Critcal Thinking Lesson Plan

SENIOR HIGH SCHOOL CORE SUBJECT
TRENDS, NETWORKS AND CRITICAL THINKING IN 21ST CENTURY – QUARTER 1
TOPIC / LESSON NAME Definition of critical thinking

CONTENT STANDARDS The learner understands critical thinking.
PERFORMANCE STANDARDS The learner draws a color-coded map of the networks of power relations (political,
economic, cultural, and kinship ties) within a particular community.
LEARNING COMPETENCIES Define critical thinking
HUMSS_MCT12Ic-e-1
TIME ALLOTMENT 1 hour ( 60 Minutes)
CONTENT:
LESSON OUTLINE:
1. Introduction/Review/Motivation: 10 minutes
2. Instruction/Delivery: 25 minutes
3. Practice: 20 minutes
4. Enrichment: 3 minutes
5. Evaluation: 5 minutes
MATERIALS:
Learners module page 29-43
Power point Presentation
PROCEDURE
INTRODUCTION
Review questions:
- What is the difference between a fad and a trend?
- Give an example of today’s trends
MOTIVATION
Picture Analysis
The teacher prepares a game 4 pics 1 word to be answered by the students.
INSTRUCTION/DELIVERY
In connection to the game, the objective of today’s discussion is to define “critical thinking”.
Let us start by looking at the meaning and importance critical thinking.
Discussions:
• Lecture Method
• Recitation
PRACTICE
A. Presentation and processing questions
a. Video presentation on “What is Critical thinking?”
b. What is critical thinking according to the video?
c. What are characteristics to improve your critical thinking?
ENRICHMENT
When you are assigned to accomplish a school project or group activity, how will critical thinking skills help you as a student?
EVALUATION
The teacher prepares an interactive quiz.

TOPIC / LESSON NAME Observations about social, political, and cultural behaviour and phenomena.
CONTENT STANDARDS Human cultural variation, social differences, social change, and political identities
PERFORMANCE STANDARDS Adopt an open and critical attitude toward different social, political, and cultural phenomena through
observation and reflection.
LEARNING COMPETENCIES Recognize the common concerns or intersections of anthropology, sociology, and political science with
respect to the phenomenon of change. (UCSP12SPU-Ib-4)
CONTENT:
LESSON OUTLINE:
MATERIALS:
PROCEDURE MEETING LEARNERS’ NEEDS

INTRODUCTION ( __ minutes) Teacher’s Tip
Question:
Here in the Philippines, what practices or cultural behaviour have you observed especially when you go out in the
streets?
MOTIVATION ( __ minutes) Teacher’s Tip
Balot
Food, or what people around the world eat as food, mirrors cultural diversity.
Balot, for example, is a delicacy in the Philippines. Write a short essay arguing that balot is a unique culture icon of the
Filipinos. Compose your essay in a ½ crosswise.
INSTRUCTION/DELIVERY ( __minutes) Teacher’s Tip
The Learners:
 Adopt an open and critical attitude toward different social, political, and cultural phenomena through
observation and reflection
 Create positive principles towards society, politics and culture.
Discussions:
 Reporting
 Group Discussion (Think-Pair-Share)
The teacher will divide the students into 4 groups. Each group will assign a representative to present the idea they
had come-up with.

PRACTICE ( __ minutes) Teacher’s Tip
True or False: Write T if the statement is True and F if the statement is False.
1. Social Change may be a product of technological change.
2. Values shape our behaviour more than our attitude.
3. Beliefs are firmly held opinions of convictions.
4. Values may often manifest in beliefs.
ENRICHMENT (__ minutes)
Follow-Up Question:
What constitutes our sociality as human beings?
EVALUATION ( __minutes)
Complete the matrix.

The Compartmentalized Life Matrix
I am ________________________ (your name) and I am a (boy/girl).
The following are the compartments representing what I can do and cannot do.
Things I can do Things I cannot do
Rubric:
Originality 10 points
Content 15 points
Honesty/Sincerity 15 points
TOPIC / LESSON NAME Society as a group of people sharing a common culture

CONTENT STANDARDS Culture and society as anthropological and sociological concepts.
PERFORMANCE STANDARDS Appreciate the nature of culture and society from the perspectives of anthropology and sociology.
LEARNING COMPETENCIES Explain anthropological and sociological perspectives on culture and society. (UCSP12DCS-Ic-6)
CONTENT:
LESSON OUTLINE:
MATERIALS:

INTRODUCTION( __minutes) Teacher’s Tip
Describe your feelings towards a specific nationality (e.g. Koreans, Japanese, Americans) give at least 2 words that
describes them. Share why you like and dislike them.
MOTIVATION (__ minutes) Teacher’s Tip
True or False: Write T if the statement is True and F if the statement is false.
1. Conflict over limited resources may spark cooperation more than conflict.
2. Symbols are something that represents something else.
3. Meaning is objectively derived from symbols.
4. Society is made possible by social interactions.
5. When parts of a system perform their assigned functions, social order is assured.
INSTRUCTION/DELIVERY (__ minutes) Teacher’s Tip
The Learners:
 Appreciate the nature of culture and society from the perspectives of anthropology and sociology
 Carry out different cultures in every regions or localities in the Philippines.
Discussion:
 Reporting
 Lecture Method
 Recitation
PRACTICE ( __minutes) Teacher’s Tip
Define the following words using your own knowledge and on what have you learned during the lecture/recitation.
1. Society
2. Structural Functionalism
3. Social order
4. Conflict theory
5. Symbolic interactionism
ENRICHMENT (__ minutes) Teacher’s Tip
Follow-Up Question:
What makes a society possible?
Essay:
If you were to define society, what theoretical perspective will you choose? Defend your answer in a two-paragraph form.
Rubric:
Originality 15
Connectivity to the topic 10
Content 20
Organization of ideas/Grammar 5
TOPIC / LESSON NAME Culture as a “that complex whole which encompasses beliefs, practices, values, attitudes, laws,
norms, artifacts, symbols ,knowledge, and everything that a person learns and shares as a member of
society.
CONTENT STANDARDS Perspectives in/approaches to the study of culture and society.
PERFORMANCE STANDARDS Demonstrate a holistic understanding of culture and society.
LEARNING COMPETENCIES Describe society and culture as a complex whole . (UCSP12DCS-Ic-7)
CONTENT:
LESSON OUTLINE:
MATERIALS:

INTRODUCTION( __minutes) Teacher’s Tip
In your own words, define what culture is.

Filling in the Circle

Fill in the circles with the appropriate words.
Suicide diet/food
National flag language
House designs marriage ceremony
Contractualization type of government
Inheritance table manners
Weaving designs respect for old people
Crime sports
Women as government officials women in labor force
Value of children religion Politics
Clothing accent
Culture
Society
The Learners:
 Describe society and culture as a complex whole
 Analyse anthropological and sociological perspective on culture and society as a complex
whole
Discussions:
 Reporting
 Group Reporting
The class will be group into 5. Each group will choose representative to present their specific out-put.
Venn Diagram. Differentiate culture from society, afterwards, interlinked society and culture with one another.
(Follow the 5 groups)
Culture Society
Culture and
Society
ENRICHMENT (__ minutes) Teacher’s Tip
Follow-up Question:
What is the importance of culture in the society where each of us belong? Does culture play an important role
in the society?
Situation Analysis
Someone belittle you because of your culture and the traditions you have in your country/place. How did you feel
about the situation? How would you respond to the person who belittle you? Defend your answer in 10 sentences
Rubric:
Originality 5
Content 20
Organization of ideas/Grammar 5
TOPIC / LESSON NAME Aspects of culture

PERFORMANCE STANDARDS Demonstrate a holistic understanding of culture and society.
LEARNING COMPETENCIES Identify aspects of culture and society. (UCSP12DCS-Ic-8)
CONTENT:
LESSON OUTLINE:
MATERIALS:

Photo Analysis
Write a two-paragraph essay describing the Aeta Family depicted in the photo.
The Learners:
 Identify aspects of culture and society
 Discuss the aspects of culture and society
Discussions:
 Group reporting (assigned group)
 Recitation (individual)
True or False
Write T if the statement is True and F if the statement is False.
1. Transmission is still possible without language.
2. Cultures about the world are different but equal.
3. A person may totally forget his birth culture when he lives in a foreign land with a different way of
life.
4. Culture is a technology itself.
5. Culture shock is a two-way process: you are shocked by the way people do things and people
are shocked by your actual reaction.
Follow-Up Question:
As a student, how can you make your other classmates understand different aspects of cultures from the other countries?
Concept Mapping: (group work)

Make a concept map showing the different aspects of culture; its definition, characteristics, and functions.
Rubric:
Originality 5
Connectivity to the topic 5
Content 15
Organization of ideas 10
TOPIC / LESSON NAME Ethnocentrism and cultural relativism as orientations in viewing other cultures
PERFORMANCE STANDARDS Values cultural heritage and express pride of place without ethnocentric.
LEARNING COMPETENCIES Become aware of why and how cultural relativism mitigates ethnocentrism. (UCSP12DCS-Ic-8)
CONTENT:
LESSON OUTLINE:
MATERIALS:
PROCEDURE MEETING LEARNERS’

NEEDS
When you hear the word ethnocentrism/ ethnocentric what comes into your mind?
The Learners:
 Become aware of why and how cultural relativism mitigates ethnocentrism
 Assess the reasons on why and how cultural relativism mitigates ethnocentrism
Discussions:
 Group Reporting (assigned group)

 Recitation
Think-Pair-Share:
What will you do to avoid being ethnocentric in terms of viewing your culture as superior than the culture of the other? Explain
your answer.
Follow-Up Question:
If you were to view the culture of the Philippines, what orientation do we have in viewing other culture?
Long Quiz:
I. Multiple Choice. Write the best answer among the choices.

1. A kind of society which the division of labor is based on gender.
A. Horticultural societies
B. Pastoral societies
C. Hunting and Gathering societies
D. None of the above
2. It is a type of norm that tells us things to do.
A. Folkways
B. Laws
C. Proscriptive
D. Prescriptive
3. It is a type of norm that tells us things NOT to do.
A. Mores
B. Taboos
C. Proscriptive
D. Prescriptive
4. It is a form of norm that society holds so strongly that violating it results in extreme disgust.
A. Mores
B. Taboos
C. Folkway
D. Prescriptive
5. Which form of norm is a codified ethics, formally agreed, and written down and enforced by authorities?
A. Folkway
B. Laws
C. Mores
D. Prescriptive
6. Which form of norms is also known as customs, for they are norms for everyday behaviour for people to
follow for the sake of tradition or convenience?
A. Mores
B. Taboos
C. Folkway
D. Law
7. A kind of society wherein as the productivity increases and as long as there is plenty of food, people do
not have to move.
A. Pastoral society
B. Horticulltural society
C. Agricultural society
D. Industrial society
8. What kind of society wherein economy is dependent on tangible goods and the people must pursue
greater education?
A. Pastoral society
B. Horticultural society
C. Industrial society
D. Post-industrial society
9. What kind of society is described as wherein occupational specialization became even more
pronounced, and a person’s vocation became more of an identifier than his or her family ties?
A. Pastoral society
10. What kind of society relies on the cultivation of fruits, vegetables and plants in order to survive?
A. Pastoral society
II. Identification. Identify the correct word being described in the sentence. Write your answer on the space provided. (2pts
each)
____________1. It is a concept where in it highlights that no culture is superior to any other culture.
____________2. People who usually experience this came from a country with a lower economic position and therefore
triggers a comparison wherein the person sees ones position as inferior. It is also termed by John Fullmer.
____________3. It is a shared set of spoken and written symbols.
____________4. The application of knowledge and equipment to ease the task of living and maintaining the
environment.
____________5. These are socially imposed rewards and punishments in society which maybe formal or informal.
____________6. It is the specific rules or standards to guide for appropriate behaviour. It also consists of different types
and forms.
____________7. It represents the social structures and organization of the people who share those beliefs and
practices.
____________8. It represents the beliefs, practices, and artifacts of a group.
____________9. A kind of society where their economy is based on services and technology, not production.
____________10. A kind of society wherein they rely on products obtained through the domestication and breeding of
animals for transportation and food.
III. True or False. Write TRUE if the statement is true and FALSE if the statement is false.
____________1. Ethnocentrism is the tendency to see and evaluate other culture in terms of one’s own race or culture.
____________2. Cultural components that non-tangible are called material culture.
____________3. Beliefs is described as what is appropriate or inappropriate in a given society.
____________4. Post-industrial societies uses advanced sources of energy to run large machinery which led to
industrialization.
____________5. Agricultural societies rely on technology to cultivate their crops in large areas, including wheat, rice,
and corn.
____________6. Hunting and gathering societies allows job specialization, since not everyone is needed to gather or
hunt food.
____________7. Mores are strict norms that control moral and ethical behaviour.
____________8. Material and non-material cultures are always connected to each other.
____________9. The existence of material culture is always justified by the non-material culture.
____________10. All culture consist of 9 elements.

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SENIOR HIGH SCHOOL CORE SUBJECT

TRENDS, NETWORKS AND CRITICAL THINKING IN 21ST CENTURY – QUARTER 1

TOPIC / LESSON NAME Definition of critical thinking

The teacher prepares an interactive quiz.

PROCEDURE MEETING LEARNERS’ NEEDS

had come-up with.

Complete the matrix.

TOPIC / LESSON NAME Society as a group of people sharing a common culture

PROCEDURE MEETING LEARNERS’ NEEDS

PROCEDURE MEETING LEARNERS’ NEEDS

In your own words, define what culture is.

MOTIVATION (__ minutes) Teacher’s Tip

Filling in the Circle

INSTRUCTION/DELIVERY (__ minutes) Teacher’s Tip

PRACTICE ( __minutes) Teacher’s Tip

ENRICHMENT (__ minutes) Teacher’s Tip

TOPIC / LESSON NAME Aspects of culture

PROCEDURE MEETING LEARNERS’ NEEDS

INSTRUCTION/DELIVERY (__ minutes) Teacher’s Tip

Concept Mapping: (group work)

PROCEDURE MEETING LEARNERS’

 Group Reporting (assigned group)

PRACTICE ( __minutes) Teacher’s Tip

I. Multiple Choice. Write the best answer among the choices.

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