Ucsp Daily Lesson Plan

I.
OBJECTIVES
At the end of the session, learners are expected to:
1. Articulate observations on human cultural variation, social differences, social
change, and political identities.
2. Acknowledge social, cultural and political identities.
3. Value the social and cultural backgrounds of students as acting subjects or social
actors.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Articulate observations on human cultural variation, social
differences, social change, and political identities. (UCSP11/12SPUIa-1)
III. LEARNING RESOURCES

A. References
1.Curriculum Guide-Core Subject
2.Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 7-10 U
B. Materials n
d
1. Projector e
2. Laptop r
3. Regular teaching tools s
t
a
IV. PROCEDURES
n
A. Preparatory Activities: d
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson i
n
B. Development of the Lesson g
C
1.Motivation: u
lt
The teacher will facilitate an energizer called “ Double this, Double that”.
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2.Presentation: r
e
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 S
influence the way we see and experience our individual and collective lives as social o
beings. c
The teacher will introduce the meaning of culture, society and politics and will i
give meaning of concept and or phenomena. e
t
Teacher will describe students as acting agents and social actors. y
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3. Activity: c
s
The students will be grouped according to their ethnic group and will think of a
song based from their dialect. They will also think of unique characteristics that their
group possess.
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4. Application:
The teacher will present some situations that students personally encounter
different ways of doing things, behaving, and making sense of events. Students will
think of more situations that they personally encounter.
C. Evaluation in
Answer the following questions.
1.Why understanding culture, society and politics is important?

2. Explain their observation on the behavior and phenomenon as social realities.
3. How can we improve our awareness on the social, cultural and political changes
using the activity?
D. Assignment
1. Students will be asked to visit a mall or a public market and observe how
people inside the place to conduct 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

U
different categories ( e.g. gender and age)? n
d
e
V. REMARKS r
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________________________________________________________________________ t
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________________________________________________________________________ d
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VI. REFLECTION u
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________________________________________________________________________
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________________________________________________________________________ ,
________________________________________________________________________. S
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I. OBJECTIVES
2
1.Demonstrate curiosity and an openness to explore the origins and dynamics of
culture, society and political identities.
2.Observe social, political, and cultural behavior and phenomena.
3.Accept social, cultural, and political change.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
[B.] Learning Competency: Demonstrate Demostrate curiosity and an openness to
explore the origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)

A. References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop U
3. Regular teaching tools n
d
IV. PROCEDURES e
r
A. Preparatory Activities: s
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson t
a
B. Development of the Lesson n
d
1.Motivation:
i
The teacher will ask to answer rebus puzzle from the power point n
presentation about the topic. g
C
The teacher will present a picture of food that is a cultural icon among u
Filipinos and the students will share their opinion about the picture. lt
u
2.Presentation: r
e
This lesson is a continuation of the previous lesson but it focuses more on the ,
origins and dynamics of culture, society and political identities. S
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3. Activity: c
i
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version e
of “kuhasasarili” by A. Contresas (2015) t
y
A selfie is a self photograph, habitually taken with camera phone held in the a
hand or recently supported by a selfie stick. n
d
In the photo presented, the students will offer a critical insight on how selfie P
can be read as an image of the social by listing down 15 words that best describe o
the photo and try to connect the words and compose 5 sentence paragraph li
revolving around the attributes to selfie (or selfieing). ti
c
4. Application: s
The teacher will call 5 volunteers to present their activity in class.

C. Evaluation
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1.Why knowing Values and Beliefs are important?

2. Explain social dynamics as social, political, and cultural change.
3.How can we improve our awareness on the social, cultural and political changes?
D. Assignment
1. Write a short essay on what constitutes our sociality as human beings?

2. Complete the Compartmentalized Life Matrix about the things they can do and
the things they cannot do.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________ U
n
________________________________________________________________________ d
________________________________________________________________________ e
________________________________________________________________________. r
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I. OBJECTIVES
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1.Demonstrate knowledge on social, political, and cultural changes.
2.Portray their observations in the group activity.
3.Reflect on the social, cultural, and political change.
II. CONTENT
A. Topic: Social Dynamics: Social, Political and Cultural Change
B. Learning Competencies: Demo nstrate curiosity and an openness to explore the
origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)
Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)

A. References
Inc. pp. 11-13
B. Materials
U
1. Projector n
2. Laptop d
3. Regular teaching tools e
r
IV. PROCEDURES s
t
A. Preparatory Activities: a
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson n
d
B. Development of the Lesson i
n
1.Motivation: g
The teacher will present a kokology game. C
u
2.Presentation: lt
u
The teacher will explain what cultural, social, and political change. The r
students will also share their observations on what they observe in their community. e
,
3. Activity: S
o
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version c
of “kuhasasarili” by A. Contresas (2015) i
e
A selfie is a self photograph, habitually taken with camera phone held in the t
hand or recently supported by a selfie stick. y
a
In the photo presented, the students will offer a critical insight on how selfie n
can be read as an image of the social by listing down 15 words that best describe d
the photo and try to connect the words and compose 5 sentence s paragraph P
o
revolving around the attributes to selfie (or selfieing).
li
ti
4. Application:
c
The teacher will call 5 volunteers to present their work in class. s
C. Evaluation
5
1.What is common among the scenarios discussed that they may be considered
as manifestations of cultural and political changes.
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political
changes?
D. Assignment
Complete the Compartmentalized Life Matrix about the things they can do and the
things they cannot do.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________ U
________________________________________________________________________ n
________________________________________________________________________ d
e
________________________________________________________________________. r
s
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I. OBJECTIVES s

1. Define sociology, anthropology, and political science.
6
2. Plan an awareness campaign about a relevant issue in their respective
community.
3. Value the role of social diversity in promoting social understanding and cultural
tolerance.
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon of
change.(UCSP11/12SPU-1b-4)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
U
2. Laptop n
3. Regular teaching tools d
e
IV. PROCEDURES r
s
A. Preparatory Activities: t
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson a
n
B. Development of the Lesson d
1.Motivation: i
n
The teacher will present a kokology test about their most charming attitude g
they see in themselves and would like to express it for everyone to see. C
u
2.Presentation: lt
u
Based from the motivation, the teacher will introduce the meaning, brief r
history and common concerns of sociology, anthropology and political science with e
respect of the phenomenon of change. ,
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3. Activity: o
c
The students will be grouped into 4, the teacher will give the students 10 i
minutes to answer this question:As a Senior High School student, what do you think e
are the necessary steps that you need to do in order to start or create change if you t
want to see change in your community. y
a
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4. Application: d
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The teacher will call the speaker for each group to present their answers. o
li
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C. Evaluation c
s
Explain the importance of social sciences in studying culture, society and politics.
D. Assignment
7
Plan an awareness campaign about a relevant issue in their respective
community.
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
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I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities.
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2. State the role of culture in the formation of cultural idiosyncrasies (in general) and
the production of social identities (in particular).
3. Value the advantages of social change in the promotion of cultures and
development of society.
II. CONTENT

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop U
3. Regular teaching tools n
d
e
IV. PROCEDURES r
t
Prayer< Greetings < Checking of Attendance <Checking of Assignments a
d
1.Motivation: i
n
The teacher and the students will sing “alert, alive awake” song with action. g
C
2.Presentation: u
The teacher will continue the discussion on the history and goals of lt
anthropology, sociology and political science. u
r
e
3. Activity:Me and My Social Map ,
Thestudents will be asked to bring one whole sheet of paper and the students S
follow the instruction below: o
c
Starting with your present situation as a student, list down 5 important factors i
that you think are responsible for the kind of person you are right now. Start with e
what is unique in you as a social person (not necessarily focusing on your t
biophysical traits). Link each feature with societal, cultural, or political force. Then y
a
evaluate each in terms of opportunities and constraints it provides in pursuing your
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present and future plans. Use the table below as a template for your assessment. d
My unique features as a Types of social forces Assessment of effects P
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social person responsible for these (does it provide opportunities or serve li
(may include but are not limited to features as constraints?)
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sex/religion/residence) (is it societal/cultural/political?) c
s
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4. Application:
The teacher will ask 5 volunteers to share their work.
C. Evaluation
Answer the following questions:
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures
and the development of society.
D. Assignment
Write a short essay with the theme “Change is coming!”
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________ U
________________________________________________________________________. n
d
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VI. REFLECTION
t
a
________________________________________________________________________ n
________________________________________________________________________ d
________________________________________________________________________ i
n
________________________________________________________________________.
g
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S
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P
I. OBJECTIVES
o
At the end of the session, learners are expected to: li
ti
1. Explain cultural idiosyncrasies and social diversities . c
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and s
the production of social identities (in particular).
10
II. CONTENT

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities: U
Prayer< Greetings < Checking of Attendance < Checking of Assignments n
d
B. Development of the Lesson e
r
1.Motivation: s
The teacher and the students will dance following the music video that will be t
a
played. n
d
2.Presentation:
i
The teacher will continue the discussion on the history and goals of n
anthropology, sociology and political science. g
C
u
3. Activity: Me and My Social Map
lt
The students will continue their activity and will write it on manila paper or u
cartolina. r
e
,
S
4. Application:
o
The teacher will ask 5 volunteers to share their work. c
i
C. Evaluation e
t
Answer the following questions: y
a
1. How do social factors influence the life chances of the members of society? n
d
2. What are the other advantages of social change in the promotion of cultures
P
and the development of society. o
li
D. Assignment ti
c
Review previous discussions. s
V. REMARKS
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
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I. OBJECTIVES d
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At the end of the session, learners are expected to: o
li
1. Recognize the common concerns or intersections of anthropology, sociology and ti
political science. c
2. Identify the subjects of inquiry and goals of anthropology, sociology and political s
science.
12
II. CONTENT
B. Learning Competencies: Recognize the common concerns or intersections of
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES U
A. Preparatory Activities: n
d
Prayer< Greetings < Checking of Attendance < Checking of Assignments
e
B. Development of the Lesson r
s
1.Motivation: t
a
The teacher and the students will present a kokology game. n
d
2.Presentation:
i
anthropology, sociology and political science. g
C
u
lt
u
r
e
3. Activity:Group Research ,
S
The teacher will divide the class into three groups who will conduct a research o
anchored on the topics that will be presented. c
4. Application: i
e
After the conducted group research on the assigned topics, students will t
present their findings through variety show, panel discussion or newscasting. y
a
C. Evaluation n
d
Explain the benefits of recognizing the operation of social forces when using the P
sociological, anthropological, and political imagination. o
li
ti
D. Assignment
c
s
Short Essay
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
13
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
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u
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S
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I. OBJECTIVES y
At the end of the session, learners are expected to: a
n
1. Recognize the common concerns or intersections of anthropology, sociology and d
political science. P
o
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
li
science. ti
3. Value the advantages of social change in the promotion of cultures and c
development of society. s
II. CONTENT
14
B. Learning Competencies: Recognize the common concerns or intersections of
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
A. Preparatory Activities:
U
Prayer< Greetings < Checking of Attendance < Checking of Assignments n
d
B. Development of the Lesson
e
1.Motivation: r
s
The teacher and the students will present a kokology game. t
a
2.Presentation: n
The teacher will continue the discussion on the history and goals of d
i
anthropology, sociology and political science.
n
g
C
u
lt
u
3. Activity: Group Research r
e
The teacher will divide the class into three groups who will conduct a research ,
anchored on the topics that will be presented. S
o
4. Application: c
After the conducted group research on the assigned topics, students will i
present their findings through variety show, panel discussion or newscasting. e
t
C. Evaluation y
a
Explain the benefits of recognizing the operation of social forces when using the n
d
sociological, anthropological, and political imagination. P
o
D. Assignment li
ti
Short Essay c
s
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
15
V. REMARKS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
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I. OBJECTIVES i
e
At the end of the session, learners are expected to: t
y
1. Recall the common concerns or intersections of anthropology, sociology and
a
political science. n
2. Write their answer in their quiz. d
3. Reflect on how do social forces influence the life chances of the members of P
o
society. li
ti
c
II. CONTENT s
B. Learning Competency: Identify the subjects of inquiry and goals of Anthropology,
Political Science and Sociology.(UCSP11/12SPU-1b-5)
16
A. References
Inc. pp. 15-29
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
1.Motivation:
The teacher willplay video clips of Juana Change.
2.Presentation:
U
anthropology, sociology and political science. After the discussion, the students will d
have their short quiz. e
r
3. Activity:Panel Discussion s
t
The teacher will divide the class into three groups. Based on the played a
videos, a panel discussion shall be made to process gained knowledge and insights. n
d
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4. Application: C
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The teacher will ask 3 volunteers for each group to share their insights on the lt
played videos. u
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C. Evaluation e
,
What are the advantages of social change in the promotion of cultures and S
development of society? o
c
D. Assignment i
e
How can the concepts of society and culture be made useful in constructing a t
community of responsive and responsible social actors? y
a
n
d
V. REMARKS P
o
________________________________________________________________________ li
________________________________________________________________________ ti
c
________________________________________________________________________ s
________________________________________________________________________.
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VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
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I. OBJECTIVES
o
At the end of the session, learners are expected to: c
i
1. Explain anthropological and sociological perspectives on culture and society. e
2. Define culture and society from the perspectives of anthropology and sociology. t
3. Appreciate the nature of culture and society from the perspectives of y
a
anthropology and sociology. n
d
P
II. CONTENT o
A. Topic: Defining Culture and Society from the perspectives of anthropology and li
ti
sociology c
B. Learning Competency: Explain the anthropological and sociological perspectives s
on culture and society.(UCSP11/12SPU-1c-6)
18
A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
1.Motivation:Filling in the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2.Presentation:
U
Based on the motivational activity, the teacher will introduce the lesson on the n
definition of culture and society from the perspectives of anthropology and sociology. d
e
3. Activity:Essay r
s
In a two-paragraph essay, describe your feelings toward a specific nationality t
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them. a
n
4. Application: d
The teacher will ask 3 volunteers for each group to share their insights on the i
n
played videos. g
C. Evaluation C
u
lt
What makes society possible?
u
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D. Assignment e
,
Observation Exercise S
o
For an hour, sit down in a canteen and observe how people conduct themselves c
that place. Take note of the unwritten rules of decorum and propriety. Avoid being observed i
by those you are observing, otherwise you might not get the data you are looking for. Write e
t
down your observations notes. y
a
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d
V. REMARKS P
o
________________________________________________________________________ li
________________________________________________________________________ ti
________________________________________________________________________ c
s
________________________________________________________________________.
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VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
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I. OBJECTIVES e
,
At the end of the session, learners are expected to: S
1. Explain anthropological and sociological perspectives on culture and society. o
c
2. Define culture and society from the perspectives of anthropology and sociology. i
3. Appreciate the nature of culture and society from the perspectives of e
anthropology and sociology. t
y
a
II. CONTENT n
d
A. Topic: Defining Culture and Society from the perspectives of anthropology and P
sociology o
li
B. Learning Competency: Explain the anthropological and sociological perspectives ti
on culture and society.(UCSP11/12SPU-1c-6) c
s

A. References
20
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
1.Motivation:Filling in the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2.Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
U
definition of culture and society from the perspectives of anthropology and sociology. n
d
3. Activity: Essay e
In a two-paragraph essay, describe your feelings toward a specific nationality r
s
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them. t
4. Application: a
n
The teacher will ask the speaker from each group to present their answers in d
the motivational activity. i
n
C. Evaluation g
C
What makes society possible? u
lt
D. Assignment u
r
Short Essay e
,
How can the concepts of society and culture be made useful in constructing a S
o
community of responsive and responsible social actors?
c
i
e
V. REMARKS t
y
a
________________________________________________________________________
n
________________________________________________________________________ d
________________________________________________________________________ P
________________________________________________________________________. o
li
ti
c
s
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________.
U
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I. OBJECTIVES u
At the end of the session, learners are expected to: r
e
1. Describe culture and society as a complex whole. ,
2. Demonstrate a holistic understanding of culture and society. S
o
3. Appreciate the nature of culture and society from the perspectives of anthropology c
and sociology. i
e
t
II. CONTENT y
a
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology n
B.Learning Competencies: Describe a society and culture as a complex hole. d
(UCSP11/12SPU-1c-7) P
o
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8) li
ti
c
III. LEARNING RESOURCES s
A. References
22
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
1.Motivation:
The teacher will present a kokology game..
2.Presentation:
Teacher will discuss culture and society as a complex whole. Aspects,
definitions, characteristics, and functions will also be discussed.
3. Activity:Anatomy of my Culture.
In column A, identify any of your behaviors as a Filipino teenager. Then in U
column B, explain how you came to imbibe them. In column C, offer an explanation n
why its performance (if a behavior) seem to be natural to you or why you belive it (if d
it is a belief). e
r
A B C s
t
The WHAT The HOW The WHY a
Refers to the contents of Refers to the process of Refers to the mechanisms n
culture transmission and that promote compliance d
i
circulation and performance
n
g
C
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4. Application:
u
The teacher will ask 5 volunteers to share their work in class. r
e
C. Evaluation ,
S
Explain the anthropological and sociological perspectives on culture and society. o
c
D. Assignment i
e
Explain the statement. t
y
Culture is a “mechanism for the normative regulation of behavior. a
n
d
P
V. REMARKS o
li
________________________________________________________________________ ti
________________________________________________________________________ c
________________________________________________________________________ s
________________________________________________________________________.
23
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
n
d
e
r
s
t
a
n
d
i
I. OBJECTIVES n
g
C
1. Identify aspects of culture and society. u
2. Distinguish key features of the three major approaches to the study of culture, lt
u
society and politics. r
3. Value the characteristics of culture. e
,
S
II. CONTENT o
c
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology i
e
● Aspects of Culture t
y
B.Learning Competencies: Describe a society and culture as a complex hole. a
(UCSP11/12SPU-1c-7) n
d
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8) P
o
li
III. LEARNING RESOURCES ti
c
A. References s
Inc. pp. 31-46
24
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
1.Motivation:
Teacher will facilitate an activity called “Double this, Double that”
2.Presentation:
Teacher will discuss the aspects of culture, its characteristics and functions.
3. Activity:Role-playing a Religious Feast

The class will be divided into 4 groups. Each group will choose their leader
and a documenter. Students will prepare a short skit depicting people involved in the
preparation and celebration of a religious feast.
U
4. Application: n
Each group will be given 5 minutes to perform in class. d
e
C. Evaluation r
s
Answer the following questions: t
a
1. What activities are involved in carrying out a religious feast? n
d
2. How do they know that a religious feast requires these activities?
i
3. Why do they celebrate religious feast? n
g
D. Assignment C
u
Poster Making lt
u
Students will make an illustrative interpretation of the theme, “ Society and culture r
as a complex whole”. e
,
S
o
V. REMARKS c
i
________________________________________________________________________ e
________________________________________________________________________ t
________________________________________________________________________ y
a
________________________________________________________________________. n
d
P
o
VI. REFLECTION li
ti
________________________________________________________________________ c
________________________________________________________________________ s
________________________________________________________________________
________________________________________________________________________.
25
U
n
d
e
r
s
t
a
n
d
I. OBJECTIVES
i
At the end of the session, learners are expected to: n
g
1. Raise questions toward a holistic appreciation of cultures and societies. C
2. Respond critically to the questions that will be raised in the group activity. u
3. Increase awareness in culture and society. lt
u
r
e
II. CONTENT
,
A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology S
o
B.Learning Competency: Raise questions toward a holistic appreciation of cultures c
and societies. (UCSP11/12DCS-Id-9). i
e
t
III. LEARNING RESOURCES y
a
A. References n
1.Curriculum Guide-Core Subject d
P
o
Inc. pp. 31-46 li
ti
B. Materials c
s
1. Projector
2. Laptop
3. Manila papers
4. Markers
26
IV. PROCEDURES
1.Motivation:Pictionary
Teacher will ask 3 volunteers to present and share their assignment (poster
making) in class.
2.Presentation:
The teacher will prepare a freedom wall for students to write their questions
on culture and society.
3. Activity:Freedom Wall
Students will be grouped and will write all their questions on manila paper.
Their questions will be posted on the board.
4. Application:
Teacher will divide the class into 2 groups and will ask them to make the first
U
group the inner circle and the second group the outer circle. The teacher will choose n
questions from freedom wall whereas the inner circle members will answer the d
questions and the outside circle members will functions as observers. After 10 minutes, e
the two groups will take role turns. r
s
C. Evaluation t
a
What did you feel when you are able to raise all your questions with regards to our n
society and culture. d
i
D. Assignment n
g
Define the following: C
u
1. Ethnocentrism lt
2. Cultural Relativism u
r
e
,
V. REMARKS S
o
________________________________________________________________________ c
________________________________________________________________________ i
e
________________________________________________________________________ t
________________________________________________________________________. y
a
n
d
VI. REFLECTION P
o
________________________________________________________________________ li
ti
________________________________________________________________________
c
________________________________________________________________________ s
________________________________________________________________________.
27
U
n
d
e
r
s
I. OBJECTIVES t
n
d
i
1. Become aware of why and how cultural relativism mitigates ethnocentrism.
n
2. Identify forms of tangible and intangible heritage and the threats to these. g
3. Value cultural heritage and express pride of place without being ethnocentric. C
u
lt
II. CONTENT u
r
A.Topic: Aspects of Culture e
,
● Ethnocentrism and Cultural Relativism S
o
B.Learning Competency: Become aware of why and how cultural relativism mitigates c
ethnocentrism. (UCSP11/12DCS-Id-10). i
e
Identify forms of tangible and intangible heritage and threats to these. t
((UCSP11/12DCS-Ie-11). y
a
n
III. LEARNING RESOURCES d
P
A. References o
li
1. Curriculum Guide-Core Subject ti
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, c
Inc. pp. 57-61 s
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide
28
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
1.Motivation:Detecting Ethnocentrism and Promoting Respect for Other
Cultures
Teacher will present some pictures of food that is usually prepared in their
community or their region. The students will be asked to comment on the food on the
picture.
2.Presentation:
The teacher will discuss ethnocentrism, cultural relativism and cultural U
heritage. n
d
3. Activity: Lights Camera Action! e
r
The class will be grouped into two. The first group will be assigned to do a s
short skit on ethnocentrism while the other will do a short skit on cultural relativism. t
a
n
4. Application: d
i
After each presentation, the students will be asked to write a reflection paper
n
on what they have learned/realized after watching the performance of each group. g
C. Evaluation C
u
lt
The students will answer the following questions:
u
r
1. Is it right to pass judgment on cultures not our own as inferior, threatening, or e
disturbing? ,
2. Should we expect societies around the world to practice the same set of S
o
cultural values and traits?
c
3. How is it possible to recognize the uniqueness of each society’s cultural traits i
and not from the standpoint of one’s own society? e
t
D. Assignment y
a
Review and be prepared for quiz next meeting. n
d
P
o
V. REMARKS li
ti
________________________________________________________________________ c
________________________________________________________________________ s
________________________________________________________________________
________________________________________________________________________.
29
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
n
d
e
r
s
t
a
I. OBJECTIVES n
At the end of the session, learners are expected to: d
i
1. Recall what have been discussed on the culture and society as anthropological n
and sociological concepts. g
C
2. Write intelligently the answers for their quiz.
u
lt
u
II. CONTENT r
A.Topic: Culture and Society: The Perspectives of Anthropology and Sociology e
,
● The Interpretative Dynamics of Society S
o
c
● Aspects of Culture i
e
B.Learning Competency: Become aware of why and how cultural relativism mitigates t
ethnocentrism. (UCSP11/12DCS-Id-10). y
a
Identify forms of tangible and intangible heritage and threats to these. n
(UCSP11/12DCS-Ie-11). d
P
o
III. LEARNING RESOURCES li
ti
A. References c
s
1. Curriculum Guide-Core Subject
Inc. pp. 37-61
30
B. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
1.Motivation:
The teacher will introduce breathing exercise to keep students calm and
relieve from before they will take their quiz.
2.Presentation:
The teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz.
3. Activity: U
n
Complete the unfinished sentences to summarize the lesson. d
e
1. The chapter was about…… r
2. One key idea was….. s
3. This is important because….. t
4. This matters because….. a
n
4. Application: d
i
The teacher will ask some students to complete each sentences. n
C. Evaluation g
C
u
Questions from their quiz will be asked here.
lt
u
D. Assignment r
e
My Culture, My Heritage ,
S
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
o
For both identify the threats and sources, and then come up with a plan of action on how to c
deal with these threats. Write your output on the table. i
e
Heritage Threats Plan of Action t
y
a
n
d
V. REMARKS P
o
________________________________________________________________________ li
ti
________________________________________________________________________ c
________________________________________________________________________ s
________________________________________________________________________.
31
VI. REFLECTION
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
n
d
e
r
s
t
a
n
d
I. OBJECTIVES i
g
1. Identify forms of tangible and intangible heritage and their threats. C
2. Write an essay on the threats to the tangible heritage based on their experience u
lt
in visiting a museum. u
3. Value culture as heritage. r
e
,
II. CONTENT S
o
A.Topic: Aspects of Culture c
i
● Culture as Heritage e
t
B.Learning Competency: Identify forms of tangible and intangible heritage and threats y
to these. ((UCSP11/12DCS-Ie-11). a
n
d
III. LEARNING RESOURCES P
o
A. References li
ti
1. Curriculum Guide-Core Subject c
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, s
Inc. pp. 57-61
32
1. www.youtube.com
2. www.google.com
C. Materials
1. Manila paper
2. Marker
3. Chalk
IV. PROCEDURES
1.Motivation:
Teacher will facilitate a simple exercise.
2.Presentation:
The teacher will ask the students to review the tangible and tangible culture
that they have inherited.
U
3. Activity: n
d
The class will be grouped into four. Each group will be given a sheet of manila e
paper and a marker, students will write the tangible and intangible heritage in our r
culture. s
t
a
4. Application: n
Each group will be given 3 minutes to present. d
i
C. Evaluation n
g
Students will be asked to write one tangible and one intangible cultural C
u
heritage under threat. Identify the threats and their possible sources, and come up with lt
a plan on how to deals with these threats. u
r
D. Assignment e
Bring magazines, newspapers, glue, scissors and any other materials that they can ,
S
use for their activity tomorrow. o
c
i
V. REMARKS e
t
________________________________________________________________________ y
________________________________________________________________________ a
n
________________________________________________________________________ d
________________________________________________________________________. P
o
li
ti
VI. REFLECTION c
s
________________________________________________________________________
________________________________________________________________________
33
________________________________________________________________________
________________________________________________________________________.
U
n
d
e
r
s
t
a
n
I. OBJECTIVES d
i
1. Trace the biological and cultural evolution of early to modern humans. g
C
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the u
picture that will be presented. lt
3. Increase understanding human evolution and its implication on the transformation of u
r
cultures across time periods. e
,
S
II. CONTENT o
A.Topic: Biological and Cultural Evolution of Modern Humans c
i
B.Learning Competency:Trace the biological and cultural evolution of early to modern e
humans. (UCSP11/12DCS-Ie-12). t
y
a
III. LEARNING RESOURCES n
d
A. References P
o
1. Curriculum Guide-Core Subject li
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, ti
Inc. pp. 70-74 c
3. UCSP Teaching Guide s

1. www.youtube.com
34
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2.Presentation:
Teacher will present a picture about the lesson. Students will analyze and
answer the following questions:
● What do you see in the picture? Describe their appearance and expressions.
● What questions does this photograph raise in your mind?

U
● Where could you find the answers to them? n
d
The teacher will introduce biological and cultural evolution of human. e
r
3. Activity: Imagining yourself s
t
The class will be grouped into four. Each group will choose three things a
among the boxes which they think it would help them live in the ancient time. n
d
i
4. Application:
n
Each speaker from the group will present and explain their work. g
C
C. Evaluation u
lt
Students will answer the following: u
1. How would you differentiate biological and cultural evolution? r
2. Who studies human and cultural evolution? e
3. Explain Charles Darwin theory of evolution. ,
S
o
D. Assignment
c
Research on the characteristics of biological and cultural human evolution: i
from Hominids to Homo sapiens sapiens. e
t
y
a
V. REMARKS n
d
________________________________________________________________________ P
o
________________________________________________________________________ li
________________________________________________________________________ ti
________________________________________________________________________. c
s
VI. REFLECTION
35
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
U
n
d
e
r
s
t
a
n
d
I. OBJECTIVES i
1. Explain how hominids evolved into modern humans. g
2. Discuss how modern humans develop culture. C
3. Value how modern humans evolved. u
II. CONTENT lt
A. Topic: Biological and Cultural Evolution of Modern Humans u
r
● From Hominids to Homo Sapiens Sapiens e
B. Learning Competency: Trace the biological and cultural evolution of early to modern humans. ,
C. Code: UCSP11/12DCS-Ie-12 S
o
III. LEARNING RESOURCES c
A. References i
1. Curriculum Guide-Core Subject e
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80 t
y
a
1. www.youtube.com
n
2. www.google.com d
C. Materials P
1. Projector
o
2. Laptop
li
3. Chalk
ti
IV. PROCEDURES c
1. Motivation:
The teacher will facilitate a simple exercise.
36
2. Presentation:
Teacher will discuss how early humans evolved into modern human and how early humans
develop culture.
3. Activity:
Discuss the important biological and cultural developments of the hominids and Homo
sapiens.
4. Application:
Students will complete the chart below.
Species Biological Developments/Physical Cultural
Developments Developments
1. Hominids
2. Homo habilis
3. Homo erectus
4. Cro-Magnon
C. Evaluation
Students will identify the following through a short quiz.
1. Biological evolution 4. Australopithecus
2. Cultural evolution 5. Fossils
3. Bipedalism 6. Artifacts
D. Assignment
Make a diorama of human evolution using recyclable materials.
V. REMARKS U
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ e
___________________________. r
s
VI. REFLECTION t
_______________________________________________________________________________________ a
_______________________________________________________________________________________
n
_______________________________________________________________________________________
d
___________________________.
i
n
g
C
u
lt
u
I. OBJECTIVES r
At the end of the session, learners are expected to: e
1. Explore the significance of fossils and artifacts in interpreting cultural, social, and economic ,
processes. S
2. Explain the importance of artifacts and fossils in understanding the social, cultural, political, and o
economic processes of modern humans. c
i
3. Simulate the work of anthropologists and archeologists.
e
II. CONTENT t
A. Topic: Human Biocultural and Social Evolution y
B. Learning Competency: Explore the significance of human remains and artefactual evidence in a
interpreting cultural and social, including political and economic processes. n
C. Code: UCSP11/12DCS-If-13 d
P
III. LEARNING RESOURCES o
A. References li
ti
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83
c
B. Other Learning Resources s
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
37
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama.
2. Presentation:
Teacher will discuss the study and concept of evolution.
3. Activity: Photo Essay
Teacher will ask the students to find their partner. Each pair will make a photo essay of the
significance of human material remains and artefactual evidence.
4. Application:
Presentation of the Photo Essay.
C. Evaluation
Answer the following:
1. Why is it important to study fossil remains to know how humans and the environment on which
they live evolve?
2. In what way can fossil remains be found and studied.
D. Assignment
Conduct a research on 15 national and local museums and heritage sites in the Philippines.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________. U
n
VI. REFLECTION d
_______________________________________________________________________________________ e
_______________________________________________________________________________________ r
_______________________________________________________________________________________ s
___________________________. t
a
n
d
i
n
g
C
u
lt
u
r
e
I. OBJECTIVES ,
1. Recognize national and local and specialized museums, and heritage sites in the Philippines. o
2. Understand the role of museums as venues for the appreciation of the complexities of biocultural and c
social evolution. i
3. Appreciate and reflect on the complexities of biocultural and social evolution as part of being and e
becoming human. t
y
II. CONTENT a
A. Topic: Human Biocultural and Social Evolution
n
● Museums as Venues for the Appreciation of the Complexities of Biocultural and Social d
Evolution P
B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical and o
historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution li
as part of being and becoming human. ti
C. Code: UCSP11/12DCS-If-14 c
s
A. References
38
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation:
Film showing
2. Presentation:
Teacher will introduce museums as venues for the appreciation of the complexities of
biocultural and social evolution.
3. Activity: Poster Making
Create a poster for the National Museum of the Philippines advertising why people should go
to the museum to appreciate our biological, cultural, and social evolution.
4. Application:
Presentation of the Posters.
C. Evaluation
Write an editorial that assesses the important role of museums in educating the public about the
human species’ biocultural and social evolution.
D. Assignment
Based on the conducted research on the national and local museums and historical sites.
Students will make a scrap book by getting a brief background for each museum and heritage sites.
U
n
V. REMARKS
_______________________________________________________________________________________ d
_______________________________________________________________________________________ e
_______________________________________________________________________________________ r
___________________________. s
t
VI. REFLECTION a
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ i
___________________________. n
g
C
u
lt
u
r
e
,
I. OBJECTIVES S
1. Explain the different types of societies. c
2. Produce an illustrated timeline that clearly shows the major developments and changes that i
happened in human society. e
t
3. Appreciate the significant social developments that happen as societies and their culture evolve.
y
II. CONTENT a
A. Topic: Human Biocultural and Social Evolution n
● Sociocultural and Political Evolution: The Development of Societies from the Hunting and d
P
Gathering to the Agricultural, Industrial, and Post-Industrial Stages o
B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical and
li
historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution
ti
as part of being and becoming human.
C. Code: UCSP11/12DCS-If-14 c
s
A. References
39
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation:
Students will be asked this question “ How did societies transform through time?”
2. Presentation:
Based on the motivational question, teacher will introduce sociocultural and political
evolution.
3. Activity: Data Retrieval Chart Completion
Write major characteristics and developments of the different stages of societies?
4. Application:
Students will fill up the chart that will be presented by the teacher.
C. Evaluation
Explain the processes of cultural and sociopolitical evolution.
D. Assignment
No assignment since it is Friday.
V. REMARKS
_______________________________________________________________________________________ U
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. e
r
VI. REFLECTION s
_______________________________________________________________________________________ t
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
___________________________. d
i
n
g
C
u
lt
u
r
e
,
S
o
c
I. OBJECTIVES i
At the end of the session, learners are expected to: e
1. Explain the development of the self as a product of socialization and enculturation. t
2. Identify the context, content, processes and consequences of enculturation and socialization. y
3. Value the roles of groups and institutions as agents of social control. a
II. CONTENT n
A. Topic: Becoming a Member of Society d
P
● Enculturation and Socialization o
B. Learning Competencies: li
1. Explain the development of the self as a product of socialization and enculturation. ti
2. Identify the context, content, processes and consequences of enculturation and socialization. c
C. Codes: s
1. UCSP11/12DCS-Ig-15

A. References
40
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: The World and I
Teacher will ask students to look back on their childhood.
2. Presentation:
Based on the motivational activity, teacher will introduce and discuss the new lesson on
becoming a member of society.
3. Activity:
Teacher will group the class into four and ask them to answer the table below.
Socialization Enculturation
Context
Content
U
Processes n
d
Consequences e
r
4. Application: s
Students will discuss their work in class.
t
C. Evaluation
a
Teacher will ask the students to identify what is being described through the form of a short quiz.
D. Assignment n
Enumerate some of the values your family holds dear, in what ways do these values affect your d
lifestyle as a teenager. i
n
V. REMARKS g
_______________________________________________________________________________________ C
_______________________________________________________________________________________ u
_______________________________________________________________________________________ lt
___________________________. u
r
VI. REFLECTION e
_______________________________________________________________________________________ ,
_______________________________________________________________________________________ S
_______________________________________________________________________________________ o
___________________________. c
i
e
t
y
a
n
d
I. OBJECTIVES
P
1. Analyze the role of groups and institutions as agents of social control. o
li
2. Identify norms and values to be observed in interacting with others in society and the consequences
ti
in ignoring the rules.
c
3. Recognize the value of human rights and promote the common good. s
II. CONTENT
A. Topic: Becoming a Member of Society
● Conformity and Deviance
41
● Human Dignity, Rights, and the Common Good
B. Learning Competencies:
1. Identifies the social goals and the socially acceptable means of achieving these goals.
2. Advocate inclusive citizenship.
3. Promote protection of human dignity, rights, and the common good.
C. Codes:

C. References
D. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: Quiz Bee U
Teacher will review and prepare the students for their Midterm Examination. n
2. Presentation: d
The teacher will continue the discussion on becoming a member of society. e
3. Activity: Jingle r
Teacher will group the class into four and students will develop or make a jingle on human s
dignity, rights, and the common good. t
4. Application: a
Students present their jingle in class. n
C. Evaluation d
Teacher will continue reviewing the students through the form of a quiz bee.
i
D. Assignment
n
Review and review and review for the Midterm Examination.
g
V. REMARKS C
_______________________________________________________________________________________ u
_______________________________________________________________________________________ lt
_______________________________________________________________________________________ u
___________________________. r
e
VI. REFLECTION ,
_______________________________________________________________________________________ S
_______________________________________________________________________________________ o
_______________________________________________________________________________________ c
___________________________. i
e
t
y
a
n
d
P
o
I. OBJECTIVE li
ti
To administer Midterm Examination
c
II. CONTENT s
A.Topic: Midterm Examination
42
A. References
2. Learning Materials
B. Materials
1. Test Papers
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance
1. Motivation:
Teacher will introduce a breathing exercise to prepare students for their examination.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Actual test taking (1 hour)
4. Application:
Submission of test papers
V. REMARKS U
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ e
___________________________. r
s
VI. REFLECTION t
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. i
n
g
C
u
lt
u
r
e
,
S
o
c
i
e
t
y
a
n
d
P
o
li
I. OBJECTIVE ti
c
To check test papers, item analysis and record results. s
II. CONTENT
A. Topic: Checking and Recording of Test Papers
43
A. References
2. Learning Materials
B. Materials
1. Test Papers
2. Pen
3. Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance
1. Motivation:
Students and the teacher will check test papers to know the scores and what items made the test
hard for them.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Checking of test papers and item analysis U
n
4. Application: d
e
Processing Questions r
What items in the test did you find easy? s
What items in the test did you find difficult and challenging? t
a
C. Evaluation n
Students will submit test papers for recording d
i
V. REMARKS n
_______________________________________________________________________________________ g
_______________________________________________________________________________________ C
_______________________________________________________________________________________ u
___________________________. lt
u
VI. REFLECTION r
_______________________________________________________________________________________ e
_______________________________________________________________________________________ ,
_______________________________________________________________________________________ S
___________________________. o
c
i
e
t
y
a
n
d
P
o
li
ti
I. OBJECTIVES c
1. s
2. Sdkt F Gihw
3. Nuatfpao Ldhflo.
4. Zokm okld fton lkroeuaay kim oilfrlao yhur lhrrolt kiswor.
5. ;. ]ypflkaay, tdfs roeors th k snkaa shlfka crhup wdfld nonjors sdkro lahso,
6. porshika kim oimurfic roaktfhisdfps2
44
7. K.Prfnkry Crhup
8. J.\olhimkry Crhup
9. L.Hut Crhup
10. M.Iotwhrgfic Crhup
11. :. So hjsorvom vkrfhus crhupfic he pohpao wftd lortkfi mocroo he roaktfhisdfp. ]dfs
12. lki jo k snkaa hr akrco, nhstay fnporshika kim usukaay sdhrt-torn.
13. K.Hut Crhup
14. J.Prfnkry Crhup
15. L.\olhimkry Crhup
16. M.\hlfka Crhup
17. <. \hlfka crhups nkifeost mfeeoroit keefifty he shlfka roaktfhi. Sdfld he tdo ehaahwfic
18. fs ki oxknpao he k prfnkry crhup8
19. K.Ih fmoitfty
20. J.Erktorifty crhups
21. L.Ldfamdhhm
[2.] Identify groups within society and their functions
[3.] Differentiate primary groups from secondary groups
[4.] Recognize in-groups and out-groups as forms of reference groups
II. CONTENT
A. Topic: How Society is Organized
● Social Groups
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20

A. References
1. Curriculum Guide-Core Subject U
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 138-143 n
B. Other Learning Resources d
1. www.quipper.com e
2. www.google.com r
C. Materials s
1. Projector t
2. Laptop a
3. Chalk n
d
IV. PROCEDURES i
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson g
B. Development of the Lesson C
1. Motivation: u
Lesson Pretest lt
2. Presentation: u
Based from the motivational activity, teacher will introduce the new lesson
r
3. Activity:
e
Write the words that will be given by the teacher in their appropriate categories
,
4. Application:
Enumerate five reasons wherein you can call a person “kabarkada” or “ka-tropa”? S
C. Evaluation o
Define the following terms: c
1. Network i
2. Social group e
3. In-group and out-group t
y
D. Assignment a
Think of three groups you belong to. Describe your feeling towards each of the group and describe n
how your membership affects you behavior in relation to election issues. d
P
V. REMARKS o
_______________________________________________________________________________________ li
_______________________________________________________________________________________ ti
_______________________________________________________________________________________
c
___________________________.
s
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
45
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in the
Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks U
C. Code: UCSP11/12HSO-Iii-20
n
d
A. References e
1. Curriculum Guide-Core Subject r
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 s
B. Other Learning Resources t
1. www.quipper.com a
2. www.google.com n
C. Materials d
1. Projector i
2. Laptop n
3. Chalk g
C
IV. PROCEDURES u
A. Preparatory Activities: lt
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson u
B. Development of the Lesson r
1. Motivation: e
Short activity ,
2. Presentation: S
Based from the motivational activity, teacher will introduce the new lesson o
3. Activity: c
Make a graphic organizer explaining the process of social relationship or kinship with a
i
another person or a group
e
4. Application:
Teacher will choose 3 volunteers to share their work in class t
C. Evaluation y
Define the following terms: a
n
● Family d
● Household P
o
● Nuclear family li
ti
● Extended family c
s
D. Assignment
Write an essay or a magazine article that explains how the different types of families are present in
the Filipino family today.
V. REMARKS
46
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
II. CONTENT U
A. Topic: How Society is Organized n
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household d
e
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20 r
s
III. LEARNING RESOURCES t
A. References a
1. Curriculum Guide-Core Subject n
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 d
B. Other Learning Resources i
1. www.quipper.com n
2. www.google.com g
C. Materials C
1. Projector u
2. Laptop lt
3. Chalk u
r
IV. PROCEDURES e
A. Preparatory Activities: ,
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson S
B. Development of the Lesson o
1. Motivation: c
Short activity i
2. Presentation:
e
Based from the motivational activity, teacher will introduce the new lesson
t
3. Activity:
Make a graphic organizer explaining the process of social relationship or kinship with a y
another person or a group a
4. Application: n
Teacher will choose 3 volunteers to share their work in class d
C. Evaluation P
Define the following terms: o
li
● Family
ti
● Household c
s
● Nuclear family
● Extended family
D. Assignment
47
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES
U
n
d
e
II. CONTENT r
A. Topic: How Society is Organized s
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household t
B. Learning Competency: Traces kinship and social networks a
C. Code: UCSP11/12HSO-Iii-20 n
d
III. LEARNING RESOURCES i
A. References n
1. Curriculum Guide-Core Subject g
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 C
B. Other Learning Resources u
1. www.quipper.com lt
2. www.google.com u
C. Materials r
1. Projector e
2. Laptop ,
3. Chalk S
o
IV. PROCEDURES c
A. Preparatory Activities: i
e
t
1. Motivation:
Review of previous activity y
2. Presentation: a
Since the teacher was not able to meet the students for 4 days, the teacher will start the n
discussion by reviewing the activity and lecture given by them during the teacher’s leave of absence. d
3. Activity: P
The teacher will ask the students to think of other social groups that the school has o
4. Application: li
Teacher will choose 3 volunteers to share their answers ti
C. Evaluation c
Define the following terms: s
● Primary group
● Secondary group
48
● Reference group
● In-group
● Out- group
D. Assignment
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
U
n
d
e
I. OBJECTIVES r
s
1. Define kinship and social network
t
2. Discuss the concepts surrounding kinship by blood and descent
a
3. Trace one’s own ancestry by blood up to the third degree. n
d
II. CONTENT
i
n
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household g
B. Learning Competency: Traces kinship and social networks C
C. Code: UCSP11/12HSO-Iii-20 u
lt
III. LEARNING RESOURCES u
A. References r
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 ,
B. Other Learning Resources S
1. www.quipper.com o
2. www.google.com c
C. Materials i
1. Projector e
2. Laptop t
3. Chalk y
a
IV. PROCEDURES
n
d
P
1. Motivation: o
Simple exercise li
2. Presentation: ti
Teacher will introduce the new lesson c
3. Activity: s
Teacher will ask the students to trace their own ancestry by blood using symbols and shapes
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Identify the following:
49
1. Kinship
2. Descent
3. Matrilineal
4. Patrilineal
5. Bilateral
D. Assignment
Read and review lecture for a graded recitation for the next meeting
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
U
n
d
e
r
I. OBJECTIVES s
t
1. Define kinship and social network
a
2. Discuss the concepts surrounding kinship by blood and descent
n
3. Trace one’s own ancestry by blood up to the third degree. d
i
II. CONTENT
n
g
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household C
B. Learning Competency: Traces kinship and social networks u
C. Code: UCSP11/12HSO-Iii-20 lt
u
III. LEARNING RESOURCES r
A. References e
1. Curriculum Guide-Core Subject ,
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 S
B. Other Learning Resources o
1. www.quipper.com c
2. www.google.com i
C. Materials e
1. Projector t
2. Laptop y
3. Chalk a
n
IV. PROCEDURES
d
P
B. Development of the Lesson o
1. Motivation: li
Simple exercise ti
2. Presentation: c
Teacher will continue the discussion on kinship s
3. Activity:
Teacher will ask the students to trace their own ancestry by blood using symbols and shapes
4. Application:
50
C. Evaluation
Identify the following:
1. Kinship
2. Descent
3. Matrilineal
4. Patrilineal
5. Bilateral
D. Assignment
How can you be sure that blood relates you to your ancestors?
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
U
n
d
e
r
s
t
I. OBJECTIVES
1. Define and explain the different concepts of marriage n
d
2. Discuss how marriage becomes the formation of kinship ties and social networks
i
3. Respect other culture’s concept of marriage
n
II. CONTENT g
A. Topic: How Society is Organized C
u
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household lt
B. Learning Competency: Describe the organized nature of social life and rules governing behavior u
C. Code: UCSP11/12HSO-IIi-21 r
e
III. LEARNING RESOURCES ,
3. References S
1. Curriculum Guide-Core Subject o
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 c
4. Other Learning Resources i
5. www.quipper.com e
6. www.google.com t
C. Materials y
1. Projector a
2. Laptop n
3. Chalk d
P
IV. PROCEDURES o
A. Preparatory Activities: li
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson ti
c
1. Motivation:
s
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
51
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________ U
_______________________________________________________________________________________ n
___________________________. d
e
r
s
t
a
I. OBJECTIVES n
At the end of the session, learners are expected to: d
1. Define and explain the different concepts of marriage i
2. Discuss how marriage becomes the formation of kinship ties and social networks n
3. Respect other culture’s concept of marriage g
C
II. CONTENT u
A. Topic: How Society is Organized lt
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household u
r
B. Learning Competency: Describe the organized nature of social life and rules governing behavior e
C. Code: UCSP11/12HSO-IIi-21
,
S
A. References o
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 i
B. Other Learning Resources e
1. www.quipper.com t
2. www.google.com y
C. Materials a
1. Projector n
2. Laptop d
3. Chalk P
o
IV. PROCEDURES li
A. Preparatory Activities: ti
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson c
B. Development of the Lesson s
1. Motivation:
2. Presentation:
3. Activity:
52
4. Application:
C. Evaluation
you?
D. Assignment
married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________ U
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. e
r
s
t
a
n
d
I. OBJECTIVES i
1. Define and explain the different concepts of marriage g
2. Discuss how marriage becomes the formation of kinship ties and social networks C
3. Respect other culture’s concept of marriage u
lt
II. CONTENT u
A. Topic: How Society is Organized r
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household e
,
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
S
C. Code: UCSP11/12HSO-IIi-21
o
III. LEARNING RESOURCES c
A. References i
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 t
B. Other Learning Resources y
1. www.quipper.com a
2. www.google.com n
C. Materials d
1. Projector P
2. Laptop o
3. Chalk li
ti
IV. PROCEDURES c
1. Motivation:
2. Presentation:
53
3. Activity:
4. Application:
C. Evaluation
you?
D. Assignment
married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
U
VI. REFLECTION n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ e
_______________________________________________________________________________________ r
___________________________. s
t
a
n
d
i
I. OBJECTIVES n
At the end of the session, learners are expected to: g
1. Define and explain the different concepts of marriage C
2. Discuss how marriage becomes the formation of kinship ties and social networks u
3. Respect other culture’s concept of marriage lt
u
II. CONTENT r
A. Topic: How Society is Organized e
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household ,
S
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21 o
c
III. LEARNING RESOURCES i
A. References e
1. Curriculum Guide-Core Subject t
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 y
B. Other Learning Resources a
1. www.quipper.com n
2. www.google.com d
C. Materials P
1. Projector o
2. Laptop li
3. Chalk ti
c
IV. PROCEDURES s
1. Motivation:
54
2. Presentation:
3. Activity:
4. Application:
C. Evaluation
you?
D. Assignment
married life.
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________. U
n
VI. REFLECTION d
_______________________________________________________________________________________ e
_______________________________________________________________________________________ r
_______________________________________________________________________________________ s
___________________________. t
a
n
d
i
n
g
I. OBJECTIVES C
At the end of the session, learners are expected to: u
1. explain the different concepts of kinship by ritual lt
2. discuss how relationship by ritual works as a social network u
3. recognize the importance of ritual kinship in society r
II. CONTENT
e
,
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household S
B. Learning Competency: Describe the organized nature of social life and rules governing behavior o
C. Code: UCSP11/12HSO-IIi-21 c
i
III. LEARNING RESOURCES e
A. References t
1. Curriculum Guide-Core Subject y
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157 a
B. Other Learning Resources n
1. www.quipper.com d
2. www.google.com P
C. Materials
o
2. Board
li
3. Chalk
ti
IV. PROCEDURES c
1. Motivation:
55
2. Presentation:
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a brief
description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?
V. REMARKS
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
VI. REFLECTION
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
U
n
d
e
r
s
t
a
n
d
i
n
g
C
u
I. OBJECTIVES
lt
1. trace kinship ties within the concept of family and household u
2. differentiate and identify one’s type of family and household r
3. value the different types of families e
,
II. CONTENT S
A. Topic: Cultural, Social and Political Institutions o
c
● Family and Household, Politics of Kinship
i
B. Learning Competency: Compare different social forms of social organization according to their e
manifest and latent functions t
C. Code: UCSP11/12HSO-IIj-22 y
a
n
A. References
1. Curriculum Guide-Core Subject d
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157 P
B. Other Learning Resources o
1. www.quipper.com li
2. www.google.com ti
C. Materials c
1. Board s
2. Chalk
IV. PROCEDURES
56
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
● Family
● Household
● Nuclear family
● Extended family
● Political dynasty
● Reconstituted family
D. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
U
V. REMARKS n
_______________________________________________________________________________________ d
_______________________________________________________________________________________
e
_______________________________________________________________________________________
r
___________________________.
s
t
VI. REFLECTION
a
_______________________________________________________________________________________
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. i
n
g
C
u
lt
u
r
e
I. OBJECTIVES ,
1. trace kinship ties within the concept of family and household o
2. differentiate and identify one’s type of family and household c
3. value the different types of families
i
e
II. CONTENT
t
A. Topic: Cultural, Social and Political Institutions
y
● Family and Household, Politics of Kinship a
B. Learning Competency: Compare different social forms of social organization according to their n
manifest and latent functions d
C. Code: UCSP11/12HSO-IIj-22 P
o
III. LEARNING RESOURCES li
A. References ti
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157 s
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
57
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
● Family
● Household
● Nuclear family
● Extended family
● Political dynasty U
● Reconstituted family n
d
D. Assignment
e
Try and trace your family kinship ties through proper agencies or online research. See how far you
r
can trace your family's roots.
s
V. REMARKS t
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. i
n
VI. REFLECTION g
_______________________________________________________________________________________ C
_______________________________________________________________________________________ u
_______________________________________________________________________________________ lt
___________________________. u
r
e
,
S
o
c
i
e
I. OBJECTIVES t
At the end of the session, learners are expected to: y
1. Identify the different forms of social and political organizations a
2. Recognize the differences among different types of political organizations
n
3. Value how political organizations operate as an entity which maintains societal functions
d
P
II. CONTENT
o
li
● Political and Leadership Structures: Political organization ti
B. Learning Competency: Compare different social forms of social organization according to their c
manifest and latent functions s
C. Code: UCSP11/12HSO-IIj-22

A. References
58
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
Students will answer the following questions based on their prior knowledge:
● Based on what you know, what is a band? a tribe? a chiefdom? Do you have an idea of
their differences?
● Is nation the same as state?
2. Presentation:
Based form the motivational questions, teacher will introduce the lesson about political
organizations.
3. Activity:
● In a classroom setting, what are the functions of the elected class officers?
● Do you believe that their existence is needed for the maintenance of order in the class?
4. Application:
Students will share their work in class U
C. Evaluation: (Essay) n
● Imagine the world without political organizations. What do you see? d
e
● What can we expect from people or from a society which works and operates without the r
supervision of a political organization? s
D. Assignment t
Give at least three political organizations. Write their objectives and projects in society. a
n
V. REMARKS d
_______________________________________________________________________________________ i
_______________________________________________________________________________________ n
_______________________________________________________________________________________
g
___________________________.
C
u
VI. REFLECTION
lt
_______________________________________________________________________________________
_______________________________________________________________________________________ u
_______________________________________________________________________________________ r
___________________________. e
,
S
o
c
i
e
t
y
a
n
d
I. OBJECTIVES P
1. enumerate and explain the three types of authority, li
2. discuss how power, authority, and legitimacy work as essential components of a social and political ti
structure
c
3. analyze social and political structures
s
II. CONTENT
● Political and Leadership Structures: Authority and Legitimacy
59
B. Learning Competency: Analyze social and political structures

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
Students will answer the following questions based on their prior knowledge:
● Are power and authority the same? Are authority and legitimacy different?
● How do these components work together in a social and political structure?

2. Presentation:
Based form the motivational questions, teacher will continue the discussion on political and
leadership structures
3. Activity:
● In your opinion, which type of authority or legitimated rule is more applicable and valid in U
modern times? n
d
● Give two evident examples (government, religious order, or scenario) for each type of e
authority or legitimate rule. r
i. traditional s
ii. charismatic t
iii. rational a
4. Application: n
Students will share their work in class d
C. Evaluation: (Essay)
i
Why are authority and legitimacy vital components in acquiring and maintaining peace and order in
n
society?
D. Assignment g
One of the leaders of a country is the president of the Philippines. Conduct a thorough research on C
the performance of the current president. Look at his leadership and how he exercises his authority in u
times of crisis. lt
u
V. REMARKS r
_______________________________________________________________________________________ e
_______________________________________________________________________________________ ,
_______________________________________________________________________________________ S
___________________________. o
c
VI. REFLECTION i
_______________________________________________________________________________________ e
_______________________________________________________________________________________ t
_______________________________________________________________________________________ y
___________________________. a
n
d
P
o
li
ti
c
I. OBJECTIVES
s
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
60
II. CONTENT

A. References
C. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed U
4. Application: n
Students will answer the teacher’s questions d
C. Evaluation: (Quiz) e
Students will identify and write their answers on a sheet of paper what is being asked by the r
teacher
s
D. Assignment
t
Finish their research work to be submitted next week
a
V. REMARKS n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ i
_______________________________________________________________________________________ n
___________________________. g
C
VI. REFLECTION u
_______________________________________________________________________________________ lt
_______________________________________________________________________________________ u
_______________________________________________________________________________________ r
___________________________. e
,
S
o
c
i
e
t
y
a
n
d
P
o
li
ti
c
s
I. OBJECTIVES
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
61
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity: U
Students will be asked to sum up what has been dicussed n
4. Application: d
Students will answer the teacher’s questions e
C. Evaluation: (Quiz) r
Students will identify and write their answers on a sheet of paper what is being asked by the s
teacher t
D. Assignment a
Finish their research work to be submitted next week n
d
V. REMARKS i
_______________________________________________________________________________________ n
_______________________________________________________________________________________ g
_______________________________________________________________________________________ C
___________________________. u
lt
VI. REFLECTION u
_______________________________________________________________________________________ r
_______________________________________________________________________________________
e
_______________________________________________________________________________________
,
___________________________.
S
o
c
i
e
t
y
a
n
d
P
o
li
ti
c
s
I. OBJECTIVES
1. define and explain the functions of economic institutions,
62
2. discuss the concepts of reciprocity in line with sociology and economics,
3. relate the practical application of reciprocity to one’s daily life.
II. CONTENT
A. Topic: Economic Institutions
● Reciprocity
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
Students will be asked this question; “If you have been given something, is it expected for you
to return the favor? Why or why not?” U
2. Presentation: n
Teacher will discuss economic institutions specifically reciprocity d
3. Activity: e
Think of at least three scenarios or situations where generalized reciprocity can be applied. r
4. Application: s
Teacher will call some students to share their answers t
C. Evaluation: a
Compare and contrast generalized from balanced reciprocity. Give examples for each. n
D. Assignment d
How does negative reciprocity affect the activities of different economic institutions? What do you i
think will be the impact of these on the global community? n
g
V. REMARKS
C
_______________________________________________________________________________________
u
_______________________________________________________________________________________
_______________________________________________________________________________________ lt
___________________________. u
r
VI. REFLECTION e
_______________________________________________________________________________________ ,
_______________________________________________________________________________________ S
_______________________________________________________________________________________ o
___________________________. c
i
e
t
y
a
n
d
P
o
li
ti
c
s
I. OBJECTIVES
63
1. explain the concepts of transfer or transfer payment concerning economics
2. analyze the level of activities of different economic institutions concerning transfer and the impacts on
the global economy
3. become aware of the different kinds of goods and services that private and government sectors
provide for the people
II. CONTENT
● Transfers
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson U
1. Motivation: d
Teacher will ask the students the following questions: e
•Are you aware of the different kinds of goods and services that private and government r
sectors provide for the people? s
•Does the present government provide more goods and services than it did in the past? t
•How does the government redistribute more income? a
2. Presentation: n
Teacher will discuss what transfer is d
3. Activity: i
If you become a wealthy individual who is willing to share part of your fortune to others, which n
among the basic needs (food, housing, education, health) will be your priority? Justify your answer. g
4. Application:
C
Teacher will call some students to share their answers
u
C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short quiz lt
D. Assignment u
Why are there many Filipino families who still do not have access to essential goods and services r
to support their everyday living? e
,
V. REMARKS S
_______________________________________________________________________________________ o
_______________________________________________________________________________________ c
_______________________________________________________________________________________ i
___________________________. e
t
VI. REFLECTION y
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. P
o
li
ti
c
s
64
I. OBJECTIVES
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
● Redistribution
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson U
1. Motivation: d
Teacher will ask the students the following questions: e
• What do you expect the government will do with the taxes they collect from the people? r
•In your church, in what programs or projects do you think they spend the donations coming s
from the members? t
2. Presentation: a
Teacher will discuss redistribution n
3. Activity: d
Get a partner. Think of at least three situations where small-scale redistribution can occur in the i
community. n
4. Application: g
Teacher will ask some students to share their answers
C
C. Evaluation:
u
How does redistribution contribute to the development of society?
D. Assignment lt
• What is a market? u
• What is a market transaction? r
• How do markets and market transactions affect the lives of people in a society? e
,
V. REMARKS S
_______________________________________________________________________________________ o
_______________________________________________________________________________________ c
_______________________________________________________________________________________ i
___________________________. e
t
VI. REFLECTION y
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
_______________________________________________________________________________________ d
___________________________. P
o
li
ti
c
s
65
I. OBJECTIVES
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
● Redistribution
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES U
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson d
B. Development of the Lesson e
1. Motivation: r
Teacher will ask the students the following questions: s
• What do you expect the government will do with the taxes they collect from the people? t
•In your church, in what programs or projects do you think they spend the donations coming a
from the members? n
2. Presentation: d
Teacher will discuss redistribution
i
3. Activity: n
Get a partner. Think of at least three situations where small-scale redistribution can occur in the g
community.
C
4. Application:
u
Teacher will ask some students to share their answers
C. Evaluation: lt
How does redistribution contribute to the development of society? u
D. Assignment r
• What is a market? e
• What is a market transaction? ,
• How do markets and market transactions affect the lives of people in a society? S
o
V. REMARKS c
_______________________________________________________________________________________ i
_______________________________________________________________________________________ e
_______________________________________________________________________________________ t
___________________________. y
a
VI. REFLECTION n
_______________________________________________________________________________________ d
_______________________________________________________________________________________ P
_______________________________________________________________________________________ o
___________________________.
li
ti
c
s
66
I. OBJECTIVES
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
● Market transactions and Market and state
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk U
n
IV. PROCEDURES d
A. Preparatory Activities: e
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson r
B. Development of the Lesson s
1. Motivation: t
Teacher will ask the students the following questions: a
How does the continuous decrease of the price of petroleum in the world market affect the n
producer and seller of the product? Does it affect the world's economy as whole? How? d
2. Presentation:
i
Teacher will discuss market transaction and market and state
n
3. Activity: g
Make a simple business plan for a unique product to be sold in a monopolistic
C
market.community.
u
4. Application:
Teacher will ask some students to share their answers lt
C. Evaluation: (Essay) u
•Why do many countries remain poor while others are rich? r
• In our country, the rich become richer and the poor become poorer. Is there any explanation for e
this? ,
• Who will take the lead to solve these problems? S
D. Assignment o
Based on this lesson, make a travelogue showing what countries you will be visiting based on c
economic status or model. i
e
V. REMARKS t
_______________________________________________________________________________________ y
_______________________________________________________________________________________ a
_______________________________________________________________________________________ n
___________________________.
d
P
VI. REFLECTION o
_______________________________________________________________________________________
li
_______________________________________________________________________________________
ti
_______________________________________________________________________________________
___________________________. c
s
67
I. OBJECTIVES
II. CONTENT
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials U
1. Board n
2. Chalk d
e
IV. PROCEDURES r
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson t
B. Development of the Lesson a
1. Motivation: n
Teacher will ask the students the following questions: d
How does the continuous decrease of the price of petroleum in the world market affect the
i
producer and seller of the product? Does it affect the world's economy as whole? How?
n
2. Presentation:
Teacher will discuss market transaction and market and state g
C
3. Activity:
u
market.community. lt
4. Application: u
Teacher will ask some students to share their answers r
C. Evaluation: (Essay) e
•Why do many countries remain poor while others are rich? ,
• In our country, the rich become richer and the poor become poorer. Is there any explanation for S
this? o
• Who will take the lead to solve these problems? c
D. Assignment i
Based on this lesson, make a travelogue showing what countries you will be visiting based on e
economic status or model. t
y
V. REMARKS a
_______________________________________________________________________________________ n
_______________________________________________________________________________________
d
_______________________________________________________________________________________
P
___________________________.
o
li
VI. REFLECTION
ti
_______________________________________________________________________________________
_______________________________________________________________________________________ c
_______________________________________________________________________________________ s
___________________________.
68
I. OBJECTIVES
II. CONTENT
society

A. References
1. www.quipper.com U
2. www.google.com n
C. Materials d
1. Board e
2. Chalk r
s
IV. PROCEDURES t
A. Preparatory Activities: a
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson n
B. Development of the Lesson d
1. Motivation: i
Teacher will ask the students the following questions: n
How does the continuous decrease of the price of petroleum in the world market affect the g
producer and seller of the product? Does it affect the world's economy as whole? How? C
2. Presentation:
u
Teacher will discuss market transaction and market and state
lt
3. Activity: u
r
market.community.
e
4. Application:
Teacher will ask some students to share their answers ,
C. Evaluation: (Essay) S
•Why do many countries remain poor while others are rich? o
• In our country, the rich become richer and the poor become poorer. Is there any explanation for c
this? i
• Who will take the lead to solve these problems? e
D. Assignment t
Based on this lesson, make a travelogue showing what countries you will be visiting based on y
economic status or model. a
n
V. REMARKS d
_______________________________________________________________________________________ P
_______________________________________________________________________________________ o
_______________________________________________________________________________________ li
___________________________.
ti
c
VI. REFLECTION s
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
69
U
n
d
e
r
s
t
a
n
d
i
n
g
C
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lt
u
r
e
,
S
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i
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t
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a
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P
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s
70

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I.

III. LEARNING RESOURCES

Answer the following questions.

1.Why understanding culture, society and politics is important?

● What sort of things do they buy?

● What sort of interaction takes place between people at

III. LEARNING RESOURCES

The teacher will call 5 volunteers to present their activity in class.

1.Why knowing Values and Beliefs are important?

1. Write a short essay on what constitutes our sociality as human beings?

III. LEARNING RESOURCES

Answer the following questions.

At the end of the session, learners are expected to:

III. LEARNING RESOURCES

III. LEARNING RESOURCES

Answer the following questions:

Write a short essay with the theme “Change is coming!”

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

3. Activity:Role-playing a Religious Feast

B. Other Learning Resources

● What questions does this photograph raise in your mind?

III. LEARNING RESOURCES

III. LEARNING RESOURCES

A.Topic: Midterm Examination

III. LEARNING RESOURCES

B. Development of the Lesson

A. Topic: Checking and Recording of Test Papers

B. Development of the Lesson

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

● How do these components work together in a social and political structure?

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

III. LEARNING RESOURCES

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