DAILY School Benigno V.

Aldana National High School Grade Level 12

LESSON Teacher Arthur S. Vijungco Semester 1st
LOG Inclusive Dates and JULY 8-12 2019 Learning Area UNDERSTANDING
SENIOR HIGH SCHOOL Scheduled Time MON-FRI 8:30- 9:30am CULTURE, SOCIETY
AND POLITICS
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
C. Learning Competencies / 1.Discuss the concept of 1. Identify the different 1. Discuss the different 1. Discuss Technology and Social
Objectives Culture. characteristics of culture. cultural variations. Change.
(Write the LC code for 2. Identify the Filipino culture 2. Discuss the different 2. Appreciate Filipino culture 2. Discuss Environmentalism and
each) and traditions. cultural variations. despite of differences. Social Change
II. CONTENT Sharing of social and cultural backgrounds of students as acting subjects or social actors, agents, person, ( examples: gender, socio-
economic class, ethnicity, religion, exceptionality/ non exceptionality, nationality).
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
A. B. Other Learning Resources http://www.livinginthephilip http://www.en.m.wikipedia. http://www.livinginthephili https://www.cliffsnotes.com/study-
pines.com/culture-and- org ppines.com/culture-and- guides/sociology/social-change-
people/philippine- people/philippine- and-movements/social-movements
culture/culture-and- culture/culture-and-
traditions traditions
http://www.commisceo-
global.com/country-
guides/phillippines-guide
B.
C. IV. PROCEDURES
D.
Reviewing previous lesson or Teacher review activities from Teacher reviews activities Teacher review activities Teacher review activities from the
presenting the new lesson the last session from the last session. Ask from the last session. last session.
what they have learned from
previous session.

Establishing a purpose for the Teachers draw a cluster map Write the following Ask: What are the Present day
lesson.(motivation) on the board, the word inside information: gender, socio- technology that we had in our
a middle circle is Culture. economic status, ethnicity country?
and religion.

Showing pictures of culture.

Name

Presenting examples/ Ask: What is shown in the Teacher ask: What defines Explain: Discuss
instances of the new pictures? culture? Learners writes
lesson(example of any topic) their responses on the board. “UNITY IN DIVERSITY” 1. Computer Technology
2. Bio Technology
3. Genetic Engineering

Discussing new concepts and What are the different Filipino Teacher presents the Teacher presents the Ask: What does it mean to be
practicing new skills traditions? different Cultural Variation different Cultural Variation “environmentally friendly?
#1(discussion) a. Human Values a. Cuisine
Do you know how and where b. Religion b. Sports
the tradition originated? c. Arts c. Celebration

Discussing new concepts and Identify the different cultural

practicing new skills #2 traditions of the Filipino.
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications How do you define the Ask: What do people think How is your culture different
of concepts and skills in daily challenges of our times? about tattoos and body from the other? Similar from
living What is it that motivates the piercing? the other?
(activities) ex. Role play, as a work that you do?
group Ask: What do people think
about men who have long
hair?
Making generalizations and In every community — in Ask: As students, how can Culture is important because Technology is important in today's
abstractions about the families, neighborhoods, you contribute in the it helps define psychological world because it serves a variety of
lesson(Generalization) workplaces, and schools — preservation of our cultural situations and create functions in many of the most
there are people who have heritage? meaningful clusters of important aspects of modern society,
knowledge and skills to share behavior according to like education, communication,
— ways of knowing and doing particular logics. Individual business and scientific progress.
that often come from years of differences are important During the past few decades, in
experience and have been because individuals vary in particular, computers have become,
preserved and passed down the extent to which they such an integral part of society that
across generations. As active endorse or reject a culture's technology has become a relied-on
participants in community ideals. Further, because tool for most people.
life, these bearers of tradition different cultures are
are primary sources of culture organized by different logics,
and history. individual differences mean
something different in each.
Evaluating Learning Explain:
"Cultural differences cause
problems. It is better for
people to stay in their own
countries rather than to
migrate to other ones." Do
you agree?

Additional activities for

application or remediation

V. REMARKS

For this week session, I can say that my students are very much willing to share whatever knowledge they had regarding their own
VI. REFLECTION understanding of human cultural variations. I have to choose the best strategy to fit a particular situation. It’s important to consider
what the learners has already know and can do and the learning goals for the specific situation. By remaining flexible and observant,
we can determine which strategy may be most effective for the different types of learners.
A. No. of learners who earned
80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
 DAILY LESSON LOG AND POLITICS
Teaching Dates and July 11-15, 2016
Time Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners acknowledge human cultural variation, social differences, social change, and political identities.
At the end of the session At the end of the At the end of the session At the end of the At the end of the session the
the learners will be able session the learners the learners will be able to: session the learners will be able to:
to: will be able to: learners will be
C. Learning Competencies / (topic from last session) (topic from last 1. Identify the Models of able to: 1. Discuss about the Socio-
Objectives session) Social Change cultural situation in the
(Write the LC code for each) 1. Explain Technology 2. Discuss Social Philippines.
and Social Change. 1. Explain Technology Movements in the 1 Identify the 2.
2. Discuss and Social Change. Philippines types of social
Environmentalism and 2. Discuss movements.
Social Change Environmentalism 2 Collaborate
and Social Change with a group to
present group
output

II. CONTENT Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political dynasties,
election).
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages The socio-cultural situation in
the Philippines by Nestor
Castro, Page 5-10
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://www.cliffsnotes. https://www.cliffsnot https://www.cliffsnotes.co https://www.cli https://www.google.com.ph/w
com/study- es.com/study- m/study- ffsnotes.com/st ebhp?sourceid=chrome-
guides/sociology/social- guides/sociology/soci guides/sociology/social- udy- instant&ion=1&espv=2&ie=UT
change-and- al-change-and- change-and- guides/sociolog F-8#q=socio-cultural
 movements/social- movements/social- movements/social- y/social-change- %20situation%20in%20the
movements movements movements and- %20philippines
movements/soci
al-movements http://globalnation.inquirer.ne
t/13403/the-tipping-point-of-
the-filipino-diaspora

IV. PROCEDURES

Reviewing previous lesson or Teacher review activities Teacher review Teacher review activities Teacher review Teacher review activities from
presenting the new lesson from the last session. activities from the last from the last session. activities from the last session.
session. the last session. Showing pictures of over
population, Filipino diaspora
and Armed conflict

Establishing a purpose for the Ask: What are the Ask: What are the What are the different Showing Complete the table by writing
lesson. Present day technology Present day Models of Social Change? pictures of the significant contributions of
that we had in our technology that we different social the specified administration to
country? had in our country? movements in the different sectors of the
the Philippines. country.
secto Estra Arro Aquin
r da yo o
Admi Admi Admi
nistr nistr nistra
ation ation tion
Educ
ation
Heal
th
Agri
cultu
re
Fina
nce
DOL
E
Justi
ce
DOS
T
 Tour
ism

Presenting examples/ instances Discuss about the: Discuss about the: Discuss about each Models: Perform what is What are the different socio-
of the new lesson 1. Evolutionary Theory shown in the cultural challenges that
1. Computer Technology 1. Computer 2.Functional Theory pictures. confronted our country today?
2. Bio Technology Technology 3. Conflict Theory Group students Can you cite an example?
3. Genetic Engineering 2. Bio Technology into 3 groups
3. Genetic Engineering Each group are
given 5 minutes
to perform.
Discussing new concepts and Ask: What does it mean Ask: What does it Explain: What are the Discuss about the Socio-
practicing new skills #1 to be “environmentally mean to be “Conflict arises when types of Social cultural situation in the
friendly? “environmentally resources, status and movements in Philippines.
friendly? power are not equally the Philippines? 1. overpopulation
distributed between 2. poverty
groups in society” 3. Filipino diaspora
Discussing new concepts and How does environment How does What are the types of Discuss the What do you think the reason
practicing new skills #2 affect social change? environment affect Social movements in the concept of social why Philippines has always
social change? Philippines? change. had large populations of
migrant workers abroad?
Developing mastery What are the unique qualities
(Lead to Formative Assessment of the Filipino diaspora?
3)
Finding practical applications of As a student, do
concepts and skills in daily you think it’s
living good enough to
organize and
join in any social
movements?
Making generalizations and Nowadays, the Nowadays, the History is rendered History is Reaching the tipping point of
abstractions about the lesson globalization of the globalization of the exciting by the many rendered our Filipino Diaspora where
economy, economy, stories of battles, exciting by the we take off, as Gladwell wrote,
communications, communications, rebellions and social many stories of like an “epidemic” happens
transport and the media transport and the movements which range battles, through the indefatigable
have brought remote media have brought from the violent, bloody rebellions and efforts of a small number of
parts of the world so remote parts of the ones to the peaceful people social people with very specific
close to each other, that world so close to each power. Pre-colonial movements talents, what Gladwell calls
changes in one part of other, that changes in Philippines is often which range “connectors” (social
 the world may be felt in one part of the world glorified as a harmonious from the violent, networkers), “mavens”
other places. may be felt in other and bountiful period. The bloody ones to (information specialists), and
places. advent of colonialism the peaceful “salesman” (persuaders).
ushered the beginning of a people power.
tumultuous history Pre-colonial
marked by exploitation Philippines is
and oppression which often glorified as
resulted in numerous a harmonious
revolts, social movements and bountiful
and revolutions that have period.
defined the character of
the Filipino people.
Evaluating Learning Write the causes and Say: Say: Say:
consequences of Name at least 5 examples Name at least 5 How can the Philippine
social change. of social movements in our examples of government mitigate this
Social Change country today. Give a brief social pressing issue of Filipino
causes conseque description for each movements in diaspora?
nces movement. our country
today. Give a
brief description
for each
movement.

Additional activities for

application or remediation

V. REMARKS Classes suspended due Not yet taken

to heavy rain
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels,
VI. REFLECTION engagement, excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these 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
when I wish to share with other
teachers?

School PAMIBIAN INTEGRATED Grade Level GRADE 11

GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and July 18-22, 2016
Time Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and
 reflection.
Appreciates the value of Anthropology, Political Science, Sociology as Social Sciences.
At the end of the session the At the end of the At the end of the session the At the end of the At the end of the session
learners will be able to: session the learners will be able to: session the learners the learners will be able
learners will be will be able to: to:
1. Define Politics able to:
C. Learning Competencies / 2. Identify the three 1. Discuss the Judicial branch 1. Discuss cultural
Objectives branches of the 1. Discuss the of the government. variation 1. Discuss the biological
(Write the LC code for government. Legislative branch 2. Identify the power vested 2. Trace the cultural capacity for culture.
each) 3. Collaborate with a group of the in the Judiciary. evolution of early to
to present group output. government. modern human.
2. Identify the
power vested to
the legislative
branch.

II. CONTENT
Observations about social, political and cultural behavior and phenomena. (Examples: food taboos, istambay, political dynasties,
election).
Definition of Sociology, Anthropology and Political Science.

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages
6. Learner’s Materials
pages
7. Textbook pages Understanding culture, Understanding culture,
society and politics society and politics page
page 10-16 16-21
8. Additional Materials
from Learning
Resource (LR) portal
E. B. Other Learning Resources http://www.fnf.org.ph/tala http://www.fnf.or http://www.fnf.org.ph/talak
kayan/liberal_topic.php? g.ph/talakayan/lib ayan/liberal_topic.php?
id=226 eral_topic.php? id=226
http://opinion.inquirer.net/ id=226 http://opinion.inquirer.net/
78473/the-face-of- http://opinion.inq 78473/the-face-of-
philippine-politics uirer.net/78473/t philippine-politics
https://en.wikipedia.org/w he-face-of- https://en.wikipedia.org/wi
 iki/Politics_of_the_Philippin philippine-politics ki/Politics_of_the_Philippine
es https://en.wikipe s
dia.org/wiki/Polit
ics_of_the_Philippi
nes
F.
G. IV. PROCEDURES
H.
Reviewing previous lesson or Teacher review activities Teacher review Teacher review the previous Teacher review the Teacher review the
presenting the new lesson from the last session. the previous lesson from the last session. previous lesson from previous lesson from
lesson from the the last session the last session
last session.

Establishing a purpose for the Showing pictures of Showing pictures of In the board, ask
lesson. president Duterte. evolution of man. student to make a
Ask: In his 1st 7 days in Trace the evolution of
service, do you think early to modern
President Duterte will be an human.

Showing pictures of the timeline of human

Showing pictures evolution.
Judicial Branch.
effective leader for our of the legislative
country? branch

Presenting examples/ What are the 3 branches of What compose the Who is the new Supreme What is cultural What is the first
instances of the new lesson the government? Legislative branch Court Chief Justice? variation? industry?
of the
government?
1. Congress
2. Senate
Discussing new concepts and What are the powers vested What are the What are the power vested Cite an example of What are the capacities
practicing new skills #1 to the Executive branch? powers vested in in the Judiciary? Ethnocentrism and that enable humans to
the Congress of Cultural relativism. have culture?
the Philippines?

Discussing new concepts and What are the What are the
practicing new skills #2 power vested in contribution of each
the Senate of the Industry?
Philippines?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications Since President Duterte If you were given a State the differences
of concepts and skills in daily authorized the police, the chance to be a that you can see in
living military and even the representative of terms of the following:
citizen to kill criminals, do the district of 1. Alignment of the
you think it`s reasonable? Zambales what fingers
What actions should be bill should you 2. Lengths of the
judicious? propose? thumb in relation to
other finger.
3. Flatness of palm
surfaces
Making generalizations and The President of the Congress is The more prominent role of All humans belongs to All humans belongs to
abstractions about the lesson Philippines, being the chief responsible for the Court is located in the the same species but the same species but
executive, serves as both the making enabling exercise of its judicial exhibit differences in exhibit differences in
head of state and head of laws to make sure functions. Section 1 of Article terms of their behavior. terms of their behavior.
government of the the spirit of the VIII contains definition of These differences are These differences are
Philippines. The constitution is judicial power that had not product of knowledge product of knowledge
Constitution vests the upheld in the been found in previous system that they system that they
executive power upon the country and, at constitutions. The judicial subscribe to. These subscribe to. These
President who thus heads times, amend or power is vested in “one system are affected by system are affected by
the government's executive change the Supreme Court and in such various factors such as various factors such as
branch, which includes the constitution itself. lower courts as may be technology, technology,
Cabinet and all executive In order to craft established by law.” environment and environment and global
departments. laws, the global movements. movements.
The President also has the legislative body
power to grant pardons to comes out with
enter into foreign loans two main
with the prior concurrence documents: bills
 of the Monetary Board. and resolutions.

Evaluating Learning 1. What are some of the Explain: Explain: Explain: Give a brief summary
functions of the Executive Differentiate the Can the judges invoke the Differentiate for each industry in
Office of the President? power of the deliberative process Ethnocentrism from human evolution.
2. What are the different Congress and the privilege to protect them cultural relativism.
Cabinet department in the Senate. from being questioned in a
Philippines? court of law before which the
cases will be filed?
Additional activities for Research on the
application or remediation Judicial Branch of
the government.

V. REMARKS Not yet taken

As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels,
VI. REFLECTION engagement, excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?

School PAMIBIAN INTEGRATED Grade Level GRADE 11

GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and July 25-29, 2016
Time Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
E. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and
reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the session the At the end of the At the end of the session the
learners will be able to: session the learners will be able to:
learners will be
1. Discuss the Paleolithic able to:
F. Learning Competencies / technology. 1. Identify the four theory of
Objectives 2. Identify the key elements 1. Identify the four state
(Write the LC code for of Paleolithic technology. theory of state 2. Discuss the
each) 2. Discuss the democratization of early
democratization civilization
of early
civilization
 II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
1 Society as a group of people sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References Theories
9. Teacher’s Guide pages of the State
10. Learner’s Materials
pages
11. Textbook pages Understanding culture, Understanding Understanding culture,
society and politics page 22- culture, society society and politics page 25-
25 and politics page 29
25-29
12. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources

K. IV. PROCEDURES
L.
Reviewing previous lesson or Teacher review the previous Teacher review Teacher review the previous
presenting the new lesson lesson from the last session. the previous lesson from the last session.
lesson from the
last session.

Establishing a purpose for the Using the Venn Diagram Ask the students Ask the students to write on
lesson. give the characteristics of to write on the the board the different
Paleolithic and Neolithic board the theory of the state.
Societies. different theory of
the state.

Theories
of the State
Presenting examples/ Based on the Venn diagram What are the What are the different theory
instances of the new lesson let us discuss first the different theory of of the state?
Neolithic Revolution. the state?

Discussing new concepts and What characterized the Discuss: Discuss:

practicing new skills #1 Neolithic period? a. divine right a. divine right theory
theory b. Force theory
b. Force theory c. paternalistic theory
c. paternalistic d. social contract theory
theory e. natural theory.
d. social contract
theory
e. natural theory.

Discussing new concepts and What characterized the

practicing new skills #2 Paleolithic period?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and In reference to cultural The early The early civilization rose by
abstractions about the lesson formation, the Paleolithic civilization rose the end of the Neolithic
stages has provided the by the end of the period as the complexities
bases for the development Neolithic period brought about by the shift in
of complex human groups as the food production demanded a
through the establishment complexities more rigid social structure
of culture. The Neolithic brought about by that would manage the
period on the other hand, is the shift in food opposing perspectives of
characterized by major shift production various sectors.
in economic subsistence of demanded a more
the early humans from rigid social
foraging to agriculture. structure that
would manage the
opposing
perspectives of
various sectors.
Evaluating Learning Essay: Write a short essay about the
Discuss the lifestyle of early civilization.
Paleolithic society from
Neolithic society.
Additional activities for
application or remediation

V. REMARKS Not yet taken DRRMC seminar 2016 Nutrition Month

Celebration
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels,
VI. REFLECTION engagement, excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and August 1-5, 2016
Time Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners adopt an open and critical attitude toward different social, political and cultural phenomena through observation and
reflection.
Appreciates the value of Anthropology, Political Science, and Sociology as Social Sciences.
At the end of the At the end of the session the At the end of the At the end of the session
session the learners learners will be able to: session the the learners will be able
will be able to: learners will be to:
able to:
C. Learning Competencies / 1. Define Anthropology 1. Explain Anthropological, and
Objectives 2. Identify the sub sociological perspectives on
(Write the LC code for disciplines of culture and society.
each) Anthropology.

II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
1 Society as a group of people sharing a common.
2. Culture as a “ that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learn and share as a member of society.
III. LEARNING RESOURCES
A. References
13. Teacher’s Guide pages
14. Learner’s Materials
pages
15. Textbook pages Understanding Culture, Understanding Culture, Society
Society and Politics and Politics page 32-38
page 30-31
16. Additional Materials
from Learning
Resource (LR) portal
M. B. Other Learning Resources https://en.wikipedia.o http://study.com/academy/lesson
rg/wiki/Anthropology /sociologys-four-theoretical-
https://www.sokanu.c perspectives-structural-functional-
om/careers/anthropol social-conflict-feminism-symbolic-
ogist/ interactionism.html
N.
O. IV. PROCEDURES
P.
Reviewing previous lesson or Teacher review the Teacher review the previous
presenting the new lesson previous lesson from lesson from the last session.
the last session.

Establishing a purpose for the Students identify the Divide the class into 3 groups and
lesson. five sub disciplines of fill-up the column below:
anthropology by using Peri Anthrop Sociol Politic
the graphic organizer. od ology ogy al
Scienc
e

Presenting examples/ What is Anthropology?

instances of the new lesson

Discussing new concepts and There are five sub How can the sociological
practicing new skills #1 disciplines of perspective create a scientific
Anthropology namely: analysis of a society?
1. Archeology
2. Cultural
Anthropology
3. Linguistic
Anthropology
4. Physical
 Anthropology
5. Applied
Anthropology
Discussing new concepts and What are the essential parts of a
practicing new skills #2 society?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications Based on your experiences as a
of concepts and skills in daily member of a society, how would
living you define society?

Making generalizations and Human studying The clamor for social

abstractions about the lesson humans. This is the understanding due the rapid
field of Anthropology. changes in economic structures
Unlike other discipline brought upon by the French and
of social sciences, Industrial Revolutions in Europe
anthropology cemented the prominence of
promotes a holistic sociological perspective in the field
study of humans. of social sciences.
Evaluating Learning Answer the following
question:
1. Why is Anthropology
a holistic discipline?
2. What are the
branches of
Anthropology?
Additional activities for
application or remediation

V. REMARKS Classes suspended due Sports Fests Sports Fest 2016

to heavy rains. 2016
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels,
VI. REFLECTION engagement, excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and August 8-12, 2016
Time Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the rationale for studying Anthropology, Political Science and Sociology.
B. Performance Standard The learners appreciate the value of disciplines of Anthropology, Sociology and Political Science as Social Sciences.
At the end of the At the end of the At the end of the At the end of the session the
session the learners session the learners session the learners learners will be able to:
will be able to: will be able to: will be able to:

C. Learning Competencies / 1. Raise questions 1. Discuss how cultural

Objectives 1. Define Society and 1. Define Political toward a holistic relativism mitigates
(Write the LC code for culture. Science. appreciation of culture ethnocentrism.
each) 2. Identify aspect of 2. Identify the and societies 2. Identify forms of tangible
culture and society. concepts of Political heritage and the threats to
3. Describe society and Science. these.
 culture as a complex
whole.

II. CONTENT Defining Culture and Society from the perspective of Anthropology and Sociology.
Aspects of Culture
a. Dynamic. Flexible, Adaptive
b. Shared and Contested (given the reality of social differentiation)
c. Learned through socialization or enculturation.
d. Patterned social interactions
e. Integrated and at times unstable
f. transmitted though socialization /enculturation
g. required language and other forms of communications.
4. Ethnocentrism and Cultural Relativism as orientation in viewing other cultures.
III. LEARNING RESOURCES
A. References
17. Teacher’s Guide pages
18. Learner’s Materials
pages
19. Textbook pages Understanding Culture, Understanding
Society and Politics Culture, Society and
page 39-49 Politics page 50-61
20. Additional Materials
from Learning
Resource (LR) portal
Q. B. Other Learning Resources https://www.boundles https://www.nyu.ed https://en.wikibooks.o http://www.allaboutphilosophy
s.com/sociology/textb u/projects/ollman/d rg/wiki/Cultural_Anthr .org/cultural-relativism.htm
ooks/boundless- ocs/what_poly_sci.ph opology/Introduction http://www.allaboutphilosophy
sociology- p .org/ethnocentrism.htm
textbook/deviance-
social-control-and-
crime-7/the-
functionalist-
perspective-on-
deviance-62/strain-
theory-how-social-
values-produce-
deviance-375-6183/
R.
S. IV. PROCEDURES
T.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the previous
presenting the new lesson previous lesson from previous lesson from previous lesson from lesson from the last session.
the last session. the last session. the last session.

Establishing a purpose for the Ask: What were the On the issues about Make an illustrative Write the answer on the board:
lesson. impact of Industrial that the West interpretation of the
Revolution for you? Philippine Sea theme “Society and Advant Disadvan
dispute, differentiate culture as a complex ages tages
the political whole” Cultural
decisions made by relativis
Filipino presidents in m
reference to China Ethnoce
and its activities in ntrism
the sea.
Presenting examples/ What is Sociology? What is Political Can you give an example of an
instances of the new lesson Science? action that shows
ethnocentrism? Cultural
relativism?

Discussing new concepts and How can the What are the 3 Understanding of What is cultural relativism? Cite
practicing new skills #1 sociological elements of the holism is to say that examples. What is
perspective create a state? the “whole is greater ethnocentrism? Cite examples.
scientific analysis of a than the sum of its
society? parts”, explain.

Discussing new concepts and What are the aspect of What are the What are the forms of tangible
practicing new skills #2 culture and society? concepts of Political heritage?
Why culture and Science?
society describe as
complex whole?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications As a student, what do Make a research on the different
of concepts and skills in daily you think is the best tangible and intangible heritage
living way to solve the West that you can see in the
Philippine Sea museum? Then make a
dispute? narrative report with pictures.

Making generalizations and Just like Anthropology, Political Science is In anthropology holism Cultural Relativism is the view
abstractions about the lesson Sociology also has the scientific study of tries to integrate all that moral or ethical systems,
discipline-based the allocation of that is known about which vary from culture to
concepts that aid in the scarce values within human beings and culture, are all equally valid and
understanding of a territory. These their activities. From a no one system is really “better”
human behavior and values include power, holistic perspective, than any other. On the other
groups. Sociology which is the capacity attempts to divide hand, a common idiom for
studies societies to to influence the reality into mind and ethnocentrism is “tunnel
promote social change, action and decision matter isolate and pin vision.” In this context,
create new theories of another party to down certain aspects ethnocentrism is the view that a
and document human support the agenda of a process that, by particular ethnic group’s system
behavior. An easier of the one who very nature, resists of beliefs and values is morally
understanding of wields it. isolation and superior to all others.
holism is to say that dissection. Holism
the whole is greater holds great appeal for
than the sum of its those who seek a
parts. theory of human
nature that is rich
enough to do justice to
its complex subject
matter.
Evaluating Learning Compare and contrast Answer the ff. Make a research on the different
two definitions of questions. tangible and intangible heritage
society. Write your 1. What are the that you can see in the
answer in 1 whole elements of the museum? Then make a
sheet of paper. state? narrative report with pictures.
2. How different is
the concept of nation
from a government?
3. How different is
the concept of state
from a government?
Additional activities for
application or remediation

V. REMARKS DRRMC Seminar in UIS

As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels,
VI. REFLECTION engagement, excitement, and purpose especially in performing task ,students are actively involved so they learn more.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and August 15-19, 2016
Time Quarter 1st
start

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The human origins and the capacity for culture
The role of culture in human adaptation
Processes of cultural and sociopolitical evolution
B. Performance Standard Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that still be used and
developed.
At the end of the session the At the end of the At the end of the session At the end of the session
learners will be able to: session the learners the learners will be able the learners will be able
will be able to: to: to:
1. Trace the cultural 1. Discuss human
C. Learning Competencies / evolution of early to origins and the 1. Discuss the Neolithic 1. Identify the different
Objectives modern human. capacity for culture Revolution Theories of the State
(Write the LC code for 2. Discuss the biological 2. Explain the early 2. Discuss the
each) capacity for culture. civilization and the rise Democratization of early
of the state. civilization

II. CONTENT Looking back at human Bicultural and Social Evolution

1. Biological and cultural evolution: form Homo Habilis (or earlier) to Homo sapiens in the fossil record
2. Cultural and Sociopolitical evolution: from hunting and gathering to the agricultural, industrial and post-industrial revolutions
a. The Neolithic revolution
b. Early civilization and the rise of the state
c. Democratization
 III. LEARNING RESOURCES
A. References
21. Teacher’s Guide pages
22. Learner’s Materials
pages
23. Textbook pages Understanding culture, Understanding Understanding culture, Understanding culture,
society and politics page 10- culture, society and society and politics page society and politics page
16 politics page 16-22 22-24 24-25
24. Additional Materials
from Learning
Resource (LR) portal
U. B. Other Learning Resources

V.
W. IV. PROCEDURES
X.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson lesson from the last session. previous lesson from previous lesson from previous lesson from the previous lesson from
the last session. the last session. last session. the last session.

Establishing a purpose for the Showing picture of Showing picture of Ask students to give the Ask the students to
lesson. evolution of man. Trace the Timeline of Human characteristics of write the different
evolution of early to Neolithic Period. Theories of State using
modern human. Character Neolithic the cluster map.
istics Period
Tools
Personal
Propertie
Evolution.
s
Art
Leadersh
ip
Populatio
n size
Subsisten
ce
Presenting examples/ What is cultural variation? What are the four Why Neolithic period is Ask the students to
instances of the new lesson capacities that considered as explain each theories of
enabled humans to revolution? the state.
have a culture?
Discussing new concepts and Cite an example of What are the How different was the What is
practicing new skills #1 Ethnocentrism and Cultural different industry lifestyle of the Democratization?
relativism. that developed Paleolithic society from
during the early Neolithic society?
period?
Discussing new concepts and What are the key
practicing new skills #2 elements of
Paleolithic Period?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications State the differences that
of concepts and skills in daily you can see in terms of the
living following:
1. Alignment of the fingers
2. Lengths of the thumb in
relation to other finger.
3. Flatness of palm surfaces
Making generalizations and All humans belongs to the Our evolution toward There are generally two The early states were
abstractions about the lesson same species but exhibit humanity as we perspectives on the governed by a limited
differences in terms of their know it has been a impact of the Neolithic few who ascended to
behavior. These differences long journey to revolution on human power through wealth,
are product of knowledge survival against the populations. birth right, or religious
system that they subscribe elements of the Traditionally, it is being dogma. This alienated
to. These system are environment and argued that with the the masses from the
affected by various factors against competing development of daily administration of
such as technology, species agriculture and rules and regulations in
environment and global technology, humans their society.
movements. were able to develop
socio-politically.
Evaluating Learning Explain:
Differentiate Ethnocentrism
from cultural relativism.
Additional activities for
application or remediation
V. REMARKS Not yet taken
 (1st Quarter (1st Quarter
Examination) Examination)
Part of my assessment of the success of students, and the unit, involved observing the students interact in the activity. Students who
VI. REFLECTION had struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?

School PAMIBIAN INTEGRATED Grade Level GRADE 11

GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and August 22-26, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individual learns culture and become competent members of society
B. Performance Standard Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules.
At the end of the session the At the end of At the end of the session the learners At the end of the At the end of the session
learners will be able to: the session the will be able to: session the the learners will be able
learners will learners will be to:
UCSP11/12BMS-Ig-15 be able to: able to:
C. Learning Competencies / UCSP11/12B 1. Explain the theories on identity
Objectives 1. Explain the development MS-Ig-16 and the interrelationship of these 1. Differentiate 1. Define social control
(Write the LC code for of one’s self and others as a 1. Identify the theories status and role and sanctions
each) product of socialization and context, 2. Differentiate Norms and values 2. Explain the 2. Explain the four types
enculturation content, theories in the of sanction.
processes and existence of
consequences deviance
of
enculturation
and
socialization
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
25. Teacher’s Guide pages
26. Learner’s Materials
pages
27. Textbook pages Understanding culture, Understanding Understanding culture, society and Understanding Understanding culture,
society and politics page: culture, society politics page 65-67 culture, society and society and politics page
62-63 and politics page politics page 67-70 71-73
63-65
28. Additional Materials
from Learning
Resource (LR) portal
Y. B. Other Learning Resources

Z.
AA. IV. PROCEDURES
BB.
Reviewing previous lesson or Teacher review the Teacher review Teacher review the previous lesson Teacher review the Teacher review the
presenting the new lesson previous lesson from the the previous from the last session. previous lesson previous lesson from
last session. lesson from the from the last the last session.
last session. session.

Establishing a purpose for the How do you age gend ethni hobb religi Give an example of What happen if you
lesson. socialized? er city y on a situation that decide not to do your
Explain. shows status and homework?
Econ illne lang awar failu roles? What are the possible
omic ss uage d re outcomes?
statu
s
Fill in the information that is
What can you say about
required in the boxes. After which,
this pictures?
categorized this identities by
highlighting in yellow all identities
that are public and blue for all
identities that are personal.
Presenting examples/ How is culture ingrained Show a situation What factors did you consider in What is the What is social control?
instances of the new lesson in children? Is it through that considered categorizing the elements? difference between
nature? Or nurture? as a form of status and roles?
socialization?
Discussing new concepts and What is the definition of What are the What are the two primary theories What are the 1. What is a sanction?
practicing new skills #1 socialization? Why is it process of on identity? different theories
important? socialization? that explain the 2. What are the four
Enculturation? existence of types of sanction?
deviants
(humans/groups)
and deviances
(act)?
Discussing new concepts and What is the definition of What is the difference between
practicing new skills #2 enculturation? norms and values?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications
of concepts and skills in daily
living
Making generalizations and Sociologist Talcott Socialization is This implies that the roles and their Deviance is To maintain social order
abstractions about the lesson Parsons spoke of the important in the performances are part of a creative important in and stability social
birth of new generations process of process wherein the individual sees maintaining the control is needed.
of children as a recurrent personality the behavior of others and responds social structure of a Despite an individual’s
barbarian invasion. One formation. While to it by creating a role that it can society: it bonds disinclination to
reason he said that was much of human play. This presents humans as social members of the conform, when the
because human infants personality is the actors performing within a cultural society in their sanction is strong, there
do not possess culture at result of our or social field. common rejection is a high possibility that
birth. They have no genes, the of deviant he or she will decide to
conception of the world, socialization guidelines on follow the norms.
no language, nor a process can mold appropriate
morality. it. behavior with the
display of
unacceptable and
stigmatized
actions.
Evaluating Learning Discuss briefly the given questions: SAY: Using one of
1. How can identities be formed? the theories
2. How is an ideal culture different discussed on
from a real culture? deviance, analyze
one of the deviant
behaviors.
Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION Students who had struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the
topic.
A. No. of learners who earned
80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE,
DAILY SOCIETY AND POLITICS
LESSON LOG Teaching Dates and August 29- Sept. 2, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals learn culture and become competent members of society.
B. Performance Standard Assess the rules of social interaction to maintain stability of everyday life and role of innovation in response to problems and
challenges.
At the end of the session the
learners will be able to:
C. Learning Competencies /
Objectives 1. Described the nature of social life
(Write the LC code for and rules governing behavior
each) 2. Identify the three types of social
group
 II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
29. Teacher’s Guide pages
30. Learner’s Materials
pages
31. Textbook pages Understanding culture, society and
politics page 74-79
32. Additional Materials
from Learning
Resource (LR) portal
CC. B. Other Learning Resources

DD.
EE. IV. PROCEDURES
FF.
Reviewing previous lesson or Teacher review the previous lesson
presenting the new lesson from the last session.
Establishing a purpose for the ASK: Do you have barkada’s? Who
lesson. are they? Do you share common
hobbies?
Presenting examples/ Ask students to identify each social
instances of the new lesson networking sites logo.
Discussing new concepts and What is a social networks?
practicing new skills #1
Discussing new concepts and What are the different types of
practicing new skills #2 social group?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications Can you pls distinguished yourself
of concepts and skills in daily which groups you belong? Write
living your answer on the ¼ sheet of
paper and present in class.

Making generalizations and

abstractions about the lesson
Evaluating Learning
Additional activities for Create a collage made of pictures
application or remediation that showcase a reason that you
bond as a group. Highlights the
characters that you share such as
hobbies, place visited, and favorite
celebrities.
(Presentation of output will be the
following day).

V. REMARKS Holiday Classes Zambales Day Pagdiriwang ng

suspended due to Buwan ng Wika
heavy rain
Part of my assessment of the success of students, and the unit, involved observing the students interact in the activity. Students who
VI. REFLECTION had struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?

School PAMIBIAN INTEGRATED Grade Level GRADE 11

GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and Sept. 5-9, 2016
 Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the session the At the end of the At the end of the session At the end of the session
learners will be able to: session the learners the learners will be able the learners will be able
UCP11/12BMS-Ih-17 will be able to: to: to:
1. Identifies the social goals UCP11/12BMS-Ih-
C. Learning Competencies / and the socially accepted 17 UCP11/12BMS-Ih-18 UCP11/12BMS-Ih-18
Objectives means of achieving these 1. Identifies the 1. Advocate inclusive 1. Advocate inclusive
(Write the LC code for goals social goals and the citizenship citizenship
each) 2. Described the nature of socially accepted 2. Analyze social and 2. Analyze social and
social life and rules means of achieving political structures. political structures.
governing behavior these goals 3. Differentiate expressive 3. Differentiate
3. Identify the three types of 2. Described the leader and instrumental expressive leader and
social group nature of social life leader. instrumental leader.
and rules governing
behavior
3. Identify the three
types of social group
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
33. Teacher’s Guide pages
34. Learner’s Materials
pages
35. Textbook pages Understanding culture, Understanding culture, Understanding culture, Understanding culture,
society and politics page society and politics society and politics page society and politics page
74-79 page 74-79 80-81 80-81
 36. Additional Materials
from Learning
Resource (LR) portal
GG. B. Other Learning Resources

HH.
II. IV. PROCEDURES
JJ.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from the previous lesson from previous lesson from the previous lesson from
last session. the last session. last session. the last session.

Establishing a purpose for the ASK: Do you have Create a collage made Identify the different Identify the different
lesson. barkada’s? Who are of pictures that social organizations. social organizations.
they? Do you share showcase a reason that
common hobbies? you bond as a group.
Highlights the
characters that you
share such as hobbies,
place visited, and
favorite celebrities.

Presenting examples/ Ask students to identify Presentation of output. Ask: Do you belong in any Ask: Do you belong in
instances of the new lesson each social networking social organization? any social organization?

sites logo.

Discussing new concepts and What is a social What is a social What is citizenship? What is citizenship?
practicing new skills #1 networks? networks? What is social What is social
organization? organization?

Discussing new concepts and What are the different What are the different How is conformity created How is conformity
practicing new skills #2 types of social group? types of social group? in a small group as created in a small group
opposed to a large group? as opposed to a large
group?
What are the difference
between an expressive What are the difference
leader and an between an expressive
instrumental leader? leader and an
instrumental leader?

Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications Can you pls
of concepts and skills in daily distinguished yourself
living which groups you
belong? Write your
answer on the ¼ sheet of
paper and present in
class.
Making generalizations and Group membership has Organizations are
abstractions about the lesson been a key elements in created by individuals
fostering the to foster a more direct
development of the relationship in
social nature and ideals secondary group
of an individual. setting. When
secondary group are
directed by its goal, it is
referred to as a formal
organization.
Evaluating Learning Give at least 5 social
organization in the
Philippines. Give a brief
description for each.
Additional activities for Create a collage made of
application or remediation pictures that showcase a
reason that you bond as
 a group. Highlights the
characters that you share
such as hobbies, place
visited, and favorite
celebrities.

(Presentation of output
will be the following
day).
Municipal Meet 2016
V. REMARKS Not yet taken Not yet taken

To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and Sept. 12-16, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard How individuals should behave as part of a political community.
B. Performance Standard Recognize the value of human rights and promote the common good.
At the end of the At the end of the At the end of the session At the end of the session
session the learners session the learners the learners will be able to: the learners will be able
will be able to: will be able to: to:
UCSP11/12BMS-Ih- UCSP11/12BMS-
C. Learning Competencies / 19 Ih-19 1. Recognize the value of
Objectives Bill of Rights. 1. Recognize the value of
(Write the LC code for 1. Promote protection 1. Promote Bill of Rights.
each) of human dignity, protection of human
rights and the common dignity, rights and
 good. the common good.
II. CONTENT Becoming a member of society
1. Enculturation/ Socialization
a. Identify formation (identities, disciplines and aspirations)
b. Norms and values
c. Statuses and roles (age, gender)
2. Conformity and deviance
a. Social Control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common good.
III. LEARNING RESOURCES
A. References
37. Teacher’s Guide pages
38. Learner’s Materials
pages
39. Textbook pages
40. Additional Materials
from Learning
Resource (LR) portal
KK. B. Other Learning Resources https://en.wikipedia.org https://en.wikipedia.org/ https://en.wikipedi https://ylc=X1MDMTM1M https://ylc=X1MDMTM
/wiki/Human_rights wiki/Human_rights a.org/wiki/Human_ TIyOTcwMgRfcgMyBGJjaw 1MTIyOTcwMgRfcgMyB
rights MwMzFuNDQxYmhwOXQzJ GJjawMwMzFuNDQxYm
TI2YiUzRDQlMjZkJTNESD hwOXQzJTI2YiUzRDQlM
M4bTM0NXBZRUlhaUpFeG jZkJTNESDM4bTM0NXB
9pMFhnVTBuX3UwLSUyN ZRUlhaUpFeG9pMFhnV
nMlM0RodiUyNmklM0Rnc TBuX3UwLSUyNnMlM0
U95Sk03ekFBRjRVYnlBaF RodiUyNmklM0RncU95
NHMARmcgN5aHMtTG Sk03ekFBRjRVYnlBaFN
HMARmcgN5aHMtTG
LL.
MM. IV. PROCEDURES
NN.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from the previous lesson from the previous lesson previous lesson from the previous lesson from
last session. last session. from the last last session. the last session.
session.
Establishing a purpose for the Ask students to identify Ask students to Ask the student to identify Ask the student to
lesson. the given pictures. identify the given the given pictures. identify the given
pictures. pictures.

Presenting examples/ Ask student to group into Ask student to What is Constitution? What is Constitution?
instances of the new lesson 4 groups and assign a group into 4 groups What is the Bill of Rights? What is the Bill of
picture for each group. and assign a picture Rights?
for each group.
Group presentation
Group presentation

Discussing new concepts and What is human right? What is human What are the rights to be What are the rights to
practicing new skills #1 What is human dignity? right? enjoyed by every citizens? be enjoyed by every
What is mean by common What is human citizens?
good? dignity?
What is mean by
common good?
Discussing new concepts and How important is the bill How important is the
practicing new skills #2 of rights to every bill of rights to every
individual? individual?
Developing mastery Make a slogan about Make a slogan about
(Lead to Formative human rights campaigning human rights
Assessment 3) for efficient campaigning for
implementation of laws efficient
pertaining to privileges of implementation of laws
a person as a human being pertaining to privileges
and as a member of the of a person as a human
 state. being and as a member
of the state.
Finding practical applications
of concepts and skills in daily
living

Making generalizations and The doctrine of human The doctrine of The idea of human rights The idea of human
abstractions about the lesson rights has been highly human rights has suggests that "if the public rights suggests that "if
influential within been highly discourse of peacetime the public discourse of
international law, global influential within global society can be said peacetime global society
and regional institutions. international law, to have a common moral can be said to have a
Actions by states and non- global and regional language, it is that of common moral
governmental institutions. Actions human rights." language, it is that of
organizations form a basis by states and non- human rights."
of public policy governmental
worldwide. The idea of organizations form
human rights suggests a basis of public
that "if the public policy worldwide.
discourse of peacetime
global society can be said
to have a common moral
language, it is that of
human rights."
Evaluating Learning Explain this statement: Explain this Explain this statement:
statement:

Additional activities for

application or remediation

V. REMARKS Declared as Holiday Not yet taken Not yet taken

Eidl Adha
To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.
A. No. of learners who earned
80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and Sept. 19-23, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session the At the end of the At the end of the At the end of the session At the end of the session
learners will be able to: session the learners session the learners the learners will be able to: the learners will be able
will be able to: will be able to: to:
UCSP11/12HSO-IIi-20 UCSP11/12HSO-Iii-21 UCSP11/12HSO- UCSP11/12HSO-IIj-23
C. Learning Competencies / 1. Traces kinship ties and 1. Describe the IIj-22 1. Analyze social and UCSP11/12HSO-IIa-24
Objectives social networks organized nature of 1. Compare different political structures 1. Analyze economic
(Write the LC code for social life and rules social organization organization and its
each) governing behavior. according to their impacts on the lives of
manifest and latent people in the society.
functions.
II. CONTENT How society is organized
1. Groups within society: Primary and Secondary
2. In groups and out groups
3. Reference groups
4. Networks
F. Cultural, social and Political institutions
1. Kinship, marriage, and the household
a. Kinship by blood
descent and marriage
(unilineal, matrilineal, patrilineal, bilateral)
 b. Kinship by marriage
marriage rules cross-culturally
(monogamy vs polygamy, post-marital residency rules, referred marriage partners)
c. Kinship by rituals (Compadrazgo)
d. Family and the households
Nuclear, extended and reconstituted families(separated, transnational)
e. Politics of Kinship (political dynasty, alliances)
2. Political and leadership structures
a. Political organization
i. bands
ii. tribes
iii. chiefdoms
iv. states and nations
b. Authority and Legitimacy
i. Traditional
ii. Charismatic
iii. Rational
3. Economic Institutions
a. Reciprocity
b. Transfer
c. Redistribution
d. Market Transaction
e. Markets and State

III. LEARNING RESOURCES

A. References
41. Teacher’s Guide pages
42. Learner’s Materials
pages
43. Textbook pages
44. Additional Materials
from Learning
Resource (LR) portal
OO. B. Other Learning Resources https://en.wikipedia.or ttps://www.google.com.ph https://www.google http://dmc122011.delmar.
g/wiki/Kinship /search? .com.ph/search? edu/socsci/rlong/intro/or
ps://www.google.com.p q=victor+hugo+les+miséra q=social+and+politi g.htm
h/? bles+quotes&biw=1280&b cal+structures&biw
gfe_rd=cr&ei=63LeV_a5 ih=694&source=lnms&tbm =1280&bih=694&so
FuzN8gfWrIiQBA&gws_ =isch&sa=X&ved=0ahUKE urce=
 rd=ssl#q=kinship wix6sq1pa7PAhXI
PP.
QQ. IV. PROCEDURES
RR.
Reviewing previous lesson or Teacher review the Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson previous lesson from previous lesson from the previous lesson previous lesson from the previous lesson from
the last session. last session. from the last last session. the last session.
session.
Establishing a purpose for the Say: This picture show Say something about this What can you say Explain: Ask student to illustrate
lesson. the system of kinship in quotation from Victor hugo about this photo? in the board how
the Philippines. Le economy started from
s the Ancient times.

Misérables quotes.
Presenting examples/ What is Kinship? In what way social life Can you give an What is the ability to get What is economics?
instances of the new lesson How are clans created? affects in governing examples of a social others to do things even
behavior? organization? when they might not want How does the state
to? affect market
transactions?

Discussing new concepts and What type of kinship What are the nature of Why do human What is social structure? How does standardized
practicing new skills #1 system do Filipinos social life? create informal currency distinguish
have? organization? What is political structure? market from other
forms of economic
transactions?
Discussing new concepts and How can marriage How cultural, legal, What is difference What institutions and What elements
practicing new skills #2 create kinship political and economic life between a political entities are distinguishes market
relations? of an individual affect bureaucratic organized in accordance economy from
human society? organization and a with regulations, laws, and redistribution and
collectivist norms of the society or of reciprocity?
organization? themselves?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and Kinship is the web of Citizens, no matter what Social organization Political system and Due to various and
abstractions about the lesson social relationships that happens today, in defeat no at the "formal level" organizations are part of a numerous technological
form an important part less than victory, we shall is sufficiently large greater human social fabric improvements, the
of the lives of most be making a revolution. that continuous called culture. Just like whole economic
humans in most Just as a great fire lights up interaction among culture, political systems processes have also
societies, although its all the town, so a all actors is are present to enable been developed. Form
exact meanings even revolution lights all impossible. Even in humans to survive in their (2014) argued that the
within this discipline mankind. And what is the large organizations environment efficiently. shift in the technological
are often debated. revolution that we shall interaction between Changes in the structure capacity of societies has
Kinship can refer both make? I have already told individuals still are made when current allowed for the
to the patterns of social you: it is the revolution of occurs in small political order fails to formation and extension
relationships Truth. groups. address the needs of the of markets, modification
themselves, or it can population. of property relations
refer to the study of the and changes in the
patterns of social organization of labor.
relationships in one or
more human cultures.
Evaluating Learning Explain:
Based on your own
experience, what kind of
authority do Filipinos
usually accord their
leaders?
Additional activities for
application or remediation

V. REMARKS

To know if students interested in the topic, part of the evaluation is observing the students interact in the activity. Students who had
VI. REFLECTION struggled throughout the unit really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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 when I wish to share
with other teachers?

School PAMIBIAN INTEGRATED Grade Level GRADE 11

GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and Sept. 26-30, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
B. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
 3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session the At the end of the At the end of the At the end of the session At the end of the session
learners will be able to: session the learners session the learners the learners will be able to: the learners will be able
will be able to: will be able to: to:
UCSP11/12HSO-IIb-25
C. Learning Competencies / 1. Differentiate functions of 1. Identify the roles of 1. Analyze the 1. Identify the two types of
Objectives nonstate institutions in cooperatives and trade different issues development agencies. 1. Evaluate the
(Write the LC code for society. unions catered by interrelationship of
each) 2. Analyze the functions of Transnational government and the
Banks and Corporations advocacy groups. nonstate institution.
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
a. Functions of Education in Society(formal and informal)
III. LEARNING RESOURCES
A. References
45. Teacher’s Guide pages
46. Learner’s Materials
pages
47. Textbook pages UCSP page 122-124 UCSP page 124-125 UCSP page 125-126 UCSP page 126-127 UCSP page 128-129
48. Additional Materials
from Learning
Resource (LR) portal
SS. B. Other Learning Resources

TT.
UU. IV. PROCEDURES
VV.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the Teacher review the
presenting the new lesson lesson from the last session. previous lesson from previous lesson previous lesson from the previous lesson from
the last session. from the last last session. the last session.
session.
Establishing a purpose for the Pictures of NGOs Insurance companies TAGS pictures Activity: Your task is to
lesson. pictures create an NGO that will
 address an issue that you
believe in plaguing
Philippine society. To
accomplish this task create
a 1 page concept proposal
containing the following:
1. Background of the social
issue
2. Type of NGO that you
will create.
3. Organizational Structure
(personnel and their
functions)
4. Funding sources
5. sample project for
implementation.
Presenting examples/ What is nonstate How are insurance What do you think What are the two types of How does globalization
instances of the new lesson institution? companies different are the issues being organization that are foster economic alliance
from investment catered by TAGS? considered as development among states?
What is the difference companies? agencies?
between state and nonstate
institution? What is the difference
between the two?

Do these two have

similarities?

Discussing new concepts and What are the different What is the primary What is the very What is the central role of How can nonstate
practicing new skills #1 nonstate institutions and role of trade and essence of international organization? institution affect the
their functions? unions and transnational decisions of the
cooperatives? groups? government?
Discussing new concepts and What are the different kinds How do banks interact What are the 5 categories What are the elements
practicing new skills #2 of Financial Institutions and with state? of NGO’s and their of national security?
their descriptions? descriptions?

Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications
of concepts and skills in daily
living

Making generalizations and The creation of state and The benefits of TAGS serves as International In a continuously
abstractions about the lesson nonstate institutions working with a international Organizations concentrate globalizing world,
became more relevant in the recognized trade catalysts for change, mostly on the distribution interdependence among
advent of globalization and unions and aiming to achieve of equitable health and states in procuring
urbanization, as these two cooperatives may lead international social development. On the commodities and
institutions presented the to build trust among changes toward other hand, NGO’s aim to services is inevitable.
capacity to create diverse the workforce, ensure policies and promote the practice of The lack of supply in
impact ranging from the workplace are safe, practices. democracy among one country can be
social, cultural, economic Audit non-compliance societies. These addressed to another
and up to the political with labor codes, organizations are country that has a
issues. improve staff independent and they surplus of which. The
retention, make better encourage participation main objective of
business decisions and from the public. economic alliance is to
promote equality. produce economic
policies that lead to
economic diversity and
growth.
Evaluating Learning List down 5 NGO’s with
their functions.
1
2
3
4
5
Additional activities for
application or remediation

V. REMARKS

Part of the evaluation is observing the students interact in the activity. Students who listen and actively participated throughout the
VI. REFLECTION lesson really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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
when I wish to share with
other teachers?
 School PAMIBIAN INTEGRATED Grade Level GRADE 11
GRADE 1 to SCHOOL
12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and Oct. 3-7, 2016
Time Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard 1. Cultural, social and political institutions as set of norms and patterns of behavior that relate to major social interest.
2. Social stratification as the ranking of individuals according to wealth, power and prestige.
3. Social and political inequalities as features and the global community.
E. Performance Standard 1. Analyze aspects of social organization
2. Identify one’s role in social groups and institutions.
3. Recognize other forms of economic transaction such as sharing, gift exchange and redistribution in his/her own society.
At the end of the session the At the end of the At the end of the session At the end of the session
learners will be able to: session the learners the learners will be able to: the learners will be able
will be able to: to:
UCSP11/12HSO-IIf-26 UCSP11/12HSO-IIg-28
F. Learning Competencies / 1. Evaluate how functions of UCSP11/12HSO-IIf-27 1. Conduct participant
Objectives education affects the lives of 1. Promote primary observation(e.g. attend, 1.Identify the major
(Write the LC code for people in society. education as human describe and reflect on a sociological theories
each) right religious rituals of a and their major
different group; observe assumptions concerning
elections practices) religion.
II. CONTENT 4. Nonstate Institution
a. Banks and Corporations
b. Cooperatives and trade Unions
c. Transnational advocacy groups
d. Development Agencies
e. International Organization
5. Education
 a. Functions of Education in Society(formal and informal)
i. Productive citizenry
ii. self-actualization
iii Primary education as a human right

III. LEARNING RESOURCES

A. References
49. Teacher’s Guide pages
50. Learner’s Materials
pages
51. Textbook pages UCSP page 148-151 UCSP page 152-155 UCSP page 156-157 UCSP page 157-161
52. Additional Materials
from Learning
Resource (LR) portal
WW. B. Other Learning
Resources

XX.
YY. IV. PROCEDURES
ZZ.
Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the
presenting the new lesson lesson from the last session. previous lesson from previous lesson from the previous lesson from
the last session. last session. the last session.

Establishing a purpose for the Quotes about education Ask students to give an Pictures of different
lesson. explain example of human religions
rights.
Presenting examples/ What is education? What are the factors Who really determine your What are the major
instances of the new lesson that hinder individuals religion? sociological theories
What is the formal from accessing and their assumptions
education? education? concerning religion?

Discussing new concepts and How does formal education According to UNESCO, When does an individual How does religion
practicing new skills #1 differ from non-formal how is education obtain a certain religion? reflect the political
education related to poverty? dynamics of a society?
Discussing new concepts and What are the functions of How does education What are the different Compare and contrast
practicing new skills #2 Education that affect create productive religions in the world? monotheism and
 society? citizens? polytheism

How is animism related

to environmental
conditions?
Developing mastery
(Lead to Formative
Assessment 3)
Finding practical applications Do you really have a choice
of concepts and skills in daily when it comes to choosing
living your religion?

Making generalizations and An individual learns his or Education can be both Religion affects you and Sociological
abstractions about the lesson her society’s values and empowering and your way of thinking in the perspectives aims to
beliefs through various limiting, depending on existing world. It serves as look into the roles,
institutions. One of the most how it is facilitated in a a pattern for the actions issues, and problems
pervading is that of the given society. It can you take in a day-to-day and purposes that
educational system. In empower individuals existence. Religion is seen religion may serve to
sociology, education is to participate in their not only as a social belief people and society.
viewed as social institution. society’s activities but also as a social
It gives the society the toward development institution that continues
potential to reach through knowledge to develop over time.
development and success. and skills acquisitions.
Evaluating Learning

Additional activities for

application or remediation
Celebrate 2016
V. REMARKS World Teacher’s Day

Part of the evaluation is observing the students interact in the activity. Students who listen and actively participated throughout the
VI. REFLECTION lesson really enjoyed this activity and seemed to finally gain better understanding of the topic.

A. No. of learners who earned

80% in evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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
when I wish to share with
other teachers?