Grades 1 to 12 School DIEGO H.

PATIGAYON NATIONAL Grade Level 12

DAILY LESSON LOG HIGH SCHOOL
Teacher JUVELYN B. ACLAO Learning Area UNDERSTANDING CULTURE
SOCIETY AND POLITICS
Teaching Dates and Time Day 21-24 week 7 Quarter SECOND

Day 1 to Day 2 Day 3 Day 4

1. Distinguish the three social classes of social stratification
I. OBJECTIVES 2. Differentiate prestige and esteem.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
1. Cultural , Social and Political Institustions as sets of norm and patterns of behavior that relate to major social interests.
2. Social Stratification as the ranking of individuals according to wealth, power, and prestige.
3. Social and Political inequalities as features of societie and the global community.
1. Analyze aspects of social organiztaion
2. Identify ones role in social group and institutions
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
11. examine stratification from the functionalist and conflict 11. examine stratification from the functionalist and conflict perspectives.
perspectives. UCSP11/12HSOIIIc-30 UCSP11/12HSOIIIc-30
G. Social and political stratification Social Mobility System
i. Open (Class)
Social desirables (wealth, power, ii. Close (Caste)
prestige)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Educational Resources Corporation by Peralta et. al. Social and Educational Resources Corporation by Peralta et. al. Social and Political Stratification.
Political Stratification. Understanding Culture, Society and Politics Understanding Culture, Society and Politics
pp. 126-131
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Vibal by Santarita Madrid. Lesson 1 Social desirables: Three Vibal by Santarita Madrid. Lesson 1 Social desirables: Three Component Theory of
Component Theory of Stratification. Understanding Culture Society Stratification. Understanding Culture Society and Politics
and Politics
p. 93
IV. PROCEDURES
A. Reviewing previous lesson or Activity 1: Directions: Fill up the KWL Chart with the correct Asked the students:
 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
information. Write in the first column what you know about the
lesson. In the second column what you want to know and in the third
column what you have learned from the lesson discussed.
KNOW WHAT LEARNED
According to Max Weber, a person’s status or position within a
stratified social system is determined by their relative power,
prestige and wealth.
Define:
1. Wealth – encompasses all a person’s material assets, including
income, land, and other types of property.
2. Power – capacity to influence or control the behavior of persons
and institutions whether by persuasion or coercion.
3. Prestige – esteem, respect, or approval for culturally valued acts
or qualities.
Discuss: Social and Political Stratification
Three social classes:
1. The upper class
2. The middle class
3. The lower class
What is social class?
Social class- is generally referred to as a number of people who are
grouped collectively.
Discuss Political Stratification.
- is the extent to which inequalities are encapsulated in or influenced
by political structures and processes regarding influence, power and
authority.
How are people ranked accourding to power, wealth and prestige in given society and
what are the consequences of this ranking?
Activity 1. Throwback Time
Direction: This activity will allow students to revisit personal experiences by answering
the following question:
1. When was the last time you experienced “hunger” due to lack of provisions to buy
food.
2. What actions did you take to satisfy your hunger?
3. Did you ask for help from anyone to address the concern? Why or why not?
Process Questions
1. What did you feel while doing the activity above?
2. What were your thoughts upon hearing the experiences of your classmates?
What does this experience tell you about your socioeconomic status?
Activity: KWL Matrix
Let the students accomplish the first two columns of the following matrix. The one
remaining column will be answered after all the content and reading materials have
been thoroughly discussed and examined.
What I want to What I have
What I Know
Know Learned
Activity 3: Stop, Look, Examine (Triad)
Direction: intrust the sudents to form a group composed of five member. They will
analyze sociological perspectives onstratification by citing situation/ condition where it
overtly manifest. They will also give thier reaction/s to it.
Key Idea Manifestation Reaction
 Social inequality exists
because it plays a vital part
in the smooth operation of
society

Social Stratification is
created and maintained by
one group in order to protect
and enhance its own
economic interests.

We size up people by looking

for clues to their social
standing

F. Developing mastery (leads to
Formative Assessment 3)
Activity 2: Difference between prestige and esteem/ Difference Activity : MoDe Diagram
between ascribed and achieved statuses. Direction: After examine Modernization and Dependency theories, let the students
is based on your enumerate the difference between the two theories in terms of thier solutions to global
Prestige status. inequality. Below the diagram is a box where students will write three or more solutions
programs that address global poverty.
based on your role
Esteem behavior.

Modernization Dependency
assigned or given by
Ascribed the society. theory theory

earned by the
Achieved individual.

G. Finding practical applications of Activity 3: Venn Diagram Asked the Students:

concepts and skills in daily living Compare the three social classes in social stratification using the What are the economic, cultural and political functions of the poor?
Venn Diagram.

Lower Class

Middle Class
Upper Class
 H. Making generalizations and Asked the Students:
abstractions about the lesson 1. What could be the functional alternatives to poverty and how can these eliminate
poverty?
I. Evaluating learning Essay: What will you choose among three person’s statuses: Based on the article, “The Uses of Poverty” identify if each “Function” presented in the
wealth, power and prestige and why. first column is applicable in the context of Filipino society. Write fact it is applicable and
fiction if it is not on the second column. Subtantiate your answer by providing
evidences on the third column. The first item serves as an example.
Function of Poverty Fact or Proof
Fiction
1. ensures that “dirty Fact Household
work” will be done helpers,
contruction
workers and
other menial
jobs are
provided by the
poor members
of the
Philipphine
society
2. Subsidizes a variety
of economic activities
that benefit the affluent
3. Creates jobs for a
number of profession
4. Prolongs the
economic usefulness of
goods and services.
5. Creates “culture” for
the affluent’s
consumption
J. Additional activities for application
or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
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?

Prepared by: Checked By:

JUVELYN B. ACLAO
SHS -TEACHER II MARIA ESTELA F. YMBONG