School DNHS - MAIN Grade Level 11

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

DAILY LESSON LOG Society & Politics
Teaching Dates & Time June 20 - 24 (Mon.-Fri.) Semester 1st

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 learner demonstrates understanding of : The learners demonstrates an understanding of the
 Human cultural variation, social differences, social change,  Rationale for studying anthropology, political science, and
and political identities. sociology.
 The significance of studying culture, society and politics.
1. Performance Standards The learners: The learners:
• Acknowledge human cultural variation, social differences, social Appreciates the value of disciplines of Anthropology, Sociology, and
change and political identities. Political Science as social sciences
• Adopt an open and critical attitude toward different social,
political, and cultural phenomena through observation and
reflection.
2. 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. Analyze social, political, and cultural change. a. Recognize the common concerns or intersections of
Write the LC code for each
(UCSP11/12SPUIb-3) anthropology, sociology, and political science with respect
to the phenomenon of change. (UCSP11/12SPUIb-4)
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
Social and Cultural Change Anthropology, Sociology and Political Science
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

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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
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 Learners shall be tasked to open their assignment about theories Wheel of Fortune
presenting the new lesson and sources of social change, and political identities. The teacher The teacher will draw small squares on the blackboard. The number of
shall ask the learners of the given question below and get answers squares depends on the number of letters in the sentence needed to
from them. be guessed by the learners. Four (4) groups shall be formed in the
1. What is Social Change? classroom by the learners and each group will give a letter that may
2. What are the important ways by which societies change? be part of the sentence to be completed. Draw lots will determine
which group will be the first to guess the letter and the correct
sentence. For every correct letter, the group will be entitled to guess
again another letter to complete the sentence. In case they fail to give
correct letters, the next group will have their turn to guess the letter
and complete the sentence. Images will be used as clues in the game
by the teacher. The group which will be able to complete the sentence
will be given points. The highest scorer will be declared the winner.
This activity will run for fifteen (15) minutes.
B. Establishing a purpose for the Video Presentation: Post - it
lesson Learners will watch a video regarding to Social Change and will be Learners will be grouped into four (4). Each group will think of any
tasked to react on the video after watching. They shall be guided by words according to what they know of the following terms:
the following questions: a. Humanity
1. Based on the video you have watched, how do societies b. Human Interaction
change? c. Politics
2. What are the different sources of social change? Colored post-its will be used by the students to each word related to
the given terms and shall post it in the group’s designated manila
paper. Learners will be given fifteen (15) minutes to finish the activity.
They shall be guided by the following questions:
• What are the differences and similarities of people/human?
What are the biological and cultural aspects of man?
• How do human interact with each other? What are the results of
these interactions?
• What are the different concerns of politics in the Philippines?
C. Presenting examples/ instances Selected students shall discuss their reaction about the video in A group presenter will explain the work of each group. Two (2)
of the new lesson

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 front of the students and share their answers of the given questions minutes will be allotted for each presentation.
to everyone.

D. Discussing new concepts Social and Cultural Change Anthropology, Sociology and Political Science
and practicing new skills #1 1. Important ways on how societies change a. Anthropology
2. Theories of Social Change b. Sociology
3. Sources of Social Change c. Political Science

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 will be tasked to explain in summary (orally) their Each learner will be tasked to write a reflection paper of their
concepts and skills in daily living understanding of the topic. appreciation to the values of disciplines of Anthropology, Sociology
and Political Science.
H. Making generalizations and Big Question: What are the different theories and sources of social Explain what is Anthropology, Sociology and Political Science as Social
abstractions about the lesson change. Sciences and site some reasons why we need to study those.
I. Evaluating Learning Identification (10 items) Identification (10 items)

J. Additional Activities for Tell students to deepen their understanding about social change by Tell students to deepen their understanding about social change by
application or remediation watching videos from YouTube or television news and write an watching videos from YouTube and tell them also to research about
observation of the video or television news they have watched in a the following: Write your answers on the notebook.
½ sheet of pad paper and research also for the following: 1. Other Anthropological Fields of Study
1. Anthropology; 2. Areas of Concern of Sociology
2. Sociology; and 3. Sub-discipline of Political Science
3. Political Science
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

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

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 School DNHS - MAIN Grade Level 11
Teacher Dannel A. Pon-an Learning Area Understanding Culture,
DAILY LESSON LOG Society & Politics
Teaching Dates & Time June 20 - 24 (Mon.-Fri.) Semester 1st

Session 3
VII. 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.

B. Content Standards The learners demonstrates an understanding of the

 Rationale for studying anthropology, political science, and sociology.
3. Performance Standards The learners:
 Appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
4. Learning Competencies/ At the end of the lesson, the learners should be able to:
Objectives
Write the LC code for each
 identify the subjects of inquiry and goals of Anthropology, Political Science, and Sociology (UCSP11/12SPUIb-5)
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.
VIII. CONTENT
Significance of Anthropology, Sociology and Political Science in Human Life
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.
IX. 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
resources/application, manila paper, markers
X. 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 show different words using cards and the students shall determine correctly to which each term is related; Anthropology,
presenting the new lesson Sociology or Political Science.
1. Archeology
2. Comparative Politics

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 3. Social Psychology
4. Public Administration
5. Ecology
6. Ethnology

B. Establishing a purpose for the Group Collaborative Research

lesson Learners shall research from the internet the different fields of study of Anthropology, Sociology and Political Science and write each
meaning and understanding they get from the research in a manila paper. They shall be grouped into three (3). They shall be given 15
minutes to do the activity.

C. Presenting examples/ instances Each group shall discuss their work (according to assigned field) in front of the class and shall be given 5 minutes for the presentation.
of the new lesson
D. Discussing new concepts Significance of Anthropology, Sociology and Political Science in Human Life
and practicing new skills #1 1. Other Anthropological Fields of Study
2. Areas of Concern of Sociology
Sub-discipline of Political Science
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Processing Questions
(Leads to Formative Assessment 3)
G. Finding practical applications of Learners will be tasked to explain in summary (orally) their understanding of the topic.
concepts and skills in daily living
H. Making generalizations and Big Question: Explain the importance / significance of studying Anthropology, Sociology and Political Science
abstractions about the lesson
I. Evaluating Learning Identification (10 items)

J. Additional Activities for Tell students to deepen their understanding about the topic by watching videos from YouTube or television news and write an observation of
application or remediation the video or television news they have watched in a ½ sheet of pad paper and research also for the following:
1. Anthropological and Sociological Perspectives on Culture and Society
XI. REMARKS
XII. 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

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 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?
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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