SCHOOL NAUGSOL INTEGRATED SCHOOL GRADE LEVEL 12

DAILY LESSON TEACHER ANNELYN V.AMPARADO LEARNING AREA Understanding Culture, Society and Politics
LOG TEACHING TIME MONDAY-FRIDAY QUARTER FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I.OBJECTIVES 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
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the
lessons. Weekly objectives shall be derived from
the curriculum guides.
A.Content The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities 2. the
Standards significance of
studying culture, society, and politics 3. the rationale for studying anthropology, political science, and sociology.
B.Performance The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities 2. adopt an open and critical
Standards attitude toward different social, political, and cultural phenomena through observation and reflection 3. appreciates the value of disciplines of
Anthropology,
Sociology, and Political Science as social sciences.
C.Learning Articulate observations Demostrate curiosity and Analyze social, political, HOLI Recognize the common
Competencies/O on human cultural an openness to explore and cultural change. DAY concerns or intersections of
bjectives Write variation, social the origins and dynamics (UCSP11/12SPUIb-3) anthropology, sociology,
the LC Code for differences, social of culture and society, and political science with
each change, and political and political identities. respect of the phenomenon
identities. (UCSP11/12SPUIa-2) of change.(UCSP11/12SPU-
(UCSP11/12SPUIa- 1) 1b-4)

II.CONTENT 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.
Starting points for the understanding of culture, society, and politics: 1. Sharing of social and cultural backgrounds of students as acting
subjects or social actors, agents, persons; (examples: gender, socioeconomic class, ethnicity, religion, exceptionality/non-exceptionality,
nationality) 2. Observations about social, political, and cultural behavior and phenomena (examples: food taboos, istambay, political
dynasties, elections) 3. Observations on social,
political,and cultural change (examples: txting, transnational families, local public services, youth volunteerism) 4. Definition of
anthropology, political science, and sociology.
III.LEARNING
RESOURCES
A.References
1.Teacher’s
Guides/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
C.Presenting
examples/instances of the new
lesson
D.Discussing new concepts and
practicing new skills #1
CG for Understanding
Culture, Society and Politics
Laptop, TV, Speaker
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
life experiences and previous knowledge, indicate the time allotment for each
step.
Motivation: The teacher will
facilitate an energizer called
“Buko”
The teacher will discuss the
meaning of understanting.
This lesson provides cultural,
social, and political concepts
that exist in the realm of
ideas and thoughts. As such,
they cannot be seen or
touched and yet they
influence the way we see and
experience our individual and
collective lives as social
beings.
The teacher will introduce
the meaning of culture,
society and politics and will
give meaning of concept and
or phenomena.
CG for Understanding
Culture, Society and
Politics
Laptop, TV, Speaker
The teacher will ask to
answer rebus puzzle
from the power point
presentation about the
topic.
The teacher will present
a picture of food that is
a cultural icon among
Filipinos and the
students will share their
opinion about the
picture.
This lesson is a
continuation of the
previous lesson but it
focuses more on the
origins and dynamics of
culture, society and
political identities.
CG for Understanding
Culture, Society and
Politics
Laptop, TV, Speaker
The teacher will ask the
students what they
learn from the previous
lesson.
The teacher will discuss
the
meaning of change
The teacher will explain
what cultural, social,
and political change.
The students will also
share their
observations on what
they observe in their
community.
CG for CG for Understanding
Understanding Culture, Society and
Culture, Society and Politics
Politics Laptop, TV, Speaker
Laptop, TV, Speaker
The teacher will present
a kokology test about
their most charming
attitude they see in
themselves and would
like to express it for
everyone to see.
Based from the
motivation, the teacher
will introduce the
meaning, brief history
and common concerns of
sociology, anthropology
and political science with
respect of the
phenomenon of change.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
Teacher will describe
students as acting agents and
social actors.
Activity: Activity: Activity: Group Research The students will be
grouped into 4, the
teacher
(Leads to The students will be
formative grouped according to their
assessment) ethnic group and will think
of a song based from their
dialect.
They will also think of
unique characteristics that
their group possess.
G.Finding The teacher will present
practical/applica some situations that
tions of concepts students personally
and skills in daily encounter different ways
living of doing things, behaving,
and making sense of
events. Students will think
of more situations that
they personally encounter.
H. Making
generalizations
and
abstractions
about the lesson
I.Evaluating Answer the following
Learning questions.
1. Why understanding
culture, society and
politics is important?
2. Explain their
The teacher will present a
picture of Kuha’rili (a.k.a.
Selfie)- a clipped version of
“kuhasasarili” by A. Contresas
(2015)
A selfie is a self-photograph,
habitually taken with camera
phone held in the hand or recently
supported by a selfie stick.
In the photo presented, the
students will offer a critical
insight on how selfie can be read
as an image of the social by
listing down 15 words that best
describe the photo and try to
connect the words and compose
5 sentence paragraph revolving
around
the attributes to selfie (or
selfieing).
Application:
The teacher will call 5 volunteers
to present their activity in class.
Answer the following questions.
1. Why knowing Values and
Beliefs are important?
2. Explain social dynamics as
social, political, and cultural
change.
The teacher will divide the class will give the
into three groups who will conduct students 10 minutes
a research anchored on the topics to answer this
that will be presented. question:As a Senior
High School student,
what do you think
are the necessary
steps that you need
to do in order to
start or create
change if you want
to see change in
your community.
Application: Application:
After the conducted group The teacher will call
research on the assigned topics, the speaker for each
students will present their findings group to present
through variety show, panel their answers.
discussion or newscasting.
Answer the following questions. Explain the
1. What is common among the importance of social
scenarios discussed that they may sciences in studying
be considered as culture, society and
manifestations of cultural and politics.
political changes.
observation on the 3. How can we improve our
behavior and awareness on the social,
phenomenon as social
realities.

J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% of the formative
assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons
3. How can we improve our cultural and political 2. Explain social
awareness on the social, changes? dynamics as social,
cultural and political changes political, and cultural
using the activity? change.
3. How can we
improve our
awareness on the
social, cultural and
political changes?
1.Students will be asked to Assignment
visit a mall or a public market 1. Write a short essay on
and observe how people what constitutes our sociality
inside the place to conduct as human beings?
themselves individually and
collectively. The following
questions serve as
observation guide:
•What sort of people go to
malls/ public market?
•What sort of things do they
buy?
•What sort of interaction
takes place between people
at different categories ( e.g.
gender and age)?
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
relevant questions.
work? No. of learners who have
caught up with the lesson
D.No. of learners who continue
to require remediation

Prepared by:

ANNELYN V. AMPARADO
Learning Facilitator

Noted by:

ADELINA P. MENDOZA
Principal III