School Grade Level GRADE 11

Teacher Learning Area UNDERSTANDING CULTURE,

DAILY SOCIETY AND POLITICS
LESSON LOG Teaching Dates and 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 the At the end of the session At the end of the session the At the end of the session the
learners will be able to: the learners will be able learners will be able to: 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.
(Write the LC code for each) 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
Learning Resource (LR)
portal
A. B. Other Learning Resources http:// http:// http:// https://
www.livinginthephilippines.com www.en.m.wikipedia.org www.livinginthephilippines.co www.cliffsnotes.com/study-
/culture-and-people/philippine- m/culture-and-people/ guides/sociology/social-
culture/culture-and-traditions philippine-culture/culture-and- change-and-movements/
http://www.commisceo- traditions social-movements
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 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 and in our country?
circle is Culture. 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 the a. Human Values b. Sports
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 is it that motivates the work that body piercing? the other?
group you do?
Ask: What do people
think about men who have
long hair?
Making generalizations and In every community — in Ask: As students, how Culture is important because it Technology is important in
abstractions about the families, neighborhoods, can you contribute in the helps define psychological today's world because it
lesson(Generalization) workplaces, and schools — there preservation of our situations and create serves a variety of functions
are people who have knowledge cultural heritage? meaningful clusters of in many of the most
and skills to share — ways of behavior according to important aspects of modern
knowing and doing that often particular logics. Individual society, like education,
come from years of experience differences are important communication, business
and have been preserved and because individuals vary in the and scientific progress.
passed down across generations. extent to which they endorse During the past few
As active participants in or reject a culture's ideals. decades, in particular,
community life, these bearers of Further, because different computers have become,
tradition are primary sources of cultures are organized by such an integral part of
culture and history. different logics, individual society that technology has
differences mean something become a relied-on tool for
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 Not yet taken Declared as Regular

Holiday

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 human
VI. REFLECTION 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 Grade Level GRADE 11

Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
 DAILY LESSON LOG AND POLITICS
Teaching Dates and 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 the At the end of the session At the end of the session the At the end of the At the end of the session the
learners will be able to: the learners will be able learners will be able to: session the learners learners will be able to:
(topic from last session) to: will be able to:
C. Learning Competencies / (topic from last session) 1. Identify the Models of Social 1. Discuss about the Socio- cultural
Objectives 1. Explain Technology and Change situation in the Philippines.
(Write the LC code for each) Social Change. 1. Explain Technology 2. Discuss Social Movements in 1 Identify the types 2.
2. Discuss and Social Change. the Philippines of social
Environmentalism and 2. Discuss movements.
Social Change Environmentalism and 2 Collaborate with
Social Change 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:// https:// https://www.cliffsnotes.com/ https:// https://www.google.com.ph/webhp?

www.cliffsnotes.com/study- www.cliffsnotes.com/ study-guides/sociology/social- www.cliffsnotes.co sourceid=chrome-
guides/sociology/social- study-guides/sociology/ change-and-movements/social- m/study-guides/ instant&ion=1&espv=2&ie=UTF-
change-and-movements/ social-change-and- movements sociology/social- 8#q=socio-cultural%20situation
social-movements movements/social- change-and- %20in%20the%20philippines
movements movements/social-
movements http://globalnation.inquirer.net/
13403/the-tipping-point-of-the-
filipino-diaspora

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

Establishing a purpose for the lesson. Ask: What are the Present Ask: What are the What are the different Models Showing pictures Complete the table by writing the
day technology that we had Present day technology of Social Change? of different social significant contributions of the
in our country? that we had in our movements in the specified administration to the
country? Philippines. different sectors of the country.
sector Estrada Arroyo Aquino
Admini Admini Administ
stration stration ration
Education

Health
Agricult
ure
Finance
DOLE
Justice

DOST
Tourism

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

Additional activities for application or

remediation

V. REMARKS Classes suspended due to Not yet taken

heavy rain
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement, excitement, and
VI. REFLECTION 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 Grade Level GRADE 11

Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and 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 session At the end of the session the
learners will be able to: session the learners learners will be able to: the learners will be able to: learners will be able to:
will be able to:
1. Define Politics 1. Discuss cultural
C. Learning Competencies / 2. Identify the three branches of 1. Discuss the 1. Discuss the Judicial branch of variation 1. Discuss the biological
Objectives the government. Legislative branch of the government. 2. Trace the cultural capacity for culture.
(Write the LC code for each) 3. Collaborate with a group to the government. 2. Identify the power vested in the evolution of early to
present group output. 2. Identify the power Judiciary. modern human.
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 page society and politics page 16-
10-16 21
8. Additional Materials from
Learning Resource (LR)
portal
E. B. Other Learning Resources http://www.fnf.org.ph/ http:// http://www.fnf.org.ph/talakayan/
talakayan/liberal_topic.php? www.fnf.org.ph/ liberal_topic.php?id=226
id=226 talakayan/ http://opinion.inquirer.net/78473/
http://opinion.inquirer.net/ liberal_topic.php? the-face-of-philippine-politics
78473/the-face-of-philippine- id=226 https://en.wikipedia.org/wiki/
politics http:// Politics_of_the_Philippines
https://en.wikipedia.org/wiki/ opinion.inquirer.net/
Politics_of_the_Philippines 78473/the-face-of-
philippine-politics
https://
en.wikipedia.org/
wiki/
Politics_of_the_Phili
ppines
F.
G. IV. PROCEDURES
H.
Reviewing previous lesson or Teacher review activities from Teacher review the Teacher review the previous Teacher review the Teacher review the previous
presenting the new lesson the last session. previous lesson from lesson from the last session. previous lesson from the lesson from the last session
the last session. last session

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

Presenting examples/ instances of What are the 3 branches of the What compose the Who is the new Supreme Court What is cultural variation? What is the first industry?
the new lesson government? Legislative branch of Chief Justice?
the government?
1. Congress
2. Senate

Discussing new concepts and What are the powers vested to What are the powers What are the power vested in the Cite an example of What are the capacities that
practicing new skills #1 the Executive branch? vested in the Judiciary? Ethnocentrism and Cultural enable humans to have
Congress of the relativism. culture?
Philippines?

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

Evaluating Learning 1. What are some of the Explain: Differentiate Explain: Explain: Give a brief summary for
functions of the Executive the power of the Can the judges invoke the Differentiate each industry in human
Office of the President? Congress and the deliberative process privilege to Ethnocentrism from evolution.
2. What are the different Cabinet Senate. protect them from being cultural relativism.
department in the Philippines? questioned in a court of law
before which the cases will be
filed?
Additional activities for application Research on the
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, engagement,
VI. REFLECTION 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 Grade Level GRADE 11

Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and 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 learners will be able to:
will be able to:
1. Discuss the Paleolithic
F. Learning Competencies / technology. 1. Identify the four 1. Identify the four theory of state
Objectives 2. Identify the key elements of theory of state 2. Discuss the democratization of
 (Write the LC code for each) Paleolithic technology. 2. Discuss the early civilization
democratization 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
9. Teacher’s Guide pages
10. Learner’s Materials pages

11. Textbook pages Understanding culture, society Understanding Understanding culture, society
and politics page 22-25 culture, society and and politics page 25-29
politics page 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 the Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from lesson from the last session.
the last session.
Establishing a purpose for the Using the Venn Diagram give Ask the students to Ask the students to write on the
lesson. the characteristics of Paleolithic write on the board the board the different theory of the
and Neolithic Societies. different theory of the state.
state.

Theories
Theories of the State
of the State

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

Discussing new concepts and What characterized the Neolithic Discuss: Discuss:
practicing new skills #1 period? a. divine right theory a. divine right theory
b. Force theory b. Force theory
c. paternalistic theory c. paternalistic theory
d. social contract d. social contract theory
theory e. natural 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 civilization The early civilization rose by the
abstractions about the lesson formation, the Paleolithic stages rose by the end of the end of the Neolithic period as the
 has provided the bases for the Neolithic period as complexities brought about by the
development of complex human the complexities shift in food production
groups through the establishment brought about by the demanded a more rigid social
of culture. The Neolithic period shift in food structure that would manage the
on the other hand, is production demanded opposing perspectives of various
characterized by major shift in a more rigid social sectors.
economic subsistence of the structure that would
early humans from foraging to manage the opposing
agriculture. 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, engagement,
VI. REFLECTION 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 Grade Level GRADE 11
Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and 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 session At the end of the session the learners At the end of the At the end of the session the
the learners will be able to: will be able to: session the learners learners will be able to:
will be able to:
1. Define Anthropology
C. Learning Competencies / 2. Identify the sub 1. Explain Anthropological, and
Objectives disciplines of sociological perspectives on culture and
(Write the LC code for each) Anthropology. society.

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 and
Society and Politics page Politics page 32-38
30-31
16. Additional Materials from
Learning Resource (LR)
portal
M. B. Other Learning Resources https://en.wikipedia.org/ http://study.com/academy/lesson/
wiki/Anthropology sociologys-four-theoretical-perspectives-
https://www.sokanu.com/ structural-functional-social-conflict-
careers/anthropologist/ feminism-symbolic-interactionism.html
N.
O. IV. PROCEDURES
P.
Reviewing previous lesson or Teacher review the Teacher review the previous lesson from
presenting the new lesson previous lesson from the the last session.
last session.

Establishing a purpose for the Students identify the five Divide the class into 3 groups and fill-up
lesson. sub disciplines of the column below:
anthropology by using the Period Anthropology Sociology Political
graphic organizer. Science

Presenting examples/ instances of What is Anthropology?

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

Making generalizations and Human studying humans. The clamor for social understanding due
abstractions about the lesson This is the field of the rapid changes in economic structures
Anthropology. Unlike brought upon by the French and
other discipline of social Industrial Revolutions in Europe
sciences, anthropology cemented the prominence of sociological
promotes a holistic study perspective in the field of social
of humans. 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 2016 Sports Fest 2016
to heavy rains.
As I observed, students were able to work at their own pace, this sense of ownership resulted in increased motivation levels, engagement,
VI. REFLECTION 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 Grade Level GRADE 11
Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY AND
DAILY POLITICS
LESSON Teaching Dates and Time
LOG 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 session At the end of the session At the end of the session At the end of the session the learners
the learners will be able to: the learners will be able the learners will be able to: will be able to:
to:
1. Raise questions toward a
C. Learning Competencies / 1. Define Society and holistic appreciation of 1. Discuss how cultural relativism
Objectives culture. 1. Define Political culture and societies mitigates ethnocentrism.
(Write the LC code for each) 2. Identify aspect of culture 2. Identify forms of tangible heritage
Science.
and society. 2. Identify the concepts and the threats to these.
3. Describe society and of Political Science.
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 Culture,
Society and Politics page Society and Politics page
39-49 50-61
20. Additional Materials from
Learning Resource (LR)
portal
Q. B. Other Learning Resources https:// https://www.nyu.edu/ https://en.wikibooks.org/ http://www.allaboutphilosophy.org/
www.boundless.com/ projects/ollman/docs/ wiki/ cultural-relativism.htm
sociology/textbooks/ what_poly_sci.php Cultural_Anthropology/ http://www.allaboutphilosophy.org/et
boundless-sociology- Introduction hnocentrism.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 lesson
presenting the new lesson previous lesson from the previous lesson from the previous lesson from the from the last session.
last session. last session. last session.

Establishing a purpose for the Ask: What were the impact On the issues about that Make an illustrative Write the answer on the board:
lesson. of Industrial Revolution for the West Philippine Sea interpretation of the theme
you? dispute, differentiate the “Society and culture as a Advantages Disadvantages
political decisions made complex whole” Cultural
relativism
by Filipino presidents in Ethnocentrism
reference to China and
its activities in the sea.
Presenting examples/ instances of What is Sociology? What is Political Can you give an example of an action
the new lesson Science? that shows ethnocentrism? Cultural
relativism?
Discussing new concepts and How can the sociological What are the 3 elements Understanding of holism is What is cultural relativism? Cite
practicing new skills #1 perspective create a of the state? to say that the “whole is examples. What is ethnocentrism?
scientific analysis of a greater than the sum of its Cite examples.
society? parts”, explain.

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

Making generalizations and Just like Anthropology, Political Science is the In anthropology holism Cultural Relativism is the view that
abstractions about the lesson Sociology also has scientific study of the tries to integrate all that is moral or ethical systems, which vary
discipline-based concepts allocation of scarce known about human beings from culture to culture, are all
that aid in the values within a territory. and their activities. From a equally valid and no one system is
understanding of human These values include holistic perspective, really “better” than any other. On the
behavior and groups. power, which is the attempts to divide reality other hand, a common idiom for
Sociology studies societies capacity to influence the into mind and matter ethnocentrism is “tunnel vision.” In
to promote social change, action and decision of isolate and pin down this context, ethnocentrism is the
create new theories and another party to support certain aspects of a process view that a particular ethnic group’s
document human behavior. the agenda of the one that, by very nature, resists system of beliefs and values is
An easier understanding of who wields it. isolation and dissection. morally superior to all others.
holism is to say that the Holism holds great appeal
whole is greater than the for those who seek a theory
sum of its parts. of human nature that is rich
enough to do justice to its
complex subject matter.
Evaluating Learning Compare and contrast two Answer the ff. questions. Make a research on the different
definitions of society. 1. What are the elements tangible and intangible heritage that
Write your answer in 1 of the state? you can see in the museum? Then
whole sheet of paper. 2. How different is the make a narrative report with pictures.
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, engagement,
VI. REFLECTION 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 Grade Level GRADE 11
Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY
DAILY AND POLITICS
LESSON LOG Teaching Dates and 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 session At the end of the session the At the end of the session the
learners will be able to: the learners will be able learners will be able to: learners will be able to:
to:
1. Trace the cultural evolution of 1. Discuss human origins 1. Discuss the Neolithic 1. Identify the different
C. Learning Competencies / early to modern human. and the capacity for Revolution Theories of the State
Objectives 2. Discuss the biological culture 2. Explain the early 2. Discuss the
(Write the LC code for each) capacity for culture. civilization and the rise of Democratization of early
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, society Understanding culture, Understanding culture, Understanding culture,
and politics page 10-16 society and politics page society and politics page 22- society and politics page 24-
16-22 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 previous Teacher review the previous Teacher review the previous
presenting the new lesson lesson from the last session. previous lesson from the lesson from the last session. lesson from the last session. lesson from the last session.
last session.

Establishing a purpose for the Showing picture of evolution of Showing picture of Ask students to give the Ask the students to write the
lesson. man. Trace the evolution of Timeline of Human characteristics of Neolithic different Theories of State
early to modern human. Evolution. Period. using the cluster map.
Characteristics Neolithic Period
Tools
Personal
Properties
Art
Leadership
Population
size
Subsistence

Presenting examples/ instances of What is cultural variation? What are the four Why Neolithic period is Ask the students to explain
the new lesson capacities that enabled considered as revolution? each theories of the state.
humans to have a
culture?
Discussing new concepts and Cite an example of What are the different How different was the What is Democratization?
practicing new skills #1 Ethnocentrism and Cultural industry that developed lifestyle of the Paleolithic
relativism. during the early period? society from Neolithic
society?
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 of State the differences that you can
concepts and skills in daily living see in terms of the 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 same Our evolution toward There are generally two The early states were
abstractions about the lesson species but exhibit differences in humanity as we know it perspectives on the impact governed by a limited few
terms of their behavior. These has been a long journey of the Neolithic revolution who ascended to power
 differences are product of to survival against the on human populations. through wealth, birth right, or
knowledge system that they elements of the Traditionally, it is being religious dogma. This
subscribe to. These system are environment and against argued that with the alienated the masses from the
affected by various factors such competing species development of agriculture daily administration of rules
as technology, environment and and technology, humans and regulations in their
global movements. were able to develop socio- society.
politically.
Evaluating Learning Explain:
Differentiate Ethnocentrism
from cultural relativism.
Additional activities for application
or remediation
V. REMARKS Not yet taken
(1st Quarter Examination) (1st Quarter Examination)
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?