School Matab-ang National Grade level Grade 12

High School
Student Winjelly C. Lopez Learning Area Understanding Culture,
GRADES 1-12 DAILY LESSON PLAN
Teacher Society and Politics
LOG
Teaching Date Quarter 1
Time 4:00-5:00
OBJECTIVES
A. Content Standards: How individuals should behave as part of a political
community
B. Performance Standards Assess the rules of social interaction to maintain stability
of everyday life and the role of innovation in response to
problems and challenges
C. Learning Competency/ies Analyze the forms and functions of social
(Taken from the MELC/Curriculum Guide) organizations
Code/s:
Knowledge
The factor or condition of knowing something with familiarity gained through Explain what social group is
experience or association

Skills Perform different task to depict types of social group.

The ability and capacity acquired through deliberate, systematic, and sustained effort (Role playing, Graphic organizer, Visual presentation, Audio listening)
to smoothly and adaptively carryout complex activities or the ability, coming from one’s
knowledge, practice, aptitude, etc., to do something
Attitude Appreciate and respect every social group in a society
Growth in the feelings or emotional areas. A settled way of thinking or feeling about
someone or something, typically one that is reflected in a person’s behavior
Values Value the importance of social network
A learner’s principles or standards of behavior, one’s judgement of what is important in
life.
Go beyond learner’s life on earth, include more than wealth and fame and would affect
the eternal destiny of millions. Intentionally adding value to people every day.
II. CONTENT/SUBJECT MATTER How society is organized

III. LEARNING RESOURCES:

A. References:
1. Teacher’s Guide Pages Curriculum Guide
(K to 12 Most Essential Learning Competencies)

2. Leaner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources
1. SLM/SLK (pages/parts) Quarter 1 Understanding the Culture, Society, and
Politics Module

2. Equipment (Science, TLE/TVL, ICT, etc.) Internet, Laptop, Power point presentation, Activity
sheets, Pictures, TV/Projector

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson.

A. Prayer
B. Greetings
C. Checking of Attendance
D. Collecting of Assignment
E. Setting Classroom Rules

1. RESPECT
2. LISTEN
3. NO DISTRACTIONS
4. SPONTANEOUS PRAYER
5. RESPECT PERSONAL SPACE
6. COMPLETE WORK ON TIME
7. ALWAYS DO YOUR BEST
 F. DRILL
GROUP ACTIVITY (4 PIC 1 WORD)
Instructions: Each image displays 3 pictures
linked by 1 word, your aim is to work out what
the word is, from a hint given below the pictures.

Guide Questions:

1. What do you observe in the images above?

2. What do these pictures imply?
3. How important this group in our lives?

Contextualization:
Pupils of Matab-ang National High School

Research Based:
Drill is a behaviorist aligned technique in which
students are given the same materials repeatedly
until mastery is achieved.

Research Based:
Visual Learning, often referred to as spatial
learning style, is a way of learning in which
information is associated with images. This
learning style requires that learners first see what
they are expected to know.

G. Unlocking of Difficulties
Activity: MATCHING TYPE
Instructions: Match Column A to Column B

A. Interaction- communication or direct

involvement with someone or something
B. Networking- the action or process of interacting
with others to exchange information and
develop professional or social contacts
C. Organization- an organized body of people with
a particular purpose, especially a business,
society, association, and etc.
D. Socialization- is the process through which
people are taught to be proficient members of a
society
E. Social Group- two or more people who identify
with and engage with each other.

Research Based:
Vocabulary Strategies are techniques for
reengaging with information that you have already
learned, so that it says fresh in your mind.
 H. Reviewing previous lesson
ACTIVITY: TRUE or FALSE

Instructions: Determine whether it is right or wrong. Say

SALUTE if the statement is RIGHT, and AHU if the
statement is FALSE. (5 times)

Salute 1. Fiesta is a Philippines celebration of patron.

Ahu 2. White color to wear in wedding is believed to
be sign of immorality.
Salute 3. V sign hand gesture means peace.
Ahu 4. Andres Bonifacio is in one peso coin in
Philippines currency.
Salute 5. Color purple means royalty.

Research Based:
Review Strategies are techniques for reengaging
with information that you have already learned,
so that it stays fresh in your mind.

B. Establishing Purpose of the lesson • Motivational

C.
Picture Analysis

No one is an
island

Contextualization:
Pupils of Matab-ang National High School

Research Based:
Visual Learning, often referred to as spatial
learning style, is a way of learning in which
information is associated with images. This
learning style requires that learners first see what
they are expected to know.

Questions

1. What do you understand about this

quotation?
2. What do you think is the relevance of
this images to our next topic?

Research Based:
Motivating Question is a question focusing
pupil’s attention and inspiring pupils to think.
Generate pupil’s awareness/interest in a lesson
and to focus their attention.

Presentation of Objectives:
The teacher let the students read the objectives of
the lesson.
Lesson Objectives
KNOWLEDGE:
• Explain what social group is
SKILLS:
• Perform different task to depict types of
social group
ATTITUDE
• Appreciate and respect every social group in
a society
VALUES
• Value the importance of social network
 HOW SOCIETY IS ORGANIZED
TYPES OF GROUPS ACCORDING TO INFLUENCE
1. Primary Group
2. Secondary Group
3. Reference Group

3. Presenting examples/ instances of the new

lesson Group Activity (READ ALOUD!)

The Teacher will divide the class into 3 groups.

Each group will be given a word strip that will
read together with a clarity of voice. (3 mins.)

Social Group

– Two or more people interact with

one another, share similar characteristics, and
collectively have a sense of unity

Characteristics of Social Group

- Similar behavior
- Common interests and ideas
- Reciprocal Relationship
- Sense of Unity
- Feeling of sympathy words each
other

TYPES OF GROUPS ACCORDING TO

INFLUENCE

1. Primary Group
Involve interaction among members who have an
emotional investment or attachment in one
another and a situation, who know one another
intimately and interact as total individual rather
than specialized roles.

2. Secondary Group
It usually has specific goals, are formally
organized and are impersonal. They tend to be
larger than the primary group, and its members
do not necessarily interact with all the members.

In- Group
- Is a social group to which a person
psychologically identities as being member.
Out- group
- Is a social group which people feel
they do not belong or identify.

3. Reference Group
A reference group is a group or social category
that an individual uses to help define beliefs,
attitudes, and values and to guide behavior. It is
often a category we identify with, rather than a
specific group we belong.

Types of Reference Groups

- Normative reference group

- Comparative reference group
4. Discussing New Concepts & Practicing New Questions:
Skills #1
1. What are the types of groups according to
influence?
TYPES OF GROUPS ACCORDING TO
INFLUENCE
2. Primary Group
3. Secondary Group
4. Reference Group

5. What we do call this kind of groups?

-Social Group

5. Discussing New Concepts & Practicing New GROUP ACTIVITY

Skills # 2

Auditory Kinesthetic
Activity Activity

Read / Write Visual

Activity Activity

Research Based:
Collaborative Learning Theory, is a process
whereby a group (or groups) of individuals learn
from each other by working together to solve a
problem, complete task, create a product, or
share one’s thinking.

Group 1 READ AND WRITE ACTIVITY

(Let’s Brainstorm)
Question:
Can society survive without groups? Explain
your answer.
Directions:
The group will work together to create 4-5
sentences and one representative will share in
front. (5 min for preparation)

Criteria:
Content 30%
Organization of thoughts 20%
Grammar, punctation, 15%
spelling
Relevance 25%
Presentation 10%
TOTAL: 100%

Group 2 VISUAL ACTIVITY

(Word Chart: Context and Connections)
Instructions: The group will work together to
complete the graphic organizer of How Society
is Organized. One presentative will share in
front. (5 min for preparation)
 Criteria:
Content 30%
Organization 15%
Conciseness 20%
Relevance 25%
Presentation 10%
TOTAL: 100%

Research Based:
Visual Learning, often referred to as the spatial
learning style, is a way of learning in which
information is associated with images. This
learning style requires that learners first see what
they are expected to know.

Group 3 KINESTHETIC ACTIVITY

ROLE PLAY
Instructions:
The group will think a scenario where you can show
the characteristic of a primary group. Present it in front
of the class within 2 mins. (5 min for preparation)

Criteria
Content 30%
Relevance 25%
Mastery 20%
Delivery 15%
Impact 10%
TOTAL: 100%

Research Based:
Role Playing Learning Theory, Role play is a
from of experiential learning (Russel &
Shepherd, 2010). Students take on assigned roles
and act out those roles through a scripted play.

GROUP 4 AUDITORY ACTIVITY

(LISTEN WELL!)

Directions: The teacher will provide an audio

recording to the group, after the hearing the
recording the group will work together to
complete the given statement with the correct
answer. The group will read the complete
statements in front with a clarity of voice.

Social _____ is a group in which we can feel like

we belong. Members in _____ groups interact
with one another because they have an emotional
investment in one another. An ____ is a social
group to which a person psychologically
identifies as being a member. _____ group is a
social category that people use to help them
define their ideas, attitudes, and values, as well
as to influence their behavior. Through direct
connection, your _____ reference group shapes
your norms, attitudes, and values. A comparative
reference group is a group of people who you
can compare yourself to and try to emulate.
(5 min for preparation)

Criteria:
Content 30%
Listening skills 30%
Relevance 25%
Presentation 15%
TOTAL 100%
 6. Developing Mastery Feedbacking:
(Leads to Formative Assessment 3) (After the presentation of each group, the teacher will give comments
and feedback to each group presentation)

7. Finding practical applications of concepts and Discussion:

skills in daily living
1. How do you choose the people who belong to
your primary group and secondary group; in-
group and out group; reference group and
network?
2. How important are these social groups in your
life?
3. If you were to choose the most important among
the different social groups, which group you will
choose? Why?

Research Based:
Constructivism, a theory which emphasizes how
learners construct knowledge rather than just
passively take in information.

Socratic Questioning, referred to teaching and

learning that uses the art of questioning to probe
thinking and engagement at a deeper level

8. Making generalization and abstractions about Questions:

the lesson
1. What group have two or more people interact
with one another, share similar characteristics,
and collectively have a sense of unity?
Answer: Social Group

2. What are the types of groups according to

influence?
Answer:
Primary Group
Secondary Group
Reference Group

Research Based:
Interactive Discussion, as define by Lier (1988) “holds
that language learning occurs in and through
participation in speech events, that is, talking and making
conversation”.
9. Evaluating Learning DIRECTIONS:
Choose the letter of the best answer. Write the letter on a
separate sheet of paper.
1. Which of the following involves interaction among
members who have an emotional investment or
attachment in one another and in a situation?
A. In-group
B. Out-group
C. Primary
D. Secondary
2. Performer, clerk, customer, and employee are
examples of:
A. In-group
B. Out-group
C. Primary
D. Secondary
3. Which of the following refers to a preference and
affinity for one's in-group over the out-group or anyone
viewed as outside the in-group?
A. In-group favoritism
B. Out-group favoritism
C. Primary favoritism
D. Secondary favoritism
4. Which of the following is defined as any behavior
intended to harm another person because he or she is a
member of an out-group?
A. Intergroup aggression
B. Out-group favoritism
C. Primary favoritism
D. Secondary favoritism

Assessment Method
a. Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
b. Talking to Learners/ Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
c. Analysis of Learner’s Products
(Teachers judge the quality of products
produced by learners according to agreed
criteria)
d. Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
10. Additional Activities for
application or remediation
5. Which of the following group is composed of people
we want to emulate?
A. Aggregate
B. In-group
C. Negative reference group
D. Positive reference group
6. Which of the following influences your norms,
attitudes, and values through direct interaction?
A. Comparative reference group
B. Negative reference group
C. Normative reference group
D. Positive reference group
7. Which of the following groups is categorized as
individuals whom you compare yourself against and may
strive to be like?
A. Comparative reference group
B. Negative reference group
C. Normative reference group
D. Positive reference group
8. Which of the following is known as a sociological
concept for a set of social relations between network
elements that interact, and which are individuals?
A. In-group
B. Out-group
C. Primary
D. Social Network
9. It is different from a group, in the sense that people are
temporarily together in a space, maybe even doing the
same things, but do not identify them as belonging
together.
A. Aggregate
B. Group
C. Primary
D. Secondary
10.Passengers riding on a bus is an example of:
A. Aggregate
B. Group
C. Primary
D. Secondary
Research Based:
Multiple Choice Questions (MCQs) are generally
recognized as the most widely applicable and useful type
of objective test items. They could be used to measure
the most important educational outcomes
- Knowledge, understanding, judgment and
problem solving.
Possible Activities
Investigation, Role Play, Oral Presentation, Dance,
Musical Performance, Skills Demonstration, Group
Activity (e.g. Choral Reading), Debate< Motor %
Psychomotor Games, Simulation Activities, Science
Experiment
Hands-on Math Activities, written work and essay. Picture
Analysis, Comic Strip, Panel Discussion, Interview, Think-
Pair-Share, Reading
Worksheets for all subjects, Essay, Concept Maps/ Graphic
Organizers, Project, Model, Artwork, Multi-media
Presentation, Product made in technical-vocational
subjects
Skills Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Tet,
diagnostic Test, Oral Test, Quiz.
Based on what you have learned, compare and contrast
the following concepts. Use a separate sheet for this
activity.
ASSIGNMENT:
Instructions:
Based on what you have learned, compare and contrast the following
concepts. Use a separate sheet for this activity.
Concepts Similarities Differences
Primary and Secondary
Group
 In-groups and out-groups
Reference group and
Network

Questions:
1. Why are there various social groups on our society?
2. How do these social groups function in our society?
3. How do these social groups shape the beliefs, behavior,
personality and other aspects of culture of an individual?

Research Based:
Assignment method of teaching, the most popular form of
students- centered instruction where students can strength,
apply and deepen their knowledge which aims to promote
independent learning.

V. Remarks
VI. Reflections
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 learning strategies worked
well? Why did this 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?

Checked by: _______________________ Date: ____________

Cooperating Teacher