GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12

DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP

Teaching Dates and Time August 22-26, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards 1. students get oriented on the The learners demonstrate an The learners demonstrate an The learners demonstrate an
school rules and policies. understanding of the rationale understanding of the rationale understanding of the rationale
2. students participate to for studying anthropology, for studying anthropology, for studying anthropology,
activities such as ‘getting to political science, and sociology. political science, and sociology. political science, and sociology.
know’ as a jumpstart in learning
the subject; and
3. students prepare themselves
for the subject
B. Performance Standards 1. display obedience and The learners appreciate the The learners appreciate the The learners appreciate the
adherence to school rules and value of disciplines of value of disciplines of value of disciplines of
policies Anthropology, Sociology, and Anthropology, Sociology, and Anthropology, Sociology, and
2. participate in classroom Political Science as social Political Science as social Political Science as social
activities as a jumpstart in sciences. sciences. sciences.
learning the subject; and
3. assess themselves on their
attitude in learning the subject
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Competencies/ Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
1. obey the school rules 1. analyze social, political, 1. recognize the common 1. identify the subjects of
and policies at all times; and cultural change. concerns or inquiry and goals of
2. participate actively in UCSP11/12SPUIb-3 intersections of Anthropology, Political
the activities set by the anthropology, Science, and Sociology.
teacher; and sociology, and political UCSP11/12SPUIb-5
3. become aware of their science with respect to
attitude in learning the the phenomenon of
concepts of subject. change.
UCSP11/12SPUIb-4
II. CONTENT School and Classroom Concepts of Anthropology, Concepts of Anthropology, Concepts of Anthropology,
Orientation/ Mood Setting Sociology and Political Science Sociology and Political Science Sociology and Political Science
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials UCSP Learning Activity Sheet UCSP Learning Activity Sheet UCSP Learning Activity Sheet
from Learning pp. 1-13 pp. 1-13 pp. 1-13
Resources (LR)
portal SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and Anthropology, Sociology, and Anthropology, Sociology, and
Political Science (Part1) by Political Science (Part1) by Political Science (Part1) by
DepEd TV Official on YouTube DepEd TV Official on YouTube DepEd TV Official on YouTube
B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet Laptop, Internet
IV. PPROCEDURE
A. Engagement The teacher introduces himself CHANGE Picture Analysis The teacher refreshes the
and welcomes the learners to The word ‘change’ is posted on students with the concepts
CNHS-Senior High. Then, he the board. The learners then tell discussed in the past meetings.
refreshes the learners regarding anything in mind upon seeing
the school rules and policies as the word.
well as in the classroom.
The teacher processes the
answers of the learners.

The learners are asked to study

the pictures above. Then they
 write their insights on any sheet
of paper. After, some
volunteers are asked to share
their insights in the class.
B. Exploration #KwentongFacetoFace #WalangForever As the learners explore, they The teacher asks the learners
The learners are asked to share The teacher uses the answers of are going to gain insights from regarding their most significant
their ‘Back to School’ moments the learners as they explore the the sharing and the processing learning, the topic they enjoyed
in the class before they concept of CHANGE in of answers. the most on, and the things
introduce themselves. connection to the discussion. they want to learn more about.
C. Explanation The teacher sets the attitude of Points for discussion The teacher discusses the three The teacher processes the
the learners towards the subject considering change: key concepts: answers of the learners.
through an orientation. 1. Way of Life 1. Anthropology
2. View of the World 2. Sociology
3. Priorities in Life 3. Political Science
4. Relationships with
Others
D. Elaboration The teacher asks the learners Teacher elaborates some of the The teacher elaborates the The teacher gives a wrap up of
about their expectations about social changes mentioned by discussion by presenting the the key takeaways of the
the subject. asking the learners more life natures, goals, and perspectives learners and asks them to
situations. of the three key points. prepare for a short quiz.
E. Evaluation The teacher answers the Before During Using the area below, the The learners take a short quiz to
question of the learners and COVID COVID learners write their insights on wrap up the basic definitions
asks the learners to assess Way of the common concern/s of the and concepts discussed for the
themselves regarding their Life topics based on the interactive whole week. (See UCSP
attitude toward the subject. View of discussions initiated by the Learning Activity Sheets p.7,
the teacher. Learning Act. 5 – Think, Fill and
World Share!
Priorities
in Life
Relation-
ships
with
Others
F. Assignment The teacher reiterates the Look for the definition of Review the different concepts Observe the community and
things transpired during the Anthropology, Sociology, and discussed. take note of the changes that
orientation and tells them to be Political Science. take place.
obedient all the time. He also
reminds them to keep posted in
 the group chat.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?

Prepared by: Checked and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II
 GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12
DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time August 29-September 02, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the rationale understanding of the rationale understanding of the rationale
for studying anthropology, for studying anthropology, for studying anthropology,
political science, and sociology. political science, and sociology. political science, and sociology.
B. Performance Standards The learners appreciate the The learners appreciate the The learners appreciate the
value of disciplines of value of disciplines of nature of culture and society
Anthropology, Sociology, and Anthropology, Sociology, and from the perspectives of
Political Science as social Political Science as social anthropology and sociology
sciences. sciences.
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Competencies/ Objectives learners are expected to: learners are expected to: learners are expected to:
1. recognize the common 1. recognize the common 1. explain anthropological
concerns or concerns or and sociological
intersections of intersections of perspectives on culture
anthropology, anthropology, and society.
sociology, and political sociology, and political UCSPC11DCS-Ic6
science with respect to science with respect to
the phenomenon of the phenomenon of
change. change.
UCSP11/12SPUIb-4 UCSP11/12SPUIb-4
II. CONTENT HOLIDAY – NATIONAL HEROES Concepts of Anthropology, Concepts of Anthropology, Concepts of Anthropology,
DAY Sociology and Political Science Sociology and Political Science Sociology and Political Science
III. LEARNING RESOURCES
A. References
5. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
6. Learner’s Materials
Pages
7. Textbook Pages
8. Additional Materials UCSP Learning Activity Sheet UCSP Learning Activity Sheet UCSP Learning Activity Sheet
from Learning pp. 1-13 pp. 1-13 pp. 1-13
 Resources (LR)
portal SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and Anthropology, Sociology, and Anthropology, Sociology, and
Political Science (Part1) by Political Science (Part1) by Political Science (Part1) by
DepEd TV Official on YouTube DepEd TV Official on YouTube DepEd TV Official on YouTube

B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet

IV. PPROCEDURE
A. Engagement Picture Analysis The teacher refreshes the Concept Map
students with the concepts The learners are asked to
discussed in the past meetings. incorporate words/phrases to
the following terms:

Culture

Society

Politics
The learners are asked to study
the pictures above. Then they
write their insights on any sheet
of paper. After, some
volunteers are asked to share
their insights in the class.
B. Exploration As the learners explore, they The teacher asks the learners The teacher asks the learners
are going to gain insights from regarding their most significant how the words/phrases given
 the sharing and the processing learning, the topic they enjoyed are associated with the key
of answers. the most on, and the things terms above.
they want to learn more about.
C. Explanation The teacher discusses the three The teacher processes the The teacher discusses and
key concepts: answers of the learners. elaborates points of the
1. Anthropology following concepts through
2. Sociology student cooperation and
3. Political Science participation:
Culture
Society
Politics
Cultural Variations
Social Change
D. Elaboration The teacher elaborates the The teacher gives a wrap up of The teacher brings the learners
discussion by presenting the the key takeaways of the to different Philippine
natures, goals, and perspectives learners and asks them to destinations through virtual
of the three key points. prepare for a short quiz. tours to give concepts of the
lesson for further and better
understanding.

The teacher also answers

questions of the learners.
E. Evaluation Using the area below, the The learners take a short quiz to TML
learners write their insights on wrap up the basic definitions The teacher asks the leaners to
the common concern/s of the and concepts discussed for the present their TML regarding the
topics based on the interactive whole week. (See UCSP concepts discussed.
discussions initiated by the Learning Activity Sheets p.7, T = The TOPIC was about…
teacher. Learning Act. 5 – Think, Fill and M = It MATTERS because…
Share! L = I have learned that…

The teacher processes the

answers of the learners through
follow up questions and
encapsulation.

F. Assignment Review the different concepts Observe the community and

discussed. take note of the changes that
 take place.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?

Prepared by: Checked and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II

GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12

 DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time September 05-09, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of culture and understanding of perspectives understanding of perspectives understanding of perspectives
society as anthropological and in/approaches to the study of in/approaches to the study of in/approaches to the study of
sociological concepts. culture and society (i.e., culture and society (i.e., culture and society (i.e.,
comparative, historical, comparative, historical, comparative, historical,
structural-functional, structural-functional, structural-functional,
interpretive, critical). interpretive, critical). interpretive, critical).
B. Performance Standards The learners appreciate the The learners demonstrate a The learners demonstrate a The learners demonstrate a
nature of culture and society holistic understanding of culture holistic understanding of culture holistic understanding of culture
from the perspectives of and society. and society. and society.
anthropology and sociology.
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Competencies/ Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
1. explain anthropological 1. describe society and 1. identify aspects of 1. raise questions toward
and sociological culture as a complex culture and society. a holistic appreciation
perspectives on culture whole. UCSP11/12DCS-Ic-8 of cultures and societies
and society. UCSPC11/12DCS-Ic-7 UCSP11/12DCS-Id-9
UCSPC11DCS-Ic-6
II. CONTENT Types and Elements of Culture Culture as a Complex Whole Aspects of Culture Concepts and Aspects of
Culture and Society
III. LEARNING RESOURCES
A. References
9. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
10. Learner’s Materials
Pages
11. Textbook Pages
12. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet Laptop, Internet
IV. PPROCEDURE
A. Engagement #OnlyinCNHSSH #ItsMoreFunInThePhilippines How do you see the Filipino Comprehension Check
culture 10-20 years from now? The learners are asked to
The learners tell common The teacher presents a video Do you think changes shall answer a 15-item quiz covering
practices among the people of clip for learners to watch. It occur or will it remain the concepts discussed for the
the school community. It basically shows how students unmarred? whole week.
basically answers the question: can enjoy the many things our
country has to offer – its very The teacher processes the The teacher facilitates the
What’s unique in CNHS-SH? rich wonders, cultures, foods, sharing of answers. activity.
etc.
The teacher processes the
activity. The teacher elicits reaction from
the learners based on the video
watched. Travel experiences
and adventures shall also be
asked from learners to share in
class.
B. Exploration #OnlyinTuguegaraoCity Thereafter, the teacher posts The learners shall be asked to After the given time, the
the question: recall understanding on the learners are asked to exchange
The teacher then moves the What makes you proud of being concept culture as a ‘complex answer sheets.
setting to the macro level. The a Filipino? whole’ as discussed last
learners now tell common meeting. Checking of answer sheets shall
practices among the people of The learners share their be done.
Tuguegarao City. It basically answers. The teacher processes the
answers the question: sharing of ideas. The teacher, together with the
As the learners explore, they learners, processes the
What are the common values, are going to gain insights from questions and the answers.
beliefs, and practices we share the sharing and the processing
here in the city of Tuguegarao? of answers.

The teacher again processes the

sharing of answers.
C. Explanation The teacher refreshes the The teacher opens the Characteristics of Culture The learners give back the
learners from the previous discussion on the concept of 1. Culture is social because checked answer sheets to the
meeting’s discussion about culture as a ‘complex whole’. it is the product of owners.
culture – its definition and behavior.
concept. Edward Tylor, one of the 2. Culture varies from Based on the quiz, the teacher
founders of modern society to society. asks the scores of the learners
 The teacher then introduces anthropology, characterize 3. Culture is shared. for comprehension check.
and discusses the two types of culture as a “complex whole” 4. Culture is learned.
culture. which encompasses beliefs, 5. Culture is transmitted Once done, the teacher asks the
practices, traits, values, among members of learners to bring out their
The two basic types of culture attitudes, laws, norms, artifacts, society. research and cut outs of
are material culture, physical symbols, knowledge, and 6. Culture is continuous pictures as instructed last
things produced by a society, everything that a person learns and cumulative. meeting.
and nonmaterial culture, and shares as a member of the 7. Culture is gratifying and
intangible things produced by a society. idealistic.
society.
The teacher discusses more
about its concept in relation to
society.
D. Elaboration To give elaboration of the topic, Based on the discussion, the The teacher asks experiences of The teacher introduces the
the teacher asks the learners learners are asked to present the learners based on each of Performance Task to the
some examples of the types of their understanding of the the characteristics of culture learners.
culture based on the concepts concept of culture as a ‘complex discussed.
discussed. whole’. Also, the teacher explains the
instructions and criteria for
The teacher then processes the Examples shall also be asked further understanding about
answers of the learners. from the learners for further the activity.
understanding.
For further understanding, the Criteria:
teacher introduces the different The teacher processes the Content – 15
major elements of culture: sharing of ideas. Artistry/Creativity – 10
symbols, language, norms, Overall – 5
values, and artifacts. Total – 30 Points

E. Evaluation The learners are asked to Considering the concept of #SKChairman #AfiFestival
answer the following questions culture as a ‘complex whole’, As the SK Chairman, you are You are the city’s tourism
for comprehension check: the learners, the learners are tasked to be the coordinator in officer. After two years of
Which of the 2 types of culture asked to discuss the similarities the upcoming Barangay Fiesta. holding activities due to
is more superior/inferior? Is and distinctions of culture and How would you strengthen and lockdowns, your city’s Afi
there such thing as inferior and society using Venn Diagram. empower your culture in your Festival shall be back to its
superior culture? plan of activities? Write down normal celebration.
your plans and major
directions to make the You are tasked to make a
 program/s organized and well- creative and colorful yet
coordinated. informative pamphlet about the
festival using concepts of the
different characteristics of
culture.
F. Assignment Research on the concept of Do research on the different Research on the significant and
culture as a ‘complex whole’. characteristics of culture. Write relevant information about the
them on your UCSP notebook. city’s Afi Festival. Cut-out of
pictures of the said festival shall
also be asked from the learners
next meeting.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?
Prepared by: Checked and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II
 GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12
DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time September 12-16, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of perspectives understanding of perspectives understanding of perspectives understanding of perspectives
in/approaches to the study of in/approaches to the study of in/approaches to the study of in/approaches to the study of
culture and society (i.e., culture and society (i.e., culture and society (i.e., culture and society (i.e.,
comparative, historical, comparative, historical, comparative, historical, comparative, historical,
structural-functional, structural-functional, structural-functional, structural-functional,
interpretive, critical). interpretive, critical). interpretive, critical). interpretive, critical).
B. Performance Standards The learners value cultural The learners value cultural The learners value cultural The learners value cultural
heritage and express pride of heritage and express pride of heritage and express pride of heritage and express pride of
place without being place without being place without being place without being
ethnocentric ethnocentric ethnocentric ethnocentric
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Competencies/ Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
1. become aware of why 1 become aware of why 1. become aware of why 1. become aware of why
and how cultural and how cultural and how cultural and how cultural
relativism mitigates relativism mitigates relativism mitigates relativism mitigates
ethnocentrism. ethnocentrism. ethnocentrism. ethnocentrism.
UCSP11/12DCS-Id-1 UCSP11/12DCS-Id-1 UCSP11/12DCS-Id-1 UCSP11/12DCS-Id-1
II. CONTENT Introduction to Cultural Ethnocentrism Cultural Relativism How Cultural Relativism
Relativism and Ethnocentrism mitigates Ethnocentrism
III. LEARNING RESOURCES
A. References
13. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
14. Learner’s Materials
Pages
15. Textbook Pages
16. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet Laptop, Internet
IV. PPROCEDURE
A. Engagement #ProblemSolutionMatch The American society sees The learners are asked to The teacher gives a 15-item quiz
themselves as a world leader. provide reaction/opinion about on the concepts discussed
The learners shall be grouped As a result, they interfere in the the conversation of two people during the previous meetings.
according to sex. political affairs of other as shown in the picture below:
countries and try to control The teacher facilitates the quiz.
The male learners write any them, leading to
problem they know while the misunderstanding and
female learners write a solution miscommunication amongst
they know that could solve a nations which sometimes result
particular problem. They are to war.
going to use a scratch paper for
the activity and a minute shall The teacher asks the
be given to facilitate the time. reaction/opinion of the learners
based on the statement above.
The teacher facilitates the
activity. The teacher facilitates the
sharing of ideas.
B. Exploration The teacher collects the pieces European countries go beyond The teacher processes the The teacher, together with the
of paper separately. their ethnocentric biases and answers of the learners. learners, processes the answers
saw non-European cultures as based on the quiz given.
After, the teacher picks 1 from uncivilized and Considering the lines of the
the problems and then 1 from underdeveloped countries of woman. What is your idea of The learners take the chance to
the solutions randomly. savages and barbarians. They the concept of Cultural master the concepts in the
used this perspective to justify Relativism? processing activity.
The learners are going to colonialism and imperialism.
evaluate if the solution matches The teacher elicits ideas from
with the problem picked. To go further on the concept of the learners on the concept of
the lesson, the teacher asks the Cultural Relativism.
The teacher facilitates the learners to give their
activity. reaction/opinion based on the Once done, the teacher
statement above. introduces Cultural Relativism in
the class discussion.
This time, the teacher calls for
the learners who have not
presented their opinions/ideas
yet.
C. Explanation The teacher lets the learners The teacher goes back to the Cultural relativism is a belief I Distinguish!
watch some video clips on the statements above and presents that cultures are equally Determine the distinctions
most bizarre culture and them as examples of complex. There is no such thing between cultural relativism and
traditions around the world. Ethnocentrism. as superior or inferior culture. ethnocentrism. Complete the
Venn diagram below by writing
The teacher observes the What is Ethnocentrism? Cultural relativism is very the differences between
reaction of the learners. important in studying the cultural relativism and
Ethnocentrism is a belief that culture of other people. It is a ethnocentrism and write the
one’s own culture is better than way of viewing the beliefs, similarity in the overlapping
others. They tend to compare, values, and practices of a parts of the two circles
evaluate, and even judge other culture from its own viewpoint.
people’s ways based on the Another way to say this is that
values and standards set in others should understand an
one’s own culture. Their individual’s beliefs and activities
worldview is based on the in terms of that person’s own
beliefs, assumptions, culture.
expectations, and values shaped • Cultural relativism promotes
by one’s language, behavior, greater appreciation of the
customs, values, religions and cultures that an individual might
other aspects. encounter along the way.
• Cultural relativism is a good
way to rehearse the norms and
values of a society –-- a
requirement that one must
subscribe to, regardless of
his/her cultural origin.
• It means that the function and
meaning of a trait are relative to
its cultural setting.
D. Elaboration The learners are asked to Due to ethnocentric beliefs, How do you respond to the I Commit!
answer the following questions: many people are blinded from following statements
1. What can you say about seeing things in another considering the concepts of As a responsible student and
the culture of these perspective. Ethnocentric Cultural Relativism: citizen you can do something in
people? people tend to dislike or make mitigating ethnocentrism in
2. Are their respective false judgment on other One society can call another your own simple ways. Make a
cultures the same as cultures. They tend becoming society as evil such as those commitment in mitigating
your own culture? In biased and judge another nations where terrorist live. ethnocentrism.
what ways are they culture as bad and wrong These places are also called an
 similar and in what “axis of evil”.
ways do they differ? The teacher then provides more
3. Do you think that the examples of being ethnocentric. Western culture is superior and
cultures of these groups Once the concept of the topic is opposite of non-Western
are bad? Why or why well-taken, the learners are now culture.
not? asked to give their own
4. Can we consider some examples based on their The Mangyan tribe of Mindoro
of their cultural experience/s. are backwards people because
practices as right or they are uneducated.
wrong? Explain
5. If one culture behaves
in a particular act, does
it mean that all cultures
can behave the same
way?
E. Evaluation Through jumbled letters, the The learners are asked to give State your reason why you beg Create a slogan that promotes
learners get to unveil the words their opinion/reaction on the to disagree to the given respect and tolerance towards
Cultural Relativism and picture: statements below. You have to other cultures all over the
Ethnocentrism as they provide remember that you are a world. A slogan that will make
their opinions on the questions
CULTURAL RELATIVIST; you people aware of the ill effects of
above.
have to place yourself in the ethnocentrism such as cultural
The teacher assesses the shoes of these people in order misrepresentation, perception
answers of the learners and to understand them better. bias, bullying, discrimination,
facilitates the sharing of Culture is not good or bad, intolerance, war, genocide, and
answers. neither it is right or wrong, but others.
instead it is relative.

We have to avoid going to

places like Siquijor and Capiz
because monsters called
Aswang infest these places.

Ilocanos are thrifty because

they are poor.

Eating Dalagang Bukid,

Salagubang, Palakang Bukid and
other organisms are not
 healthy.
F. Assignment What is cultural relativism and
ethnocentrism?
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?

Prepared by: Checked and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II