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Name of Teacher:


Date :
FEB. 29, 2016

Grade Level:
11 or 12

Learning Area: Understanding Culture, Society, and Politics

Module No.:
Starting points for the understanding of
culture, society, and politics

Time &
Quarter: I
(minutes /

Week 1

Key Understanding to be developed: Human cultural variation, social differences, social change,
and political identities.


Resources Needed
Elements of the Plan
- How will I make the learners
- How do I prepare the learners
for the new lesson?
(Motivation /Focusing /Establishing
Mind-set /Setting the Mood
/Quieting /Creating Interest - Building
Background Experience
Activating Prior
Knowledge/Apperception - Review
- How will I connect my new
lesson with the past lesson?

- (How will I present the
new lesson?
- What materials will I use?
- What generalization
/concept /conclusion
/abstraction should the
learners arrive at?
(Showing/ Demonstrating/ Engaging/
Doing /Experiencing /Exploring
- Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting
- Articulating observations, finding,
conclusions, generalizations,
- Giving suggestions, reactions
solutions recommendations)

Identify human cultural variation, social differences,

social change, and political identities.
Articulate observations on human cultural variation,
social differences, social change, and political
Attitude Appreciates the significance of having an open mind
as they key to understanding culture, society, and
Laptop, projector
the learners what they expect:
Introductory Activity
This part introduces the lesson
1. To learn from the subject,
content. It serves as a warm-up
2. Their teacher to be,
activity to give the learners zest
3. Their classmates to be
for the incoming lesson and an
idea about what it to follow. One
principle in learning is that
learning occurs when it is
conducted in a pleasurable and
comfortable atmosphere.

This is an interactive
strategy to elicit learners prior
learning experience. It serves as
a springboard for new learning.
It illustrates the principle that
learning starts where the
learners are. Carefully structured
activities such as individual or
group reflective exercises, group
discussion, self-or group
assessment, dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise, gallery
walk and the like may be
created. Clear instructions
should be considered in this part
of the lesson.

Essential questions are included
to serve as a guide for the
teacher in clarifying key
understandings about the topic
at hand. Critical points are
organized to structure the
discussions allowing the learners
to maximize interactions and
sharing of ideas and opinions
about expected issues. Affective
questions are included to elicit
the feelings of the learners
about the activity or the topic.
The last questions or points
taken should lead the learners to
understand the new concepts or
skills that are to be presented in
the next part of the lesson.

Ask them what they are willing to give

to make the teaching-learning
experience meaningful and successful.

Show pictures to the students and ask

them what they have observed in the
pictures. Let them describe what they

Group the students and have them

answer the following questions:
(For pictures 1-5)
1. Is the behavior in the picture unique
to Filipino culture?
2. Why do you think Filipinos behave
that way? Or why do you think they
practice such behavior?
3. Why are the Chinese more
disciplined and why do Filipinos have
the tendency to be an underdog?
4. (For pic. 6) Do you think their
perceptions of sexiness the same or
not? Why? What do you think are
Filipinos perception of what is sexy
and why?
5. (For pic.7) What is your opinion
about teenage pregnancy? Is it
rampant today? What do you think
influence it? How would you
compare teenager nowadays from
teenagers decades ago? How do you
feel about that?
6. (For pic.8) Do you recognize the
person in the picture? Do they have
an impact in society (in their own

Instructional Plan (iPlan)

Prepared by:
SHS Teacher Applicant