of difficult terms / words
Graphical Presentation :
1. Society as a complex system
2. Culture as a complex system
Activity! Poster Making
Directions: The teacher will ask the
students to make an illustrative
Daily Routine
Presenting the objectives of the lesson
Teacher reviews activities from the last
session. Ask to students: What is significant
learning they gained from the previous lesson?
Show two photos (Photo of Manila bay 40
years ago and photo of Manila bay today) to
the students. Ask the students:
 What did you observe between the two
photos?
 How do you connect these photos to our
lesson for today?
Teacher introduces the word “change” and
describes it. Discuss cultural , political and
social change
Ask the students: What is the difference
between social change and cultural change  of study and branches of:
Activity!
Directions: Draw a picture of public
transportation means in Philippine society
Coloma, Teresa M. et al (2012). Essentials
of Sociology and Anthropology: An
interactive study, pp 4-5, pp 15-17
1. Recalling concepts discussed during the
first session;
2. Formative assessment (to ensure the
continuance of lesson)
Setting the mood and presentation of
learning objectives.
Unlocking of difficult terms / words
Graphical Presentation on the areas/fields
1. Sociology
2. Anthropology
3. Political Science
Graphical Presentation (Cultures of
Selected country, region or locality)
-forum for discussion
 interpretation of the theme “Society and across different eras to depict the -varying insights must be observable
culture as a complex whole” technological, cultural, social and political
change in every society.
Criteria:
Relevance to the topic: 50% 19th 20th 21th
Creativity: 30% Century Century Century
Originality: 20%
Total: 100%

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
Open ended questions given (to
encourage the framing of a
generalization)
Discuss the social change and social
interaction as factors in culture change
Discuss the social change and social
interaction as factors in culture change
Directions: The teacher will divide the
students into 3 groups and each group is given
2 minutes to prepare illustrations for their
assigned community guided by the details
below:
Firming up insights to support
understanding by way of clearing up /
eliciting new ideas.
Application Card: What is the essence of
studying sociology, anthropology and
political science in connection or in relation
to our life today.

Group 1: Urban community

Group 2: Rural community
Group 3: IP community

After the group presentations, the teacher will

draw an expanded Venn diagram to compare
the three communities discussed:
H. Making generalizations and Ask the students: In your own words, define In ONE word, how would you describe
abstractions about the lesson the word “Change” human cultural variation?

I. Evaluating learning

J. Additional activities for application 1. Through the use of internet, research on Assignment: Gather data and information
or remediation the prominent contemporary sociologists about the EDSA People Power last
in the Philippines. Make a research / February 1986.
reflection paper on this.

Rubrics and guidelines for writing will

be presented.
V. REMARKS Areas on G, H, and I were not realized Supplemental handouts will be provided to
because the lesson is still on progress. reinforce learning condition.

No evaluation initiated because the lesson

is on progress (only formative assessment
to keep track of the lesson)
VI. REFLECTION The lesson still requires firming and
deepening activities prior to a remarkable
evaluation of/for learning.
A. No. of Learners who earned 80% in
the evaluation
B. No. of Learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of Learners who have caught up
with the lessons
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 encountered
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:

Janice B. Baranda
Teacher III