Estipona High School Daily Lesson Plan (DLP)

Date: July 04-06, 2016 Week: 4 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

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

Understanding Culture , Society and

A. References
1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing

House, Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
The teacher will facilitate an energizer called “ Double this, Double that”.
2. Presentation:
This lesson provides cultural, social, and political concepts that exist in the
realm of ideas and thoughts. As such, they cannot be seen or touched and yet they
influence the way we see and experience our individual and collective lives as social
beings.
The teacher will introduce the meaning of culture, society and politics and will
give meaning of concept and or phenomena.
Teacher will describe students as acting agents and social actors.

1
 3. Activity:
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.
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

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

Understanding Culture , Society and

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
different categories ( e.g. gender and age)?

V. REMARKS

VI. REFLECTION

2
Estipona High School Daily Lesson Plan (DLP)

Date: July 07-08, 2016 Week: 4 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
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: Demostrate curiosity and an openness to explore
the origins and dynamics of culture and society, and political identities.

Understanding Culture , Society and

(UCSP11/12SPUIa-2)

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

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
The teacher will ask to answer rebus puzzle from the power point
presentation about the topic.
The teacher will present a picture of food that is a cultural icon among
Filipinos and the students will share their opinion about the picture.
2. Presentation:
This lesson is a continuation of the previous lesson but it focuses more on the
origins and dynamics of culture, society and political identities.

3
 3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version
of “kuhasasarili” by A. Contresas (2015)
A selfie is a self photograph, habitually taken with camera phone held in the
hand or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on how selfie
can be read as an image of the social by listing down 15 words that best describe
the photo and try to connect the words and compose 5 sentence paragraph
revolving around the attributes to selfie (or selfieing).
4. Application:
The teacher will call 5 volunteers to present their activity in class.
C. Evaluation

Answer the following questions.

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?

Understanding Culture , Society and

2. Complete the Compartmentalized Life Matrix about the things they can do and
the things they cannot do.

V. REMARKS

VI. REFLECTION

4
Estipona High School Daily Lesson Plan (DLP)

Date: July 11, 2016 Week: 5 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
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: Demostrate curiosity and an openness to explore
the origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)

Understanding Culture , Society and

Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 11-13

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
The teacher will present a kokology game.

2. Presentation:
The teacher will explain what cultural, social, and political change. The
students will also share their observations on what they observe in their community.

3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version
of “kuhasasarili” by A. Contresas (2015)

5
 A selfie is a self photograph, habitually taken with camera phone held in the
hand or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on how selfie
can be read as an image of the social by listing down 15 words that best describe
the photo and try to connect the words and compose 5 sentence paragraph
revolving around the attributes to selfie (or selfieing).
4. Application:
The teacher will call 5 volunteers to present their work in class.
C. Evaluation

Answer the following questions.

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.

Understanding Culture , Society and

V. REMARKS

VI. REFLECTION

6
Estipona High School Daily Lesson Plan (DLP)

Date: July 12, 2016 Week: 5 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their
respective community.

Understanding Culture , Society and

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)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:

7
 The teacher will present a kokology test about their most charming attitude
they see in themselves and would like to express it for everyone to see.
2. Presentation:
Based from the motivation, the teacher will introduce the meaning, brief
history and common concerns of sociology, anthropology and political science with
respect of the phenomenon of change.

3. Activity:
The students will be grouped into 4, the teacher will give the students 10
minutes to answer this question:As a Senior High School student, what do you think
are the necessary steps that you need to do in order to start or create change if you
want to see change in your community.

4. Application:
The teacher will call the speaker for each group to present their answers.

C. Evaluation

Explain the importance of social sciences in studying culture, society and politics.

D. Assignment

Understanding Culture , Society and

Plan an awareness campaign about a relevant issue in their respective
community.

V. REMARKS

VI. REFLECTION

8
Estipona High School Daily Lesson Plan (DLP)

Date: July 13, 2016 Week: 5 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain cultural idiosyncrasies and social diversities.
2. Statethe role of culture in the formation of cultural idiosyncrasies (in general)
and the production of social identities (in particular).

Understanding Culture , Society and

3. Value the advantages of social change in the promotion of cultures
and development of society.

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)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Checking of Assignments
B. Development of the
Lesson 1.Motivation:

9
 The teacher and the students will sing “alert, alive awake” song with action.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.

3. Activity:Me and My Social Map

Thestudents will be asked to bring one whole sheet of paper and the students
follow the instruction below:
Starting with your present situation as a student, list down 5 important factors
that you think are responsible for the kind of person you are right now. Start with
what is unique in you as a social person (not necessarily focusing on your
biophysical traits). Link each feature with societal, cultural, or political force. Then
evaluate each in terms of opportunities and constraints it provides in pursuing your
present and future plans. Use the table below as a template for your assessment.
My unique features as a Types of social forces Assessment of effects
social person responsible for these (does it provide opportunities or serve
(may include but are not limited to as constraints?)
features
sex/religion/residence) (is it societal/cultural/political?)

Understanding Culture , Society and

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

VI. REFLECTION

10
Estipona High School Daily Lesson Plan (DLP)

Date: July 14-15, 2016 Week: 5 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain cultural idiosyncrasies and social diversities .
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

Understanding Culture , Society and

and development of society.

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)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 1.Motivation:

11
 The teacher and the students will dance following the music video that will be
played.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.

3. Activity: Me and My Social Map

The students will continue their activity and will write it on manila paper or
cartolina.

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

Understanding Culture , Society and

Review previous discussions.

V. REMARKS

VI. REFLECTION

12
Estipona High School Daily Lesson Plan (DLP)

Date: July 18, 2016 Week: 6 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize the common concerns or intersections of anthropology, sociology
and political science.

Understanding Culture , Society and

2. Identify the subjects of inquiry and goals of anthropology, sociology and
political science.
3. Value the advantages of social change in the promotion of cultures
and development of society.
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competencies: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon
of change.(UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science
and Sociology.(UCSP11/12SPU-1b-5)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
13
B. Development of the
Lesson 1.Motivation:
The teacher and the students will present a kokology game.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.

3. Activity:Group Research
The teacher will divide the class into three groups who will conduct a research
anchored on the topics that will be presented.
4. Application:
After the conducted group research on the assigned topics, students will
present their findings through variety show, panel discussion or newscasting.
C. Evaluation

Explain the benefits of recognizing the operation of social forces when using the
sociological, anthropological, and political imagination.

Understanding Culture , Society and

D. Assignment

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.

V. REMARKS

VI. REFLECTION

14
Estipona High School Daily Lesson Plan (DLP)

Date: July 19, 2016 Week: 6 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize the common concerns or intersections of anthropology, sociology
and political science.

Understanding Culture , Society and

2. Identify the subjects of inquiry and goals of anthropology, sociology and
political science.
3. Value the advantages of social change in the promotion of cultures
and development of society.

II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competencies: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon
of change.(UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science
and Sociology.(UCSP11/12SPU-1b-5)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES

15
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 1.Motivation:
The teacher and the students will present a kokology game.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.

3. Activity: Group Research

The teacher will divide the class into three groups who will conduct a research
anchored on the topics that will be presented.
4. Application:
After the conducted group research on the assigned topics, students will
present their findings through variety show, panel discussion or newscasting.
C. Evaluation

Understanding Culture , Society and

Explain the benefits of recognizing the operation of social forces when using the
sociological, anthropological, and political imagination.

D. Assignment

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.

V. REMARKS

VI. REFLECTION

16
Estipona High School Daily Lesson Plan (DLP)

Date: July 20, 2016 Week: 6 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:

Understanding Culture , Society and

1. Recall the common concerns or intersections of anthropology, sociology
and political science.
2. Write their answer in their quiz.
3. Reflect on how do social forces influence the life chances of the members
of society.

II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Identify the subjects of inquiry and goals of
Anthropology, Political Science and Sociology.(UCSP11/12SPU-1b-5)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-29

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments

17
B. Development of the
Lesson 1.Motivation:
The teacher willplay video clips of Juana Change.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science. After the discussion, the students will
have their short quiz.

3. Activity:Panel Discussion
The teacher will divide the class into three groups. Based on the played
videos, a panel discussion shall be made to process gained knowledge and
insights.

4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation

What are the advantages of social change in the promotion of cultures and
development of society?

Understanding Culture , Society and

D. Assignment

How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?

V. REMARKS

VI. REFLECTION

18
Estipona High School Daily Lesson Plan (DLP)

Date: July 21-22, 2016 Week: 6 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES

Understanding Culture , Society and

At the end of the session, learners are expected to:
1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives
of anthropology and sociology.

II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology
and sociology
B. Learning Competency: Explain the anthropological and sociological
perspectives on culture and society.(UCSP11/12SPU-1c-6)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker

IV. PROCEDURES
19
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 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
definition of culture and society from the perspectives of anthropology and
sociology.

3. Activity:Essay
In a two-paragraph essay, describe your feelings toward a specific
nationality (e.g., Koreans, Japanese, Americans.) State why you like or dislike
them.
4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation

What makes society possible?

Understanding Culture , Society and

D. Assignment

Observation Exercise

For an hour, sit down in a canteen and observe how people conduct themselves
that place. Take note of the unwritten rules of decorum and propriety. Avoid being
observed by those you are observing, otherwise you might not get the data you are looking
for. Write down your observations notes.

V. REMARKS

VI. REFLECTION

20
Estipona High School Daily Lesson Plan (DLP)

Date: July 25, 2016 Week: 7 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

Understanding Culture , Society and

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives
of anthropology and sociology.

II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology
and sociology
B. Learning Competency: Explain the anthropological and sociological
perspectives on culture and society.(UCSP11/12SPU-1c-6)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker

21
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 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
definition of culture and society from the perspectives of anthropology and
sociology.

3. Activity: Essay
In a two-paragraph essay, describe your feelings toward a specific
nationality (e.g., Koreans, Japanese, Americans.) State why you like or dislike
them.
4. Application:

The teacher will ask the speaker from each group to present their answers in
the motivational activity.
C. Evaluation

Understanding Culture , Society and

What makes society possible?

D. Assignment

Short Essay

How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?

V. REMARKS

VI. REFLECTION

22
Estipona High School Daily Lesson Plan (DLP)

Date: July 26, 2016 Week: 7 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

Understanding Culture , Society and

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.

II. CONTENT
A. Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B. Learning Competencies: Describe a society and culture as a complex
hole. (UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Regular teaching tools

23
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 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
column B, explain how you came to imbibe them. In column C, offer an explanation
why its performance (if a behavior) seem to be natural to you or why you belive it (if
it is a belief).
A B C
The WHAT The HOW The WHY
Refers to the contents Refers to the process of Refers to the
of culture transmission and mechanisms that promote

Understanding Culture , Society and

circulation compliance and
performance

4. Application:
The teacher will ask 5 volunteers to share their work in class.
C. Evaluation

Explain the anthropological and sociological perspectives on culture and society.

D. Assignment

Explain the statement.

Culture is a “mechanism for the normative regulation of behavior.

V. REMARKS

VI. REFLECTION

24
Estipona High School Daily Lesson Plan (DLP)

Date: July 27, 2016 Week: 7 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

Understanding Culture , Society and

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify aspects of culture and society.
2. Distinguish key features of the three major approaches to the study of
culture, society and politics.
3. Value the characteristics of culture.

II. CONTENT
A. Topic: Culture and Society: the Perspectives of Anthropology and Sociology

 Aspects of Culture
B. Learning Competencies: Describe a society and culture as a complex
hole. (UCSP11/12SPU-1c-7)
Identify Aspects of culture and society. (UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop

25
3. Regular teaching tools

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson 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.

4. Application:
Each group will be given 5 minutes to perform in class.

Understanding Culture , Society and

C. Evaluation

Answer the following questions:

1. What activities are involved in carrying out a religious feast?

2. How do they know that a religious feast requires these activities?
3. Why do they celebrate religious feast?

D. Assignment

Poster Making
Students will make an illustrative interpretation of the theme, “ Society and culture
as a complex whole”.

V. REMARKS

VI. REFLECTION

26
Estipona High School Daily Lesson Plan (DLP)

Date: July 28-29, 2016 Week: 7 Quarter: First

Understanding Culture, Society

Understanding Culture , Society and

Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Raise questions toward a holistic appreciation of cultures and societies.
2. Respond critically to the questions that will be raised in the group activity.
3. Increase awareness in culture and society.

II. CONTENT
A. Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B. Learning Competency: Raise questions toward a holistic appreciation of
cultures and societies. (UCSP11/12DCS-Id-9).

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 31-46

B. Materials
1. Projector
2. Laptop
3. Manila papers
4. Markers

27
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the
Lesson
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

Understanding Culture , Society and

group the inner circle and the second group the outer circle. The teacher will choose
questions from freedom wall whereas the inner circle members will answer the
questions and the outside circle members will functions as observers. After 10 minutes,
the two groups will take role turns.
C. Evaluation

What did you feel when you are able to raise all your questions with regards to our
society and culture.

D. Assignment

Define the following:

1. Ethnocentrism
2. Cultural Relativism

V. REMARKS

VI. REFLECTION

28
.

29
Estipona High School Daily Lesson Plan (DLP)

Understanding Culture , Society and

Date: August 01, 2016 Week: 8 Quarter: First
Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Become aware of why and how cultural relativism mitigates ethnocentrism.
2. Identify forms of tangible and intangible heritage and the threats to these.
3. Value cultural heritage and express pride of place without being ethnocentric.

II. CONTENT
A. Topic: Aspects of Culture

 Ethnocentrism and Cultural Relativism

B. Learning Competency: Become aware of why and how cultural relativism
mitigates ethnocentrism. (UCSP11/12DCS-Id-10).
Identify forms of tangible and intangible heritage and threats to
these. ((UCSP11/12DCS-Ie-11).

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 57-61
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D.
and Agnes M. Macaraeg, Ed.D.
30
 4. UCSP Teaching Guide

B. Other Learning Resources

1. www.youtube.com
2. www.google.com

C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
B. Development of the 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

Understanding Culture , Society and

the picture.
2. Presentation:
The teacher will discuss ethnocentrism, cultural relativism and cultural
heritage.

3. Activity: Lights Camera Action!

The class will be grouped into two. The first group will be assigned to do a
short skit on ethnocentrism while the other will do a short skit on cultural relativism.

4. Application:
After each presentation, the students will be asked to write a reflection paper
on what they have learned/realized after watching the performance of each group.
C. Evaluation

The students will answer the following questions:

1. Is it right to pass judgment on cultures not our own as inferior, threatening,

or disturbing?
2. Should we expect societies around the world to practice the same set of
cultural values and traits?
3. How is it possible to recognize the uniqueness of each society’s cultural
traits and not from the standpoint of one’s own society?

D. Assignment

Review and be prepared for quiz next meeting.

V. REMARKS

31
 .

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 02, 2016 Week: 8 Quarter: First

Understanding Culture , Society and

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recall what have been discussed on the culture and society as
anthropological and sociological concepts.
2. Write intelligently the answers for their quiz.

II. CONTENT
A. Topic: Culture and Society: The Perspectives of Anthropology and Sociology

 The Interpretative Dynamics of Society

 Aspects of Culture
B. Learning Competency: Become aware of why and how cultural relativism
mitigates ethnocentrism. (UCSP11/12DCS-Id-10).
Identify forms of tangible and intangible heritage and threats to
these. (UCSP11/12DCS-Ie-11).

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 37-61

32
 3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D.
and Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide

B. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
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.

Understanding Culture , Society and

3. Activity:
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…..
4. Application:
The teacher will ask some students to complete each sentences.
C. Evaluation

Questions from their quiz will be asked here.

D. Assignment

My Culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
For both identify the threats and sources, and then come up with a plan of action on how to
deal with these threats. Write your output on the table.
Heritage Threats Plan of Action

V. REMARKS

33
VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: August 03, 2016 Week: 8 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their
experience in visiting a museum.
3. Value culture as heritage.

II. CONTENT
A. Topic: Aspects of Culture

 Culture as Heritage
B. Learning Competency: Identify forms of tangible and intangible heritage and
threats to these. ((UCSP11/12DCS-Ie-11).

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 57-61

34
 3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D.
and Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide

B. Other Learning Resources

1. www.youtube.com
2. www.google.com

C. Materials
1. Manila paper
2. Marker
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
Teacher will facilitate a simple exercise.

Understanding Culture , Society and

2. Presentation:
The teacher will ask the students to review the tangible and tangible culture
that they have inherited.

3. Activity:
The class will be grouped into four. Each group will be given a sheet of
manila paper and a marker, students will write the tangible and intangible heritage in
our culture.

4. Application:
Each group will be given 3 minutes to present.
C. Evaluation

Students will be asked to write one tangible and one intangible cultural
heritage under threat. Identify the threats and their possible sources, and come up with
a plan on how to deals with these threats.

D. Assignment
Bring magazines, newspapers, glue, scissors and any other materials that they can
use for their activity tomorrow.

V. REMARKS

35
VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: August 04, 2016 Week: 8 Quarter: First

Understanding Culture, Society
Subject: Grade: 11 Semester: First
and Politics

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting
the picture that will be presented.
3. Increase understanding human evolution and its implication on the transformation
of cultures across time periods.

II. CONTENT
A. Topic: Biological and Cultural Evolution of Modern Humans
B. Learning Competency:Trace the biological and cultural evolution of early to
modern humans. (UCSP11/12DCS-Ie-12).

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject

36
 2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 70-74
3. UCSP Teaching Guide

B. Other Learning Resources

1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2. Presentation:

Understanding Culture , Society and

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?
 Where could you find the answers to them?
The teacher will introduce biological and cultural evolution of human.

3. Activity: Imagining yourself

The class will be grouped into four. Each group will choose three things
among the boxes which they think it would help them live in the ancient time.

4. Application:
Each speaker from the group will present and explain their work.
C. Evaluation

Students will answer the following:

1. How would you differentiate biological and cultural evolution?
2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.

D. Assignment
Research on the characteristics of biological and cultural human evolution:
from Hominids to Homo sapiens sapiens.

V. REMARKS

37
 .

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: August 08-09, 2016 Week: 9 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans evolved.
II. CONTENT
A. Topic: Biological and Cultural Evolution of Modern Humans
 From Hominids to Homo Sapiens Sapiens
B. Learning Competency: Trace the biological and cultural evolution of early to modern humans.
C. Code: UCSP11/12DCS-Ie-12

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

38
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
The teacher will facilitate a simple exercise.
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

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 10, 2016 Week: 9 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explore the significance of fossils and artifacts in interpreting cultural, social, and
economic processes.
2. Explain the importance of artifacts and fossils in understanding the social, cultural, political,
and economic processes of modern humans.
3. Simulate the work of anthropologists and archeologists.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
B. Learning Competency: Explore the significance of human remains and artefactual evidence
in interpreting cultural and social, including political and economic processes.
C. Code: UCSP11/12DCS-If-13

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector

39
 2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 11, 2016 Week: 9 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize national and local and specialized museums, and heritage sites in the Philippines.
2. Understand the role of museums as venues for the appreciation of the complexities of biocultural
and social evolution.
3. Appreciate and reflect on the complexities of biocultural and social evolution as part of being
and becoming human.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
 Museums as Venues for the Appreciation of the Complexities of Biocultural and
Social Evolution

B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical
and historical sites as venues to appreciate and reflect on the complexities of biocultural and social
evolution as part of being and becoming human.
C. Code: UCSP11/12DCS-If-14

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-
83
3. UCSP Teaching Guide

4
 1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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.

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 12, 2016 Week: 9 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain the different types of societies.
2. Produce an illustrated timeline that clearly shows the major developments and changes
that happened in human society.
3. Appreciate the significant social developments that happen as societies and their culture evolve.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
 Sociocultural and Political Evolution: The Development of Societies from the Hunting
and Gathering to the Agricultural, Industrial, and Post-Industrial Stages
B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical
and historical sites as venues to appreciate and reflect on the complexities of biocultural and social
evolution as part of being and becoming human.
C. Code: UCSP11/12DCS-If-14

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-
83
3. UCSP Teaching Guide

4
 1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 15-16, 2016 Week: 10 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.
3. Value the roles of groups and institutions as agents of social control.
II. CONTENT
A. Topic: Becoming a Member of Society
 Enculturation and Socialization
B. Learning Competencies:
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.
C. Codes:
1. UCSP11/12DCS-Ig-15
2. UCSP11/12DCS-Ig-16

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 105-117
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com

4
 2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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
Processes
Consequences
4. Application:
Students will discuss their work in class.
C. Evaluation
Teacher will ask the students to identify what is being described through the form of a short quiz.
D. Assignment
Enumerate some of the values your family holds dear, in what ways do these values affect your
lifestyle as a teenager.

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 17, 2016 Week: 10 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Analyze the role of groups and institutions as agents of social control.
2. Identify norms and values to be observed in interacting with others in society and the
consequences in ignoring the rules.
3. Recognize the value of human rights and promote the common good.
II. CONTENT
A. Topic: Becoming a Member of Society
 Conformity and Deviance
 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:
1. UCSP11/12DCS-Ig-17
2. UCSP11/12DCS-Ig-18
3. UCSP11/12DCS-Ig-19

III. LEARNING RESOURCES

C. References

4
 1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 118-125
3. UCSP Teaching Guide
D. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1. Motivation: Quiz Bee
Teacher will review and prepare the students for their Midterm Examination.
2. Presentation:
The teacher will continue the discussion on becoming a member of society.
3. Activity: Jingle
Teacher will group the class into four and students will develop or make a jingle on human
dignity, rights, and the common good.
4. Application:
Students present their jingle in class.
C. Evaluation
Teacher will continue reviewing the students through the form of a quiz bee.
D. Assignment
Review and review and review for the Midterm Examination.

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 22-23, 2016 Week: 11 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVE

To administer Midterm Examination

II. CONTENT

A. Topic: Midterm Examination

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Learning Materials

B. Materials
1. Test Papers

IV. PROCEDURES

A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance

4
 B. Development of the Lesson

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

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: August 24, 2016 Week: 11 Quarter: First

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVE

To check test papers, item analysis and record results.

II. CONTENT

A. Topic: Checking and Recording of Test Papers

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Learning Materials

B. Materials
1. Test Papers
2. Pen
3. Chalk

IV. PROCEDURES

4
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance

B. Development of the Lesson

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

4. Application:

Processing Questions
What items in the test did you find easy?
What items in the test did you find difficult and challenging?

C. Evaluation
Students will submit test papers for recording

V. REMARKS

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 25-26, 2016 Week: 11 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify groups within society and their functions
2. Differentiate primary groups from secondary groups
3. 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

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 138-143
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop

4
 3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Lesson Pretest
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
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”?
C. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out-group

D. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group and describe
how your membership affects you behavior in relation to election issues.

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: August 29, 2016 Week: 12 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector

4
 2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Short activity
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Make a graphic organizer explaining the process of social relationship or kinship with a
another person or a group
4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
Define the following terms:
 Family
 Household
 Nuclear family
 Extended family

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

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: August 30-31, 2016 Week: 12 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop

4
 3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Short activity
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Make a graphic organizer explaining the process of social relationship or kinship with a
another person or a group
4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
Define the following terms:
 Family
 Household
 Nuclear family
 Extended family

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

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 01-02, 2016 Week: 12 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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.
A Topic: How Society is
 Cultural, Social, and Political Institutions: Kinship, Marriage and
B Learning Competency: Traces kinship and social
. networks

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-
157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
4
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Review of previous activity
2. Presentation:
Since the teacher was not able to meet the students for 4 days, the teacher will start the
discussion by reviewing the activity and lecture given by them during the teacher’s leave of absence.
3. Activity:
The teacher will ask the students to think of other social groups that the school has
4. Application:
Teacher will choose 3 volunteers to share their answers
C. Evaluation
Define the following terms:
 Primary group
 Secondary group
 Reference group
 In-group
 Out- group

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

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 05-06, 2016 Week: 13 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.

II.
A Topic: How Society is
 Cultural, Social, and Political Institutions: Kinship, Marriage and
B Learning Competency: Traces kinship and social
. networks

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-
157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
5
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Simple exercise
2. Presentation:
Teacher will introduce the new lesson
3. Activity:
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:
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

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: September 07, 2016 Week: 13 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES

5
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Simple exercise
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
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:
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

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: September 08, 2016 Week: 13 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES

3. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
4. Other Learning Resources
5. www.quipper.com
6. www.google.com
C.
Materials
1.
Projector

IV. PROCEDURES
A. Preparatory
5
 Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
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?
•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:
Teacher will ask volunteer students to share their work
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

Understanding Culture , Society and

.

VI. REFLECTION

.
Estipona High School Daily Lesson Plan (DLP)

Date: September 09, 2016 Week: 13 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com

C.
Materials
1.
Projector

IV. PROCEDURES
A. Preparatory
5
 Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
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?
•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:
Teacher will ask volunteer students to share their work
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

Understanding Culture , Society and

.

VI. REFLECTION

.
Estipona High School Daily Lesson Plan (DLP)

Date: September 12-13, 2016 Week: 14 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:

53
 Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
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?
•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:
Teacher will ask volunteer students to share their work
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

Understanding Culture , Society and

.

VI. REFLECTION

.
Estipona High School Daily Lesson Plan (DLP)

Date: September 14, 2016 Week: 14 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage

II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:

5
 Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
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?
•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:
Teacher will ask volunteer students to share their work
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

Understanding Culture , Society and

.

VI. REFLECTION

.
Estipona High School Daily Lesson Plan (DLP)

Date: September 15, 2016 Week: 14 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the different concepts of kinship by ritual
2. discuss how relationship by ritual works as a social network
3. recognize the importance of ritual kinship in society
II. CONTENT
A. Topic: How Society is Organized
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
2. Board
3. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson

5
 1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
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

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: September 16, 2016 Week: 14 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to
their manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES

5
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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?

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 19, 2016 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to
their manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

5
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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
Try and trace your family kinship ties through proper agencies or online research. See how far you
can trace your family's roots.

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

.
Estipona High School Daily Lesson Plan (DLP)

Date: September 20, 2016 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify the different forms of social and political organizations
2. Recognize the differences among different types of political organizations
3. Value how political organizations operate as an entity which maintains societal functions

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Political and Leadership Structures: Political organization
B. Learning Competency: Compare different social forms of social organization according to
their manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

5
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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
C. Evaluation: (Essay)
 Imagine the world without political organizations. What do you see?
 What can we expect from people or from a society which works and operates without
the supervision of a political organization?
D. Assignment
Give at least three political organizations. Write their objectives and projects in society.

V. REMARKS

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 21-22, 2016 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
3. analyze social and political structures

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

5
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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 modern times?
 Give two evident examples (government, religious order, or scenario) for each type
of authority or legitimate rule.
i. traditional
ii. charismatic
iii. rational
4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Why are authority and legitimacy vital components in acquiring and maintaining peace and order
in society?
D. Assignment
One of the leaders of a country is the president of the Philippines. Conduct a thorough research
on the performance of the current president. Look at his leadership and how he exercises his
authority in times of crisis.

V. REMARKS

Understanding Culture , Society and

.

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 23, 2016 Week: 15 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
3. analyze social and political structures

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
C. Other Learning Resources

1.
www.quipper.com
2.
www.google.com
6
 2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by
the teacher
D. Assignment
Finish their research work to be submitted next week

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: September 26-27, 2016 Week: 16 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
3. analyze social and political structures

II. CONTENT
A. Topic: Cultural, Social and Political Institutions
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1.
www.quipper.com
2.
www.google.com
6
 2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by
the teacher
D. Assignment
Finish their research work to be submitted next week

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: September 28, 2016 Week: 16 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
1. define and explain the functions of economic institutions,
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

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

6
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
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?”
2. Presentation:
Teacher will discuss economic institutions specifically reciprocity
3. Activity:
Think of at least three scenarios or situations where generalized reciprocity can be applied.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Compare and contrast generalized from balanced reciprocity. Give examples for each.
D. Assignment
How does negative reciprocity affect the activities of different economic institutions? What do you
think will be the impact of these on the global community?

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: September 29, 2016 Week: 16 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Transfers
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board

6
 2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
•Are you aware of the different kinds of goods and services that private and government
sectors provide for the people?
•Does the present government provide more goods and services than it did in the past?
•How does the government redistribute more income?
2. Presentation:
Teacher will discuss what transfer is
3. Activity:
If you become a wealthy individual who is willing to share part of your fortune to others, which
among the basic needs (food, housing, education, health) will be your priority? Justify your answer.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short quiz
D. Assignment
Why are there many Filipino families who still do not have access to essential goods and services
to support their everyday living?

V. REMARKS

Understanding Culture , Society and

VI. REFLECTION

Estipona High School Daily Lesson Plan (DLP)

Date: September 30, 2016 Week: 16 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES

6
 A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the donations coming
from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in the
community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: October 03, 2016 Week: 17 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:

6
 Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the donations coming
from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in the
community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: October 04, 2016 Week: 17 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson

6
 B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•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 this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

.

Estipona High School Daily Lesson Plan (DLP)

Date: October 05, 2016 Week: 17 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson

6
 1. Motivation:
Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•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 this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and

Estipona High School Daily Lesson Plan (DLP)

Date: October 06-07, 2016 Week: 17 Quarter: Second

Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First

I. OBJECTIVES
At the end of the session, learners are expected to:
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
A. Topic: Economic Institutions
 Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in
the society
C. Code: UCSP11/12HSO-IIa-24

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk

IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:

6
 Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•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 this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.

V. REMARKS

VI. REFLECTION

Understanding Culture , Society and