Lesson Plan in Understanding Society and Culture

Lesson Plan
Grade: 12 Subject: Understanding Culture, Society and Culture Time: 10:00 AM – 11:00 AM (MONDAY-FRIDAY)
Content Standard: The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities
Performance Standard: The learners acknowledge human cultural variation, social differences, social change, and political identities.
Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

Learning
Competencies
UCSP11/12SPUIa-1 Sharing of social and Motivation: Ramble Words Evaluation (Short Quiz) Define social, political,
cultural backgrounds of and cultural behavior and
06/24/19 1. articulate students as social actors A. Activity: Introduce of your Self! phenomena
observations on human (examples: gender, - The student will introduce their self to their classmate by
cultural variation, social telling their self at least five identities. They will think of the
socioeconomic class,
first five thing that come to mind when describing herself/his
differences, social ethnicity, religion, self. They Compare their list with their seatmate and Share
change, and political exceptionality/non- their list with the class.
identities exceptionality,
nationality) B. Analysis
Objective: -What is the Introduction of yourself all about?
-What did you learn about Introduction of yourself?
 articulate -Lecturette on the articulate observations on human cultural
observations variation, social differences, social change, and political.
on human
cultural
variation, C. Abstraction
social
differences, - discuss the observations on human cultural variation, social
social change, differences, social change, and political.
and political.
D. Valuing
- for you as a student how will you articulate observations on
human cultural variation, social differences, social change,
and political.
E. Application
- how would you explain the human cultural variation, social
differences, social change and development in your own life.
Prepared by: Checked by:
ROLDAN A. CARPISANO TEOFILO M. PALMA

Teacher II School Head
Lesson Plan
Grade: 12 Subject: Understanding Culture, Society and Culture Time: 10:00 AM – 11:00 AM (MONDAY-THURSDAY)
Content Standard: The learners demonstrate an understanding of the significance of studying culture, society, and politics.
Performance Standard: The learners adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
Date Objectives and Learning Subject matter Procedure Evaluation Assignment/Agreement

Competencies
UCSP11/12SPUIa-2 Observations about Motivation: Word Puzzle Evaluation (Short Quiz) Define social, political and
social, political, and cultural change.
06/25/19 demonstrate curiosity and cultural behavior A. Activity: Heart Contract!
an openness to explore the and phenomena - The student will introduce their likes and dislikes to their
origins and dynamics of classmate. the students will defend about what they chosen and
(examples: food
analyses about observation of behavior in their classmate. the
culture and society, and taboos, istambay, teacher will consolidate and evaluate the student and will have a
political identities political dynasties, reflection.
elections)
Objective: B. Analysis
-What is the heart Contract all about?
 demonstrate -What did you learn about Heart Contract?
curiosity and an -Lecturette on the demonstrate curiosity and an openness to
openness to explore the origins and dynamics of culture and society, and
explore the political identities
origins and C. Abstraction
dynamics of
culture and - discuss the demonstrate curiosity and an openness to explore the
society, and origins and dynamics of culture and society, and political
political identities.
identities
D. Valuing
- for you as a student how will you demonstrate curiosity and an
openness to explore the origins and dynamics of culture and
society, and political identities
E. Application
- how would you demonstrate curiosity and an openness to explore
the origins and dynamics of culture and society, and political
identities in your life?

Lesson Plan
Content Standard: The learners appreciate the value of disciplines of Anthropology, Sociology, and Political Science as social sciences.
Performance Standard: The learners acknowledge the rationale for studying anthropology, political science, and sociology.

Learning
Competencies
UCSP11/12SPUIb-3 Sharing of social and Motivation: Ramble Words Evaluation (Short Quiz) Define anthropology,
cultural backgrounds of political science, and
06/26/19 1. analyze social, students as social actors A. Activity: This is me! sociology.
political, and cultural (examples: gender, - The student will list their personal likes and dislikes in their
paper. the list will include things, activities, place, behavior
change socioeconomic class,
or people that immediately come to their mind. They will
ethnicity, religion, share their answers with their classmates.
Objective: exceptionality/non-
exceptionality, B. Analysis
 analyze nationality) -What is the this is me all about?
social, -What did you learn about this is me?
political, -Lecturette on the analyze social, political and cultural
and cultural change.
change.
C. Abstraction
- discuss the social, political and cultural change.
D. Valuing
- for you as a student how will you analyze social, political
and cultural change.
E. Application
- how would you analyze social, political and cultural change
in your own life.

Lesson Plan
Content Standard: The learners demonstrate and understanding of the rationale for studying anthropology, political science, and sociology.
Performance Standard: The learners appreciate the value of disciplines of Anthropology, Sociology, and Political Science as social sciences.

Learning
Competencies
UCSP11/12SPUIb-4 Sharing of social Motivation: Complete the Sentence! Evaluation (Short Quiz) Define Culture, Society
and cultural and Politics.
06/27/19 1. recognize the backgrounds of A. Activity: Tell me what you learn before!
common concerns or students as social - The student will be divided into 3 groups. The teacher will choose the
topic. Each member of the group will explain about they learned the topic.
intersections of actors (examples:
The members of the group will explain and have a consensus. They will
anthropology, gender, present in the class about their output.
sociology, and political socioeconomic
science with respect to class, ethnicity, B. Analysis
the phenomenon of religion, -What is the Tell me what you learn before?
change. exceptionality/non- -What did you learn about tell me what you learn before?
exceptionality, -Lecturette on the common concern or intersections of anthropology,
Objective: nationality) sociology and political science with respect to the phenomenon of change.
C. Abstraction - discuss the common concern or intersections of
 recognize the anthropology, sociology and political science with respect to the
common phenomenon of change recognize the common concerns or intersections
concerns or of anthropology, sociology, and political science with respect to the
intersections phenomenon of change.
of
anthropology, D. Valuing
sociology, and
- for you as a student how will you recognize the common concerns or
political
intersections of anthropology, sociology, and political science with
science with
respect to the phenomenon of change.
respect to the
phenomenon
E. Application
of change. - how would you recognize the common concerns or intersections of
anthropology, sociology, and political science with respect to the
phenomenon of change.

JUNE 28,2019
FRIDAY
SUMMATIVE TEST
Lesson Plan
Content Standard: The learners demonstrate and understanding of the concepts of culture, society and politics.
Performance Standard: The learners appreciate the nature of culture and society from the perspectives of anthropology and sociology

Learning
Competencies
UCSP11/12SPUIb-4 Sharing of social Motivation: Ice Breaker! Evaluation (Short Quiz) Define Culture as a
and cultural “‘complex whole which
07/01/19 1. explain backgrounds of A. Activity: Getting to Know what you don’t know! encompasses beliefs,
anthropological and students as social - The student will be divided into 3 groups. The teacher will choose the practices, values, attitudes,
topic. The member of the group will brainstorm about they learned the
sociological actors (examples: laws, norms, artifacts,
topic. The members of the group will explain what they know and they
perspectives on culture gender, don’t know and have a consensus. The leader will present in the class symbols, knowledge, and
and society. socioeconomic about their output. everything that a person
class, ethnicity, learns and shares as a
2. describe society and religion, B. Analysis member of society.”
culture as a complex exceptionality/non- -What is the Getting to know what you know?
whole exceptionality, -What did you learn about Getting to know what you know?
-Lecturette on the anthropological and sociological perspectives on
nationality)
Objective: culture and society and society and culture as a complex whole.
 explain C. Abstraction - discuss on the anthropological and sociological

anthropologic perspectives on culture and society and society and culture as a complex
al and whole.
sociological
D. Valuing
perspectives
on culture
- for you as a student how will you recognize the on the anthropological
and society.
and sociological perspectives on culture and society and society and
 describe culture as a complex whole.
society and
culture as a E. Application
complex - how would you recognize the on the anthropological and sociological
whole perspectives on culture and society and society and culture as a complex
whole in your life.

Lesson Plan
Content Standard: The learners’ perspectives in/approaches to the study of culture, society, and politics (i.e., comparative, historical, structural functional, interpretive, critical).
Performance Standard: The learners demonstrate a holistic understanding of culture and society.

Learning
Competencies
UCSP11/12SPUIb-8/9 Culture as a Motivation: Pass the Message Evaluation (Short Quiz) Define Dynamic, Flexible,
“‘complex whole & Adaptive.
07/03/19 1. identify aspects of which encompasses A. Activity: tell me who you are!
culture and society beliefs, practices, - The student will be divided into 4 groups. The teacher gives the topic.
The member of the group will brainstorm about the culture and societies.
values, attitudes,
The members of the group will explain their own culture.
2. raise questions laws, norms,
toward a holistic artifacts, symbols, B. Analysis
appreciation of cultures knowledge, and -What is the Tell me who you are?
and societies everything that a -What did you learn about Tell me who you are?
person learns and -Lecturette on the
Objective: shares as a member
of society.” (E.B. C. Abstraction - discuss on the anthropological and sociological
 identify Tylor 1920 [1871]) perspectives on culture and society and society and culture as a complex
aspects of whole. aspects of culture and society and holistic appreciation of cultures
culture and and societies.
society
 raise D. Valuing
questions
toward a - for you as a student how will you identify aspects of culture and society
holistic and raise questions toward a holistic appreciation of cultures and
appreciation societies.
of cultures
E. Application
and societies - how would you recognize the aspects of culture and society and holistic
appreciation of cultures and societies.

Lesson Plan
Content Standard: The learners demonstrate and understanding of human origins and the capacity for culture.
Performance Standard: The learners analyze key features of interrelationships of biological, culture and sociopolitical processes in human evolution that can still be used and developed.

Learning
Competencies
UCSP11/12HBS-Ie-12 Biological and Motivation: Word Puzzle Evaluation (Short Quiz) Research on the significant
cultural Evolution of human materials
07/08/19 Looking back at A. Activity: Heart Contract! remains and artefactual
human Biocultural - The student will introduce their likes and dislikes to their evidence in interpreting
and Social Evolution classmate. the students will defend about what they chosen and
cultural and social,
analyses about observation of behavior in their classmate. the
teacher will consolidate and evaluate the student and will have a including political and
1. Trace the biological economic, process.
reflection.
and cultural evolution
of early to modern B. Analysis
humans. -What is the heart Contract all about?
-What did you learn about Heart Contract?
Objective: -Lecturette on the biological and cultural evolution of early to
modern humans.
 Trace the
biological C. Abstraction
and cultural
evolution of - discuss the biological and cultural evolution of early to modern
early to humans.
modern
humans. D. Valuing
- for you as a student how will you Trace the biological and
cultural evolution of early to modern humans.
E. Application
- how would you Trace the biological and cultural evolution of
early to modern humans.

Lesson Plan
Date Objectives and Learning Subject Procedure Evaluation Assignment/Agreement

Competencies matter
UCSP11/12HBS-If-13 Biological Motivation: Pass the Message Evaluation Research on the national,
and cultural (Short Quiz) local and specialized museum,
07/10/19 Looking back at human Evolution A. Activity: tell me who you are! and archaeological and
Biocultural and Social - The student will be divided into 4 groups. The teacher gives the topic. The member of the group will historical sites as venues to
Evolution brainstorm about the culture and societies. The members of the group will explain their own culture. appreciate and reflect on the
complexities of biocultural
B. Analysis
1. Explore the significance and social evolution as part of
-What is the Tell me who you are?
of human materials -What did you learn about Tell me who you are? being and becoming human.
remains and artefactual -Lecturette on the human materials remains and artefactual evidence in interpreting cultural and social,
evidence in interpreting including political and economic processes
cultural and social,
including political and C. Abstraction
economic processes.
- discuss human materials remains and artefactual evidence in interpreting cultural and social, including
Objective: political and economic processes
Explore the significance of D. Valuing

- for you as a student how will human materials remains and artefactual evidence in interpreting cultural
human materials remains
and social, including political and economic processes
and artefactual evidence in
interpreting cultural and E. Application
social, including political - how would you relate and explain the human materials remains and artefactual evidence in interpreting
and economic processes. cultural and social, including political and economic processes

Lesson Plan

Competencies matter
UCSP11/12HBS-If-14 Biological Motivation: Word Puzzle Evaluation Research on the development

and cultural (Short Quiz) of one’s self and others as a
07/11/19 Looking back at human Evolution A. Activity: Heart Contract! product of socialization and
Biocultural and Social - The student will introduce their likes and dislikes to their classmate. the students will defend about what enculturation.
Evolution they chosen and analyses about observation of behavior in their classmate. the teacher will consolidate and
evaluate the student and will have a reflection.
1. Recognize the national,
B. Analysis
local and specialized -What is the heart Contract all about?
museum, and -What did you learn about Heart Contract?
archaeological and -Lecturette on the national, local and specialized museum, and archaeological and historical sites as venues
historical sites as venues to to appreciate and reflect on the complexities of biocultural and social evolution as part of being and
appreciate and reflect on becoming human.
the complexities of
biocultural and social C. Abstraction
evolution as part of being
and becoming human. - discuss the national, local and specialized museum, and archaeological and historical sites as venues to
appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming
Objective: human.
Recognize the national,

local and specialized
museum, and D. Valuing
- for you as a student how will national, local and specialized museum, and archaeological and historical
archaeological and
sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as part of
historical sites as venues to
being and becoming human.
appreciate and reflect on
the complexities of
E. Application
biocultural and social
- how would you relate and explain the national, local and specialized museum, and archaeological and
evolution as part of being historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as
and becoming human. part of being and becoming human.

Lesson Plan
Content Standard: The learners demonstrate and understanding how individuals learn culture and become competent members of society.
Performance Standard: The learners identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules

Competencies matter
UCSP11/12HBS-Ig-15 Becoming a Motivation: Picture Analyzing! Evaluation Research on the context,

member of (Short Quiz) content, processes, and
07/15/19 Becoming a member of society A. Activity: The Wonderful Characterization! consequences of enculturation
society - The class will be divided into groups with six members each. Each group must be assigned one major and socialization.
Enculturation/Socialization ancient by the teacher. The teacher meanwhile, will distribute photographs to each group that are related to
their assigned civilization. members of each group must then study these set of photographs and
a. Identity formation
enumerated their observations as well as the major cultural and technological innovation. The class will be
(identities, disciplines, and graded in respective percentages.
aspirations) b. Norms and B. Analysis
values c. Statuses and roles -What is the Wonderful Characterization all about?
(e.g. age, gender -What did you learn about the wonderful characterization?
-Lecturette on the development of one’s self and others as a product of socialization and enculturation.
1. Explain the development
of one’s self and others as a C. Abstraction
product of socialization and
enculturation - discuss the development of one’s self and others as a product of socialization and enculturation.
Objective: D. Valuing
- for you as a student how will you explain the development of one’s self and others as a product of
explain the development of socialization and enculturation
one’s self and others as a
product of socialization and
enculturation
E. Application
- how would you relate and explain the development of one’s self and others as a product of socialization
and enculturation as a HUMSS students?

Lesson Plan
Content Standard: The learners demonstrate and understanding how individuals learn culture and become competent members of society.
Performance Standard: The learners assess the rules of social interaction to maintain stability of everyday life and the role of innovation in response to problems and challenges.

Competencies matter
UCSP11/12HBS-Ig-16 Conformity Motivation: Ice Breaker! Evaluation Research on the social goals
and (Short Quiz) and the socially acceptable
07/17/19 Conformity and deviance deviance A. Activity: Debate! means of achieving these
a. Social control (gossip, - The class will be divided into 2 groups. The pro and anti in Deviance and conformity. In round one the goals.
social ostracism, laws and member will explain of their point of view base of what position why chosen. In second round is the
rebuttal round. And last round is the summary of their opinion as the whole. The class will be graded in
punishments) b. Forms of
respective percentages.
deviance (ritualism,
retreatism, rebellion, and B. Analysis
innovation) -What is your feeling in debate?
-What did you learn about the debate?
1. identify the context, -Lecturette on the context, content, processes, and consequences of enculturation and socialization.
content, processes, and
consequences of C. Abstraction
enculturation and
socialization - discuss the context, content, processes, and consequences of enculturation and socialization.
Objective:
identify the context, D. Valuing

content, processes, and - for you as a student how will you explain the context, content, processes, and consequences of
consequences of enculturation and socialization.
enculturation and
socialization.
E. Application
- how would you relate and explain the context, content, processes, and consequences of enculturation and
socialization

Lesson Plan
Content Standard: The learners demonstrate and understanding how individuals should behave as part of a political community.
Performance Standard: The learners recognize the value of human rights and promote the common good.

Competencies matter
UCSP11/12HBS-Ih-17 Human Motivation: Picture Analyzes! Evaluation Research on the advocate

dignity, (Short Quiz) inclusive citizenship.
07/18/19 Human dignity, rights, rights, and A. Activity: Paint me a picture!
and the common goods. the common - The class will be divided into 4groups. They will dramatize about different scenario. The class will be
goods. having rotation from the different scenario. First got 5 point will declare as winner. The class will be
1 Identifies the social graded in respective percentages.
goals and the socially
B. Analysis
acceptable means of -What is your feeling in portraying Paint me a picture?
achieving these goals -What did you learn about the paint me a picture?
-Lecturette on the social goals and the socially acceptable means of achieving these goals.
Objective:
C. Abstraction
Identifies the social goals
and the socially acceptable - discuss the social goals and the socially acceptable means of achieving these goals.
means of achieving these
goals.
D. Valuing
- for you as a student how will you identifies the social goals and the socially acceptable means of
achieving these goals.
E. Application
- how would you relate and explain to your friend about the social goals and the socially acceptable means
of achieving these goals.

Lesson Plan

Competencies matter
UCSP11/12HBS-Ih-17 Human Motivation: Picture Analyzes! Evaluation Research on the advocate

dignity, (Short Quiz) inclusive citizenship.
07/23/19 Human dignity, rights, rights, and A. Activity: Paint me a picture!
and the common goods. the common - The class will be divided into 4groups. They will dramatize about different scenario. The class will be
goods. having rotation from the different scenario. First got 5 point will declare as winner. The class will be
1 Identifies the social graded in respective percentages.
goals and the socially
B. Analysis
acceptable means of -What is your feeling in portraying Paint me a picture?
achieving these goals -What did you learn about the paint me a picture?
-Lecturette on the social goals and the socially acceptable means of achieving these goals.
Objective:
C. Abstraction
Identifies the social goals
and the socially acceptable - discuss the social goals and the socially acceptable means of achieving these goals.
means of achieving these
goals.
D. Valuing
- for you as a student how will you identifies the social goals and the socially acceptable means of
achieving these goals.
E. Application
- how would you relate and explain to your friend about the social goals and the socially acceptable means
of achieving these goals.

Lesson Plan

Competencies matter
UCSP11/12HBS-Ij-23 Political Motivation: Ice Breaker! Evaluation Research on the Economic

Organization (Short Quiz) Institutions.
07/25/19 Political and Leadership A. Activity: Debate!
structures - The class will be divided into 2 groups. The pro and anti in Deviance and conformity. In round one the
member will explain of their point of view base of what position why chosen. In second round is the
rebuttal round. And last round is the summary of their opinion as the whole. The class will be graded in
1 Analyze social respective percentages.
and political
B. Analysis
structures -What is your feeling in debate?
-What did you learn about the debate?
Objective: -Lecturette on the social and political structure.
C. Abstraction
Analyze social and
political structures - discuss the analyzing social and political structure.
D. Valuing
- for you as a student how will you analyze social and political structures.
E. Application
- how would you relate and explain to your friend about analyze social and political structures.

Lesson Plan
Performance Standard: The learners assess the rules of the interaction to maintain stability of everyday life and the role of innovation in response to problems and challenges.

Competencies matter
UCSP11/12BMS-Ig-16 Human Motivation: Ask the winner! Evaluation Research on how the society
Dignity, (Short Quiz) Organized.
07/29/19 Human Dignity, rights rights and A. Activity: Misconception check!
and common good. common - The class will be divided into 3 groups. The teacher will give the false fact about the human dignity,
good. rights and common good. The students should discover misconceptions. The teacher will see if the
1. Identify the context, students can identify what is the correct answer to the given false fact. The students will encourage the
team to think deeply and wager all the possibilities. Announcing of winners will be declare by team who
content, processes and
got many identify false fact.
consequences of
enculturation and B. Analysis
socialization. -What is your feeling in Misconception Check?
-What did you learn about the Misconception Check?
Objective: -Lecturette on the context, content, processes and consequences of enculturation and socialization.
 Identify the C. Abstraction

context,
content, - discuss the context, content, processes and consequences of enculturation and socialization.
processes and
consequences
of
enculturation
and
D. Valuing
socialization.
- for you as a student how will you identify the context, content, processes and consequences of
enculturation and socialization.
E. Application
- how would you relate and explain to your friend about the context, content, processes and consequences
of enculturation and socialization.

Lesson Plan
Content Standard: The learners demonstrate and understanding cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interests.
Performance Standard: The learners analyze aspects of social organization and identify one’s role in social groups and institutions.

Competencies matter
UCSP11/12BMS-Ih-20 Group Motivation: Ice Breaker! Evaluation Research on the group within
Within (Short Quiz) the society.
10/07/19 How Society is Society A. Activity: Buzz Session!
Organized - The class will be divided into 4 groups. The participants come together in session groups that focus on a
single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and
1. Traces kinship ties and collaboration among the students within each group. Everyone should learn from each other’s input and
experiences. Teacher will give some keywords to spark the conversation of the student.
social networks.
B. Analysis
Objective: -What is your feeling in Buzz Session?
-What did you learn about the Buzz Session?
 Traces kinship -Lecturette on the Traces kinship ties and social networks.
ties and social
networks. C. Abstraction
- discuss the kinship ties and social networks.
D. Valuing
- for you as a student how will you Traces kinship ties and social networks.
E. Application
- how would you relate and explain to your friend about the Traces kinship ties and social networks.

Lesson Plan
Content Standard: The learners demonstrate and understanding social and political inequalities as features of societies and the global community.
Performance Standard: The learners recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society.

Competencies matter
UCSP11/12BMS-Ih-20 Cultural, Motivation: Ice Breaker! Evaluation Research on Cultural, social

social and (Short Quiz) and political institutions
10/09/19 1. compare different political A. Activity: Buzz Session!
social forms of social institutions - The class will be divided into 4 groups. The participants come together in session groups that focus on a
organization according to single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and
collaboration among the students within each group. Everyone should learn from each other’s input and
their manifest and latent
experiences. Teacher will give some keywords to spark the conversation of the student.
functions
B. Analysis
Objective: -What is your feeling in Buzz Session?
-What did you learn about the Buzz Session?
 compare -Lecturette on the different social forms of social organization according to their manifest and latent
different social functions.
forms of social
organization C. Abstraction
according to
their manifest - discuss the different social forms of social organization according to their manifest and latent functions
and latent
functions D. Valuing
- for you as a student how will you different social forms of social organization according to their manifest
and latent functions.
E. Application
- how would you relate and explain to your friend about the different social forms of social organization
according to their manifest and latent functions.

Lesson Plan
Content Standard: The learners demonstrate and understanding social and political inequalities as features of societies and the global community.
Performance Standard: The learners recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society.

Learning Competencies
UCSP11/12HSOIIj-23 Political and leadership Motivation: Ice Breaker! Evaluation Research on Cultural, social
structures (Short Quiz) and political institutions
10/11/19 1. analyze social and A. Activity: Buzz Session!
political structures a. Political organization - The class will be divided into 4 groups. The participants come together in session groups that
i. Bands focus on a single topic. Within each group, every student contributes thoughts and ideas.
Encourage discussion and collaboration among the students within each group. Everyone should
learn from each other’s input and experiences. Teacher will give some keywords to spark the
ii. Tribes conversation of the student.
Objective:
iii. Chiefdoms B. Analysis
 analyze -What is your feeling in Buzz Session?
social and iv. States and nations -What did you learn about the Buzz Session?
political -Lecturette on the social and political structures.
structures. b. Authority and
legitimacy C. Abstraction
i. Traditional - discuss the social and political structures.
ii. Charismatic D. Valuing

- for you as a student how will you analyze social and political structures.
iii. Rational
E. Application
- how would you relate and explain to your friend about the analyze social and political
structures.


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Lesson Plan

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Learning Subject matter Procedure Evaluation Assignment/Agreement

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

- discuss the social, political and cultural change.

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

 explain C. Abstraction - discuss on the anthropological and sociological

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Subject matter Procedure Evaluation Assignment/Agreement

Prepared by: Checked by:

ROLDAN A. CARPISANO TEOFILO M. PALMA

Date Objectives and Learning Subject Procedure Evaluation Assignment/Agreement

Explore the significance of D. Valuing

Prepared by: Checked by:

Date Objectives and Learning Subject Procedure Evaluation Assignment/Agreement

UCSP11/12HBS-If-14 Biological Motivation: Word Puzzle Evaluation Research on the development

Recognize the national,

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Date Objectives and Learning Subject Procedure Evaluation Assignment/Agreement

UCSP11/12HBS-Ig-15 Becoming a Motivation: Picture Analyzing! Evaluation Research on the context,

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identify the context, D. Valuing

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UCSP11/12HBS-Ih-17 Human Motivation: Picture Analyzes! Evaluation Research on the advocate

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UCSP11/12HBS-Ih-17 Human Motivation: Picture Analyzes! Evaluation Research on the advocate

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Date Objectives and Learning Subject Procedure Evaluation Assignment/Agreement

UCSP11/12HBS-Ij-23 Political Motivation: Ice Breaker! Evaluation Research on the Economic

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 Identify the C. Abstraction

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- discuss the kinship ties and social networks.

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UCSP11/12BMS-Ih-20 Cultural, Motivation: Ice Breaker! Evaluation Research on Cultural, social

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i. Traditional - discuss the social and political structures.

ii. Charismatic D. Valuing

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