School DNHS Grade Level 11

DAILY LESSON LOG Teacher Woody R. Lazaro Learning Area Understanding Culture, Society
& Politics
Teaching Dates & Time August 29 – September 2, 2016 Semester 1st
(Mon.-Fri.)
HUMSS/EIM

Session 1 Session 2
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 developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 derived from the curriculum guides.

A. Content Standards The learners demonstrate an understanding of:

1. How individuals learn culture and become competent members of society; and
2. Behave as part of a political community.
B. Performance Standards 1. Identify norms and values to be observed in interacting with others 1. Assess the rules of social interaction to maintain stability of
in society, and the consequences of ignoring these rules. everyday life and the role of innovation in response to problems
and challenges
C. Learning Competencies/ Explain the development of one’s self and others as a product of Identify the context, content, processes, and consequences of
Objectives socialization and enculturation. UCSP11/12BMS-Ig-15/16 enculturation and socialization. UCSP11/12BMS-Ig-17/19
Write the LC code for each

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
Becoming a Member of Society  Conformity and Deviance/Human Dignity
 Enculturation/Socialization
List the materials to be used in different days. Varied sources 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.
III. LEARNING
RESOURCES
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
QUIPPER
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages pp. 36-38 (Balena, 2016) pp. 38-40 (Balena, 2016)
4.Additional Materials from QUIPPER CLASSROOM
Learning Resource portal
B. Other Learning Resources Laptop, activity sheets, bond paper, coloring materials, news clippings Laptop, activity sheets, bond paper, coloring materials, news
or online resources/application, Bread clippings or online resources/application, Bread
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
IV. PROCEDURES to learn new things, practice their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

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A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Recall awareness of the various socio-political and economic Draw out students’ participation through a short video clip “Male
developments initiated by international leaders and how these changes and Female”. Initiate questions related to the roles and gender
impinged on their people. orientation as discussed before.
Ask students to make inferences about the role of every citizen in News article reading relative to the conformity and deviance
maintaining and safeguarding a just and humane society. committed in the country and the issue of human rights (e.g.
Reading of news articles. extra judicial killings).
Prior knowledge supported by students’ response on the news Discuss conformity, deviance, human dignity and rights
articles would elicit their intellectual discourse about
enculturation and socialization.
Individual Activity: Unscrambled the letters to form the word Video clip on the Universal Declaration of Human Rights.
1. ANCUELUTTIRON = it is the process where the culture
that is currently established teaches an individual the
accepted norms and values.
2. OWLAKFYS = they are the repetitive or typical habits and
patterns of expected behaviour within a group.
3. OMERS = they defined what is morally right and morally
wrong.
Have the students post on the board news clippings which are
congruent with the video clip presented.
Answer the processing questions From the posts done by students, the students will explain the
causality of human action.
Cite instances that people need to perform their role and Describe the following social environments and its denizens
responsibilities as members of society in order to achieve social Place Environment Denizen
cohesion and unity. Tondo
Profession Role/Responsibility
Forbes Park
President
Teacher Payatas
Doctor Bilibid Muntinlupa
Senator Cubao
Social Worker
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H. Making generalizations and Summarize the day’s discussion Students make a generalization on the importance of control
abstractions about the lesson
and the need to conform to existing social order and control.
I. Evaluating Learning Paper and pencil test Have the students answer orally the pertinent questions relative
Ask the students to create a dramatization giving emphasis on the to the topic.
effects of socialization and enculturation . Paper and pencil test
J. Additional Activities for Graphic Organizer (Importance of Socialization) Advanced Reading Article: John Locke’s “The Enquiry of Human
application or remediation Follow up assessment (Analysis of the group output) Understanding”
V. REMARKS
Reflect on your teaching and assess yourself as a 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 you so when you meet them, you can ask them relevant questions.
VI. 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
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?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph

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