School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society
and Politics
Teaching Dates and Time June10-14,2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(June 10, 2019) (June 11, 2019) (June 12, 2019) (June 13, 2019) (June 14, 2019)
I. OBJECTIVES
a. Content Standards Human cultural variation, The significance of studying culture, society,
social differences, social and politics.
change, and political
identities
b. Performance Standards Acknowledge human Acknowledge human cultural Adopt an open and critical attitude toward
Acknowledge human cultural cultural variation, variation, social differences, different social, political, and cultural
variation, social differences, social differences, HOLIDA social change, and political phenomena through observation and reflection.
social change, and political social change, and identities.
identities political identities. Y
c. Learning Competencies/ Articulate observations on Articulate observations Articulate observations on human Demonstrate curiosity and an openness to
Objectives human cultural variation, on human cultural cultural variation, social explore the origins and dynamics of culture and
Write the LC code for each social differences, social variation, social differences, social change, and society, and political identities.
change, and political differences, social political identities. (UCSP11/12SPU-Ia-2)
identities. (UCSP11/12SPU- change, and political (UCSP11/12SPU-Ia-1)
Ia-1) identities.
(UCSP11/12SPU-Ia-1)
II. CONTENT Sharing of social and Sharing of social and Sharing of social and cultural Observations about social, political, and
cultural backgrounds of cultural backgrounds backgrounds of students as cultural behavior and phenomena
students as acting subjects of students as acting acting subjects or social actors,
or social actors, agents, subjects or social agents, persons.
persons. actors, agents,
persons.

III. LEARNING RESOURCES

A. References Understanding Culture, Understanding Culture, Society,
Society, and Politics and Politics (DepEd)
(DepEd)
1. Teacher’s Guide pages
 2. Learner’s Material pages pp. 1-6 pp. 1-6
3. Textbook pages
4. Additional Materials Laptop, PowerPoint
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Make a quick recap of the past
presenting the lesson lesson/discussion
B. Establishing the purpose of the
lesson
C. Presenting examples/instances Showing of pictures of societies from different
of the new lesson walks of life.
D. Discussing new concepts and Identifying concepts that you can associate
practicing new with culture, society and politics.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Recitation Recitation Recitation
(Leads to formative assessment
number 3)
G. Finding practical applications of Group Activity.
concepts and skills in daily living Collage-making about social issues/problems
H. Making generalization and Presentation of the collage about social
abstraction of the lesson issues/problems
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work? No. of
learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal can help me
solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time JUNE 17-21, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(June 17, 2019) (June 18, 2019) (June 19, 2019) (June 20, 2019) (June 21, 2019)
I. OBJECTIVES
a. Content Standards The rationale for studying culture, society and politics

b. Performance Standards
Appreciates the value of disciplines of Anthropology, Sociology, and Political Science as Social Sciences.
c. Learning Competencies/ Analyze social, political, and cultural change.(UCSP11/12SPU-Ib-3) Recognize common concerns or intersections of anthropology,
Objectives sociology, and political science with respect to the phenomenon
Write the LC code for each of change. (UCSP11/12SPU-Ib-4)
II. CONTENT Observations on social, political, and cultural change;

III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics(Lanuza, Raymundo)
1. Teacher’s Guide
pages
2. Learner’s
Material
Pages
3. Textbook pages pp. 3-9 pp. 10-12 pp. 12-16
4. Additional
Materials
C. Other Learning
Resources
VI. PROCEDURES
A. Reviewing previous Ask the students their definition of culture, society and Make a quick recap of the
lesson or presenting the politics as what they have previously learned from the past previous lesson
lesson lesson

B. Establishing the Why do we need to study culture, society and politics? Why are there variations in
purpose of the lesson the way people around the
world live?
 C. Presenting What are the instances that
examples/instances of society has changed?
the new lesson
D. Discussing new concepts Ask the students their opinion on social media, local public Define anthropology, political
and practicing new services, transnational families, youth volunteerism. science and sociology.
skills #1
E. Discussing new Group the students into five and assign a leader. Group Discuss the definition of Post a short excerpt of
concepts and practicing members share their responses. Anthropology, Sociology, and society from an
new skills #2 Political Science. anthropologist’s view
F. Developing Mastery Distribute a text to the What can you infer from the
(Leads to formative different groups. Compare excerpt?
assessment number 3) and contrast the changes in
our culture, society and
politics.
G. Finding practical Make a short play regarding
applications of concepts social, cultural, and political
and skills in daily living change in the society.
H. Making generalization As a young citizen of our
and abstraction of the country, how can you help
lesson shape a non-chaotic society?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or
Remediation
V. REMARKS
A. No. of learner who
earned 80% in the evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal can help me
solve?
G. What innovation or
localized materials did I
use which I wish to share
with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time JUNE 24—28, 2018 Quarter I

Monday Tuesday Wednesday Thursday Friday

(June 24, 2019) (June 25, 2019) (June 26, 2019) (June 27, 2019) (June 28, 2019)
I. OBJECTIVES
a. Content Standards Culture and society as anthropological and sociological concepts.
b. Performance Appreciate the nature of Demonstrate a holistic Demonstrate a holistic understanding of culture and society.
Standards culture and society from the understanding of culture and .
perspectives of anthropology society.
and sociology.
c. Learning Identify the subjects of inquiry and goals of Explain anthropological and sociological perspectives on
Competencies/ Anthropology, Political Science and Sociology. culture and society. (UCSPC11DCS-Ic-6)
Objectives (UCSP11/12SPU-Ib-5)
Write the LC code for
each
II. CONTENT Definition of anthropology, political science and sociology Society as a group of people sharing a common culture NO CLASSES DUE
TO THE OATH-
TAKING CEREMONY
OF THE NEWLY-
ELECTED
MUNICIPAL
OFFICIALS
III. LEARNING
RESOURCES
A. References Understanding Culture, Understanding Culture, Understanding Culture, Understanding Culture,
Society, and Politics Society, and Politics Society, and Politics Society, and Politics(Juanito
Philip V. Bernardo, Jr.)
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages pp. 24-32 pp. 33-47 pp. 47-52 pp. 1-9
4. Additional Materials
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review past lesson about the Make a quick recap of the
lesson or presenting the definition of Social Sciences past lesson/discussion
lesson
B. Establishing the Why are there great variations
purpose of the lesson in the way people around the
world live?
C. Presenting Pictures will be presented by Ask students their own
examples/instances of the the teacher and let the beliefs, values, practices,
new lesson students give their insights attitudes as a member of
about the picture. society.
D. Discussing new Define diversity and The Relevance of studying Define norms, laws, artifacts
concepts and practicing similarity. the anthropology, sociology and symbols.
new and politics.
skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery Ask the class to summarize What are the defining features
(Leads to formative the diversity and similarity of of culture?
assessment number 3) cultures in the society.
G. Finding practical Group discussion. “Turning Graded recitation
applications of concepts personal problems into social
and skills in daily living problems.”
H. Making generalization Role –playing a Religious
and abstraction of the Feast
lesson
I. Evaluating Learning Venn Diagram. How are
Society, Politics, and Culture
interrelated with one
another?
J. Additional Activities for
Application or
Remediation
V. REMARKS
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work?
No. of learners who caught up
with the lesson
D. No. of learners who continue
to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
can help me solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time July 1-5, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 01, 2019) (July 02, 2019) (July 03, 2019) (July 04, 2019) (July 05, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and society(i.e., comparative historical, structural-functional, interpretive, critical)
The Human Origins and the capacity for culture
b. Performance Demonstrate a holistic understanding of culture and society.
Standards Analyze key features of interrelationships of biological, cultural and socio-political processes in human evolution that can still be used and developed.
c. Learning Describe society and culture as a complex whole. Identify aspects of culture and Trace the biological and cultura;
Competencies/ (UCSPC11/12DS-Ic-7) society (UCSPC11/12DS-Ic- evolution of early to modern
Objectives 8); humans (UCSP 11/12HBS-Ie-12
Write the LC code for
each
II. CONTENT Culture as a “that complex whole which encompasses beliefs, Aspects of culture Human Origins: The Species
practices, values, attitudes, laws, norms, artifacts, symbols, a. Dynamic, flexible & and their Characteristics; Man’s
knowledge, and everything that a person learns and shares as adaptive Cultural Evolution
a member of a society.” b. Shared and contested
c. Learned through
socialization or enculturation
d. Patterned social
interactions
e. Integrated and at times
unstable
f. transmitted through
socialization/enculturation
g. requires language and
other forms of communication
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics(Juanito Philip V. Understanding Culture, Understanding Culture, Society,
Bernardo, Jr.) Society, and Politics(Lanuza, and Politics(Dolores M.
Raymundo) Lucero,et.al.)
5. Teacher’s Guide p. 16
pages
6. Learner’s Material
pages
7. Textbook pages pp. 10-11 pp. 189-193
8. Additional Materials
D. Other Learning Laptop
Resources
III. PROCEDURES
A. Reviewing previous Quick recap of the previous Identify features of culture. Quick recap of the previous
lesson or presenting the lesson. lesson.
lesson
B. Establishing the purpose Describe the interaction
of the lesson between society and cultural
development of human
beings.
How should people act react
to different cultures?
C. Presenting A video was shown to the Ask students how they Discuss how a certain human
examples/instances of the class. Students gave their learned their present culture. was created.
new lesson opinions and insights about it. Discuss different societies
and people who have different
cultures. Give examples.
D. Discussing new concepts Discuss about society as a Sharing of experiences. Sharing opinions about
and practicing new group of people sharing a creation.
skills #1 common culture

E. Discussing new concepts

and practicing new skills #2
F. Developing Mastery Recitation
(Leads to formative
assessment number 3)
G. Finding practical 5-minute skit/presentation
applications of concepts about how culture is defined.
and skills in daily living
H. Making generalization What factors do you think
 and abstraction of the helped shape our culture in
lesson the society?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation

IV. REMARKS Discussion was not carried

out due to Exit Conference
at the Division Office
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work?
No. of learners who caught up
with the lesson
D. No. of learners who continue
to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal
can help me solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time July 8-12 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 08, 2019) (July 09, 2019) (July 10, 2019) (July 11, 2019) (July 12, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and society(i.e., comparative historical, structural-functional, interpretive,
critical)
b. Performance Standards Values cultural heritage and express pride of place without Analyze the key features of interrelationships of biological,
being ethnocentric cultural and sociopolitical processes in human evolution that
can still be used and developed.
c. Learning Competencies/ Raise questions toward a holistic appreciation of cultures and Become aware of why and
Objectives societies how cultural relativism
.
Write the LC code for each (UCSPC11/12DS-Id-9) mitigates ethnocentrism
(UCSPC11/12DS-Id-10)
II. CONTENT Ethnocentrism and Cultural Relativism as orientations in viewing other cultures
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics (DepEd)
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
 4. Additional
Materials
B. Other Learning Video clip, tv monitor Power point presentation
Resources
IV. PROCEDURES
A. Reviewing previous Analyze the cultures from Recall the effects of
lesson or presenting the Western countries colonialism
lesson
B. Establishing the What are the foreign cultural
purpose of the lesson orientation that you have
encountered?
C. Presenting Pictures and videos will be presented How are they affected with Teacher will present some
examples/instances of the the spread of foreign culture pictures of food that is usually
new lesson in their community? prepared in their community
or their region. The students
will be asked to comment on
the food on the picture.
D. Discussing new Ask the students the aftermath of colonization Think of tangible and
concepts and practicing intangible heritage
new
skills #1
E. Discussing new How are they affected with the different culture in the present “Decolonization”
concepts and practicing society?
new skills #2
F. Developing Mastery Ask students the brand that they are wearing/using.(Mostly Recitation Recitation
(Leads to formative foreign brands)
assessment number 3)
G. Finding practical Define Cultural Relativism, Ethnocentrism Short video clip/Reflection
applications of concepts
and skills in daily living
H. Making generalization Define Eurocentrism, colonialism, colonial mentality
and abstraction of the
lesson
I. Evaluating Learning The teacher will prepare a Give different situation and let The students will answer the The students will answer the Long Quiz
freedom wall for students to the students identify if it is question below: following questions:
write their questions on culture Cultural Relativism,
and society. Ethnocentrism, Eurocentrism, How is it possible to 1.Is it right to pass
colonialism, colonial mentality recognize the uniqueness of judgment on cultures not
each society’s cultural traits our own as inferior,
 and not from the standpoint threatening, or disturbing?
of one’s own society? 2. Should we expect
societies around the
world to practice the
same set of cultural
values and traits?

J. Additional Activities for Teacher will divide the class “Lights, Camera, Action”
Application or Remediation into 2 groups and will ask them Short skit on ethnocentrism
to make the first group the
inner circle and the second
group the outer circle. The
teacher will choose questions
from freedom wall whereas the
inner circle members will
answer the questions and the
outside circle members will
functions as observers. After
10 minutes, the two groups will
take role turns.
V. REMARKS
A. No. of learner who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work? No.
of learners who caught up with the
lesson
C. No. of learners who continue to
require remediation
D. Which of the strategies worked
well? Why did these work?
E. What difficulties did I encounter
which my principal can help me
solve?
F. What innovation or localized
materials did I use which I wish to
share with other teachers?
 Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal

School PNHS Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society &
Politics
Teaching Dates and Time July 15-19,2019 Quarter 1

Monday Tuesday Wednesday Thursday Friday

(July 15, 2019) (July 16, 2019) (July 17, 2019) (July 18, 2019) (July 19, 2019)
I. OBJECTIVES
a. Content Standards Perspectives in/approaches to the study of culture and The human origins and the capacity for culture
society(i.e., comparative historical, structural-functional, The role of culture in human adaptation
interpretive, critical)
b. Performance Standards Values cultural heritage and express pride of place Analyze the key features of interrelationships of biological,
without being ethnocentric cultural and sociopolitical processes in human evolution that can
still be used and developed.
c. Learning Competencies/ Identify forms of tangible and intangible heritage and the Trace the biological and cultural evolution of early to modern
Objectives threats to these. (UCSP11/12DCS-Ie-11) humans. (UCSP11/12HBS-Ie-12)
Write the LC code for each
II. CONTENT Aspects of Culture Biological and cultural evolution: from Homo habilis (or earlier)
to Homo sapiens sapiens in the fossil record
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics (DepEd)
1. Teacher’s Guide pages pp. 29-42 pp. 43-47
2. Learner’s Material pages
3. Textbook pages pp. 103-108 pp. 109-118
4. Additional Materials
B. Other Learning Resources Manila paper , Marker ,Chalk Pictures, Google
IV. PROCEDURES
A. Reviewing previous lesson or presenting The students will recall their lesson yesterday about the Review on the aspects of culture. Quick recap on
the lesson difference between ethnocentrism and cultural relativism. evolution
B. Establishing the purpose of the lesson The students will answer the question about the Video clip (12 minutes) Trace the origin of
difference of the society before from now. After watching the video clip ask the Homo habilis, Homo
students about what they have learned erectus and Homo
on the origins of human sapiens

Discuss on early hominins

C. Presenting examples/instances of the The teacher will present different pictures regarding Present to students the different origins
new lesson tangible and intangible heritage culture. of human

Show pictures of early hominins

What are the key human attributes that
scientists use in identifying certain
fossils as early hominins?
D. Discussing new concepts and Discuss the importance of tangible and intangible Discuss the theories of evolution Show images of
practicing new cultural heritage (Creationism, catastrophism, Homo habilis, Homo
skills #1 transformism, natural selection) erectus and Homo
sapiens
E. Discussing new concepts and The students will give their opinions How are they distinct
practicing new skills #2 after viewing a short video clip of what or different from each
had happened in the past other?

F. Developing Mastery
(Leads to formative assessment number
3)
G. Finding practical applications of What are the distinguishing
concepts and skills in daily living characteristics of anatomically modern
humans?
H. Making generalization and abstraction Why is it important to study fossil
of the lesson remains?

I. Evaluating Learning The class will be grouped The students will present Evidence Chart Formative
into four. Each group will their output. Assessment
 be given a sheet of manila (Paper and pencil
paper and a marker, test)
students will write the
tangible and intangible
heritage in our culture.

J. Additional Activities for Application or Students will be asked to Ask the students to compare and
Remediation write one tangible and summarize the ideas of Creationism,
one intangible cultural catastrophism, transformism, natural
selection
heritage under threat.
Identify the threats and
their possible sources,
and come up with a plan
on how to deals with
these threats.

V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which
my principal can help me solve?
G. What innovation or localized materials
did I use which I wish to share with
other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time July 29- August 02, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(July 29,2019) (July 30,2019) (July 31,2019) (August 01,2019) (August 02,2019)

I. OBJECTIVES
a. Content Standards How individuals learn culture how individuals should behave as part of a political community
and become competent
members of society
b. Performance Identify norms and values to assess the rules of social recognize the value of human rights and promote the common
Standards be observed in interacting with interaction to maintain stability good
others in society, and the of everyday life and the role of
consequences of ignoring innovation in response to
these rules problems and challenges
c. Learning Explain the development of identify the context, content, Identifies the social goals and advocate inclusive citizenship
Competencies/ one’s self and others as a processes, and consequences the socially acceptable UCSP11/12BMSIh-18;
Objectives product of socialization and of enculturation and means of achieving these promote protection of
Write the LC code for enculturation socialization goals UCSP11/12BMSIh-17 human dignity, rights, and the
each ( UCSP11/12HBS-If-15) UCSP11/12BMSIg-16 common good
UCSP11/12BMS- Ih-19
II. CONTENT Enculturation/Socialization Conformity and deviance a. Human dignity, rights, and the common good SEARCH FOR CAREER OUTFIT
a. Identity formation(identities, Social control (gossip, social 2019
disciplines, and aspirations) ostracism, laws and (CAREER GUIDANCE WEEK
b. Norms and Values punishments) b. Forms of CELEBRATION)
c. Statuses and roles(e.g. age,
deviance (ritualism, retreatism,
gender)
rebellion, and innovation)
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd) Understanding Culture, Society, Understanding Culture, Society,
and Politics(DepEd) and Politics(DepEd)
9. Teacher’s Guide 48-53
pages
10. Learner’s Material
 pages
11. Textbook pages
12. Additional
Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review of past lesson Review of past lesson Review of past lesson
lesson or presenting the
lesson
B. Establishing the How does culture key to Discuss that there are different What are the common rights
purpose of the lesson human adaptation? norms and values in each that you know as a Philippine
society citizen?
C. Presenting Discuss the different theories What are the do’s and don’ts Cite examples on human
examples/instances of the of personality: in your family, community? rights violations
new lesson Freud’s model of personality
Piaget’s theory of cognitive
development
Mead’s theory of the social
self
Cooley’s Looking glass self
D. Discussing new Socialization through Make a comparison between Discuss human rights to
concepts and practicing enculturation the norms and values with learners
new skills #1 other culture
E. Discussing new Discuss and give examples of Discuss statuses and roles Human dignity and the
concepts and practicing identity formation common good
new skills #2
F. Developing Mastery Give situations and identify if it Recitation Recitation
(Leads to formative is id, ego, superego
assessment number 3)
G. Finding practical As a young citizen of this
applications of concepts country, how are going to
and skills in daily living promote human rights?
H. Making generalization What are the norms and Make a collage showing the
and abstraction of the values that you observe in Human dignity, rights, and the
lesson your family, community and common good
country? How do these norms
 and values affect your
interaction with others?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or
Remediation
V. REMARKS The lessons from Wednesday-Friday are not carried out due to the Campus Journalism Seminar-Workshop for School paper Advisers (July 31-August 02)
August 02, 2019- Search for Best in Career Outfit 2019
A. No. of learner who
earned 80% in the evaluation
B. No. of learners who
require additional activities for
remediation who scored below
80%
C. Did the remediation
work?
No. of learners who
caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my
principal can help me solve?
G. What innovation or
localized materials did I use
which I wish to share with
other teachers?
Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

Teacher II Head Teacher III OIC ,Principal
 School PNHS Grade Level 11
DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 05-09, 2019 Quarter I

Monday Tuesday Wednesday Thursday Friday

(August 05, 2019) (August 06, 2019) (August 07, 2019) (August 08, 2019) (August 09, 2019)

I. OBJECTIVES
a. Content Standards how individuals should behave as part of a political community

b. Performance assess the rules of social recognize the value of human rights and promote the common
Standards interaction to maintain stability good
of everyday life and the role of
innovation in response to
problems and challenges
c. Learning identify the context, content, Identifies the social goals and advocate inclusive citizenship
Competencies/ processes, and consequences the socially acceptable means UCSP11/12BMSIh-18;
Objectives of enculturation and of achieving these goals promote protection of
Write the LC code for socialization UCSP11/12BMSIh-17 human dignity, rights, and the
each UCSP11/12BMSIg-16 common good
UCSP11/12BMS- Ih-19
II. CONTENT Conformity and deviance a. Human dignity, rights, and the common good
Social control (gossip, social FIRST QUARTERLY ASSESSMENT
ostracism, laws and
punishments) b. Forms of
FIRST SEMESTER/S.Y. 2019-2020
deviance (ritualism, retreatism,
rebellion, and innovation)
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd) Understanding Culture, Society,
and Politics(DepEd)
13. Teacher’s Guide
pages
14. Learner’s Material
 pages
15. Textbook pages
16. Additional
Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review of past lesson Review of past lesson
lesson or presenting the
lesson
B. Establishing the Discuss that there are different What are the common rights
purpose of the lesson norms and values in each that you know as a Philippine
society citizen?
C. Presenting What are the do’s and don’ts Cite examples on human
examples/instances of the in your family, community? rights violations
new lesson
D. Discussing new Make a comparison between Discuss human rights to
concepts and practicing the norms and values with learners
new skills #1 other culture
E. Discussing new Discuss statuses and roles Human dignity and the
concepts and practicing common good
new skills #2
F. Developing Mastery Recitation Recitation
(Leads to formative
assessment number 3)
G. Finding practical As a young citizen of this
applications of concepts country, how are going to
and skills in daily living promote human rights?
H. Making generalization
and abstraction of the
lesson
I. Evaluating Learning Quiz

J. Additional Activities for

Application or
Remediation
V. REMARKS The lessons from Wednesday-Friday are not carried out due to the Campus Journalism Seminar-Workshop for School paper Advisers (July 31-August 02)
 August 02, 2019- Search for Best in Career Outfit 2019
A. No. of learner who
earned 80% in the evaluation
B. No. of learners who
require additional activities for
remediation who scored below
80%
C. Did the remediation
work?
No. of learners who
caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my
principal can help me solve?
G. What innovation or
localized materials did I use
which I wish to share with
other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 12-16,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

(August 12, 2019) (August 13, 2019) (August 14, 2019) (August 15, 2019) (August 16, 2019)
I. OBJECTIVES
a. Content Standards 1. cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests
b. Performance Standards 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
c. Learning Competencies/ Traces kinship ties and social networks ( USCP11/12HSO-IIi-20)
Objectives
Write the LC code for each
II. CONTENT How Society is organized
NATIONAL 1. Groups within society: Primary and Secondary; 2. In-groups and INDUCTION PROGRAM
HOLIDAY out groups; 3. Reference groups; 4. Networks
& SPORTSFEST 2019
EDH’L ADHA
III. LEARNING
RESOURCES
a. References Understanding Culture, Society, and Politics(DepEd)
1. Teacher’s Guide pages 66-71
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials PowerPoint Presentation
b. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ask the learners their own Why is it important to belong into Review past lesson
presenting the lesson definition of a group a group?
B. Establishing the purpose of Brainstorming Who are you closest to? Why?
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and Discuss primary group, Differentiate between group
practicing new secondary group, reference interaction and social interaction
skills #1 group, in-group/out-group,
networks
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Recitation Quiz
(Leads to formative assessment
number 3)
G. Finding practical applications Group the learners into two;
of concepts and skills in daily Charades
living
H. Making generalization and Activity: Identify the groups that
abstraction of the lesson you are part of and assign this
on the 4 overlapping circles
according to closeness
I. Evaluating Learning Let the learners present their
activity.
J. Additional Activities for
Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which
my principal can help me solve?
G. What innovation or localized materials
did I use which I wish to share with other
teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal
School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 19-23,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

(August 19, 2019) (August 20, 2019) (August 21, 2019) (August 22, 2019) (August 23, 2019)
I. OBJECTIVES
a. Content Standards Social stratification as the ranking of individuals according to wealth, power, and prestige
b. Performance Standards identify one’s role in social groups and institutions
c. Learning Competencies/ Describe the organized nature of social life and rules governing behavior ( USCP11/12HSO-IIi-21)
Objectives
Write the LC code for each
II. CONTENT Cultural, social and political institutions
1. Kinship, marriage and the household NATIONAL SPORTSFEST 2019
a. Kinship by blood
Descent and marriage( unilineal, matrilineal, patrilineal,
bilateral)
HOLIDAY MUNICIPAL MEET
b. Kinship by marriage
Marriage rules cross-culturally ( monogamy vs. polygamy, post-
NINOY
marital residency rules, referred marriage partners)
AQUINO DAY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Understanding Culture, Society, and Politics(DepEd)
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Definition of kinship Brief review of kinship Review past lesson
lesson or presenting the
lesson
B. Establishing the purpose Introducing kinship by blood Introducing kinship by marriage
of the lesson
C. Presenting Looking back at historical kinship Video clip on family and how
examples/instances of the family is formed
new lesson
D. Discussing new Sharing of the learners’ kinship Define and discuss marriage Monogamy vs polygamy
concepts and practicing ties
new
skills #1
E. Discussing new concepts Kinship by blood ( unilineal, Discuss the four types of family
and practicing new skills #2 matrilineal, patrilineal, bilateral ) based on marriage system
F. Developing Mastery Learners define marriage and be
(Leads to formative familiar with the 4 types of
assessment number 3) families based on marriage
system.
G. Finding practical Finding importance of marriage Advantages and disadvantages
applications of concepts in building a family. of monogamy and polygamy
and skills in daily living
H. Making generalization Recitation
and abstraction of the
lesson
I. Evaluating Learning Recitation Recitation

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
 E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which
my principal can help me solve?
G. What innovation or localized materials
did I use which I wish to share with other
teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA

SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time August 26-30,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

(August 26,2019) (August 27,2019) (August 28,2019) (August 29,2019) (August 30,2019)
I. OBJECTIVES
a. Content Standards social and political inequalities as features of societies and the global community
b. Performance Standards identify one’s role in social groups and institutions
c. Learning Competencies/ Compare different social forms of social organization according to Compare different social forms of social organization according to
Objectives their manifest and latent functions ( USCP11/12HSO-IIj-22) their manifest and latent functions ( USCP11/12HSO-IIj-22)
Write the LC code for each
II. CONTENT c. Kinship by ritual ( Compadrazgo )
National CANCELLATION OF CLASSES d. Family and the household
Nuclear, extended, and reconstituted families ( separated,
HOLIDAY DUE TO TYPHOON JENNY transnational )
e. Politics of kinship ( political dynasty, alliances )
(National
Heroes’ Day)
III. LEARNING RESOURCES
A. References Understanding Culture, Society, and Politics(DepEd)
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of past lesson Brief review on kinship by Recap on type of political
presenting the lesson marriage and kinship by ritual dynasty
B. Establishing the purpose of How does one connected to an Introduce political dynasty Can you imagine life without Discuss authority and legitimacy
the lesson individual other than through leaders or government?
bloodline?
C. Presenting Briefly discuss Compadrazgo or Give examples of families in in Recall the meaning of politics
examples/instances of the new compadre system the Philippines who are involved
lesson in political dynasty.
D. Discussing new concepts and Discuss the different types of Discuss how other societies Define authority and legitimacy
practicing new family organize their political lives
skills #1
E. Discussing new concepts and Reconstituted family Define Political Dynasty Discuss the types of political
practicing new skills #2 Transnational family organizations created by human
F. Developing Mastery Show pictures of different types What are the advantages and Learners will define politics and Learners will define authority and
(Leads to formative assessment of family and have the students disadvantages of political know the type of political legitimacy and its type.
number 3) choose where they belong to dynasty? organizations
G. Finding practical applications Make a short essay on why Role play.
of concepts and skills in daily Philippine marriages at present Show how the relationship of a
living are very evident. child is established through
baptism and matrimony
H. Making generalization and Are you in favor of divorce in the
abstraction of the lesson Philippines? Why or why not?
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which
my principal can help me solve?
G. What innovation or localized materials
did I use which I wish to share with other
teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG
Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics

Teaching Dates and Time September 02-06,2019 Quarter II

 Monday Tuesday Wednesday Thursday Friday
VII. OBJECTIVES
d. Content Standards Social and political inequalities as features of societies and the global community
 e. Performance Standards Recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
f. Learning Competencies/ Analyze economic organization and its impacts on the lives of people in the society ( USCP11/12HSO- Differentiate functions of
Objectives IIa-24 ) nonstate institutions in society
Write the LC code for ( USCP11/12HSO-IIb-25 )
each
VIII. CONTENT 2. Political and leadership 3. Economic Institutions 4. Nonstate institutions
structures a. Reciprocity a. Banks and corporations
a. Political organization b. Transfers b. Cooperatives and trade
i. Bands c. Redistribution unions
ii. Tribes d. Market transactions c. Transnational advocacy
iii. Chiefdoms e. Markets and state groups
iv. States and Nations d. Development agencies
b. Authority and legitimacy e. International Organizations
i. Traditional
ii. Charismatic
iii. Rational

IX. LEARNING RESOURCES

E. References Understanding Culture, Society, and Politics(DepEd)
17. Teacher’s Guide
pages
18. Learner’s Material
pages
19. Textbook pages
20. Additional Materials
F. Other Learning
Resources
X. PROCEDURES
K. Reviewing previous lesson Recap on the previous lesson. Recap on previous lesson Brief review on economic Review on the previous lesson
or presenting the lesson processes and economic
organizations.
L. Establishing the purpose of Can you imagine life without Introduce economics How can you differentiate
the lesson leaders or government? between state and nonstate
institutions
M. Presenting Recall the meaning of politics
examples/instances of the
new lesson
N. Discussing new concepts Discuss how other societies Discuss the different economic Discuss the different economic
and practicing new organize their political lives processes subsistence
 skills #1
O. Discussing new concepts Discuss the types of political Discuss the different economic
and practicing new skills #2 organizations created by human organizations
P. Developing Mastery Learners will define politics and Learners will learn about Learners learned the different
(Leads to formative know the type of political different economic processes types of economic subsistence
assessment number 3) organizations and the different economic
organizations
Q. Finding practical Learners will give examples on
applications of concepts each types of economic
and skills in daily living subsistence
R. Making generalization and
abstraction of the lesson
S. Evaluating Learning Short quiz. The students will be having a
quiz.
T. Additional Activities for
Application or Remediation
XI. REMARKS
H. No. of learner who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored
below 80%
J. Did the remediation work?
No. of learners who caught
up with the lesson
K. No. of learners who
continue to require
remediation
L. Which of the strategies
worked well? Why did these
work?
M. What difficulties did I
encounter which my
principal can help me
solve?
N. What innovation or
localized materials did I use
which I wish to share with
other teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO ERLINDA M. JOAQUIN RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher Angelica Orbizo Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 09-13,2019 Quarter II
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
a. Content Standards Social and political inequalities as features of societies and the HOLIDAY
global community
b. Performance Standards
c. Learning Competencies/ Evaluate how functions of Promote primary education as a
Objectives education affect the lives of human right ( USCP11/12HSO-
Write the LC code for each people in society IIf-27 )
( USCP11/12HSO-IIf-26 )

II. CONTENT Functions of education in society

( formal and nonformal )
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a
human right

III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review on education and the two Brief review on previous lesson
presenting the lesson types of education
B. Establishing the purpose of Why do we go to school?
the lesson
C. Presenting Let the student define and give Presenting video clips on
examples/instances of the new meaning to education different educational issues and
lesson factors affecting education
system
D. Discussing new concepts and Discuss about education Discuss the functions of Students will summarize all
practicing new education lessons about education
skills #1
E. Discussing new concepts and Introduce and discuss the types Discuss the Maslow’s hierarchy
practicing new skills #2 of education of needs
F. Developing Mastery Students will summarize the The students will summarize the
(Leads to formative assessment lesson about education functions of education and
number 3) elaborate further the Maslow’s
hierarchy of needs
G. Finding practical applications Let the students share about
of concepts and skills in daily they know on education system,
living the different system in
international education
H. Making generalization and
abstraction of the lesson
I. Evaluating Learning

J. Additional Activities for Group Activity.

Application or Remediation Making a proposal on a new and
modernized education system
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal can help me solve?
G. What innovation or localized materials
did I use which I wish to share with other
teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 16-20,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards Social and political inequalities as features of societies and the global community
b. Performance Standards
c. Learning Competencies/ Conduct participant observation ( e.g., attend, describe, and reflect on a religious ritual of a different Recognize the practice of
Objectives group; observe elections practices) ( USCP11/12HSO-IIg-28 ) medical pluralism in light of
Write the LC code for each cultural diversity and relativism
( USCP11/12HSO-IIg-29 )
II. CONTENT Religion and belief systems Health
a. Animism a. Culture-specific syndromes
b. Polytheism and illnesses ( e.g., “bughat”,
c. Monotheism “usog”/”buyag”)
d. Institutionalized religions b. Systems of diagnosis,
e. Separation of church and state prevention and healing systems )
c. Health as a human right
III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics(Gerry M. Lanuza, Sarah S. Raymundo) Understanding Culture, Society,
and Politics(Juanito Philip V.
Bernardo, Jr.)

Teacher’s Guide pages

a. Learner’s Material pages 61-77 84-86
b. Textbook pages
c. Additional Materials
d. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review on previous lesson Review on previous lesson
presenting the lesson
B. Establishing the purpose of Who determines your religion?
the lesson When does an individual obtain a
certain religion?
Do you really have a choice in
 choosing your own religion?
C. Presenting Who has different religion aside
examples/instances of the new from Roman Catholic?
lesson
D. Discussing new concepts and Students will share their beliefs Discuss the 3 functions of Discuss about social health Discuss the healing systems of
practicing new in their own religion and define religion prevention and healing
skills #1 it.
E. Discussing new concepts and Discuss the three sociological Discuss the different types of Discuss on the different culture- Elaborate on the healing system
practicing new skills #2 perspective theories defining religious practitioners, types of specific syndromes and illnesses and cite on the people believing
religion religious activities and religious and following the same system
organizations.
F. Developing Mastery Quiz Students will know the meaning Students will summarize the
(Leads to formative assessment of religion functions of religion, types of
number 3) religious practitioners, types of
religious activities and religious
organizations.
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction of the lesson
I. Evaluating Learning Recitation and sharing of ideas Recitation
on religion
J. Additional Activities for
Application or Remediation
V. REMARKS
A. No. of learner who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remediation work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of the strategies worked well?
Why did these work?
F. What difficulties did I encounter which
my principal can help me solve?
G. What innovation or localized
materials did I use which I wish to share
with other teachers?
Prepared: Checked: Noted:
ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal

School Piaz National High School Grade Level 11

DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 23-27,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards social stratification as the ranking of individuals according to wealth, power, and prestige
social and political inequalities as features of societies and the global community
b. Performance Standards examine stratification from the functionalist and conflict perspectives
c. Learning Competencies/ G. Social and political stratification
Objectives a. Social desirables ( wealth, power, prestige )
Write the LC code for each
b. Social mobility system
i. Open ( Class )
ii. Closed ( Caste )
c. Social inequality
i. Access to social, political, and symbolic capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities ( e.g., persons with disabilities )
v. Global Inequality ( relationships between states and nonstate actors in the global community

Examine stratification from the functionalist and conflict perspectives ( USCP11/12HSO-IIc-30 )

II. CONTENT . Social desirables a. Wealth b. Power c. Prestige 2. Social mobility system a. Open (Class) b. Closed (Caste)
III. LEARNING
RESOURCES
A. References Understanding Culture, Society and Politics
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of the past lesson
presenting the lesson
B. Establishing the purpose of When was the last time you How do the leaders address the
the lesson experienced “hunger” due to lack problems in your community?
of provisions to buy food?
What actions did you take to
satisfy your hunger?
C. Presenting Ask someone to share his/her
examples/instances of the new story about the difficulties he/she
lesson experienced.
D. Discussing new concepts and Discuss the theories of social
practicing new stratification.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to formative assessment
number 3)
G. Finding practical applications Role playing
of concepts and skills in daily
living
H. Making generalization and Video clip(documentary about
abstraction of the lesson social inequality)
I. Evaluating Learning Quiz

J. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work? No.
of learners who caught up with
the lesson
D. No. of learners who continue
to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal can
help me solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time September 30-October 04,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards The agents/institutions, processes, and outcomes of cultural, The agents/institutions,
political and social change processes, and outcomes of
cultural, political and social
change
b. Performance Standards Evaluates factors causing social, political, and cultural change Advocate how human
societies should adapt to
such changes
c. Learning Competencies/ Identify new challenges faced by human populations in Identify new challenges faced Describe how human
Objectives contemporary societies ( USCP11/12HSO-IIc-33 ) by human populations in societies adapt to new
Write the LC code for each contemporary societies challenges in the physical,
( USCP11/12HSO-IIc-33 ) social, and cultural
environment
( USCP11/12HSO-IIi-34)
II. CONTENT H. Cultural, Social, and Political Change 4. Social contradictions and I. New challenges to human
Sources of social, cultural, and political change tensions ( e.g., Inter-ethnic adaptation and social change
1. Innovation conflicts, class struggle, 1. Global warming and
2. Diffusion armed conflict, terrorism, climate change
3. Acculturation and assimilation protests, gender issues ) 2. Transnational migration
and Overseas Filipino
Workers( OFW )

III. LEARNING
RESOURCES
A. References Understanding Culture, Society, and Politics
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
 IV. PROCEDURES
A. Reviewing previous lesson or Review of the past lesson Review of the past lesson
presenting the lesson
B. Establishing the purpose of How are things today different 10
the lesson years ago?
C. Presenting Students will share their thoughts Video clip What are the changes that
examples/instances of the new and ideas you observe around you?
lesson How does it affect you daily
routine?
D. Discussing new concepts and Short video clip about innovation Discuss global warming,
practicing new climate change.
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery Make a reaction (oral) on the
(Leads to formative assessment implications of the said video
number 3) clip.
G. Finding practical applications What have you done in your Draw the negative effects of
of concepts and skills in daily community in order for your task global warming. Make a
living to become easier accomplished? caption below it..
F. Making generalization and
abstraction of the lesson
G. Evaluating Learning Quiz

H. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work? No.
of learners who caught up with
the lesson
D. No. of learners who continue
to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal can
help me solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal
 School Piaz National High School Grade Level 11
DAILY LESSON LOG Teacher ANGELICA ORBIZO Learning Area Understanding Culture, Society and
Politics
Teaching Dates and Time October 07-11,2019 Quarter II

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards agents/ institutions, processes, and outcomes of cultural, political, and social change
b. Performance Standards evaluate processes of social change assess options and alternatives for social action by individuals and
communities
c. Learning Competencies/ H. Cultural, Social, and I. New challenges to human J. Responding to social
Objectives Political Change adaptation and social change political, and social change
Write the LC code for each
Sources of social, cultural, 1. Global warming and 1. Inclusive Citizenship and
and political change climate change participatory governance
1. Innovation 2. Transnational migration 2. New forms of media and
2. Diffusion and Overseas Filipino social networking
3. Acculturation and Workers( OFW ) 3. Social movements ( e.g.,
assimilation environmentalism, feminism )
4. Social contradictions and Describe how human
tensions ( e.g., Inter-ethnic societies adapt to new Develop a plan of action for
conflicts, class struggle, challenges in the physical, community-based response
armed conflict, terrorism, social, and cultural to change ( USCP11/12HSO-
protests, gender issues ) environment IIj-35 )
( USCP11/12HSO-IIi-34)
Identify new challenges faced
by human populations in
contemporary
societies( USCP11/12HSO-IIc-
33 )
II. CONTENT Social change and human agency 1. Invention (e.g., new of forms of media and social networking, technological change) 2.
Diffusion, acculturation, and globalization 3. Social contradictions, conflict, and change (e.g., inter-ethnic conflicts, class
struggle, armed conflict, terrorism, protests, gender issues) 4. Social movements (e.g., indigenous people’s rights,
environmentalism, feminism, religious fundamentalism, revitalization movements) 5. Demographic change (e.g., transnational
migration, Overseas Filipino Workers) 6. New challenges to human adaptation (e.g., climate change 7. Inclusive citizenship and
 participatory governance
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide pages
b. Learner’s Material pages
c. Textbook pages
d. Additional Materials
e. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review of past lesson Review of past lesson Review of past lesson Review of past lesson
presenting the lesson
B. Establishing the purpose of Video clip
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and Ask learners’ personal opinion
practicing new on migration
skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery quiz
(Leads to formative assessment
number 3)
G. Finding practical applications Role play debate
of concepts and skills in daily
living
F. Making generalization and
abstraction of the lesson
G. Evaluating Learning

H. Additional Activities for

Application or Remediation
V. REMARKS
A. No. of learner who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work? No.
of learners who caught up with
the lesson
D. No. of learners who continue
to require remediation
E. Which of the strategies
worked well? Why did these
work?
F. What difficulties did I
encounter which my principal can
help me solve?
G. What innovation or localized
materials did I use which I wish
to share with other teachers?

Prepared: Checked: Noted:

ANGELICA ORBIZO NORA R. COLLADO RAMON V. ESTRADA
SHS- Teacher II Head Teacher III OIC ,Principal