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Estipona High School Daily Lesson Plan (DLP)

Date: July 04-06, 2016 Week: 4 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Articulate observations on human cultural variation, social differences, social

2. change, and political


Acknowledge identities.
social, cultural and political identities.
3. Value the social and cultural backgrounds ofstudents as acting subjects or social
actors.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Articulate observations on human cultural variation, social
differences, social change, and political identities. (UCSP11/12SPUIa-1)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject

2.Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,


Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will facilitate an energizer called “ Doub le this, Double that” .
2.Presentation:
This lesson provides cultural, social, and political concepts that exist in the
realm of ideas and thoughts. As such, they cannot be seen or touched and yet they
influence the way we see and experience our individual and collective lives as social
beings.
The teacher will introduce the meaning of culture, society and politics and will
give meaning of concept and or phenomena.

Teacher will describe students as acting agents and social actors.

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3. Activity:
The students will be grouped according to their ethnic group and will think of a
song based from their dialect. They will also think of unique characteristics that their
group possess.
4. Application:
The teacher will present some situations that students personally encounter
different ways of doing things, behaving, and making sense of events. Students will
think of more situations that they personally encounter.
C. Evaluation

Answer the following questions.

1.Why understanding culture, society and politics is important?


2. Explain their observation on the behavior and phenomenon as social realities.
3. How can we improve our awareness on the social, cultural and political changes
using the activity?

D. Assignment

1. Students will be asked to visit a mall or a public market and observe how
people inside the place to conduct themselves individually and collectively.
The following questions serve as observation guide:
 What sort of people go to malls/ public market?


What sort
What sort of things do they buy?
of interaction takes place between people at
different categories ( e.g. gender and age)?

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: July 07-08, 2016 Week: 4 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1.Demonstrate curiosity and an openness to explore the srcins and dynamics of
culture, society and political identities.
2.Observe social, political, and cultural behavior and phenomena.
3.Accept social, cultural, and political change.

II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Demostrate curiosity and an openness to explore the
srcins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 7-10

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson

1.Motivation:
The teacher will ask to answer rebus puzzle from the power point
presentation about the topic.

The teacher will present a picture of food that is a cultural icon among
Filipinos and the students will share their opinion about the picture.
2.Presentation:
This lesson is a continuation of the previous lesson but it focuses more on the
srcins and dynamics of culture, society and political identities.

3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie) - a clipped version
of “kuhasasarili” by A. Contresas (2015)

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A selfie is a self photograph, habitually taken with camera phone held in the
hand or recently supported by a selfie stick.

In the photo presented, the students will offer a critical insight on how selfie
can be read as an image of the social by listing down 15 words that best describe
the photo and try to connect the words and compose 5 sentence paragraph
revolving around the attributes to selfie (or selfieing).

4. Application:
The teacher will call 5 volunteers to present their activity in class.
C. Evaluation

Answer the following questions.

1.Why knowing Values and Beliefs are important?


2. Explain social dynamics as social, political, and cultural change.
3.How can we improve our awareness on the social, cultural and political changes?

D. Assignment

1. Write a short essay on what constitutes our sociality as human beings?


2. Complete the Compartmentalized Life Matrixabout the things they can do and
the things they cannot do.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

Estipona High School Daily Lesson Plan (DLP)

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Date: July 11, 2016 Week: 5 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1.Demonstrate knowledge on social, political, and cultural changes.
2.Portray their observations in the group activity.
3.Reflect on the social, cultural, and political change.

II. CONTENT
A. Topic: Social Dynamics: Social, Political and Cultural Change
B. Learning Competencies: Demostrate curiosity and an openness to explore the
srcins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)
Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 11-13
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will present a kokology game.

2.Presentation:
The teacher will explain what cultural, social, and political change. The
students will also share their observations on what they observe in their community.

3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie) - a clipped version
of “kuhasasarili” by A. Contresas (2015)

A selfie is a self photograph, habitually taken with camera phone held in the
hand or recently supported by a selfie stick.

In the photo presented, the students will offer a critical insight on how selfie
can be read as an image of the social by listing down 15 words that best describe

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the photo and try to connect the words and compose 5 sentence paragraph
revolving around the attributes to selfie (or selfieing).

4. Application:
The teacher will call 5 volunteers to present their work in class.
C. Evaluation

Answer the following questions.

1.What is common among the scenarios discussed that they may be considered
as manifestations of cultural and political changes.
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political
changes?

D. Assignment

Complete the Compartmentalized Life Matrix about the things they can do and the
things they cannot do.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: July 12, 2016 Week: 5 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective
community.
3. Value the role of social diversity in promoting social understanding andcultural
tolerance.

II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will present a kokology test about their most charming attitude
they see in themselves and would like to express it for everyone to see.

2.Presentation:
Based from the motivation, the teacher will introduce the meaning, brief
history and common concerns of sociology, anthropology and political science with
respect of the phenomenon of change.

3. Activity:
The students will be grouped into 4, the teacher will give the students 10
minutes to answer this question:As a Senior High School student, what do you think

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In a two-paragraph essay, describe your feelings toward a specific nationality
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them.
4. Application:
The teacher will ask the speaker from each group to present their answers in
the motivational activity.
C. Evaluation

What makes society possible?

D. Assignment

Short Essay

How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: July 26, 2016 Week: 7 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature of culture and society from the perspectives of anthropology
and sociology.

II. CONTENT
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B.Learning Competencies: Describe a society and culture as a complex
hole.(UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:
The teacher will present a kokology game..

2.Presentation:
Teacher will discuss culture and society as a complex whole. Aspects,
definitions, characteristics, and functions will also be discussed.

3. Activity:Anatomy of my Culture.

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In column A, identify any of your behaviors as a Filipino teenager. Then in
column B, explain how you came to imbibe them. In column C, offer an explanation
why its performance (if a behavior) seem to be natural to you or why you belive it (if
it is a belief).
A B C
The WHAT The HOW The WHY
Refers to the contents of Refers to the process of Refers to the mechanisms
culture transmission and that promote compliance
circulation and performance

4. Application:
The teacher will ask 5 volunteers to share their work in class.
C. Evaluation

Explain the anthropological and sociological perspectives on culture and society.

D. Assignment

Explain the statement.


Culture is a “mechanism for the normative regulation of behavior.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: July 27, 2016 Week: 7 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify aspects of culture and society.
2. Distinguish key features ofthe three major approaches to the study of culture,
society and politics.
3. Value the characteristics of culture.

II. CONTENT
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology

 Aspects of Culture
B.Learning Competencies: Describe a society and culture as a complex

hole.(UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES


A. References
1.Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1.Motivation:
Teacher will facilitate an activity called “Double this, Double that”
2.Presentation:
Teacher will discuss the aspects of culture, its characteristics and functions.

3. Activity:Role-playing a Religious Feast

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The teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz.

3. Activity:
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…..
4. Application:
The teacher will ask some students to complete each sentences.

C. Evaluation

Questions from their quiz will be asked here.

D. Assignment

My Culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
For both identify the threats and sources, and then come up with a plan of action on how to
deal with these threats. Write your output on the table.
Heritage Threats Plan of Action

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: August 03, 2016 Week: 8 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify forms of tangible and intangible heritage andtheir threats.
2. Write an essay on the threats to the tangible heritage based ontheir experience
in visiting a museum.
3. Value culture as heritage.

II. CONTENT
A.Topic: Aspects of Culture

 Culture as Heritage
B.Learning Competency: Identify forms of tangible and intangible heritage and threats
to these. ((UCSP11/12DCS-Ie-11).

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 57-61
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide

B. Other Learning Resources


1. www.youtube.com
2. www.google.com

C. Materials
1. Manila paper
2. Marker
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
Teacher will facilitate a simple exercise.

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2.Presentation:
The teacher will ask the students to review the tangible and tangible culture
that they have inherited.

3. Activity:
The class will be grouped into four. Each group will be given a sheet of manila
paper and a marker, students will write the tangible and intangible heritage in our
culture.

4. Application:
Each group will be given 3 minutes to present.

C. Evaluation

Students will be asked to write one tangible and one intangible cultural
heritage under threat. Identify the threats and their possible sources, and come up with
a plan on how to deals with these threats.

D. Assignment
Bring magazines, newspapers, glue, scissors and any other materials that they can
use for their activity tomorrow.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: August 04, 2016 Week: 8 Quarter: First

Understanding Culture, Society


Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the
picture that will be presented.
3. Increase understanding humanevolution and its implication on the transformation of
cultures across time periods.

II. CONTENT
A.Topic: Biological and Cultural Evolution of Modern Humans
B.LearningCompetency:Trace the biological and cultural evolution of early to modern
humans. (UCSP11/12DCS-Ie-12).

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 70-74
3. UCSP Teaching Guide

B. Other Learning Resources


1. www.youtube.com
2. www.google.com

C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2.Presentation:

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_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)

Date: September 09, 2016 Week: 13 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________

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_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)

Date: September 12-13, 2016 Week: 14 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________

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_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)

Date: September 14, 2016 Week: 14 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________

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_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
Estipona High School Daily Lesson Plan (DLP)

Date: September 15, 2016 Week: 14 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the different concepts of kinship by ritual
2. discuss how relationship by ritual works as a social network
3. recognize the importance of ritual kinship in society
II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials

2. Board
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a brief
description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: September 16, 2016 Week: 14 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157
B. Other Learning Resources
1. www.quipper.com

2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utangnaloob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
 Family
 Household
 Nuclear family
 Extended family
 Political dynasty
 Reconstituted family
D. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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_______________________________________________________________________________________
___________________________.

Estipona High School Daily Lesson Plan (DLP)

Date: September 21-22, 2016 Week: 15 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyzesocial and political structures

II. CONTENT
A. Topic: Cultural,Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com

2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
 Are power and authority the same? Are authority and legitimacy different?
 How do these components work together in a social and political structure?
2. Presentation:
Based form the motivational questions, teacher will continue the discussion on political and
leadership structures
3. Activity:
 In your opinion, which type of authority or legitimated rule is more applicable and valid in
modern times?

Give two evident


authority examples
or legitimate rule. (government, religious order, or scenario) for each type of
i. traditional
ii. charismatic
iii. rational
4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Why are authority and legitimacy vital components in acquiring and maintaining peace and order in
society?
D. Assignment
One of the leaders of a country is the president of the Philippines. Conduct a thorough research on
the performance of the current president. Look at his leadership and how he exercises his authority in
times of crisis.

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________

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_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

Estipona High School Daily Lesson Plan (DLP)

Date: September 23, 2016 Week: 15 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyzesocial and political structures

II. CONTENT
A. Topic: Cultural,Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
C. Other Learning Resources

1.
2. www.quipper.com
www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by the
teacher
D. Assignment
Finish their research work to be submitted next week

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: September 26-27, 2016 Week: 16 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyzesocial and political structures

II. CONTENT
A. Topic: Cultural,Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources

1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)

Students will identify and write their answers on a sheet of paper what is being asked by the
teacher
D. Assignment
Finish their research work to be submitted next week

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: September 28, 2016 Week: 16 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. define and explain the functions of economic institutions,
2. discuss the concepts of reciprocity in line with sociology and economics,
3. relate the practical application of reciprocity to one’s daily life.

II. CONTENT
A. Topic: Economic Institutions
 Reciprocity
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources

2. www.quipper.com
1. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will be asked this question; “If you have been given something, is it expected for
you to return the favor? Why or why not?”
2. Presentation:
Teacher will discuss economic institutions specifically reciprocity
3. Activity:
Think of at least three scenarios or situations where generalized reciprocity can be applied.
4. Application:
Teacher will call some students to share their answers

C. Evaluation:
Compare and contrast generalized from balanced reciprocity. Give examples for each.
D. Assignment
How does negative reciprocity affect the activities of different economic institutions? What do you
think will be the impact of these on the global community?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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Estipona High School Daily Lesson Plan (DLP)

Date: September 29, 2016 Week: 16 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of transfer or transfer payment concerning economics
2. analyze the level of activities of different economic institutions concerning transfer and the impacts on
the global economy
3. become aware of the different kinds of goods and services that private and government sectors
provide for the people

II. CONTENT
A. Topic: Economic Institutions
 Transfers
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject

B. 2. Understanding
Other Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
•Are you aware of the different kinds of goods and services that private and government
sectors provide for the people?
•Does the present government provide more goods and services than it did in the past?
•How does the government redistribute more income?
2. Presentation:
Teacher will discuss what transfer is
3. Activity:
If you become a wealthy individual who is willing to share part of your fortune to others, which
among the basic needs (food, housing, education, health) will be your priority? Justify your answer.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short quiz
D. Assignment
Why are there many Filipino families who still do not have access to essential goods and services
to support their everyday living?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION

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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

Estipona High School Daily Lesson Plan (DLP)

Date: September 30, 2016 Week: 16 Quarter: Second


Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
A. Topic: Economic Institutions
 Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES


A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources

2. www.quipper.com
1. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
•What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the donations coming
from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in the

community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?

V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________

64
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.

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