AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 CARAGA Philippines

Telefax (085) 231-2150
BASIC EDUCATION DEPARTMENT

LESSON PLAN IN GRADE 11

Contemporary Philippine Arts from the Regions
1st Term, 1st Semester of A.Y. 2019-2020

I. LEARNING COMPETENCY
Identifies various contemporary art forms and their practices from the various
regions.
CAR11/12IAC-0a-1

OBJECTIVES
1. Define Contemporary Arts.
2. Explain the art forms and the development of Philippine Arts.
3. Describe the form of integrated contemporary art in the Philippines in
choreography, musical instrument, literary and music composition, visual design
and theatrical performance.

II. CONTENT
Main Topic: integrative Art as Applied to Contemporary Art
Subtopic: Historical Background of an Art in the Philippines

III. LEARNING RESOURCES

a. Reference: Panisan, Wilson K., et al (2016). Contemporary Philippine Art from
the Regions. Malabon City. MUTYA Publishing House, Inc., pp. 2-21
b. Materials: Charts, Manila papers, Marker

IV. PROCEDURE
A. Before the Lesson
1. Preliminary Activities
Prayer
Checking of Attendance

2. Review
 What are the indigenous art of our ancestors during Prehistoric Period,
Historic Period or Ethnic Tradition? Give one.

3. Motivation
SPELL IT WITH YOUR BUTT
The teacher will group the students into two and each group must have a
representative. The representative will going to spell the word with their butt
and the group mates were going to guess.
1. ART
2. CONTEMPORARY
3. PHILIPPINES
4. HISTORY

What can be the topic from the words revealed in the challenge?

B. During the Lesson

Students will be grouped into four wherein they will find the art forms (e.g.
visual arts, architecture and literature, theatre arts, dance, choreography
and music) and the development of Philippine Art in three major traditions.

Group I – Ethnic Tradition

Group II – Spanish Colonial Tradition
Group III – American Colonial
Group IV – Contemporary Tradition
 What is Contemporary Art

Discussion
Guide Questions:
1. What are the three major traditions in the development of Philippine Art?

2. What are the ethnic art forms during pre-colonial times in the following? Give
examples.
Dance? Literature?
Choreography? Theater arts?
Visual arts? Music?
Architecture?

3. What happened to the Philippine indigenous art during Spanish regime?

 What are the art forms in the following field:
Literature? Theatre arts?
Choreography? Dance?
Music? Visual arts?
Architecture?
4. What are the changes in the Philippine Art and the area of education during
American regime?
 What is Modern Art?

5. What is Contemporary Art?

C. After the Lesson Group Activity

 Group Activity
 Differentiate the four major traditions in the development of arts in the
Philippines.

V. EVALUATION

Direction: Write E if the statement belongs to Ethnic Tradition, S if it belongs to

Spanish Tradition, A to American Colonial and C to Contemporary Traditions.

1. Filipinos developed choreographies by mimicking movements of animals. *E

2. Zarsuelas and operas became popular in this period. *S
3. Filipinos studied abroad and later on introduced new ideas in art making. *A
4. Technological innovations affected art making resulting to non-conventional
artworks. *C
5. The geographical location and experiences of the Filipinos were the main factors in
art production. *E

VI. ENRICHMENT

Identify various contemporary art forms and practices initiatives from the regions.
 AGUSAN DEL SUR COLLEGE, INC.
Bayugan City, 8502 CARAGA Philippines
Telefax (085) 231-2150
BASIC EDUCATION DEPARTMENT

LESSON PLAN IN GRADE 12

Understanding Culture, Society, and Politics
1st Term, 1st Semester of A.Y. 2019-2020

I. LEARNING OJECTIVES/COMPETENCY:
1. Recognize the common concerns or intersections of anthropology, sociology,
and political science with respect to the phenomenon of change
2. Identify the subjects of inquiry and goals of Anthropology, Political Science,
and Sociology

Codes:
1. UCSP11/12SPUIb-4
2. UCSP11/12SPUIb-5

II. CONTENT
Main Topic: The Social Sciences: Sociology, Anthropology, and Political
Science

IV. LEARNING RESOURCES

a. Reference: Understanding Culture, Society and Politics 2016 by Mutya
Publishing House, Inc. pp. 3-23
b. Materials: Charts, Manila papers, Marker

V. PROCEDURE
A. Preparatory Activities:
a. Prayer
b. Greetings
c. Checking of Attendance

B. Development of the Lesson:

1. Motivation:
 The students are going to arrange the jumbled letter.
LOSGOICOY- Sociology
OLTGONAYORP- Anthropology
AOLPILITC CCSEEIN- Political Science

2. Presentation:
 The teacher will discuss the history and goals of anthropology,
sociology and political science.
 3. Activity:
 The teacher will divide the class into three groups who will conduct
a research anchored on the topics that will be presented.

4. Application:
 After the conducted group research on the assigned topics,
students will present their findings through variety show, panel
discussion or newscasting.

C. Evaluation

Explain the benefits of recognizing the operation of social forces when using
the sociological, anthropological, and political imagination.

D. Assignment

Short Essay

If you want to see change in your community, what do you think are the
necessary steps that you need to do in order to start or create change.
 AGUSAN DEL SUR COLLEGE, INC.
Bayugan City, 8502 CARAGA Philippines
Telefax (085) 231-2150
BASIC EDUCATION DEPARTMENT

LESSON PLAN IN GRADE 12

Grade XII- Hume
Understanding Culture, Society, and Politics
1st Term, 1st Semester of A.Y. 2019-2020

I. LEARNING COMPETENCY
Explain anthropological and sociological perspectives on culture and society
(UCSPC11DCS-Ic6)
Describe society and culture as a complex whole
(UCSPC11/12DCSIc-7)
Identify aspects of culture and society
(UCSP11/12DCSIc-8)
Raise questions toward a holistic appreciation of cultures and societies
(UCSP11/12DCSId-9)
Become aware of why and how cultural relativism mitigates ethnocentrism
(UCSP11/12DCSId-10)
Identify forms of tangible and intangible heritage and the threats to these
(UCSP11/12DCSIe-11)

OBJECTIVES
1. Explain anthropological and sociological perspectives on culture and
society.
2. Describe culture and society as a complex whole.
3. Demonstrate a holistic understanding of culture and society.
4. Define culture and society from the perspectives of anthropology and
sociology.
5. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.
6. Value the advantages of social change in the promotion of cultures and
development of society.

II. CONTENT
Main Topic: The Culture and Society from the Perspectives of Anthropology
and Sociology

VI. LEARNING RESOURCES

c. Reference: Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, Inc. pp. 27-35
d. Materials: Charts, Manila papers, Marker
VII. PROCEDURE
A. Preparatory Activities:
d. Prayer
e. Greetings
f. Checking of Attendance

B. Development of the Lesson:

1. Motivation: Filling in the Circle
 The teacher will distribute manila paper and marker for each group.
Students will be asked to fill in the circles with the appropriate
words that will be posted on screen.

2. Presentation:
 Based on the motivational activity, the teacher will introduce the
lesson on the definition of culture and society from the perspectives
of anthropology and sociology.

 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.

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 of
things do they buy?
 What sort of interaction takes place between people at different
categories (e.g. gender and age)?
School: AGUSAN DEL SUR COLLEGE INC. Grade Level: Grade 11
Teacher: KHAIRA RACEL JAY A. PUCOT Quarter: 1
Section: HUME Division: BAYUGAN CITY
OBJECTIVES
A. Content Standards The learner understands the nature and elements of oral
communication in context.
B. Performance The learner designs and performs effective controlled
Standards and uncontrolled oral communication activities based on
context.
C. Learning At the end of the lesson, the students will be able to:
Competencies/ a. explain anthropological and sociological
Objectives perspectives on culture and society
b. describe society and culture as a complex whole
c. identify aspects of culture and society
d. raise questions toward a holistic appreciation of
cultures and societies
e. become aware of why and how cultural relativism
mitigates ethnocentrism
f. identify forms of tangible and intangible heritage
and the threats to these
D. LC Code UCSPC11DCS-Ic6
UCSPC11/12DCSIc-7
UCSP11/12DCSIc-8
UCSP11/12DCSId-9
UCSP11/12DCSId-10
UCSP11/12DCSIe-11
I. CONTENT The Culture and Society from the Perspectives of
Anthropology and Sociology
II. LEARNING Chart, felt tip pens, laptop, projector
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Materials for
Learning
Resources (LR)
portal
B. Other Learning Saluba, D. J., Damilig, A. D., Carlos, A. F., Barlan, J. M.,
Resources & Cuadra, J. F. (2016). Understanding Culture, Society
and Politics. Malabon City: MUTYA Publishing House Inc.
III. PROCEDURES TEACHER’S ACTIVITY
A.1. Preliminaries Good morning, class.
 Greetings
Prayer How are you this morning?
 Attendance
Checking That’s good to hear. Class monitor please check the
 Reading of the attendance and give me the list of absentees so that I
House Rules will also have my copy.

Today, we will unravel a new lesson but before we start

with our lesson, let’s be acquainted with our classroom
rules in order to have a smooth sailing discussion. Listen
attentively to the discussion.
1. Participate in the activities.
2. Respect the opinion of others.
3. Raise your right and wait until recognized by
the teacher before speaking up.
4. Refrain from shouting. Minimize your voice.

Please be guided also with our objectives for today.

At the course of the lesson, the students are expected
to:

a. define communication;
b. explain the nature and process of communication;
and
c. differentiate the various models of
communication.
A. ACTIVITY Activity1: Defining Communication

To freshen up your mood and your mind, we will have

and activity. This activity is called “Define Me!” I will
group you into four and all you have to do is to fill out
this graphic organizer by writing down what you know
about communication. Then, based on your answers,
define communication in a single sentence. Organize
your thoughts and after 5 minutes you will present your
work in the class. I will be the one to choose the
reporter.

COMMUNICATION
 Process Questions

1. Based on the definition you’ve formulated, when

does communication happen?
2. Why do you need to communicate?
3. In which aspects of your life do you need to
communicate?
4. How do you communicate?
5. Why is it important to communicate well?

B. ABSTACTION Defining Communication

1. Communication is a process.
- Communication is a continuous and constantly
changing process, which is influenced by a lot
of factors, making it difficult to determine
where exactly communication begins or ends.
2. Communication is systematic.
- Communication happens with various systems.
3. Communication involves communicators, not just
a speaker and a listener.
- Communication is a process of transmitting
information, where one speaks and the other
merely listens.
4. Communication is irreversible.
- Since communication is a continuous process,
it is impossible for one to actually take back
what was said.
5. Communication is proactive.
- People actively evaluate the content and
purpose of the message and the credibility of
the speaker.
6. Communication is symbolic.
- Symbols are representations used to
communicate and interpret one’s thoughts and
feelings.
 7. Meaning of communication is individually
construed.
- Individuals actively create meaning taken from
experiences or phenomena through symbolic
representation.

Correcting Communication Misconception

1. Communication occurs even without complete
understanding.
2. Communication does not always solve conflicts.
3. No single person or event causes another’s
reaction.
4. Communication is not simple.

How does communication process work?

1. Linear Models of Communication
- The linear model of communication also known
as the transmission model, reflects a process
in which a speaker transmits information to a
listener.
 Aristotelian Model
 Laswell Model
 Shannon and Weaver Model
 Berlo’s Model

2. Interactive Models of Communication

- Instead of acting as passive listeners, receivers
of the message may also convey information
by responding or giving feedback either
through oral language, or through actions,
gestures, and facial expressions.
 Schramm’s Models
 White’s Model

3. Transactional Models of Communication

- Most accurate representation of the
communication process. It illustrates the
dynamic and simultaneous nature of
communication.
 Wood’s Transactional Model of Communication
 Speech Communication Transaction Model

C. Making Process Questions:

Generalization
 1. Which information-sender is the most successful
in teaching the process?
2. How does the process of communication work?
3. Why do you need to communicate?
4. How do you communicate?
5. Why is it important to communicate well?s
D. Application Group 1 and Group 2:
Compose a song illustrating the different definitions of
communication. Present it in a creative way.

Group 3:
Present a vlog, just like what you’ve seen in youtube
about the different misconceptions of communication

Group 4:
Perform a role play about war on drugs following the
different models of communication.

CRITERIA POINTS
Mastery 10
Application 20
Language Use 10
Group Cooperation 10
Total 50
E. Assignment Directions: Write a persuasive essay answering this
question “How can I, as a Filipino student in a global
century, make my voice heard in the world?” Incorporate
what you’ve learned about communication.

Rubric Points
Content Accuracy 20 points
(correct use of writing purpose
and relevance to the situation
given)
Writing Mechanics 10 points
(word choice, grammatical
correctness, punctuation)
Organization 5 points
(logical organization, coherence)
Application 15 points
(integration/usage of what
you’ve learned about
communication)
Total 50 points
IV. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my
Cooperating
Teacher can help
me solve
G. What
innovations or
localized materials
did I use/discover
which I wish to
share with other
Practice teachers?
Prepared by:

ELMARIE D. DOMINGUITO
SHS Teacher
Checked or
Observed:

__________________________________
Name of Supervisor/Principal
Date: _________________