School MINA NATIONAL HIGH SCHOOL Grade Level GRADE 11- DEMETER

GRADE 1 to 12 Teacher MARY JOY TONO LIGAD Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time APRIL 11-15,2023
1:45-2:45 Quarter 3RD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES pdfcoffee.com_dll-
understanding-culture-pdf-free(1).docx
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 the At the end of the session At the end of the session the At the end of the session
learners will be able to: the learners will be able learners will be able to: the learners will be able to:
to:
1. Discuss the concept of 1. Discuss the different
C. Learning Competencies / Culture. cultural variations. 1. Discuss Technology and
Objectives 1. Identify the different 2. Appreciate Filipino culture Social Change.
(UCSP11/Ie11) 2. Identify the Filipino culture characteristics of culture. despite of differences. 2. Discuss
and traditions. 2. Discuss the different Environmentalism and
cultural variations. 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 Module Module Module Module
Learning Resource (LR)
portal
B. Other Learning Resources http://www.livinginthephilippin http://www.en.m.wikipe http://www.livinginthephilipp https://www.cliffsnotes.co
es.com/culture-and- dia.org ines.com/culture-and- m/study-
people/philippine- people/philippine- guides/sociology/social-
culture/culture-and-traditions culture/culture-and-traditions change-and-
http://www.commisceo- movements/social-
global.com/country- movements
guides/phillippines-guide

IV. PROCEDURES
Reviewing previous lesson or Teacher review activities from Teacher reviews activities Teacher review activities from Teacher review activities
presenting the new lesson the last session from the last session. Ask the last session. from the last session.
what they have learned
from previous session.

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

Name

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

Discussing new concepts and What are the different Filipino Teacher presents the Teacher presents the different Ask: What does it mean to
practicing new skills #1(discussion) traditions? different Cultural Cultural Variation be “environmentally
Variation a. Cuisine friendly?
Do you know how and where a. Human Values b. Sports
the tradition originated? b. Religion c. Celebration
c. Arts
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 of How do you define the Ask: What do people How is your culture different
concepts and skills in daily living challenges of our times? What think about tattoos and from the other? Similar from
(activities) ex. Role play, as a group is it that motivates the work body piercing? the other?
that you do?
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
abstractions about the families, neighborhoods, you contribute in the it helps define psychological today's world because it
lesson(Generalization) workplaces, and schools — preservation of our situations and create serves a variety of functions
there are people who have cultural heritage? meaningful clusters of in many of the most
knowledge and skills to share — behavior according to important aspects of
ways of knowing and doing that particular logics. Individual modern society, like
often come from years of differences are important education, communication,
experience and have been because individuals vary in business and scientific
preserved and passed down the extent to which they progress. During the past
across generations. As active endorse or reject a culture's few decades, in particular,
participants in community life, ideals. Further, because computers have become,
these bearers of tradition are different cultures are such an integral part of
primary sources of culture and organized by different logics, society that technology has
history. individual differences mean become a relied-on tool for
something different in each. most people.
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 understanding of
VI. REFLECTION 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?

Prepared by: MARY JOY T. LIGAD

Teacher I

Checked and verified by: GIRLYN G. PATRIARCA

Master Teacher I
Subject Group Head

Approved by: DORENDA T. MONTALBAN

School Assistant Principal II
 School MINA NATIONAL HIGH SCHOOL Grade Level GRADE 11- DEMETER
GRADE 1 to 12 Teacher MARY JOY TONO LIGAD Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time APRIL 17-21,2023
1:45-2:45 Quarter 3RD

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 the At the end of the session the learners will At the end of the At the end of the session
learners will be able to: session the be able to: session the learners the learners will be able to:
learners will be will be able to:
UCSP11/12BMS-Ig-15 able to:
C. Learning Competencies / UCSP11/12BMS- 1. Explain the theories on identity and the 1. Differentiate status 1. Define social control and
Objectives 1. Explain the development of Ig-16 interrelationship of these theories and role sanctions
(Write the LC code for each) one’s self and others as a 1. Identify the 2. Differentiate Norms and values 2. Explain the theories 2. Explain the four types of
product of socialization and context, content, in the existence of sanction.
enculturation processes and deviance
consequences 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 module culture, society and politics module Understanding society and politics module
politics module culture, society and
politics module

28. Additional Materials from http://www.livinginthephilip http://www.en.m.wiki http://www.livinginthep https://www.cliffsnotes.co

 pines.com/culture-and- pedia.org hilippines.com/culture- m/study-
people/philippine- and- people/philippine- guides/sociology/social-
culture/culture-and- culture/culture-and- change-and-
traditions traditions movements/social-
http://www.commisceo- movements
global.com/country-
guides/phillippines-guide
 Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous lesson from Teacher review the Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson the last session. previous lesson from lesson from the last session.
from the last the last session.
session.

Establishing a purpose for the What can you say about this How do you Fill in the information that is required in Give an example of a What happen if you decide
lesson. pictures? socialized? Explain. the boxes. After which, categorized this situation that shows not to do your homework?
identities by highlighting in yellow all status and roles? What are the possible
identities that are public and blue for all outcomes?
identities that are personal.
age gender ethnicity hobby religion

Economic illness language award failure

status

Presenting examples/ instances of How is culture ingrained in Show a situation What factors did you consider in What is the difference What is social control?
the new lesson children? Is it through that considered as a categorizing the elements? between status and
nature? Or nurture? form of roles?
socialization?
Discussing new concepts and What is the definition of What are the What are the two primary theories on What are the different 1. What is a sanction?
practicing new skills #1 socialization? Why is it process of identity? theories that explain
important? socialization? the existence of 2. What are the four types
Enculturation? deviants of sanction?
(humans/groups) and
deviances (act)?
Discussing new concepts and What is the definition of What is the difference between norms
practicing new skills #2 enculturation? and values?

Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Post a picture of you
concepts and skills in daily living on any special
occasion. Explain the
content, context,
processes, and
consequences of
socialization you
experience through
writing some
comments.
Making generalizations and Sociologist Talcott Parsons Socialization is This implies that the roles and their Deviance is important To maintain social order
abstractions about the lesson spoke of the birth of new important in the performances are part of a creative in maintaining the and stability social control is
generations of children as a process of process wherein the individual sees the social structure of a needed. Despite an
recurrent barbarian invasion. personality behavior of others and responds to it by society: it bonds individual’s disinclination to
One reason he said that was formation. While creating a role that it can play. This members of the conform, when the sanction
because human infants do much of human presents humans as social actors society in their is strong, there is a high
not possess culture at birth. personality is the performing within a cultural or social field. common rejection of possibility that he or she
They have no conception of result of our genes, deviant guidelines on will decide to follow the
the world, no language, nor a the socialization appropriate behavior norms.
morality. process can mold it. with the display of
unacceptable and
stigmatized actions.
Evaluating Learning Make a poster- Discuss briefly the given questions: SAY: Using one of the
slogan about the 1. How can identities be formed? theories discussed on
importance of 2. How is an ideal culture different from a deviance, analyze one
real culture? of the deviant
socialization and
behaviors.
post it in facebook.
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?

Prepared by: MARY JOY T. LIGAD

Teacher I

Checked and verified by: GIRLYN G. PATRIARCA

Master Teacher I
Subject Group Head

Approved by: DORENDA T. MONTALBAN

School Assistant Principal II
 School JAYOBO FARM SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher MARY JOY TONO LIGAD Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time
Quarter 3RD

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 and
(Write the LC code for each) rules governing behavior
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
B. Other Learning Resources

IV. PROCEDURES
Reviewing previous lesson or Teacher review the previous lesson from
presenting the new lesson the last session.
Establishing a purpose for the ASK: Do you have barkada’s? Who are
lesson. they? Do you share common hobbies?

Presenting examples/ instances of Ask students to identify each social

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 social
practicing new skills #2 group?
Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Can you pls distinguished yourself which
concepts and skills in daily living groups you belong? Write your answer
on the ¼ sheet of paper and present in
class.

Making generalizations and

abstractions about the lesson
Evaluating Learning
Additional activities for application Create a collage made of pictures that
or remediation 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 suspended Zambales Day Pagdiriwang ng

due to heavy rain Buwan ng Wika
 Part of my assessment of the success of students, and the unit, involved 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?

Prepared by: MARY JOY T. LIGAD Checked by: SHALLAH MAE L. FIGUEROA Noted by: RUSSELL G. JANCILAN
Subject Teacher English Coordinator Principal I
 School PAMIBIAN INTEGRATED SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 5-9, 2016
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 the At the end of the session
learners will be able to: session the learners will learners will be able to: the learners will be able to:
UCP11/12BMS-Ih-17 be able to:
1. Identifies the social goals and UCP11/12BMS-Ih-17 UCP11/12BMS-Ih-18 UCP11/12BMS-Ih-18
C. Learning Competencies / the socially accepted means of 1. Identifies the social 1. Advocate inclusive 1. Advocate inclusive
Objectives achieving these goals goals and the socially citizenship citizenship
(Write the LC code for each) 2. Described the nature of social accepted means of 2. Analyze social and political 2. Analyze social and
life and rules governing achieving these goals structures. political structures.
behavior 2. Described the nature 3. Differentiate expressive 3. Differentiate expressive
3. Identify the three types of of social life and rules leader and instrumental leader and instrumental
social group governing behavior leader. leader.
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 74- society and politics page society and politics page 80- society and politics page 80-
79 74-79 81 81
 36. Additional Materials from
Learning Resource (LR)
portal
. B. Other Learning Resources

.
IV. PROCEDURES

Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous Teacher review the
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. previous lesson from the
last session. last session.

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

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

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

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

What are the difference What are the difference

between an expressive leader between an expressive
and an instrumental leader? leader and an instrumental
leader?

Developing mastery
(Lead to Formative Assessment 3)
Finding practical applications of Can you pls distinguished
concepts and skills in daily living yourself 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 created
abstractions about the lesson been a key elements in by individuals to foster a
fostering the development more direct relationship in
of the social nature and secondary group setting.
ideals of an individual. 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 application Create a collage made of
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 SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 12-16, 2016
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 At the end of the At the end of the session the At the end of the session
the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12BMS-Ih-19 UCSP11/12BMS-Ih-19
C. Learning Competencies / 1. Recognize the value of Bill of 1. Recognize the value of
Objectives 1. Promote protection of 1. Promote protection Rights. Bill of Rights.
(Write the LC code for each) human dignity, rights and of human dignity, rights
the common good. and 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
B. Other Learning Resources https://en.wikipedia.org/wiki https://en.wikipedia.org/wiki/ https://en.wikipedia.or https://ylc=X1MDMTM1MTIyO https://ylc=X1MDMTM1MT
/Human_rights Human_rights g/wiki/Human_rights TcwMgRfcgMyBGJjawMwMzFu IyOTcwMgRfcgMyBGJjawM
NDQxYmhwOXQzJTI2YiUzRDQl wMzFuNDQxYmhwOXQzJTI
MjZkJTNESDM4bTM0NXBZRUl 2YiUzRDQlMjZkJTNESDM4b
 haUpFeG9pMFhnVTBuX3UwLS TM0NXBZRUlhaUpFeG9pM
UyNnMlM0RodiUyNmklM0Rnc FhnVTBuX3UwLSUyNnMlM
U95Sk03ekFBRjRVYnlBaFNHMA 0RodiUyNmklM0RncU95Sk0
RmcgN5aHMtTG 3ekFBRjRVYnlBaFNHMARm
cgN5aHMtTG

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

Establishing a purpose for the Ask students to identify the Ask students to identify Ask the student to identify the Ask the student to identify
lesson. given pictures. the given pictures. given pictures. the given pictures.

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

Discussing new concepts and What is human right? What is human right? What are the rights to be What are the rights to be
practicing new skills #1 What is human dignity? What is human dignity? enjoyed by every citizens? enjoyed by every citizens?
What is mean by common What is mean by
good? common good?
Discussing new concepts and How important is the bill of How important is the bill of
practicing new skills #2 rights to every individual? rights to every individual?
Developing mastery Make a slogan about human Make a slogan about human
(Lead to Formative Assessment 3)
 rights campaigning for efficient rights campaigning for
implementation of laws efficient implementation of
pertaining to privileges of a laws pertaining to privileges
person as a human being and of a person as a human
as a member of the 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 rights The doctrine of human The idea of human rights The idea of human rights
abstractions about the lesson has been highly influential rights has been highly suggests that "if the public suggests that "if the public
within international law, influential within discourse of peacetime global discourse of peacetime
global and regional international law, society can be said to have a global society can be said to
institutions. Actions by states global and regional common moral language, it is have a common moral
and non-governmental institutions. Actions by that of human rights." language, it is that of
organizations form a basis of states and non- human rights."
public policy worldwide. The governmental
idea of human rights suggests organizations form a
that "if the public discourse of basis of public policy
peacetime global society can worldwide.
be said to have a common
moral language, it is that of
human rights."
Evaluating Learning Explain this statement: Explain this statement: Explain this 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 SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 19-23, 2016
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 session At the end of the At the end of the session the At the end of the session
learners will be able to: the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12HSO-IIi-20 UCSP11/12HSO-Iii-21 UCSP11/12HSO-IIj-22 UCSP11/12HSO-IIj-23 UCSP11/12HSO-IIa-24
C. Learning Competencies / 1. Traces kinship ties and social 1. Describe the organized 1. Compare different 1. Analyze social and political 1. Analyze economic
Objectives networks nature of social life and social organization structures organization and its impacts
(Write the LC code for each) rules governing behavior. according to their on the lives of people in the
manifest and latent 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
. B. Other Learning Resources https://en.wikipedia.org/wi ttps://www.google.com.ph/sea https://www.google.co http://dmc122011.delmar.edu/
ki/Kinship rch?q=victor+hugo+les+miséra m.ph/search?q=social+ socsci/rlong/intro/org.htm
ps://www.google.com.ph/? bles+quotes&biw=1280&bih=6 and+political+structure
gfe_rd=cr&ei=63LeV_a5Fuz 94&source=lnms&tbm=isch&sa s&biw=1280&bih=694
N8gfWrIiQBA&gws_rd=ssl# =X&ved=0ahUKEwix6sq1pa7PA &source=
q=kinship hXI

. IV. PROCEDURES

Reviewing previous lesson or Teacher review the Teacher review the previous Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson previous lesson from the lesson from the last session. previous lesson from lesson from the last session. lesson from the last session.
last session. the last session.
Establishing a purpose for the Say: This picture show the Say something about this What can you say Explain: Ask student to illustrate in
lesson. system of kinship in the quotation from Victor hugo Le about this photo? the board how economy
Philippines. s Misérables quotes. started from the Ancient
times.

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

Discussing new concepts and What type of kinship What are the nature of social Why do human create What is social structure? How does standardized
practicing new skills #1 system do Filipinos have? life? informal organization? currency distinguish market
What is political structure? from other forms of
economic transactions?
Discussing new concepts and How can marriage create How cultural, legal, political What is difference What institutions and political What elements
practicing new skills #2 kinship relations? and economic life of an between a bureaucratic entities are organized in distinguishes market
individual affect human organization and a accordance with regulations, economy from
society? collectivist laws, and norms of the society redistribution and
organization? or of themselves? reciprocity?
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 social Citizens, no matter what Social organization at Political system and Due to various and
abstractions about the lesson relationships that form an happens today, in defeat no the "formal level" is organizations are part of a numerous technological
important part of the lives less than victory, we shall be sufficiently large that greater human social fabric improvements, the whole
of most humans in most making a revolution. Just as a continuous interaction called culture. Just like culture, economic processes have
societies, although its exact great fire lights up all the town, among all actors is political systems are present to also been developed. Form
meanings even within this so a revolution lights all impossible. Even in enable humans to survive in (2014) argued that the shift
discipline are often mankind. And what is the large organizations their environment efficiently. in the technological
debated. Kinship can refer revolution that we shall make? interaction between Changes in the structure are capacity of societies has
both to the patterns of I have already told you: it is the individuals still occurs made when current political allowed for the formation
social relationships revolution of Truth. in small groups. order fails to address the needs and extension of markets,
 themselves, or it can refer of the population. modification of property
to the study of the patterns relations and changes in the
of social relationships in organization of labor.
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 SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Sept. 26-30, 2016
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 session At the end of the At the end of the session the At the end of the session
learners will be able to: the learners will be able session the learners will learners will be able to: the learners will be able to:
to: be able to:
UCSP11/12HSO-IIb-25
C. Learning Competencies / 1. Differentiate functions of 1. Identify the roles of 1. Analyze the different 1. Identify the two types of 1. Evaluate the
Objectives nonstate institutions in society. cooperatives and trade issues catered by development agencies. interrelationship of
(Write the LC code for each) 2. Analyze the functions of unions Transnational advocacy government and the
Banks and Corporations 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
 B. Other Learning Resources

. IV. PROCEDURES

Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from the previous lesson from lesson from the last session. lesson from the last session.
last session. the last session.

Establishing a purpose for the Pictures of NGOs Insurance companies TAGS pictures Activity: Your task is to create
lesson. pictures 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/ instances of What is nonstate institution? How are insurance What do you think are What are the two types of How does globalization
the new lesson companies different from the issues being organization that are foster economic alliance
What is the difference between investment companies? catered by TAGS? considered as development among states?
state and nonstate institution? agencies?

What is the difference between

the two?

Do these two have similarities?

Discussing new concepts and What are the different nonstate What is the primary role What is the very What is the central role of How can nonstate
practicing new skills #1 institutions and their functions? of trade and unions and essence of international organization? institution affect the
cooperatives? transnational groups? decisions of the
government?
Discussing new concepts and What are the different kinds of How do banks interact What are the 5 categories of What are the elements of
practicing new skills #2 Financial Institutions and their with state? NGO’s and their descriptions? national security?
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 working TAGS serves as International Organizations In a continuously globalizing
abstractions about the lesson nonstate institutions became with a recognized trade international catalysts concentrate mostly on the world, interdependence
more relevant in the advent of unions and cooperatives for change, aiming to distribution of equitable health among states in procuring
globalization and urbanization, may lead to build trust achieve international and social development. On commodities and services is
as these two institutions among the workforce, changes toward the other hand, NGO’s aim to inevitable. The lack of
presented the capacity to create ensure workplace are safe, policies and practices. promote the practice of supply in one country can
diverse impact ranging from the Audit non-compliance democracy among societies. be addressed to another
social, cultural, economic and up with labor codes, improve These organizations are country that has a surplus
to the political issues. staff retention, make independent and they of which. The main
better business decisions encourage participation from objective of economic
and promote equality. the public. alliance is to 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 lesson
VI. REFLECTION 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 SCHOOL Grade Level GRADE 11
GRADE 1 to 12 Teacher GLIEZA E. EDORA Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY LESSON POLITICS
LOG Teaching Dates and Time Oct. 3-7, 2016
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 session At the end of the session the At the end of the session
learners will be able to: the learners will be able learners will be able to: the learners 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 1.Identify the major
Objectives education affects the lives of 1. Promote primary observation(e.g. attend, sociological theories and
(Write the LC code for each) people in society. education as human right describe and reflect on a their major assumptions
religious rituals of a different concerning religion.
group; observe elections
practices)
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
. B. Other Learning
Resources

IV. PROCEDURES

Reviewing previous lesson or Teacher review the previous Teacher review the Teacher review the previous Teacher review the
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. previous lesson from the
last session. last session.

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

Discussing new concepts and How does formal education According to UNESCO, When does an individual obtain How does religion reflect
practicing new skills #1 differ from non-formal how is education related a certain religion? the political dynamics of a
education to poverty? society?

Discussing new concepts and What are the functions of How does education What are the different religions Compare and contrast
practicing new skills #2 Education that affect society? create productive citizens? in the world? monotheism and
polytheism

How is animism related to

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

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