School DNHS - MAIN Grade Level 11

Teacher Dannel A. Pon-an Learning Area Understanding Culture,

DAILY LESSON LOG Society & Politics
Teaching Dates & Time July 4 - 8 (Mon.-Fri.) Quarter 1st
Stem 1- stem 5

Session 1 Session 2
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrates an understanding of the

1. Culture and society as anthropological and sociological concept
2. Perspectives in/approaches to the study of culture and society (i.e., comparative, historical, structural/functional, interpretive,
critical)
B. Performance Standards The learners:
1. Appreciate the nature of culture and society from the perspectives of anthropology and sociology
2. Demonstrate a holistic understanding of culture and society
3. Values cultural heritage and express pride of place without being ethnocentric
C. Learning Competencies/ At the end of the lesson, the learners should be able to: At the end of the lesson, the learners should be able to:
Objectives a. Raise questions toward a holistic appreciation of cultures a. Become aware of why and how cultural relativism mitigates
Write the LC code for each
and societies (UCSP11/12DCSId-9) ethnocentrism (UCSP11/12DCSId-10)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
Appreciation of Cultures and Societies Ethnocentrism and Cultural Relativism
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
III. LEARNING
RESOURCES
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
QUIPPER
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from QUIPPER CLASSROOM
Learning Resource portal
B. Other Learning Resources TV, Laptop, Activity Sheets, bond paper, coloring materials or online TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application, manila paper, markers resources/application, manila paper, markers

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 IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or The teacher shall asked the students of the given question below Short Debate
presenting the new lesson and let students share their ideas in the class. Learners shall be grouped into two (2). They shall give their own idea,
1. What is unique with the Filipino culture? discuss and debate about the following situations.
2. What can you say about the culture of other nationalities? 1. How do you eat a fried chicken? By hand or by fork? Why?
2. How do you cut a meat (example: steak) when you are eating
in a restaurant? From the right or left hand? Why?
3. What time do you eat dinner? Before 9PM or after?
B. Establishing a purpose for the Reflective Sharing Explain the Picture
lesson Learners will be grouped into four (4). Each group will be given ten Students will be grouped into four and will be tasked to analyze the
(10) minutes to discuss their observations about the differences of meaning and message of the picture assigned to them. In this activity,
culture of people and their appreciation of those. Follow the guiding students shall be able to react on the given picture and share their
questions above. They need to use manila papers for writing their thoughts about it. Processing of the activity will depend on the
thoughts and insights. dynamic answer/response of each group and the guide questions are
as follows:
1. What is the picture telling us?
2. What are your thoughts about the given picture?
3. Are the actions shown in the picture acceptable?
4. What is/are the negative side/s of the picture? What Filipino
values did you consider?
5. What is/are the positive side/s of the picture? What Filipino
values did you consider?
C. Presenting examples/ instances After the discussion, the leader of the group will discuss in front As analysis to the activity, learners will be tasked to present their
of the new lesson what they have discussed. Each leader will be given 2 minutes to ideas orally using the essential questions posted during the activity.
present the group’s collective ideas. After the presentation, The teacher shall test their understanding
using the following questions:
1. What did you consider in sharing your thoughts/ideas in the
activity?
2. Are you ethnocentric? Or Cultural relative?
3. Do we need to have a cultural standard in assessing the
culture of other community/country?
D. Discussing new concepts and Appreciation of Cultures and Societies Ethnocentrism and Cultural Relativism
practicing new skills #1 a. Differences of Culture a) Ethnocentrism
b. Differences of Societies b) Other Concepts of Ethnocentrism
c. Cultural Universals c) Cultural Relativism

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 d. Examples of Cultural Universals

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery Processing Questions Processing Questions
(Leads to Formative Assessment 3)
G. Finding practical applications of Learners shall be able to explain in summary (orally) the culture and Learners are going to review the topic discussed with the help of
concepts and skills in daily living societies of different people and their appreciation of it. pictures presented at the onset of the class. Questions that will be
asked are congruent with the lesson.
1. Importance of studying ethnocentrism and cultural relativism
3. Recognition of cultural differences
H. Making generalizations and Big Question: In your own words, what do you think is the Identify the importance of studying ethnocentrism and cultural
abstractions about the lesson importance of appreciating different societies and cultures? Explain. relativism
I. Evaluating Learning Each learner will be tasked to write a reflection paper of their Identification (10 items)
understanding and appreciation of different cultures and societies.

J. Additional Activities for Tell students to deepen their understanding about the different Write a reaction paper describing the uniqueness of our Philippine
application or remediation cultures and societies by watching videos from YouTube or culture. Substantiate your paper by giving specific examples. Follow
television news and write an observation of the video or television the rubric below.
news they have watched in a ½ sheet of pad paper and research Form 20% (Grammar, Organization and Craftsmanship)
also for the following: Content 30% (Main Idea/s and Supporting Ideas)
1. Ethnocentrism Impression 50% (Prognosis and Personal Reaction)
2. Cultural Relativism

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the 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?

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 G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to [email protected]

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