DLL Ucsp 2017

Daily Lesson Plan (DLP)
Date: November 4-5, 2019 Week: 2 Quarter: Third

Understanding Culture, Society
Subject: Grade: 12 Semester: Second
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

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
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
Date: November 6-7, 2019 Week: 2 Quarter: Third

and Politics
I. OBJECTIVES
1. Demonstrate curiosity and an openness to explore the origins and dynamics of
culture, society and political identities.
2. Observe social, political, and cultural behavior and phenomena.
3.Accept social, cultural, and political change.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Demonstrate curiosity and an openness to explore
the origins and dynamics of culture and society, and political identities.
(UCSP11/12SPUIa-2)

A. References
Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
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
1. Why knowing Values and Beliefs are important?

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

2. Complete the Compartmentalized Life Matrix about the things they can do and
the things they cannot do.
V. REMARKS
VI. REFLECTION
4
Date: November 8, 2019 Week: 2 Quarter: Third

Subject: Grade: 11 Semester: SEcond
and Politics
I. OBJECTIVES
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)
Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)

A. References
Inc. pp. 11-13
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
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
1. What is common among the scenarios discussed that they may be considered
as manifestations of cultural and political changes.
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political
changes?
D. Assignment
Complete the Compartmentalized Life Matrix about the things they can do and the
things they cannot do.
V. REMARKS
VI. REFLECTION
6

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

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
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
Plan an awareness campaign about a relevant issue in their respective

community.
V. REMARKS
VI. REFLECTION
8

and Politics
I. OBJECTIVES
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 and
development of society.
II. CONTENT

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance <Checking of Assignments
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?)
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

and Politics
I. OBJECTIVES
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).
II. CONTENT

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Checking of Assignments
1.Motivation:
11
The teacher and the students will dance following the music video that will be
played.
2. Presentation:
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
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
Review previous discussions.
V. REMARKS
VI. REFLECTION
12
Estipona High School Daily Lesson Plan (DLP)
Date: July 18, 2016 Week: 6 Quarter: First

Subject: Grade: 11 Semester: First
and Politics
I. OBJECTIVES
1. Recognize the common concerns or intersections of anthropology, sociology and
political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
II. CONTENT
B. Learning Competencies: Recognize the common concerns or intersections of
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
13
1.Motivation:
The teacher will facilitate an energizer .
2. Presentation:
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.
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

and Politics
I. OBJECTIVES
1. Recognize the common concerns or intersections of anthropology, sociology and
political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
II. CONTENT
B. Learning Competencies: Recognize the common concerns or intersections of
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
15
1.Motivation:
The teacher and the students will present a kokology game.
2. Presentation:
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.
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

and Politics
I. OBJECTIVES
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
B. Learning Competency: Identify the subjects of inquiry and goals of Anthropology,
Political Science and Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-29
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
17
1.Motivation:
The teacher willplay video clips of Juana Change.
2. Presentation:
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?
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
Date: July 21-22, 2016 Week: 6 Quarter: First

and Politics
I. OBJECTIVES
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)

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
19
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?
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

and Politics
I. OBJECTIVES
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)

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
21
IV. PROCEDURES
1.Motivation:Filling in the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2. Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
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
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

and Politics
I. OBJECTIVES
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)

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
23
IV. PROCEDURES
1.Motivation:
The teacher will present a kokology game..
2. Presentation:
Teacher will discuss culture and society as a complex whole. Aspects,
definitions, characteristics, and functions will also be discussed.
3. Activity:Anatomy of my Culture.
In column A, identify any of your behaviors as a Filipino teenager. Then in
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 of Refers to the process of Refers to the mechanisms
culture transmission and that promote compliance
circulation 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

and Politics
I. OBJECTIVES
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
 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)

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
25
IV. PROCEDURES
1.Motivation:
Teacher will facilitate an activity called “Double this, Double that”
2. Presentation:
Teacher will discuss the aspects of culture, its characteristics and functions.
3. Activity:Role-playing a Religious Feast

The class will be divided into 4 groups. Each group will choose their leader
and a documenter. Students will prepare a short skit depicting people involved in the
preparation and celebration of a religious feast.
4. Application:
Each group will be given 5 minutes to perform in class.
C. Evaluation
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
Date: July 28-29, 2016 Week: 7 Quarter: First

and Politics
I. OBJECTIVES
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
B. Learning Competency: Raise questions toward a holistic appreciation of cultures
and societies. (UCSP11/12DCS-Id-9).

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila papers
4. Markers
27
IV. PROCEDURES
1.Motivation:Pictionary
Teacher will ask 3 volunteers to present and share their assignment (poster
making) in class.
2. Presentation:
The teacher will prepare a freedom wall for students to write their questions
on culture and society.
3. Activity:Freedom Wall
Students will be grouped and will write all their questions on manila paper.
Their questions will be posted on the board.
4. Application:
Teacher will divide the class into 2 groups and will ask them to make the first
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
Date: August 01, 2016 Week: 8 Quarter: First

and Politics
I. OBJECTIVES
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).

A. References
Inc. pp. 57-61
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
29
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
Prayer< Greetings < Checking of Attendance <Review of Previous Lesson
1. Motivation:Detecting Ethnocentrism and Promoting Respect for Other
Cultures
Teacher will present some pictures of food that is usually prepared in their
community or their region. The students will be asked to comment on the food on the
picture.
2. Presentation:
The teacher will discuss ethnocentrism, cultural relativism and cultural
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
30
.
VI. REFLECTION

and Politics
I. OBJECTIVES
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).

A. References
Inc. pp. 37-61
31
B. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1.Motivation:
The teacher will introduce breathing exercise to keep students calm and
relieve from before they will take their quiz.
2. Presentation:
The teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz.
3. Activity:
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
32
VI. REFLECTION

and Politics
I. OBJECTIVES
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).

A. References
Inc. pp. 57-61
33

1. www.youtube.com
2. www.google.com
C. Materials
1. Manila paper
2. Marker
3. Chalk
IV. PROCEDURES
1.Motivation:
Teacher will facilitate a simple exercise.
2. Presentation:
The teacher will ask the students to review the tangible and tangible culture
that they have inherited.
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
34
VI. REFLECTION

and Politics
I. OBJECTIVES
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).

A. References
35
Inc. pp. 70-74

1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2. Presentation:
Teacher will present a picture about the lesson. Students will analyze and
answer the following questions:
 What do you see in the picture? Describe their appearance and expressions.
 What questions does this photograph raise in your mind?
 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
36
.
VI. REFLECTION
Date: August 08-09, 2016 Week: 9 Quarter: First

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

A. References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
37
IV. PROCEDURES
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
VI. REFLECTION

I. OBJECTIVES
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

A. References
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
38
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama.
2. Presentation:
Teacher will discuss the study and concept of evolution.
3. Activity: Photo Essay
Teacher will ask the students to find their partner. Each pair will make a photo essay of the
significance of human material remains and artefactual evidence.
4. Application:
Presentation of the Photo Essay.
C. Evaluation
Answer the following:
1. Why is it important to study fossil remains to know how humans and the environment on which
they live evolve?
2. In what way can fossil remains be found and studied.
D. Assignment
Conduct a research on 15 national and local museums and heritage sites in the Philippines.
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
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
 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.

A. References
39
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation:
Film showing
2. Presentation:
Teacher will introduce museums as venues for the appreciation of the complexities of
biocultural and social evolution.
3. Activity: Poster Making
Create a poster for the National Museum of the Philippines advertising why people should go
to the museum to appreciate our biological, cultural, and social evolution.
4. Application:
Presentation of the Posters.
C. Evaluation
Write an editorial that assesses the important role of museums in educating the public about the
human species’ biocultural and social evolution.
D. Assignment
Based on the conducted research on the national and local museums and historical sites.
Students will make a scrap book by getting a brief background for each museum and heritage sites.
Understanding Culture , Society and Politics

V. REMARKS
VI. REFLECTION

I. OBJECTIVES
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
 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.

A. References
40
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation:
Students will be asked this question “ How did societies transform through time?”
2. Presentation:
Based on the motivational question, teacher will introduce sociocultural and political
evolution.
3. Activity: Data Retrieval Chart Completion
Write major characteristics and developments of the different stages of societies?
4. Application:
Students will fill up the chart that will be presented by the teacher.
C. Evaluation
Explain the processes of cultural and sociopolitical evolution.
D. Assignment
No assignment since it is Friday.
V. REMARKS

.
VI. REFLECTION

I. OBJECTIVES
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

A. References
1. www.youtube.com
41
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: The World and I
Teacher will ask students to look back on their childhood.
2. Presentation:
Based on the motivational activity, teacher will introduce and discuss the new lesson on
becoming a member of society.
3. Activity:
Teacher will group the class into four and ask them to answer the table below.
Socialization Enculturation
Context
Content
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
VI. REFLECTION

I. OBJECTIVES
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:

C. References
42
D. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation: Quiz Bee
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
VI. REFLECTION

I. OBJECTIVE
To administer Midterm Examination
II. CONTENT
A.Topic: Midterm Examination
A. References
2. Learning Materials
B. Materials
1. Test Papers
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance
43
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


I. OBJECTIVE
To check test papers, item analysis and record results.
II. CONTENT
A. Topic: Checking and Recording of Test Papers
A. References
2. Learning Materials
B. Materials
1. Test Papers
2. Pen
3. Chalk
IV. PROCEDURES
44
Prayer< Greetings < Checking of Attendance
1. Motivation:
Students and the teacher will check test papers to know the scores and what items made the
test hard for them.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Checking of test papers and item analysis
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

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

I. OBJECTIVES
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

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
45
3. Chalk
IV. PROCEDURES
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
Date: August 29, 2016 Week: 12 Quarter: Second

I. OBJECTIVES
1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in the
Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
46
2. Laptop
3. Chalk
IV. PROCEDURES
1. Motivation:
Short activity
2. Presentation:
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
 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

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

I. OBJECTIVES
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
47
3. Chalk
IV. PROCEDURES
1. Motivation:
Short activity
2. Presentation:
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
 Family
 Household
 Nuclear family
 Extended family
D. Assignment
V. REMARKS

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

I. OBJECTIVES
II. CONTENT
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
48
IV. PROCEDURES
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
 Primary group
 Secondary group
 Reference group
 In-group
 Out- group
D. Assignment
V. REMARKS

.
VI. REFLECTION

I. OBJECTIVES
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
 Cultural, Social, and Political Institutions: Kinship, Marriage and Household

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
49
IV. PROCEDURES
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
Date: September 07, 2016 Week: 13 Quarter: Second

I. OBJECTIVES
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. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
50
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:
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

.

I. OBJECTIVES
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
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21

3. References
4. Other Learning Resources
5. www.quipper.com
6. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
51
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
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:
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.

V. REMARKS
VI. REFLECTION
.

I. OBJECTIVES
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
52
1. Motivation:
2. Presentation:
3. Activity:
4. Application:
C. Evaluation
you?
D. Assignment
married life.

V. REMARKS
VI. REFLECTION
.

I. OBJECTIVES
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
53
1. Motivation:
2. Presentation:
3. Activity:
4. Application:
C. Evaluation
you?
D. Assignment
married life.

V. REMARKS
VI. REFLECTION
.

I. OBJECTIVES
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
54
1. Motivation:
2. Presentation:
3. Activity:
4. Application:
C. Evaluation
you?
D. Assignment
married life.

V. REMARKS
VI. REFLECTION
.

I. OBJECTIVES
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. References
1. www.quipper.com
2. www.google.com
C. Materials
2. Board
3. Chalk
IV. PROCEDURES
55
1. Motivation:
2. Presentation:
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a brief
description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?
V. REMARKS
VI. REFLECTION


I. OBJECTIVES
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

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
56
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
 Family
 Household
 Nuclear family
 Extended family
 Political dynasty
 Reconstituted family
D. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
V. REMARKS

.
VI. REFLECTION

I. OBJECTIVES
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
 Family and Household, Politics of Kinship

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
57
IV. PROCEDURES
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
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
VI. REFLECTION
.

I. OBJECTIVES
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
 Political and Leadership Structures: Political organization

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
58
IV. PROCEDURES
1. Motivation:
Students will answer the following questions based on their prior knowledge:
 Based on what you know, what is a band? a tribe? a chiefdom? Do you have an idea of
their differences?
 Is nation the same as state?
2. Presentation:
Based form the motivational questions, teacher will introduce the lesson about political
organizations.
3. Activity:
 In a classroom setting, what are the functions of the elected class officers?
 Do you believe that their existence is needed for the maintenance of order in the class?
4. Application:
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

.
VI. REFLECTION

I. OBJECTIVES
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyze social and political structures
II. CONTENT
 Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
59
IV. PROCEDURES
1. Motivation:
Students will answer the following questions based on their prior knowledge:
 Are power and authority the same? Are authority and legitimacy different?
 How do these components work together in a social and political structure?
2. Presentation:
Based form the motivational questions, teacher will continue the discussion on political and
leadership structures
3. Activity:
 In your opinion, which type of authority or legitimated rule is more applicable and valid in
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:
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
VI. REFLECTION

I. OBJECTIVES
structure
II. CONTENT

A. References
C. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
60
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
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

.

I. OBJECTIVES
structure
II. CONTENT

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
61
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
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

.

I. OBJECTIVES
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

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
62
IV. PROCEDURES
1. Motivation:
Students will be asked this question; “If you have been given something, is it expected for you
to return the favor? Why or why not?”
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

.

I. OBJECTIVES
1. explain the concepts of transfer or transfer payment concerning economics
2. analyze the level of activities of different economic institutions concerning transfer and the impacts on
the global economy
3. become aware of the different kinds of goods and services that private and government sectors
provide for the people
II. CONTENT
 Transfers
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
63
2. Chalk
IV. PROCEDURES
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

.
VI. REFLECTION

I. OBJECTIVES
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
 Redistribution
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
64
1. Motivation:
• 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
Date: October 03, 2016 Week: 17 Quarter: Second

I. OBJECTIVES
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
 Redistribution
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
65
1. Motivation:
• 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:
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

.

I. OBJECTIVES
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
 Market transactions and Market and state
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
66
1. Motivation:
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:
•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

.

I. OBJECTIVES
II. CONTENT
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
67
1. Motivation:
2. Presentation:
3. Activity:
market.community.
4. Application:
this?
D. Assignment
V. REMARKS
VI. REFLECTION

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

I. OBJECTIVES
II. CONTENT
society

A. References
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
1. Motivation:
68
2. Presentation:
3. Activity:
market.community.
4. Application:
this?
D. Assignment
V. REMARKS
VI. REFLECTION

.
69

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Daily Lesson Plan (DLP)

Date: November 4-5, 2019 Week: 2 Quarter: Third

III. LEARNING RESOURCES

Answer the following questions.

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

Date: November 6-7, 2019 Week: 2 Quarter: Third

III. LEARNING RESOURCES

Answer the following questions.

1. Why knowing Values and Beliefs are important?

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

Date: November 8, 2019 Week: 2 Quarter: Third

III. LEARNING RESOURCES

Answer the following questions.

Date: November 11, 2019 Week: 3 Quarter: Third

III. LEARNING RESOURCES

Plan an awareness campaign about a relevant issue in their respective

Date: November 12, 2019 Week: 3 Quarter: Third

III. LEARNING RESOURCES

3. Activity:Me and My Social Map

Answer the following questions:

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

Date: November 13, 2019 Week: 3 Quarter: Third

III. LEARNING RESOURCES

3. Activity: Me and My Social Map

Answer the following questions:

Review previous discussions.

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

III. LEARNING RESOURCES

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

III. LEARNING RESOURCES

3. Activity: Group Research

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

III. LEARNING RESOURCES

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

III. LEARNING RESOURCES

What makes society possible?

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

III. LEARNING RESOURCES

What makes society possible?

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

III. LEARNING RESOURCES

Explain the anthropological and sociological perspectives on culture and society.

Explain the statement.

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

III. LEARNING RESOURCES

3. Activity:Role-playing a Religious Feast

Answer the following questions:

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

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

III. LEARNING RESOURCES

Define the following:

Date: August 01, 2016 Week: 8 Quarter: First

 Ethnocentrism and Cultural Relativism

III. LEARNING RESOURCES

B. Other Learning Resources

3. Activity: Lights Camera Action!

The students will answer the following questions:

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

Review and be prepared for quiz next meeting.