Republic of the Philippines

Department of Education
Region XI – Davao Region
Schools Division of Davao City

DETAILED LESSON PLAN

UNDERSTANDING CULTURE, SOCIETY AND POLITICS
GRADE 11

Topic:
SOCIAL AND POLITICAL STRATIFICATON (Social Desirables)
Content Standard The learner understand Social and political inequalities as features of
societies and global community.
Performance The learner is able to Recognize other forms of economic transactions such
Standard as sharing, and redistribution on his/her own society.
Learning Examine stratification from the functionalist and conflict perspectives.
Competencies (UCSPSC11/12-HSO-IIc-30)

I. OBJECTIVES At the end of the session, the students should be able to:

a. define social desirables and its characteristics,

b. realize the impact and implications of wealth, power and prestige in the
society, and
d. formulate a creative output towards the understanding and application of
social desirables.
II. LEARNING
RESOURCES
A. Reference Curriculum Guide, Module
B. Kagamitan Laptop, projector, speaker, pictures
III. PROCEDURES
A. Preliminary Prayer
Activities Classroom Management
Checking of Attendance
Reminder of Health Protocol
1. Participate, listen and be active in class
2. Listen to instructions
3. Be active and smile all the time
1. Review of Recall:
Lesson 1. Who can still remember about our topic last meeting?
2. What specific type of diseases in the society we tackled about?
B. Establishing a
purpose for the lesson
 Motivation Direction: Before we proceed to our formal discussion, let’s play a game first
and this game called 4 Pics 1 Word. All you need to do is to Identify the word
describe base on the 4 pictures and to the given letters below.
 ERPWO

ELWTAH

ENULUQA

Processing questions:

1. If you’re going to combine the word power, wealth and unequal social
status, what concept can you develop?
2. What do you think is our topic for today?

 4A’s Discovery Learning

 Activity Direction: The teacher will be presenting video related to the topic to be
discussed. Video to be displayed entitled: “Would you stop if you saw this
little girl on the street?”
Each will evaluate the video and within 5 minutes, the teacher will call some
students to explain
/express their
thoughts about the
video
presentation.

Indicator #4- Plan,

manage and implement
developmentally
sequenced teaching
and learning process to
meet the curriculum
requirements and varied
teaching contexts.

https://www.youtube.com/watch?v=MQcN5DtMT-0
 Guide questions:
1. What is the video all about?
2. From the social experiments conducted, what can you conclude?
3. For a person to be considered as ideal or perfect, what do you think are
the criteria or qualifications based on the video?
4. If you have a magic lamp just like Aladdin, what would you ask for, and
why?
 4A’s Discussing new concepts and practicing skills
 Analysis Indicator #2 – Use a range of teaching strategies
that enhance learner achievement in literacy and/or
numeracy skills.

Directions: Open discussion, students will read and explain the following:

Stratification- 'something that has been arranged into categories

Social Stratification- refers to the kind and degree of distribution of
resources within a social system
Political Stratification- such inequalities are enclosed in, or influenced by,
political structures and processes
Social Desirables – They are defined as resources considered valuable by
societies, which may be tangible or intangible.

*According to Max Weber, a person’s status, or position within a stratified

social system, is determined by their relative power, prestige, and wealth.

a. Wealth- “encompasses all a person’s wealth material assets, including

income, land, and other types of property.”

b. Power- “The capacity to influence or control the behavior of persons and

institutions, whether by persuasion, or coercion.” It is considered “the ability
to exercise one’s will over others”.

c. Prestige- “esteem, respect, or approval for culturally valued acts or

qualities”.

 4A’s GROUP ACTIVITY

 Abstraction
Direction: Divide the class into three (3) groups and assign them to specific
Social Desirables (Wealth, Power and Prestige).
Each of the groups would be tasked to different activities which would
eventually yield varied outputs for presentation in relation to the topic
assigned to them.

Group 1- Song Writing/ Singing of Existing Song Associated to POWER

The group is assigned to either compose a song or to basically sing and
existing song which portrays principles and insights on topic of Power.

Group 2- Sketching/ Drawing of a person considered as PRESTIGIOUS

The group would be given markers and a piece of paper to draw
their ideal prestigious person. It may be fictional or an actual person in
position in the society.

Group 3- Poem Writing regarding topic on Wealth

The group will write a simple one to two stanza poem portraying issues and
real life scenarios involving wealth, money and other physical valuable
properties.
Indicator #3 – Apply a range of teaching strategies
to develop critical and creative thinking, as well as
other higher order skills
 RUBRICS:

CRITERIA GROUP 1 GROUP 2 GROUP 3

CONTENT 50%

CREATIVITY 20%

RELEVANCE 30%

TOTAL

 4A’s Processing questions:

 Application 1. What are implications of the three component theory nowadays?
2. How does it affect the governance of politicians?
Indicator #1 – Apply knowledge of content within
and across curriculum teaching areas.
(POLITICS AND GOVERNANCE)

Nowadays, people who have power, prestige, and wealth are not limited to
politicians or businesspeople. They extend to local and international
celebrities who were found to be hugely influential especially among young
populations.

3. Being part of the youth yourself how do think these celebrities influence
your peers? Do they affect you positively or negatively?

4. Can all social desirables be passed on from one generation to another?

Why? why not?

IV. GENERALIZATION
*What does social desirable means?________________________________
*How does power controls an individual or a society?___________________
V. ASSESSMENT A 5- item formative assessment will be given:

1. They are defined as resources considered valuable by societies, which

may be tangible or intangible.
A. Social Stratification B. Social Inequality C. Social Desriables

2. It involves “Esteem, respect, or approval for culturally valued acts or

qualities”.
A. Power B. Wealth C. Prestige

3. The Social Scientist who asserted that a person’s status, or position within
a stratified social system, is determined by their relative power, prestige, and
wealth.
A. Charles Cooley B. Max Weber C. Emile Durkheim

4. “The capacity to influence or control the behaviour of persons and

institutions, whether by persuasion, or coercion.” It is considered “the ability
to exercise one’s will over others”.
A. Power B. Wealth C. Prestige

5. It “encompasses all a person’s wealth material assets, including income,

land, and other types of property.”
A. Power B. Wealth C. Prestige

Indicator #5 – Design, select, organized and use

diagnostic, formative and summative strategies
consistent with curriculum requirements.

VI. ASSIGNMENT In preparation for the next class, research ahead regarding INDIA’S CASTE
SYSTEM.

V. REMARKS

VI.
REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
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?

Prepared by:
MARY CHRISTELLE S. SABAN