MASUSING BANGHAY-ARALIN

Paaralan Baitang
Petsa at
IV.
Oras PAMAMARAAN
sa Markahan
Pagtuturo Mga Gawain ng Guro Mga Gawain ng mga Mag-aaral
Guro Prayer Asignatura
(prayer, greetings, cleanliness
Preliminaries Greetings
I. Layunin and orderliness of classroom,
(5 minutes): Orderliness and cleanliness
1. and their attendance are being
Checking of Attendance
2. checked)
3.
PREDICT
A. Pamantang THE FUTURE
Pangnilalaman:
Instructions:
1. The teacher will tell a short
story to the class.
A. Pamanatayan sa Pagganap:
2. The students will then
predict the ending of the
B. Pamantayan sa Pagkatuto:
story.
3. Every student must write
II. Nilalaman/Paksa:
their prediction in a 1/8
sheet of paper.
III. MGA KAGAMITAN SA PAGKATUTO
4. 2 Students will share their
A. Sanggunian:prediction to the class.
1. Teacher’s guide pages
2. Learner’sStory:
material pages
Juanita is a senior high school Possible answers:
3. Textbook pages
4.1 Activity student who will be migrating to - Juanita will be meeting
4. Additional
(5 minutes) Materials
USA with frombecause
her family Learningof Resource
new(LR) Portal
friends and neighbors
B. IBA PANG herMGA KAGAMITAN
father’s SAshe
job. With this, PAGKATUTO- She will learn the American
Halimbawa: wasQuipper
forced toSchool
transferLINK
to Teacher’s Portal -
culture
https://link.quipper.com/
another school. What changes - Juanita will be able to pick
Youtube:concerning
UCSP – Acculturation
environment,& Assimilation -up the American accent.
https://youtu.be/CcFPVfo3EB8
society, and culture do you - Juanita will experience
expect Juan to experience? culture-shock
- She will easily forget the
Filipino culture as time
goes by

What happen when cultures

meet and why does it matter?

Society can experience various

changes concerning culture,
politics, and social
relationships.

One factor to consider in

understanding these changes
involves the active interplay
4.2 Analysis
between at least two cultures
(4 minutes)
that shape society and its
people as a whole.
(The learners will give their
How will you call the process of answers to the class)
learning other society’s culture?

In this lesson, you would be

introduced to acculturation and
assimilation as sources of
change.
1 minute STATING OF OBJECTIVES
4.3 VIDEO ANALYSIS/
Abstraction VENN DIAGRAM
(15 minutes) 1. The teacher will present a
video about acculturation (The learners will watch the
and assimilation. video and jot down the
2. The students will jot down important information in the
the information and write it Venn diagram)
in the Venn diagram
provided in the worksheet.

Acculturation is the process by

which a group gradually adapts
to the culture, processes, and
beliefs of another. It is
considered as a second culture
learning where a person of one
distinct culture learns another
culture without forgetting or
abandoning his primary culture
and belief system.

Assimilation, on the other hand,

is the process by which two
cultures are merged to become
one distinct culture. Beliefs,
customs, and practices are
combined and act as the
characterizing factors of the
newly developed culture.

(Discussion of the following

points:
1. Elaborate further on
Assimilation using pictures
2. Differentiate Assimilation and
Acculturation using the Venn
Diagram and a picture.
3. Give example on
Assimilation and Acculturation)

IMPACTS
With the process of
acculturation and assimilation,
what are the possible impacts
in its culture, society and
politics?
(Possible answers: Political
interests become larger as new
cultures, and new types of
people can be seen as
significant factors in shifting
political focus (e.g. A country
with a large number of
immigrants may consider
creating new laws that cater to
the well-being of such people).)

Very good!
 Assimilation and acculturation
both create and develop unique
cultures specified by markers
such as food, dialect, belief
system, or traditions.

Social interactions become

vaster and more distinct in such
a way that new communication
systems may be developed.
None sir!
Are there any clarifications?
Group Activity: ROLE PLAY
Instructions:
1. The teacher will divide the
class into 5 groups.
2. The groups will decide one
country they might live in
the future.
3. Using online sources, try to (The learners will prepare and
acquire first-hand present the role-play portraying
information on customs and acculturation and assimilation
4.4 practices in your chosen of a person overseas.)
Application country.
(35 minutes) 4. Present at least one
scenario each for
assimilation and
acculturation through a 2-
minute role play.
5. The groups will prepare
their
presentation for 20 minutes.
6. The teacher will provide
feedbacks right after every
group’s presentation.
In your notebook, enumerate at
4.5
least 5 conflict/tensions that you
Agreement
have experienced and
(5 minutes)
witnessed in your society.

V. REMARKS
A. No. of learners
who earned 80% in
the evaluation
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?

Prepared by:

_______________________
Teacher

Assimilation
Sources of Change
 ________

Acculturation
 RUBRICS FOR ROLE-PLAY
Criteria Description Score
Quality of The group accurately portrayed the scenario
content of acculturation and assimilation
20 max. points
10 min. points 20 – accurately portrayed
18 – averagely portrayed
12 – poorly portrayed
10 – not portrayed
Organization The presentation of the group was well-
15 max. points organized; the transitions between the role-
5 min. points plays flowed smoothly

Transitions in-between role plays

15 – very smooth
13 – averagely smooth
10 – less smooth
5 – not smooth
Impact The presentation fully engaged the student
15 max points audience; the scenarios was relatable to the
5 min. points audience

15 – most students engaged on the scenario

13 – some students engaged on the scenario
10 – few students engaged on the scenario
5 – no impact at all
Total: 50 points
Group number: ____

Leader: __________________
Members:

1._________________
2._________________
3._________________
4._________________
5._________________
6._________________
7._________________
8._________________
9._________________
10. ________________