Understanding Culture, Society and Politics (1 Semester)

Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
REBOKON AGRICULTURAL AND VOCATIONAL HIGH SCHOOL
Rebokon, Dumalinao, Zamboanga del Sur
Semi-detailed Lesson Plan
Subject: Understanding Culture, Society and Politics Time:

Teacher: Mr. Arjune L. Pantallano Lesson: Week 1 – Lesson 1
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.
3. Activity:
The students will be grouped according to their ethnic group and will think of a
song based on 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
Prepared by:
ARJUNE L. PANTALLANO
Subject Teacher
Checked by: Noted by:
CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Department Head School Head

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
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
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. 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 paragraphs 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
Prepared by:
Subject Teacher


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: Demonstrate 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
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
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)
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
paragraphs 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
Prepared by:
Subject Teacher


I. OBJECTIVES
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective
3. community.
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
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing
House, Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
1.Motivation: 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 on 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
Prepared by:
Subject Teacher


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
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
Prayer > Greetings > Checking of Attendance > Checking of Assignments
1. Motivation:
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

The students 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
(May include but are not limited features (Does it provide opportunities
to sex/religion/residence) or serve as constraints?)
(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
Prepared by:
Subject Teacher


I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and
3. the production of social identities (in particular).
4. Value the advantages of social change in the promotion of cultures and development of
society.
II. CONTENT


A. References
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
Prayer > Greetings > Checking of Attendance > Checking of Assignments
1. Motivation:
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 carboline.
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
Review previous discussions.
V. REMARKS
VI. REFLECTION
Prepared by:
Subject Teacher


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.
3. Value the advantages of social change in the promotion of cultures and development of
society.
II. CONTENT
B. Learning Competencies:
a. Recognize the common concerns or intersections of anthropology, sociology,
and political science with respect of the phenomenon of change.
(UCSP11/12SPU-1b-4)
b. Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology. (UCSP11/12SPU-1b-5)
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
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Checking of Assignments

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
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
Prepared by:
Subject Teacher


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Republic of the Philippines

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

III. LEARNING RESOURCES

Answer the following questions.

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

What sort of people go to malls/ public market?

Checked by: Noted by:

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

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?

Checked by: Noted by:

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

III. LEARNING RESOURCES

A selfie is a self-photograph, habitually taken with camera phone held in

Answer the following questions.

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

III. LEARNING RESOURCES

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

Checked by: Noted by:

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

III. LEARNING RESOURCES

3. Activity: Me and My Social Map

My unique features as a Types of social forces Assessment of effects

Answer the following questions:

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

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

B. Learning Competency: Recognize the common concerns or intersections of

III. LEARNING RESOURCES

3. Activity: Me and My Social Map

Answer the following questions:

1. How do social factors influence the life chances of the members of

Review previous discussions.

Checked by: Noted by:

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

Semi-detailed Lesson Plan

Subject: Understanding Culture, Society and Politics Time:

1. Recognize the common concerns or intersections of anthropology, sociology and

B. Development of the Lesson

3. Activity: Group Research

Explain the benefits of recognizing the operation of social forces when

Checked by: Noted by:

CRISTINE JOY T. CABANLIT WILSON R. PANUNCILLON, SSP-II

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