School St.

Vincent of Quebiawan Integrated School Grade Level 11

DAILY LESSON LOG Teacher Joanne Manlises Learning Area Understanding Culture, Society, and Politics
Teaching Dates and Time Tuesday – Friday 9:50-10:45/ 10:45-11:40 Quarter Third

Day 1 Day 2 Day 3 Day4

(Tuesday) (Wednesday) (Thursday) (Friday)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed, and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be delivered from the curriculum guide.
The learners demonstrate an understanding of: The learners demonstrate an understanding of:
1. The concepts of culture, society and politics human origins and the capacity for culture
A. Content Standards 2. perspectives in/approaches to the study of culture, society, and politics (i.e., comparative, 2. the role of
historical, structural- functional, interpretive, critical) culture in human adaptation
3. processes of cultural and sociopolitical evolution
The learners:
1. appreciate the nature of culture and society from the perspectives of anthropology and The learners:
B. Performance Standards sociology Analyze key features of interrelationships of biological, cultural and sociopolitical processes
2. demonstrate a holistic understanding of culture and society in human evolution that can still be used and developed
3. value cultural heritage and express pride of place without being ethnocentric
The learners:

explain anthropological and sociological

perspectives on culture and society
UCSPC11DCS-Ic- 6
The learners:
describe society and culture as a complex
whole
raise questions toward a holistic appreciation
UCSPC11DCS-Ic- 7 The learners: The learners:
C. Learning Competencies/ of cultures and societies
trace the biological and cultural evolution of trace the biological and cultural evolution of
Objectives UCSPC11DCS-Ic- 9
identify aspects of culture and society early to modern humans early to modern humans
Write LC Code for each
UCSPC11DCS-Ic- 8 UCSP11/12HBS- Ie-12 UCSP11/12HBS- Ie-12
become aware of why and how cultural
relativism mitigates ethnocentrism
raise questions toward a holistic
UCSPC11DCS-Ic- 10
appreciation of cultures and societies
UCSPC11DCS-Ic- 9

become aware of why and how cultural

relativism mitigates ethnocentrism
UCSPC11DCS-Ic- 10
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
II. CONTENT Looking back at Human Biocultural and Looking back at Human Biocultural and
Defining Culture, Society, and Politics Defining Culture, Society, and Politics
Social Evolution Social Evolution

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III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
pp. 11-16 pp. 11-16 pp. 19-24 pp. 19-24
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge.
Indicate the time allotment for each step.
Imagining Yourself
Let the learners imagine themselves as
archeologists or anthropologists. Read
them the paragraph below:
Ask the class to prepare a short skit
“The earth contains many buried objects
depicting people involved in the preparation
from the prehistoric past. Finding and
and celebration of a religious feast.
interpreting these objects require training.
Process Question
Assume that you are an archeologist or an
1. What activities are involved in carrying Review of the previous lesson.
anthropologist looking for evidence of
out a religious feast?
material remains of the prehistoric past as
2. How do they know that a religious feast
well as other evidence of human activity.
requires these activities?
Answer these questions:
3. Why do they celebrate religious feasts?
1. What specific evidence will you look for?
2. What material evidence will you be
interested to know and learn about?
3. What technology will you use?
Explain to learners that at the end of the
Activity 2. Taking Pictures
lesson they should be able to:
In this activity, learners demonstrate their
1. Identify the nature and dynamics of
prior knowledge of human evolution by
culture and society using key
analyzing and interpreting the pictures
anthropological, sociological, and political
shown to them before the lesson. After
science concepts.
learning about the topics, learners will
2. Distinguish key features of the three
reevaluate their prior knowledge of human
major approaches to the study of culture,
evolution by reviewing their initial
society, and politics.
interpretation of the drawings.
3. Value cultural heritage and express pride
Process Questions
of place without being ethnocentric.
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 1. How did human and cultural evolution
take place?
2. In what ways were human and cultural
evolution studied?
3. Who studies human and cultural
evolution?
4. Why is it important to know how humans
evolved biologically and culturally?

C. Presenting
examples/instances of the new
lesson

Guide Questions
1. What is evolution?
2. In science, why is evolution considered a
The teacher will discuss the following
theory and a fact?
among learners and will ask them to give
3. What does creationism say about the
insights:
characteristics of human life?
a. Aspects Of Culture
4. How did Charles Darwin and Alfred
b. Sociological Approaches To The Study
D. Discussing new concepts Russel Wallace explain evolution?
Of Society
and practicing new skills #1 5. How does the study of genetics explain
c. Discerning Politics
biological adaptation, variation, and
Ask: “If you were to ‘define’ politics based
change?
on your experience, what would it be?”
6. Why is it important to study fossil remains
d. Ethnocentrism
to know how humans and the environment
e. Cultural Relativism
on which they live evolve?
7. In what way can fossil remains be found
and studied?

The teacher will explain The Concept and

E. Discussing new concepts
Study of Evolution
and practicing new skills #2

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F. Developing mastery (leads
to Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Ask the learners to discuss on their own the
concepts explained.
Sharing of experiences related to the
discussion.
Ask volunteers to summarize what they
have learned.
Activity: Summary Chart
In this activity, learners will summarize the
Activity: Detecting Ethnocentrism and ideas of creationism, catastrophism,
Promoting Respect for Other Cultures transformism, and natural selection.
Find pictures of food usually prepared and not Compare and summarize the four theories
usually prepared in your community or region. by writing your answers in the columns
Ask the students to comment on the food in provided below.
the picture and compare them to the food Process Questions:
from the students’ place. 1. What questions were raised about the
concept of creationism and catastrophism?
Strange Bad Good Best Reasons
2. How did the concept of transformism
Food Food Food Food
explain the gradual transformation or
modification of species? What did the
earlier theories of transformism fail to
explain?
3. How does natural selection explain
biological adaptation, variations, and
change?
The class will be grouped into two. The first
group will be assigned to do a short skit on
ethnocentrism while the other will do a short
skit on cultural relativism. After each
presentation, the students will be asked to
write a reflection paper on what they have
learned/realized after watching the
performance of each group.
Ask volunteers to share their learnings in
class.
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I. Evaluating learning
J. Additional activities for
application or remediation
Questions:
1. Is it right to pass judgment on cultures not
our own as inferior, threatening, or disturbing?
2. Should we expect societies around the
world to practice the same set of cultural
Write a reflection paper on what they have
values and traits?
learned/realized after the sharing.
3. How is it possible to recognize the
uniqueness of each society’s cultural traits
and not from the standpoint of one’s own
society?
Write an essay based from the material
reading given to them.
Questions:
1. How can our knowledge of the human
past and their material remains inform us of
the uniqueness and commonality as human
being?
2. In what way can human evolution and
material productions tell us the processes of
becoming human?

V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
VI. REFLECTION you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

COMMENTS/SUGGESTIONS:
Checked by: ____________________________________________
Date: __________________________________________________

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