School: Bolinao Integrated School Grade Level: 11

GRADES 1 to 12 Understanding Culture, Society and

DAILY LESSON LOG Teacher: Zotz C. Ostil Learning Area: Politics
Quarter: 2nd Teaching Dates: November 28 – December 1, 2023
Monday- Friday
7:45: 12:00 Am
1:00- 4:00 Pm
Week: 5 Teaching Time:

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
I. OBJECTIVES must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are 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.
The learners demonstrate an understanding the agents/ institutions, processes, and outcomes of cultural, political, and social
A. Content Standards
change.
Performance 1. evaluates factors causing social, political, and cultural change
Standards
1. Explain the sociological meaning of religion;
2. Describe the different views of religion as seen by the major theoretical perspective;
C.Learning
3. Distinguish the different types of religious organizations; and
Competencies/
4. Conduct a participant observation of a ritual or religious practice of a different religion
Objectives Write the
1. Distinguish among systems of diagnosis, prevention, and healing;
LC code for each
2. Discuss health as a human right; and
3. Recognize the practice of medical pluralism in light of cultural diversity and relativism.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can
be tackled in a week or two.
II. CONTENT
Lesson 11 – Religion and Belief Systems
Lesson 12 – Health
III. LEARNING
RESOURCES
UCSP
A. References LESSON 10
EDUCATION
1. Teacher’s Guide UCSP UCSP UCSP UCSP
pages Lesson 11 – Religion and Lesson 11 – Religion and Lesson 12 – Health Lesson 12 – Health
2. Learner’s Material Belief Systems Belief Systems
pages
3. Textbook pages
4. Additional Materials Youtube, Slideshare, Youtube, Slideshare Youtube, Slideshare Youtube, Slideshare
for Learning Resource
Portal
B. Other Learning Visual aids / Powerpoint Visual aids / Powerpoint Visual aids / Powerpoint Visual aids / Powerpoint
Resources Presentation Presentation Presentation Presentation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing Review the past lesson Review the learners about the Greet the learners and review Begin the lesson by discussing
Previous Lesson or taken and introduce the previous topic. the past lesson. the importance of government
Presenting the New new lesson. programs and initiatives in
Lesson addressing social inequalities.
B. Establishing a
Purpose for the
Lesson
 Engage students by
 Begin the lesson by  Engage students by
asking them to
Students must describe the asking students about showing them pictures
brainstorm different
different views of religion as their understanding of of individuals from
cultural practices related
seen by the major religion and its different cultures and
theoretical perspective. to health and healing.
significance in society. ask them to share any
 Present the learning
Explain that today's observations they
 objectives for the lesson
lesson will focus on the have about cultural
and explain the
sociological perspective differences.
importance of
of religion and its various  Introduce the
understanding culture-
aspects. learning objectives
specific syndromes and
and explain the
illnesses, as well as
importance of
different systems of
understanding culture,
diagnosis, prevention,
society, and politics in
and healing.
relation to health and
wellness.
C. Presenting
Examples/ Instances
of the Lesson  Ask the different .  Provide students with a
D. Discussing New religions in the class.
Concepts and
 Facilitate a class  Present a slides about list of culture-specific
Practicing New Skills discussion using guiding Culture-Specific syndromes and illnesses
#1  Discuss and describe questions: Syndrome and from various cultures
religion.
o How does Illnesses around the world.
 Characteristics of sociology define System of Diagnosis,  Divide students into
Religion by Durkheim religion? Prevention and small groups and assign
 Present a slide or Healing each group a specific
o What are the key
visual representation syndrome/illness to
elements of
that defines the research.
religion from a
sociological meaning sociological  In their groups, students
of religion. Features standpoint? will research and create
E. Discussing New
Concepts and of a religion. a presentation or poster
Practicing New Skills
 Connect this discussion to share their findings
#2 to the learning objective
with the class.
of explaining the
 Each group will present
sociological meaning of
their findings, including
religion.
the cultural context,
 Practices in religion symptoms, and
 Kinds of religion treatment methods
associated with the
syndrome/illness.

F. Developing Activity 2: Let’s get FIT!

Mastery Household chore is considered  Divide students into Introduce the concept of
(Leads to Formative as an exercise different systems of diagnosis,
Assessment 3) small groups and
 because it helps develop the assign each group a prevention, and healing, such as
body. specific syndrome or traditional medicine, alternative
 Present a slide or List down 5 of the household illness to research. medicine, and Western
visual representation chores or medicine.
 In their groups,
that defines the exercise that you do at home
students should create
sociological meaning and answer the
following questions based on a presentation to
of religion. share their findings
the F.I.T.T
Principle. Use the table below. with the class,
(5 minutes) including the cultural
context, symptoms,
 Present a list of different
and treatment
types of religious
organizations on the methods for the
board or slide. assigned syndrome or
 Discuss each type briefly, illness
highlighting their
characteristics.
 Divide the class into
pairs and assign each
pair a religious
organization to research.
 In their pairs, students
should create a short
presentation describing
their assigned religious
organization, including
its beliefs, practices, and
social structure.
 Allow time for pairs to
present their findings to
the class.

G. Finding Practical 1. How can you fight the covid-

Applications of  Assign each student 19 using this Ask students to reflect on their
Concepts and Skills in
 a different religion or F.I.T.T principle  Show students a video learning throughout the lesson
religious practice to  Ask students to share or present a case and write a short paragraph
observe. their personal study of a patient summarizing the most
 Provide an experiences with significant insights or
seeking healthcare in a
observation guide religiosity and its takeaways.
different cultural
that includes influence on their lives.
questions about the setting.
ritual, beliefs, and  Provide examples and  Ask students to
Daily Living social interactions case studies to deepen identify the
during the religious their understanding. differences they
practice. observe in the systems
of diagnosis,
prevention, and
healing compared to
their own culture.

Divide students into pairs and

 Connect this activity  Recap the main concepts provide them with a scenario  Provide an opportunity
to the objective of discussed throughout where they need to act as for students to share
conducting a the lesson. healthcare providers in a their reflections with a
participant cross-cultural setting. They
 Allow students to ask partner or in a small
observation of a should discuss how they
H. Making any final questions or group discussion.
ritual or religious would approach diagnosis,
Generalizations and practice of a share their reflections on prevention, and healing based  Summarize the main
Abstractions about points covered in the
different religion. the topic. on the cultural context.
the Lesson
lesson and emphasize
the importance of
understanding and
respecting cultural
diversity in healthcare.

I. Evaluating Learning
 Write your Briefly write or discuss the Assign students to write a Review the topics discussed and
 Observations and meaning of “Separation of short reflection on their give an assessment to the
reflections on Church and State”. ( 10 points) understanding of health as a learners.
religious practices human right and the role of
you had society and politics in
experienced. ensuring equitable
healthcare.

J. Additional Activities
for Application or
Remediation
_____Objectives met. _____Objectives met. Proceed _____Objectives met. Objectives met. Proceed to the
Proceed to the next lesson. to the next lesson. Proceed to the next lesson. next lesson.
_____Objectives partially _____Objectives partially met _____Objectives partially met _____Objectives partially met
met due to lack of time. due to lack of time. due to lack of time. due to lack of time.
_____Objectives partially _____Objectives partially met _____Objectives partially met _____Objectives partially met
met due to integration of due to integration of current due to integration of current due to integration of current
current events/issues. events/issues. events/issues. events/issues.
_____Objectives partially _____Objectives partially met _____Objectives partially met _____Objectives partially met
met because the learners because the learners wanted to because the learners wanted because the learners wanted to
V. REMARKS wanted to share many ideas share many ideas regarding the to share many ideas share many ideas regarding the
regarding the topic being topic being studied. regarding the topic being topic being studied.
studied. _____Objectives unmet due to studied. _____Objectives unmet due to
_____Objectives unmet due the suspension of classes due _____Objectives unmet due the suspension of classes due
to the suspension of classes to disasters or other reasons. to the suspension of classes to disasters or other reasons.
due to disasters or other due to disasters or other
reasons. Other remarks: reasons. Other remarks:

Other remarks: Other remarks:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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
lessons
D. No. of Learners
who continue to
require remediation
E. Which of my ____Collaborative Learning
teaching strategies ____Think-Pair-Share
worked well? Why did ____Small Group
these work? Discussion
____Free Discussion
____Inquiry-Based Learning
____Reflective Learning
____Poster-making
____Video Presentations
____Powerpoint
Presentations
____Integrative Learning
(Integrating Current
Issues)
____Reporting/ Gallery
Walk
____Problem-based
Learning
____Peer Learning
____Games
____ANA/KWL Technique
____Decision Chart
____Quiz Bee
Other Strategies:
How did these work?
____It helped the learners to
understand the lesson.
____Learners were
motivated to do the tasks
assigned to them.
____Collaborative Learning
____Think-Pair-Share
____Small Group Discussion
____Free Discussion
____Inquiry-Based Learning
____ Reflective Learning
____Poster-making
____Video Presentations
____Powerpoint Presentations
____Integrative Learning
(Integrating Current Issues)
____Reporting/ Gallery Walk
____Problem-based Learning
____Peer Learning
____Games
____ANA/KWL Technique
____Decision Chart
____Quiz Bee
Other Strategies:
How did these work?
____It helped the learners to
understand the lesson.
____Learners were motivated to
do the tasks assigned to them.
____Learners’ skills were
cultivated/refined.
. them.
Other reasons:
____Collaborative Learning
____Think-Pair-Share
____Small Group Discussion
____Free Discussion
____Inquiry-Based Learning
____ Reflective Learning
____Poster-making
____Video Presentations
____Powerpoint
Presentations
____Integrative Learning
(Integrating Current
Issues)
____Reporting/ Gallery Walk
____Problem-based Learning
____Peer Learning
____Games
____ANA/KWL Technique
____Decision Chart
____Quiz Bee
Other Strategies:
How did these work?
____It helped the learners to
understand the lesson.
____Learners were motivated
to do the tasks assigned to
____Learners’ skills were
cultivated/refined.
.
____Collaborative Learning
____Think-Pair-Share
____Small Group Discussion
____Free Discussion
____Inquiry-Based Learning
____ Reflective Learning
____Poster-making
____Video Presentations
____Powerpoint Presentations
____Integrative Learning
(Integrating Current Issues)
____Reporting/ Gallery Walk
____Problem-based Learning
____Peer Learning
____Games
____ANA/KWL Technique
____Decision Chart
____Quiz Bee
Other Strategies:
How did these work?
____It helped the learners to
understand the lesson.
____Learners were motivated to
do the tasks assigned to them.
____Learners’ skills were
cultivated/refined.
.
Other reasons:
 ____Learners’ skills were Other reasons:
cultivated/refined.
.
Other reasons:

F. What difficulties did

I encountered which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by: Noted:

Zotz C. Ostil Junie J. Gale Ph.D. Racquel C. Caasi

Subject Teacher Master Teacher I Principal IV