GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher ROVELYN B. BOSI Learning Area UCSP

Teaching Dates and Time August 29-September 1, 2023 Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Aug. 29 Aug. 30 Aug. 31 Sep.01
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Discuss the historical context of cultural variation, social differences, social change, and political identities.
Analyze the sociological perspectives on culture, society, and politics.
Explore the cultural diversity and its impact on society and politics.

A. Content Standard The learners demonstrate an understanding of:

1. human cultural variation, social differences, social change, and political identities
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standard The learners:
1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ CONDUCT DIAGNOSTIC TEST The learners: CONDUCT DIAGNOSTIC The learners:
Objectives 1. articulate observations on TEST 1. articulate
human cultural variation, social observations on human
differences, social change, and cultural variation, social
political identities differences, social
UCSP11/12SPUIa-1 change, and political
identities
UCSP11/12SPUIa-1
II. CONTENT

III. LEARNING
RESOURCES
A. References Understanding Culture Society Understanding Culture Society Understanding Culture
and Politics and Politics Society and Politics
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Curriculum Guide CG. Pg. 1 CG. Pg. 1
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
Slideshare, Studocu
Prayer< Greetings < Checking
of Attendance
Setting the mood and
presentation of
learning objectives.
Activity 1
TRAVEL AROUND THE WORLD
The teacher will present and
shows the
map of the world and choose
countries.
The students must tell
something about the
country in terms of their
culture, the way or
forms of society and political
structure.
After the activity the students
will analyze their answers and
compare it to the Philippines
settings. They will answer the
following questions:
1. Is there differences and
similarities in terms of culture,
society and politics?
2. Why do we need to
understand these differences?
Processing of answers shall
follow.
Culture refers to the complex
Slideshare, Studocu
Prayer< Greetings <
Checking of Attendance
Setting the mood and
presentation of
learning objectives.
Activity 1
TRAVEL AROUND THE
WORLD
The teacher will present
and shows the
map of the world and
choose countries.
The students must tell
something about the
country in terms of their
culture, the way or
forms of society and
political structure.
After the activity the
students will analyze
their answers and
compare it to the
Philippines settings.
They will answer the
following questions:
1. Is there differences
and similarities in terms
of culture, society and
politics?
2. Why do we need to
understand these
differences?
Processing of answers
shall follow.
Culture refers to the
 and practicing new skills # whole which
1 includes knowledge, beliefs,
arts, morals,
laws, customs, and any other
capabilities
and habits acquired by man as a
member
of the society.
 Values: abstract ideas about
the
good, the right, the desirable
 Norms: social rules and
guidelines; determine
appropriate
behaviour in specific situations
 Folkways: norms of little
moral
significance like dress code;
table manners; timeliness.
 Mores: norms central to
functioning of social life like
bring
serious retribution: thievery,
adultery, alcohol.
E. Discussing new concepts Society is a product of human
and practicing new skills # processes
2 intended to meet basic needs
for survival.
Politics are sometimes
associated with
power.
F. Developing mastery Mind Map: Ask students to
(leads to Formative create a mind map of their own
Assessment 3) cultural background,
complex whole which
includes knowledge,
beliefs, arts, morals,
laws, customs, and any
other capabilities
and habits acquired by
man as a member
of the society.
 Values: abstract ideas
about the
good, the right, the
desirable
 Norms: social rules
and
guidelines; determine
appropriate
behaviour in specific
situations
 Folkways: norms of
little moral
significance like dress
code;
table manners;
timeliness.
 Mores: norms central
to
functioning of social life
like bring
serious retribution:
thievery,
adultery, alcohol.
Society is a product of
human processes
intended to meet basic
needs for survival.
Politics are sometimes
associated with
power.
1. Mind Map: Ask
students to create a
mind map of their own
 highlighting their traditions,
values, and beliefs.
*with rubric
cultural background,
highlighting their
traditions, values, and
beliefs.
*with rubric

G. Finding practical Presentation and discussion of Presentation and

application of concepts outputs discussion of outputs
and skills in daily living
H. Making generalizations How can I contribute to the How can I contribute to
and abstractions about the better understanding of society the better
lesson and culture? understanding of society
and culture?
I. Evaluating learning The teacher will present a The teacher will present
powepoint for evaluation. a powepoint for
evaluation.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
 G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher ROVELYN B. BOSI Learning Area UCSP
Teaching Dates and Time September 4-8, 2023 Quarter 1ST
Prepared by : Checked by: Approved by:

ROVELYN B. BOSI ROSALI R. PASCUA ALELI M. BAYADOG, Ph. D.

Subject Teacher Social Science Coordinator Secondary School Principal II

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Sep.04 Sep.05 Sep.06 Sep.07 Sep.08
VII. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Discuss the historical context of cultural variation, social differences, social change, and political identities.
Analyze the sociological perspectives on culture, society, and politics.
Explore the cultural diversity and its impact on society and politics.

D. Content Standard The learners demonstrate an understanding of:

1. human cultural variation, social differences, social change, and political identities
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
E. Performance Standard The learners:
1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
F. Learning Competencies/ The learners:
Objectives 1. articulate observations on
human cultural variation,
social differences, social
change, and political
identities UCSP11/12SPUIa-1
G. 1. explain the concept of
society and culture in
anthropological and
sociologicalperspective
2. describe some major
characteristics of society and
culture;
The learners:
1. articulate observations on
human cultural variation,
social differences, social
change, and political identities
UCSP11/12SPUIa-1
3. differentiate between the
various meanings of culture
within society; and
4. create artworks depicting
Filipino culture, society, and
politics
2. demonstrate curiosity and an
openness
to explore the origins and
dynamics of
culture and society, and political
identities
UCSP11/12SPUIa-2
1. share cultural backgrounds
2. identify changes in our
culture, society and politics
2. demonstrate curiosity 3. analyze social,
and an openness political, and
to explore the origins and cultural change
dynamics of
culture and society, and
political identities
UCSP11/12SPUIa-2
1.Identify social cultural, a. Explain change
and political beahavior b. Identify social,
and phenomena political, and
2. Trace the link cultural change
between between behavior
and phenomena through
observation and reflection

VIII. CONTENT
Starting points for the Starting points for the 1. Sharing of social and cultural 2. Observations about 3. Observations on
understanding of culture, understanding of culture, backgrounds of students as social, political, and social, political,and
society, and politics society, and politics acting subjects or social actors, cultural behavior and cultural change
agents, persons; (examples: phenomena (examples: (examples: txting,
gender, socioeconomic class, food taboos, istambay, transnational families,
ethnicity, religion, political dynasties, local public services,
exceptionality/non- elections) youth volunteerism)
exceptionality, nationality)
IX. LEARNING
RESOURCES
C. References Understanding Culture Understanding Culture Society Understanding Culture Society Understanding Culture Understanding Culture
Society and Politics and Politics and Politics Society and Politics Society and Politics
5. Teacher’s Guide pages
6. Learner’s Materials
pages
7. Curriculum Guide CG. Pg. 1 CG. Pg. 1 CG. Pg. 1 CG. Pg. 1 CG. Pg. 1
8. Additional Materials
from Learning
Resource (LR)portal
D. Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu
X. PROCEDURES
K. Reviewing previous lesson Prayer< Greetings < Checking Review of the previous lesson Review of the previous lesson Review of the previous
or presenting the new of Attendance lesson Prayer<
lesson Greetings < Checking of
Attendance
L. Establishing a purpose for
the lesson
M. Presenting
examples/Instances of the
new lesson
N. Discussing new concepts
and practicing new skills #
1 something about their
Setting the mood and POWER ORGANIZER Setting the mood and Activity: Pass the ballot PICNALYSIS
presentation of learning presentation of learning box. Let the students express
objectives. Let the students complete the objectives. their impressions about
Activity 1 power organizer. Activity 1 The teacher will prepare a the pictures
TRAVEL AROUND THE WORLD Directions: ballot box with pictures of
The teacher will present and 1. Get 1/4 sheet of paper. different phenomenon. A
shows the map of the world 2. Write your name inside the music will be played during
and choose countries. circle. the passing, and when it
The students must tell 3. Draw figure 1 on the sheet of stops, the student who is
something about the country paper currently holding the box
in terms of their culture, the 4. Write the following will pick a picture from the
way or information of yourself box then will share his/her
forms of society and political in the 4 spaces: thoughts about it.
structure. a. gender *5 minutes
b. socio-economic class
c. ethnicity
d. religion
Based on the first activity, let Directions: Based on the output Based on the 1st activity let Explain this quote:
After the activity the students the students share different from the previous activity, the the students answer the ff. “Change is the only
will analyze their answers and traditions and customs in their teacher will ask the questions. permanent thing in this
compare it to the Philippines community. students to discuss their What are the similarities of world.”
settings. They will answer the observations based on the the pictures inside the box? -Hera
following questions: following questions:
1. Is there differences and 1. What are the similarities and Do you observe it in our
similarities in terms of differences of every individual? society?
culture, society and politics? 2. Do these similarities and
2. Why do we need to differences
understand these affect the life of the whole
differences? community?
Processing of answers shall Why?
follow
Let the students describe the Discussion Discussion Ask the students to list
Let the students share word CULTURE Let the students define the Let the students share their down the changes they
CHA
RAC
word “gender”. ideas about the following have observed in their
CHA
culture and society. Ask them RAC
TERI
TERI
STIC - food taboos culture, society, and
S
to explain how is politics STIC
S
CULTURE
- istambay, government.
exercised in their community. GENDER
- political dynasties,
- elections
-The teacher will discuss
MY CULTURE
further about the different
characteristics of culture
O. Discussing new concepts Let the students define Let the students identify the Picture analysis Videonalysis showing Teacher will discuss
and practicing new skills # culture, society, and Politics different elements of culture What does the picture try to different phenomena. further the social,
2 based on the previous based on the text twisted convey? Explain your opinion cultural, and poltucal
activity. words. about it. changes.

CULTURE SOCIETY POLTICS

P. Developing mastery Mind Map: Ask students to let the students create a short Ask the students to complete Quiz bee* Let the students make a
(leads to Formative create a mind map of their poem, song,or poster the chart about his/her role in quizziz short skit about the
Assessment 3) own cultural background, depicting filipino culture. the society. different social, cultural,
highlighting their traditions, -with rubric My role and political change.
values, and beliefs. In Home Society - With rubric
*with rubric School

Q. Finding practical
application of concepts
and skills in daily living
R. Making generalizations
and abstractions about the
lesson
Presentation and discussion
of outputs
How can I contribute to the
better understanding of
society and culture?
Write a short reflection
explaining how you culture
shaped you as a person.
-with rubric
In 3-5 sentences describe the
Filipino Culture, Society and
Political System
Divide the class into two. Man
vs. women. Informal debate
“Who is more loyal in terms of
relationship?”
Explain gender and gender role
in your own perspective.
As a member “kabataan” in
your community, what do
you think are the
qualifications
characteristics of a good SK
Official should possess.
Explain.
Explain the Changes in
the following aspects of
culture, society and
politics, based on your
observation.

S. Evaluating learning Quiz : True or false Identify what List at least 10 ways on how to Matching type test Classify whether the
characteristic/elements of promote gender equality in your following scenarios or
culture is being described by school and community. situations are Cultural,
the following statements. Social, or political
change.
T. Additional activities for
application or remediation
XI. REMARKS

XII. REFLECTION
 H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored
GR PIAT
below 80% G 11
AD
J. Did theNATIO r
remedial lessons
E NALof learners
work? No. a who
11 S caught
have HIGHup with d the
DAI c
lesson SCHO e
LY
K. h of learners
No. OL who continue
LES toorequire remediation
L
SO
L. ol of my teaching
Which e
N strategies workedvwell? Why
LO did these work? e
M.
G What difficulties did
l I
encounter which my principal
ROVELcan help
or supervisor L UCS me
solve? YN B. e P
BOSI a
N. What innovation or r localized
T
materials did I use/discover
n
e I wish to share with
which
other
i
a teachers?
n
c
g
h
er
Prepared by : Checked by: Approved by:
A
r
ROVELYN B. BOSI ROSALI R. PASCUA ALELI M. BAYADOG, Ph. D.
e
Subject Teacher Social Science Coordinator Secondary School Principal II
a
T
e
a MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
c Sep.11 Sep.12 Sep.13 Sep.14 Sep.15
I. OBJECTIVES
hi Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
n Q needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
g u Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
Septe learning the lessons. Weekly objectives shall be derived from the curriculum guides.
D a
mber
A.at Content Standard
r 1ST The learners demonstrate an understanding of:
11-15,
e t 1. human cultural variation, social differences, social change, and political identities
2023
s e 2. the significance of studying culture, society, and politics
a r 3. the rationale for studying anthropology, political science, and sociology
n
H. Performance Standard The learners:
d 1. acknowledge human cultural variation, social differences, social change, and political identities
Ti
m
e
 2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
I. Learning Competencies/ 2. demonstrate curiosity and 3. analyze social, political, and
an openness
to explore the origins and
dynamics of
culture and society, and
political identities
UCSP11/12SPUIa-2
Objectives 1.Identify social cultural,
and political behaviors
and phenomena
2. Trace the link
between between behavior
and phenomena through
observation and reflection
a
2. Observations about social,
political, and cultural
behavior and phenomena
(examples: food taboos,
istambay, political dynasties,
elections)
III.LEARNING RESOURCES
E. References Understanding Culture
Society and Politics
9. Teacher’s Guide pages
10. Learner’s Materials
pages
11. Curriculum Guide CG. Pg. 1
12. Additional Materials
from Learning
Resource (LR)portal
cultural change
UCSP11/12SPUIb-3
A. Explain change
B. Identify social,
political, and cultural
changes
C. Portray their
observations in the
group activity..
3. Observations on social,
political,and cultural change
(examples: txting,
transnational families, local
public services, youth
volunteerism)
Understanding Culture Society
and Politics
CG. Pg. 1
Recognize the common Recognize the common Identify the subjects of
concerns or intersections of concerns or intersections inquiry and goals of
anthropology, sociology, and of anthropology, sociology, Anthropology, Political
political science with respect to and political science with Science, and Sociology
the phenomenon of change respect to the UCSP11/12SPUIb-5
UCSP11/12SPUIb-4 phenomenon of change
UCSP11/12SPUIb-4
A. Define sociology, A. Identify the subjects
anthropology, and A. Identify the common of inquiry and goals of
political science. concerns of sociology, anthropology, sociology
B. analyze the anthropology, and political and political
relationship between science. science.
anthropology, b. Compare and contrast
sociology, and political Anthropology,
science Sociology, and Political
Science
C. Value the advantages
of social change in the
promotion of cultures
and
development of society
Definition of anthropology, Definition of anthropology, Definition of
political political anthropology, political
science, and sociology science, and sociology science, and sociology
Understanding Culture Society Understanding Culture Understanding Culture
and Politics Society and Politics Society and Politics
CG. Pg. 1 CG. Pg. 1 CG. Pg. 1
F. Other Learning Resource
IV.PROCEDURES
U. Reviewing previous lesson
or presenting the new
lesson
V. Establishing a purpose for
the lesson
W. Presenting
examples/Instances of the
new lesson
Slideshare, Studocu
Review of the previous lesson
Activity: Pass the ballot box.
The teacher will prepare a
ballot box with pictures of
different phenomenon. A
music will be played during
the passing, and when it
stops, the student who is
currently holding the box will
pick a picture from the box
then will share his/her
thoughts about it.
*5 minutes
Based on the 1st activity let
the students answer the ff.
questions.
What are the similarities of
the pictures inside the box?
Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu
Prayer< Greetings < Checking Review of the previous Review of the
Prayer< Greetings < Checking of Attendance lesson previous lesson
of Attendance
PICNALYSIS Let the students complete Supply the Missing Link Ask students if they have ever wondered
Let the students express their arrange the Jumbled letters to Instructions: Complete the why people behave the way they do in
impressions about the form a Word missing letters to form a different societies.
pictures word that describe from
three - Have students recall any previous
1. NAPLOOYGRHOR clue words. knowledge or experiences related to the
2. LGYOOICOS study of culture, society, and politics
3. LTCPTCOIIA IENCESC
4. ULTUECR
5. ISOEIYTC
Explain this quote: Let the students share their Identify whether the
“Change is the only ideas about the definition of the following are goals are
permanent thing in this words they formed through a under Anthropology,
world.” word organizer sociology or poltical
-Hera science

Do you observe it in our

society?

X. Discussing new concepts Discussion
and practicing new skills # Let the students share their
1 ideas about the following
- food taboos
- istambay,
- political dynasties,
elections
Ask the students to list down
the changes they have
observed in their culture,
society, and government.
Through slide presentation, the
teacher Introduce the nature,
and perspectives of
anthropology, sociology
and political science
1. Lecture: The teacher will
provide a comprehensive
explanation of the
common concerns and
intersections of
anthropology, sociology,
and political science with
respect to the
phenomenon of change.
2. Group Discussion: The
teacher will facilitate a
discussion where students
can ask questions and
clarify their understanding
of the concepts presented.
Comparative Analysis of
Anthropology, Political
Science, and Sociology
Instructions: Provide
students with handouts
describing the subjects
of inquiry and goals of
Anthropology, Political
Science, and Sociology.
In pairs or small groups,
students will use graphic
organizers to compare
and contrast the three
fields.

Y. Discussing new concepts
and practicing new skills #
2 political changes.
Z. Developing mastery
(leads to Formative
Assessment 3)
AA. Finding practical
application of concepts
and skills in daily living
Videonalysis showing
different phenomena.
Quiz bee*
quizziz
As a member “Kabataan” in
your community, what do
you think are the
qualifications characteristics
of a good SK Official should
Teacher will discuss further
the social, cultural, and
Let the students make a short
skit about the different social,
cultural, and political change.
With rubric
Plan B.
Past to present
Choose 1 from the following.
Draw the evolution or
changes in that area of
Culture, Society, and Politics.
CULTURE TRADITION
RELIGION FASHION
TECHNOLOGY MEDICINE
What do you think are the
changes in culture, society
and politics that has biggest
impact in your life?
In small groups, students will
analyze the perspectives of
these three disciplines on a
specific social or political
change. They will identify
commonalities and differences
in their approaches.
Assessment Questions:
1. How do anthropology,
sociology, and political science
contribute to our understanding
of social and political change?
2. What are the main
differences in their approaches?
With rubric
The students will present their
outputs
The teacher will present a case
study of a cultural practice that
has undergone transformation
and ask students to share their
opinions on the reasons behind
Activity 1: Venn Diagram
Comparison
Instructions:
1. Divide the class into
small groups.
2. Provide each group with
a large Venn diagram.
3. Ask the groups to
compare and contrast the
common concerns of
sociology, anthropology,
and political science.
Instruct the groups to
present their Venn
diagrams to the class.
Written Reflection: Assign
students to write reflection
paper discussing the
interconnectedness of
anthropology, sociology,
With rubric
The teacher will discuss
further about the
subjects of inquiry and
goals of Anthropology,
Political Science, and
Sociology through a
interactive discussion.
Activity 3: Converging
Radial
Learners will
complete the diagram
by writing the
importance of
knowing the perspective
of anthropology,
sociology and political
science.
Activity 3: Role Play
Instructions: Assign
students to different
roles and provide them
with scenarios that

BB. Making generalizations
and abstractions about the
lesson
CC. Evaluating learning
DD. Additional activities for
application or remediation
V.REMARKS
VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
possess. Explain.
What are the social
phenomena that we have
discussed?
Differentiate the differences
between the taboos in
different religion
Matching type test
Explain the Changes in the
following aspects of culture,
society and politics, based on
your observation.
Classify whether the following
scenarios or situations are
Cultural, Social, or political
change.
the change. and political science in involve cultural, social,
understanding and or political interactions.
addressing the Ask them to act out the
phenomenon of change. scenarios and reflect on
the implications of these
interactions using the
perspectives of
sociology, anthropology,
and political science.
Use a rubric for grading.
Ask the students to complete Ask the students about the Process Questions:
the chart similarities between the 1. What is the
ANTHROPOLOG
SOCIOLOGY
POLTICAL three disciplines. importance of knowing
Y SCIENCE
DEFINTION DEFINTION DEFINTION
the perspective of the ff:
IMPORTANCE IMPORTANCE IMPORTANCE
a. Anthropology
b. Sociology
c. Political Science
Evaluation will be moved on the Classify whether the TRUE OR FALSE QUIZ
next day since it is a following are referring to
continuation of the lesson anthropology, sociology, or
political science
 strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
GR solve? PIAT G 11
AD NATIO or
What innovation r localized
E NAL
materials a
did I use/discover
11 S IHIGH
which d with
wish to share
DAI c teachers?
other SCHO e
LY Prepared
h OL by : Checked by: Approved by:
LES o L
SO ROVELYN
ol e
B. BOSI ROSALI R. PASCUA ALELI M. BAYADOG, Ph. D.
N Subject Teacherv Social Science Coordinator Secondary School Principal II
LO e
G l
ROVEL L UCS
YN B. e P
BOSI a
r
T
n MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
e
i Sep.18 Sep.19 Sep.20 Sep.21 Sep.22
a
I. OBJECTIVES n Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
c
g needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
h
er Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
A learning the lessons. Weekly objectives shall be derived from the curriculum guides.
r
B. Content Standard The learners demonstrate an understanding of:
e The
a
T
J. Performance Standard The learners:
e 1. Appreciate the nat ure of culture and society from the perspe ctives of anthropol ogy and sociology.
a 2. Demonstrate a holistic understanding of culture and society.
c 3. Value cultural heritage and express pride of place without being ethnocentric.
hi
K. Learning Competencies/ Explain the importance of Cultural Relativism in attaining Cultural Understanding. VACANT
n Q
g u
Septe
D a
mber
Objectives a. Describe culture as a. Identify aspects of a. Describe culture a. Define Ethnocentrism *Friday Grade 11
at r 1ST
18-21, complex whole Culture b. Identify Characteristics and Cultural Relativism HUMSS 2
e t
2023 b. Explain the anatomy b. Analyze aspects of of culture b. Identify forms of (Homeroom
s e
of culture and and changes in c. share and learn culture tangible and intangible Guidance) *3:30-
a r
society culture and society; through games, heritage 4:30 PM)
n
c. Write a reflection c. Share examples of d. Explain the important c. Compare and contrast
d
Ti
m
e
 explaining the real-life situations functions of culture in d. Explain Importance on *Wednesday Grade
importance of that best describe the society how cultural relativism 11 HUMSS 5 (HOPE
understanding the aspects of mitigates ) (7:00-8:00 AM)
culture and society culture. Ethnocentrism
as a complex whole
II. CONTENT Culture as a Complex Whole Aspects of Culture Characteristics of Culture Ethnocentrism and Cultural
Relativism
Integration to Other Subjects Science, Language, Empowerment Technology
III.LEARNING RESOURCES

G. References Understanding Culture Understanding Culture Society Understanding Culture Society Understanding Culture Society
Society and Politics and Politics and Politics and Politics
13. Teacher’s Guide pages
14. Learner’s Materials
pages
15. Curriculum Guide MELC Pg. 1 MELC Pg. 1 MELC Pg. 1 MELC Pg. 1
16. Additional Materials
from Learning
Resource (LR)portal
H. Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu
IV.PROCEDURES
EE. Reviewing previous lesson Prayer< Greetings < Checking Review of the previous Review of the previous Lesson Review of the previous Lesson Teacher will
or presenting the new of Attendance Lesson prepare lesson plan
lesson for the next week.
FF. Establishing a purpose for The teacher will conduct a Can you describe your culture in 1. Students will pretend that
the lesson lesson pretest your community. they are using Facebook. (Note: Check students’
*TRUE OR FALSE Integrate Empowerment activities/outputs/
How about the culture in the Technologies concepts such as projects.
Philippines? using social media and
"netiquette") Prepare
Share Asian Customs and 2. Pictures will be shown in the Instructional
traditions. slideshow as if these are posts Material for the
appearing in the newsfeed. next Lessons.
3. Students will be asked to
react to the picture by going to
the "like" lane
if they like what they see and to
the "dislike" lane if they do not
like what they see.
4. The teacher will generate
insights from selected students
 based on which picture got the
most likes.

GG. Presenting situation-analysis Matchy Matchy! The students will be asked to

examples/Instances of the
new lesson
Photonalysis
Let the students look at the
picture fir a few seconds then
let them describe what was
the picture all about.
 How do Aetas differ
from you?
Analyze each situation. Match the Pictures in the share their thoughts on the
Identify the feature of column a to the Characteristics following questions:
culture described in each of culture in Column B. 1. Why did you like/dislike the
picture?
statement.
2. What message did you get
Scenario Culture is. . . from the picture?
The teacher will present Learned
the situations through a Social 3. How do you relate yourself to
slide presentation Varied what is projected in the picture?
Shared
Learned
Transmitted
Continous
and
cumulative
Gratifying
and idealistic

HH. Discussing new concepts
and practicing new skills #
1 SOCIETY 1
Compare the two societies Based From the Prior Activity Teacher will present a slide Based from the photo from the
let the students answer the presentation about first activity. Let the students
SOCIETY 2 following questions: Characteristics of culture then define the following concepts
Has beliefs, No 1. How are the words in your discussed it with the learners.
traditions, language activity connected to the Interactive discussion, learners ETHNOCENTRISM
customs, Symbols study of culture and society? may share their ideas about the
laws, exist 2. Can culture and society be characteristics of culture that
language, completed without these they practice/observed.
norms, things? Why?
symbols, 3. How do you define the
artifacts terms “culture” and
“society”?
Ask the learners: Can a 4. Can a culture exist without
society exist without culture? society? Why?

II. Discussing new concepts
and practicing new skills #
2 and Society as a complex
JJ. Developing mastery
(leads to Formative
Assessment 3)
KK. Finding practical
application of concepts
What will happen if there is
no language?
Why is it important that
society and culture must be
complete and whole?
Teacher will present a slide
presentation about Culture
whole
The teacher will let the
students explain the chart
about the anatomy of Culture
and society.
Let the students share situations
wherein they learned, shared,
culture, and how they communicate
with others.
ANATOMY OF MY CULTURE:
in column A, identify any of your
behaviors as a Filipino Teenager.
CULTURAL RELATIVISM
learned
Continuou
Social
s
culture
Transmitte
d
Shared
Varied
Teacher will present a slide Teacher will discuss further the Teacher will discuss further the
presentation about Aspects of Characteristics of culture and concept of Ethnocentrism and
Culture the functions of culture in the cultural relativism
society.
NORMS *The functions of Ethnocentrism
IDEAS
*Xenocentrism and Xenophobia
*Material and no-material
MATERIAL CULTURE heritage
SYMBOLS
Let the students give example of
the following”
HERITAGE
Material Non-
Material
Let the students give Situation: You are the . A video clip from the movie "A
examples of the following Sangguniang Kabataan (SK) Bronx Tale" depicting
based on their culture. chairperson in your discrimination against black
Aspects of MY barangay. At the same time, you
people will be shown. The
culture CULTURE are elected as the president of
teacher will solicit students'
Norms theSangguniang Kabataan (SK)
Ideas Federation in your reactions about the video
Material municipality/city. You are against black people will be
Culture tasked to be the coordinator in shown.
Symbols the upcoming “Pista ng Bayan.”
Write down your plans and Discuss how and why cultural
major directions to the relativism mitigates
following institutions or ethnocentrism
committees in order to make
the program organized and
well-coordinated.
Divide the class into 5 RELIVING FILIPINO GAMES : a. Buzz Session will be done per
Create a “convo”
 and skills in daily living Then in Column B, explain how you
came to imbibe them. In column C,
Offer an explanation why its
performance seem natural to you.
(conversation) regarding the
different aspects of society
and significant changes or
transformation happening in
our present way of
living. Craft your own comic
strip as if you are sharing it to
a dear friend or
classmate.
Group the class into 5 table
Let them think of a Laro ng Lahi
that they want to play . b. Volunteers will be asked to
share their ideas
Let the students enjoy and
relive the Filipino culture
through game.

Rubrics
Content of Comic strip 8 pts.
Creativity4 pts.
Convo flow3 pts.
15 pts.
LL. Making generalizations Complete the Chart below After the activity, let the Compare and Contrast
and abstractions about the THE ANATOMY OF CULTURE students enumerate the
lesson AND SOCIETY different characteristics of ETHNOCENTI XENOCENTRI
SM SM
ANTHROPOLOGY SOCIOL culture and describe each
OGY
ASPECTS OF CULTURE
characteristic.
THE THE THE
WHAT HOW WHY
TANGIBLE INTAGIBLE
HERITAGE HERITAGE

MM. Evaluating learning Write a reflection explaining
the importance of
understanding culture and
society as a complex whole
With Rubric
Paper and pencil ONLINE QUIZ *QUIZZIZ Test A. Write R if the statement
TRUE OR FALSE CHARACTERISTICS OF CULTURE reflects cultural relativism and E
if it reflects ethnocentrism.
1. Americans believe that
democracy is the best form of
government.
2. Women in India wear red on
their wedding day while most
Christians wear white.
3. Chinese people think that
China is the "center of the
universe".
4. In other cultures, eye contact
can be considered rude and a
challenge of authority.
 Test B. Explain how cultural
relativism mitigate
ethnocentrism. (3 pts.)

NN. Additional activities for

application or remediation
V.REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation

Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by : Checked by: Approved by:

ROVELYN B. BOSI ROSALI R. PASCUA ALELI M. BAYADOG, Ph. D.

Subject Teacher Social Science Coordinator Secondary School Principal II