If14 1-b

Detailed Lesson Plan (DLP)
DLP No: Learning Area:Understanding Culture, Society and Politics Grade Level: 11 Quarter: Duration:
Learning Competency/ies: Recognizelocal and specialized museums, and archaeological Code:
and historical sites as venues to appreciate and reflect on the UCSP11/12HBS-If-14
complexities of biocultural and social evolution as part of being
and becoming human
Key Processes of cultural and socio-political evolution
Concepts/Understandings
to be Developed
I. Objectives:
1. Knowledge –Identify local and specialized museums , and archaeological and historical sites through a
video presentation;
2. Skills–Formulate a reflection matrix journal on the local historical sites virtually visited;
3. Attitude –Integrate an appreciation of one’s culture by finding ways on how to preserve local historical sites
virtually visited;
4. Values –Display civic consciousness by promoting and preserving local and specialized museums , and
archaeological and historical sites
II. Content:Cultural and socio-political evolution

III. Learning Resources:
Materials:
 Handout
 Table format
 Manila Paper
 pictures
References:
Books on sociology, anthropology and political science
IV. Procedures:
4.1 Introductory Activity (15minutes)“Virtual Field Trip!”
Students are required to watch the video carefully to gain information in answering the activity proper.
url: https://www.youtube.com/watch?v=SiL4ehOImlI
https://www.youtube.com/watch?v=i72ZkvKftOc
Transition Statement: Now that you have watched the videos, you are going to accomplish the journal reflection
matrix together with your seatmate.
Activity (10 minutes)“Journal Reflection Matrix!” (Pairing)

Students (by pair) are asked to accomplish the journal reflection matrix using the guide below. They will
write their answer in their journal notebook and they will share their outputs in the class.
JOURNAL REFLECTION MATRIX ON VIRTUAL FIELD TRIP
Name of places
virtually visited Significance to bio- Reflection
cultural evolution
Transition Statement:Wow, I was amazed by your output. Now, to understand more about the topic you are going
to answer the following guide questions.
Analysis (5minutes) “Let Me Ask You!”

Students are asked to answer the following guide questions to understand deeply the lesson.
Guide Questions:
1. What was the video all about?
2. What part of the video that struck you the most? Why?
3. What are the different places virtually visited?
4. What is the significance of these places to bio-cultural evolution?
5. Is it important to preserve local and specialized museums, and archaeological and historical sites? Why?
6. How can you preserve the local and specialized museums, and archaeological and historical sites?
Transition Statement: Now that I heard your brilliant ideas and opinions, I want you to listen on the discussion to
gain concepts about the lesson.
Abstraction (5minutes)“Tell It To The SHS!”

Students are required to listen attentively to the lecture in order to gain concepts regarding the lesson.
Transition Statement:Now that you learned about the lesson, I want you to think appropriate ways to preserve our
local and specialized museums, and archaeological and historical sites
4.2 Application (15minutes)“SHS Cares!” (Pairing)

Students (by pair) are asked to suggest ways in order to preserve and promote our
local and specialized museums, and archaeological and historical sites. They will write their
answer in their journal notebook.
Transition Statement: Now, to further assess your learning about the topic kindly get your journal notebook and
elaborate the saying.
Assessment (5minutes)“MUSEums!”
The students are asked to elaborate the saying in their journal notebook at least two paragraphs. A rubric is
given.
“A living civilization creates, a dying builds museums.”

Transition Statement: Since you are done answering in your journal notebook. Kindly copy your assignment on the
Screen.
Assignment (3minute)“Judge Me for What I am!”
The students are asked to critique the research entitled “Assessment of Government Museums in
Cebu.” They are going to write their critic in their journal notebook.
Transition Statement: We are almost done, but before we call it a day let me ask you this question.
Concluding Activity (2minute)) “Ask Me What!”

The students are going to answer the final question.
Final Question:
If you have something in your life right now that you want to preserve and be placed in
the museum, what would it be? Why?
V. Remarks
VI. Reflections
Prepared by:
Name:Ninalyn K. Tellidua School: Carmen National High School- Day Class

Position/Designation:T1 Division:Cebu Province
Contact Number:09061932947 Email Address: [email protected]

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Detailed Lesson Plan (DLP)

II. Content:Cultural and socio-political evolution

Activity (10 minutes)“Journal Reflection Matrix!” (Pairing)

Analysis (5minutes) “Let Me Ask You!”

Abstraction (5minutes)“Tell It To The SHS!”

4.2 Application (15minutes)“SHS Cares!” (Pairing)

“A living civilization creates, a dying builds museums.”

Assignment (3minute)“Judge Me for What I am!”

Concluding Activity (2minute)) “Ask Me What!”

Name:Ninalyn K. Tellidua School: Carmen National High School- Day Class

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