Unit Plan

UNIT PLAN 1ST QUARTER AND 2ND QUARTER
Understanding Society, Culture, and Politics Time Allotment:4-hrs

August (Week 4-6)
LEARNING OUTCOME:
ESTIMATE
INFORMATIO
INSTRUCTIONS ON WHAT TO DO D TIME
N (minutes)
Content Standard:
The learner understands the principles and uses of a reaction paper/review/ critique
STANDARDS
Performance Standard:
The learner produces and objective assessment of an event, a person, a place or a
thing.
Formation Standard:
The learners shall be able to value the significance of human origin and societies
progress and economic growth up to the present times
LO1. Forms opinions based on facts

LO2. Cites specific sources to support claims
LEARNING LO3. Presents ideas convincingly
COMPETENCIE LO4. Uses appropriate language for a specific discipline
S LO5. Raises legitimate, contrary views in an appropriate manner
LO6. Uses appropriate critical approaches in writing a critique such as formalism,
feminism, etc.
K1. Presenting ideas for Reaction Papers/ Reviews/ Critiques

CONTENTS
K2. Writing the Reaction Paper/ Review/ Critique
The learner will be tasked to write a review of either a movie pre-assessed and
approved by the teacher or an art gallery found within the city limits. The review
will then be presented to the class as an oral presentation followed by an inquiry
period.
The learner’s performance will be assessed through the following rubrics:

PERFORMANC
E TASK Rubric for Review/ Critique
Criteria Rating
1. Content 5 4 3 2 1
2. Presentation 5 4 3 2 1
3. Delivery 5 4 3 2 1
The following materials are needed for the effectiveness of the activities.
A. Instructional Materials
- Handouts
MATERIALS, - Books
TOOLS, & - Pen
EQUIPMENTS - Chalk and Chalkboard
TO PREPARE
INFORMATIO INSTRUCTIONS ON WHAT TO DO ESTIMATE

D TIME
N Alignment Activities (minutes)
(Week 4-6) A. Preparation for the lesson proper:
a. Overview of the previous lesson

b. Give the objectives of the discussion
240
B. Lesson presentation and activity proper. minutes
LO1
1. Writing Critiques and Reaction Papers
K1
1.1 Critical thinking to Critical Writing
1.2 Facts and Opinions
1.2.1 Roles of Facts and Opinions
1.3 The Content and Organization of Critiques and
Reaction Papers
Presenting for 1.3.1 Writing Process
LO2
Reaction Papers/ 2. Position Paper
K1
Reviews/ 2.1 Defining and Analyzing the Position Paper
Cirtiques 2.2. Nature of a Position Paper
2.2.1 Uses of a Position Paper
2.2.2 Parts of a Position Paper
2.3 Writing a Position Paper
2.3.1 Steps in Writing a Position Paper
2.4 Logical Appeals: The Use of Evidence and
Logical Reasoning
2.4.1 Different types of arguments according to
reasoning based on evidence
- Argument from transitivity
- Argument from incompatibility
- Argument from reciprocity
- Argument form comparison
- Argument from generalization
- Argument from examples
- Argument from cause
- Argument from sign
2.5 Emotional Appeals: The Use of Emotional
LO2 Triggers to move People
K1
- Bandwagon or “join-the-crowd”
- Appeal to common folk
- False authority
- Name calling or “ad hominem”
- Association
Activity: Inside the treasured box are common terms

from the discussion. Each student will pick one term and
discuss or explain it based on what he/she understood.
C. Giving feedback /evaluation of the activity and giving

generalization for the key points of the lesson.
D. For evaluation, the teacher will give a 15-item quiz.
E. Assignment:
Research about the early civilizations and prepare for an

oral recitation.
Rubrics:
30 points – for students who give much emphasis on
all the important details of the given
civilization, with mastery and proper
articulation and grammar

some important details, with mastery and
less mistakes with articulation and
grammar
10 points – for students who give less emphasis on the

important details of the given civilization,
less mastery, and more mistakes on the
0 point – for students who have nothing to say, not

prepared and present wrong information
PREPARED BY:
BOMIND C. SOLTES, LPT

Subject Teacher
NOTED BY: APPROVED BY:
DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

MAEM
SHS Department Head School Principal
Understanding Society, Culture, and Politics Time Allotment:4-hrs

August – September (Week 7-10)
LEARNING OUTCOME: The learners will able to develop the students’ awareness of cultural, social and political
dynamics, and sensitivity to cultural diversity; recognizing cultural relativism and social inclusiveness to overcome
prejudgments and develop cultural competence to guide their interactions with groups, communities, networks and
institutions.
ESTIMATE
INFORMATIO
N (minutes)
Content Standard:
The learner understands the principles and uses of a concept paper
STANDARDS
The learner produces a well-balanced concept paper in a specific discipline
Formation Standard:
The learners shall be able to value the significance of early civilization, its progress
and growth, and will be able to connect the past to the development of today’s
society
LO1. defines what a concept paper is

LO2. determines the ways a writer can elucidate on
a concept by definition, explication and
LEARNING clarification
COMPETENCIE LO3. identifies situations in which a concept paper
S may be effectively used to improve our society
LO4. comprehends various kinds of concept papers
LO5. presents a novel concept or project with
accompanying visuals/ graphic aids
K1.Developing Concepts
CONTENTS K2. Presenting Concepts
PERFORMANC The learner will be tasked to write a concept paper about a topic that the learner will
E TASK personally pick.
B. Instructional Materials
MATERIALS,
- Handouts
TOOLS, &
- Treasured Box
EQUIPMENTS
- Pen and the Rubrics
TO PREPARE

D TIME
A. Preparation for the lesson proper:
a. Overview of the previous lesson
b. Give the objectives of the activity
240
c. Introduce the Activity given from the previous
LO1 minutes
lesson
K1
B. Lesson presentation and activity proper.
1. Oral Recitation: Each student will be called randomly to
pick the chosen topic and discuss it in the front.
Rubrics:
all the important details of the given
civilization, with mastery and proper
LO2 20 points – for students who give much emphasis on

K2 some important details, with mastery and
less mistakes with articulation and
grammar
10 points – for students who give less emphasis on the

important details of the given civilization,
less mastery, and more mistakes on the
0 point – for students who have nothing to say, not

prepared and present wrong information
C. Giving feedback /evaluation of the activity and giving

generalization for the key points of the lesson.
D. For evaluation, the teacher will make 30 items long quiz for
the preparation in their examination. The coverage will be
from the beginning until the last discussion.
E. Assignment:
Research about Culture and Social Structures
ACTIVITY
Ask students to form two equal circles, one inside the other. The
inner circle then turns to face the outer circle so that everyone is
facing a partner. You then read a question or unfinished statement
to the class. Partners introduce themselves and each person takes a
minute to answer the question or complete the statement and
explain his or her opinion about it. After students have responded,
have one circle rotate so that everyone has a new partner.
Continue the activity for several rounds, then turn the questioning
into general discussion. This activity is useful for helping students
become comfortable with expressing their opinions with one
person so they will feel less intimidated with the whole class. It is
also a good way for students to get to know each other.
PREPARED BY:

Subject Teacher

MAEM
Understanding Culture, Society and Politics Time Allotment:4hrs

November - December (Week 4)

LEARNING OUTCOME: The learners will able to appreciate, value and demonstrate holistic understanding of
culture and society.
ESTIMATE
INFORMATIO
N (minutes)
Content Standard:
The learners shall have an understanding about culture and society as
anthropological and social concepts; and the perspectives/approaches to study the
STANDARDS
The learners will demonstrate a holistic understanding of culture and society.
Formation Standard:
The learner shall be able appreciate the nature of culture and society from the
perspectives of anthropology and sociology; and will value cultural heritage and
express pride of place without being enthnocentric.
LEARNING LO1. Explain anthropological and sociological perspectives of culture and society
COMPETENCIE LO2. Describe society and culture as a complex whole
S LO3. Identify aspects/characteristics of culture and society
K1. Culture and Society

CONTENTS
PERFORMANC The learners will demonstrate a holistic understanding of culture and society.
E TASK
MATERIALS,
TOOLS, &
Instructional Materials:
EQUIPMENTS
- Handouts
TO PREPARE
- Book
- Pen and pencil
- Chalk and chalkboard
- Visual aids

D TIME
November - A. Preparation for the lesson proper:
December
1. Overview of the previous lesson

2. Give the objectives of the activity 240
3. An individual reporting of student followed by minutes
LO1 teacher’s expalnation
K1
1. Defining society and culture:
a. Anthropologist perspectives
-Intellectual perspective
b. Sociologist perspectives
-Symbolic perspective
(Week 4) -Functionalist perspective
LO2
Topic: -Conflict perspective
K1
Understanding
Culture, Society 2. Society and culture as a complex whole
and Politics
LO3
3. Characteristics of Society and the aspects of culture
K1
a. As a whole
b. Relatively large
c. Socialize its members and from those from
without
d. Endures, produces and restrains its members for
generations
e. Holds through common culture
f. Clearly-defined geographical territory
g. Learned and acquired
h. Shared and transmitted
i. Adaptive or dynamic
j. Cumulative
k. Ideational
l. Gratifies human needs
m. Social
n. Integration
o. Not Known by people
p. No one knows everything about his/her culture
q. Gives range of permissible behaviour patterns
r. Learned through enculturation
Activity: Think- pair –share . Every student must share

their cultural background and social involvement to
another individual. Reciting in class will be selected
randomly, maximum of 10 students.
C. Allowing the students to ask questions to the discussions;

then giving feedback /evaluation/rating of the student’s
performance; and giving generalization for the key points
of the lesson.
Criteria:
-Presentation - 50pts.
-Visual Aids - 50pts.
100 pts.
D. For assessment, the teacher will ask every student

regarding with the lesson being discussed. This will be a
graded recitation with the following rubrics:
10 pts. – correct and precise answers
5 pts. – incomplete answers
0 pt. – no answers at all

E. Assignment:
Study Cultural relativism vs. enthnocentrism and
cultural heritage
PREPARED BY:

Subject Teacher

MAEM

December (Week 5and 6)
LEARNING OUTCOME: The learners will able to appreciate, value and demonstrate holistic understanding of
ESTIMATE
INFORMATIO
N (minutes)
STANDARDS Content Standard:
The learners shall have an understanding about culture and society as
anthropological and social concepts; and the perspectives/approaches to study the
The learners will demonstrate a holistic understanding of culture and society.
Formation Standard:
The learner shall be able appreciate the nature of culture and society from the
perspectives of anthropology and sociology; and will value cultural heritage and
express pride of place without being ethnocentric.
LEARNING
LO1. Become aware of why and how cultural relativism mitigates ethnocentrism
COMPETENCIE
LO2. Identify the forms of tangible and intangible heritage and the threats to these
S
K1. Culture and Society
CONTENTS
PERFORMANC The learners will demonstrate a holistic understanding of culture and society.
E TASK
MATERIALS,
TOOLS, &
- Handouts
EQUIPMENTS
- Book
TO PREPARE
- Pen and pencil
- Visual aids

D TIME
A. Preparation for the lesson proper:

December (Week
5& 6) 1. Overview of the previous lesson
Topic: 2. Give the objectives of the activity
360
Understanding 3. An individual reporting of student followed by
minutes
Culture, Society teacher’s explanation
LO1
and Politics
K1
1. Cultural Relativism vs. Ethnocentrism
a. Define cultural relativism
b. Define ethnocentrism
c. Differentiate both with examples
d. Explain the tendencies why cultural
relativism mitigates ethnocentrism
LO2
K1 2. Cultural heritage:
a. Differentiate intangible to tangible
b. Give examples of the two terms
c. Enumerate threats to tangible and intangible
heritage

of the lesson.
Criteria:
100 pts.

The students are also given a 30 –item long quiz as

preparation for the 3rd grading examination.
PREPARED BY:

Subject Teacher

MAEM

January (Week 7)
LEARNING OUTCOME: The learners will able to understand the significance of becoming the member of the
society, subject to follow social norms and values to promote common good and will maintain the role and stability of
social relation.
ESTIMATE
INFORMATIO
N (minutes)
Content Standard:
The learners shall have an understanding on how individuals learn culture and
become competent members of the society; and how individuals should behave as
part of political community.
STANDARDS
The learners will identify norms, values to be observed in interacting with others in
the society, and the consequences of ignoring these rules; recognize innovation in
response to problems and challenges; and recognize the value of human rights and
promote the common good.
Formation Standard:
The learner shall be able to value social interaction through social norms to
maintain stability over everyday life and its role as the member of the society for
the common good.
LEARNING LO1. Explain the development of one’s self and others as a product of
COMPETENCIE socialization and enculturation, social norms, identity formation,
S statuses and social roles
K1. Becoming a Member of Society

CONTENTS
PERFORMANC the society, and the consequences of ignoring these rules; recognize innovation in
E TASK response to problems and challenges; and recognize the value of human rights and
MATERIALS, - Handouts
TOOLS, &
- Book
EQUIPMENTS - Pen and pencil
TO PREPARE
- Visual aids
D TIME
January 8- A. Preparation for the lesson proper:
12,2018 (Week 7)
Topic:
2. Give the objectives of the activity
Understanding 240
3. An individual reporting of student followed by
Culture, Society minutes
teacher’s explanation
and Politics
LO1
K1 1. Development of one’s self and others:
a. Differentiate socialization and enculturation
b. Consequences of Enculturation and Socialization
c. How young people socialized?
d. Learning culture to become competent members

of the society
e. Steps to become culturally competent
f. Defining social norms and the different

acceptable behaviour patterns
g. Consequences of ignoring social norms
h. Identity formation, statuses and social roles

of the lesson.
Criteria:
100 pts.
D. Activity:
The class is divided into 5 groups. Based on the
lesson being discussed, each group must have a 5 - min.
role play about the social norms and the consequences
of ignoring it. They are only given 15min. to practice
the role playing. This is the criteria of the performance:
Creativity - 35pts.
Concept (Humorous characters) - 30 pts.
Cooperation - 20 pts.
Facial expression - 15pts.
100pts
E. For assessment, the teacher will ask every student

F. Assignment:
Study about deviance and social control of
deviance
PREPARED BY:

Subject Teacher

MAEM

January (Week 8)
LEARNING OUTCOME: The learners will able to understand the significance of becoming the member of the
society, subject to follow social norms and values to promote common good and will maintain the role and stability of
social relation.
ESTIMATE
INFORMATIO
N (minutes)
Content Standard:
The learners shall have an understanding on how individuals learn culture and
become competent members of the society; and how individuals should behave as
part of political community.
STANDARDS
the society, and the consequences of ignoring these rules; recognize innovation in
response to problems and challenges; and recognize the value of human rights and
Formation Standard:
The learner shall be able to value social interaction through social norms to
maintain stability over everyday life and its role as the member of the society for
the common good.
LEARNING LO1. Identify conformity and deviance

COMPETENCIE LO2. Promote protection of human dignity, rights, and the common goods
S LO3. Advocate inclusive citizenship
K1. Becoming a Member of Society

CONTENTS
PERFORMANC the society, and the consequences of ignoring these rules; recognize innovation in
E TASK response to problems and challenges; and recognize the value of human rights and
MATERIALS, - Handouts
TOOLS, &
- Book
EQUIPMENTS - Pen and pencil
TO PREPARE
- Visual aids
D TIME
January (Week 8) A. Preparation for the lesson proper:
Topic:
Understanding
2. Give the objectives of the activity
Culture, Society 240
3. An individual reporting of student followed by
and Politics minutes
teacher’s explanation

LO1
K1 1. Conformity and deviance:
a. Differentiate conformity to deviance
b. Characteristics of deviance and give examples of each
characteristics
c. Categorize the forms of deviance
-according to violence of a societal norm
-according to acceptance of the goal
d. Social control of Deviance:
- Gossip
-Ostracism
-Social Rejection
- Punishment
-Min Control
-Law
-Incarceration
2. Values of Human dignity rights to promote common

good:
a. Defining human dignity
b. encalculating human dignity to human rights
LO2 c. different kinds of human rights:
K1 -natural rights
-statutory rights
-constitutional rights
d. give examples of each rights
3. Inclusive citizenship:
a. Four ways of achieving acceptable goals
b. Differentiate inclusive to exclusive citizenship
c. Advantages and disadvantages of inclusive and
exclusive citizenship
LO3
K1

of the lesson.
Criteria:
100 pts.

E. Assignment:
Research about the different laws that belongs
to statutory rights that are being made and can also
be abolished by the legislative department.
PREPARED BY:

Subject Teacher

MAEM

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UNIT PLAN 1ST QUARTER AND 2ND QUARTER

Understanding Society, Culture, and Politics Time Allotment:4-hrs

LO1. Forms opinions based on facts

K1. Presenting ideas for Reaction Papers/ Reviews/ Critiques

The learner’s performance will be assessed through the following rubrics:

INFORMATIO INSTRUCTIONS ON WHAT TO DO ESTIMATE

a. Overview of the previous lesson

Activity: Inside the treasured box are common terms

C. Giving feedback /evaluation of the activity and giving

D. For evaluation, the teacher will give a 15-item quiz.

Research about the early civilizations and prepare for an

20 points – for students who give much emphasis on

10 points – for students who give less emphasis on the

0 point – for students who have nothing to say, not

BOMIND C. SOLTES, LPT

NOTED BY: APPROVED BY:

DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

Understanding Society, Culture, and Politics Time Allotment:4-hrs

LO1. defines what a concept paper is

INFORMATIO INSTRUCTIONS ON WHAT TO DO ESTIMATE

LO2 20 points – for students who give much emphasis on

10 points – for students who give less emphasis on the

0 point – for students who have nothing to say, not

C. Giving feedback /evaluation of the activity and giving

Research about Culture and Social Structures

BOMIND C. SOLTES, LPT

NOTED BY: APPROVED BY:

DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

Understanding Culture, Society and Politics Time Allotment:4hrs

November - December (Week 4)

K1. Culture and Society

INFORMATIO INSTRUCTIONS ON WHAT TO DO ESTIMATE

1. Overview of the previous lesson

Activity: Think- pair –share . Every student must share

C. Allowing the students to ask questions to the discussions;

D. For assessment, the teacher will ask every student

0 pt. – no answers at all

BOMIND C. SOLTES, LPT

NOTED BY: APPROVED BY:

DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

Understanding Culture, Society and Politics Time Allotment:6hrs

INFORMATIO INSTRUCTIONS ON WHAT TO DO ESTIMATE

A. Preparation for the lesson proper:

C. Allowing the students to ask questions to the discussions;

D. For assessment, the teacher will ask every student

The students are also given a 30 –item long quiz as

BOMIND C. SOLTES, LPT

NOTED BY: APPROVED BY:

DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

Understanding Culture, Society and Politics Time Allotment:4hrs

K1. Becoming a Member of Society

d. Learning culture to become competent members

f. Defining social norms and the different

C. Allowing the students to ask questions to the discussions;

E. For assessment, the teacher will ask every student

BOMIND C. SOLTES, LPT

NOTED BY: APPROVED BY:

DIANNE NICOLE G. IROY, LPT ENGR. AMBROSIO D. AYUBAN JR.,

Understanding Culture, Society and Politics Time Allotment:4hrs

LEARNING LO1. Identify conformity and deviance

K1. Becoming a Member of Society

B. Lesson presentation and activity proper.

2. Values of Human dignity rights to promote common