Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP Learning Area: SHS Understanding Grade Level: 11 Quarter: Duration:

No.: Culture, Society and Politics 3rd 3 week

acknowledge human cultural Code:

variation, social differences, UCSP11/12SPU-1c-5
social change, and political UCSP11/12SPU-1c-6
Learning Competency/ies: identities UCSP11/12SPU-1c-7
(Taken from the Curriculum Guide) acknowledge human cultural
variation, social differences,
social change, and political
identities
acknowledge human cultural
variation, social differences,
social change, and political
identities
acknowledge human cultural
variation, social differences,
social change, and political
identities

Explain the importance of cultural relativism in attaining cultural

understanding

Key Concepts /
Understandings to be importance of cultural relativism in attaining cultural understanding

Developed

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives

s. 2015)

Knowledge Categories: Behavioral Verbs:

The fact or Starting points for the understanding
condition of
cultural relativism
knowing
something with
familiarity Remembering identify, retrieve,  Describe your own culture and
The learner can recall information and retrieve recognize, duplicate, list, compare it to the culture of others
gained through
relevant knowledge from long-term memory memorize, repeat,
experience or
describe, reproduce
association

Understanding interpret, exemplify,  Interpret the difference between

The learner can construct meaning from oral, classify, summarize, infer, ethnocentrism and cultural relativism
written and graphic messages compare, explain,
paraphrase, discuss

Skills Applying execute, implement,  Illustrate the ill effects of

The ability and The learner can use information to undertake a demonstrate, dramatize, ethnocentrism;
capacity procedure in familiar situations or in a new way interpret, solve, use,
acquired illustrate, convert,
through discover
deliberate, Analyzing differentiate, distinguish,  Organize the awareness why and
systematic, The learner can distinguish between parts and compare, contrast, how cultural relativism mitigates
and sustained determine how they relate to one another, and to organize, outline, attribute, ethnocentrism
effort to the overall structure and purpose deconstruct
smoothly and
adaptively
carryout
Evaluating coordinate, measure,  Evaluate anthropological and
complex
The learner can make judgments and justify detect, defend, judge, sociological perspectives on culture and
activities or
decisions argue, debate, describe, society
the ability, critique, appraise,
coming from evaluate
one's
knowledge,
Creating generate, hypothesize,  Generate the importance of cultural
practice,
The learner can put elements together to form a plan, design, develop, relativism in attaining cultural
aptitude, etc.,
functional whole, create a new product or point produce, construct, understanding
to do
of view formulate, assemble,
something
devise

Attitude Categories: List of Attitudes: Ethnocentrism and

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence, Cultural Relativism
feelings or selected attention Wellness, Respect, Honesty, Personal as orientations in
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, discipline, Perseverance, Sincerity, viewing other
A settled way of give, hold, identify, locate, name, point to, reply, select, sit, Patience, Critical thinking, Open- cultures
thinking or Study, use mindedness, Interest, Courteous,
feeling about Obedience, Hope, Charity, Fortitude,
someone or Resiliency, Positive vision,
something, 2. Responding to Phenomena - Active participation on the Acceptance, Determined, Learners will define
typically one that part of the learners. Attends and reacts to a particular Independent , Gratitude, Tolerant, and differentiate
is reflected in a phenomenon. Learning outcomes may emphasize Cautious, Decisive, Self-Control,
between
person’s compliance in responding, willingness to respond, or Calmness, Responsibility,
ethnocentrism and
behavior satisfaction in responding (motivation). Accountability, Industriousness,
Industry, Cooperation, Optimism, cultural relativism,
Behavioral Verbs: aid, answer, assist, comply, conform,
Satisfaction, Persistent, Cheerful, recognizing their
discuss, greet, help, label, perform, practice, present, read,
recite, report, select, tell, write Reliable, Gentle, Appreciation of impacts on cultural
one’s culture, Globalism, understanding.
Compassion, Work Ethics, Creativity,
3. Valuing - Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Financial Commitment to
behavior. This ranges from simple acceptance to the more Literacy, Global, Solidarity, Making a
ethnocentric beliefs
complex state of commitment. Valuing is based on the stand for the good, Voluntariness of
can manifest through
internalization of a set of specified values, while clues to human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful, strong identification
these values are expressed in the learner's overt behavior
and are often identifiable. Seriousness, Generous, Happiness, with their culture,
Modest, Authority, Hardworking, influencing their
Behavioral Verbs: work, complete, demonstrate,
Realistic, Flexible, Considerate, behavior and
differentiate, explain, follow, form, initiate, invite, join, justify,
Sympathetic, Frankness responses to
propose, read, report, select, share, study
diversity.

4. Organization - Organizes values into priorities by Students will define

contrasting different values, resolving conflicts between ethnocentrism and
them, and creating a unique value system. The emphasis is cultural relativism
on comparing, relating, and synthesizing values.
and explain their
Behavioral Verbs: adhere, alter, arrange, combine, implications in cross-
compare, complete, defend, explain, formulate, generalize,
cultural interactions.
identify, integrate, modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has a value system Students will

that controls their behavior. The behavior is pervasive, consistent, understand the
predictable, and most importantly, characteristic of the learner. definitions and
Instructional objectives are concerned with the student's general
nuances of
patterns of adjustment (personal, social, emotional).
ethnocentrism and
Behavioral Verbs: act, discriminate, display, influence,
cultural relativism,
listen, modify, perform, practice, propose, qualify, question,
revise, serve, solve, verify recognizing their
impact on cultural
perception.
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting,
standards of Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love of Learners will recognize
behavior; one's give, hold, identify, locate, name, point to, reply, select, truth, Kindness, Humble how ethnocentrism can
judgment of what sit, Study, use
hinder cultural
is important in 2. Responding to Phenomena - Active participation on the
life. part of the learners. Attends and reacts to a particular understanding, while
Go beyond phenomenon. Learning outcomes may emphasize compliance cultural relativism
learner’s life on in responding, willingness to respond, or satisfaction in promotes appreciation
earth, include responding (motivation). for diverse perspectives
more than wealth Behavioral Verbs: aid, answer, assist, comply,
and fame, and conform, discuss, greet, help, label, perform, practice,
would affect the present, read, recite, report, select, tell, write
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or
millions. behavior. This ranges from simple acceptance to the more
Intentionally complex state of commitment. Valuing is based on the
adding value to internalization of a set of specified values, while clues to these
people values are expressed in the learner's overt behavior and are
everyday. 2. Maka-tao
often identifiable.
Concern for Others, Respect for Learners will recognize
Behavioral Verbs: work, complete, demonstrate, human rights, Gender equality, Family how ethnocentrism can
differentiate, explain, follow, form, initiate, invite, join, Solidarity, Generosity, Helping,
justify, propose, read, report, select, share, study undermine cultural
Oneness
4. Organization - Organizes values into priorities by understanding and how
contrasting different values, resolving conflicts between them, cultural relativism
and creating a unique value system. The emphasis is on fosters inclusivity and
comparing, relating, and synthesizing values. respect for diversity.
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, 3. Makakalikasan
generalize, identify, integrate, modify, order, organize, Care of the environment, Disaster Learners will recognize
prepare, relate, synthesize Risk Management, Protection of the how ethnocentrism can
5. Internalizing values - (Characterization): Has a value Environment, Responsible affect environmental
system that controls their behavior. The behavior is pervasive, Consumerism, Cleanliness,
perceptions and
consistent, predictable, and most importantly, characteristic of Orderliness, Saving the ecosystem,
the learner. Instructional objectives are concerned with the Environmental sustainability
practices across cultures,
student's general patterns of adjustment (personal, social, while cultural relativism
emotional). can promote
Behavioral Verbs: act, discriminate, display, influence, understanding of diverse
listen, modify, perform, practice, propose, qualify, environmental values
question, revise, serve, solve, verify and practices.

4. Makabansa Learners will participate

Peace and order, Heroism and in initiatives that foster
Appreciation of Heroes, National patriotism,
Unity, Civic Consciousness, Social
understanding its
responsibility, Harmony, Patriotism,
Productivity
importance in a
culturally diverse
society.

2. Content Starting points for the understanding of culture, society, and politics

3. Learning Resources DepEd Curriculum Guide, academic readings on UCSP, textbooks

4. Procedures

4.1 Introductory Activity (____ minutes). This Curriculum Present this Preliminary Activity:
part introduces the lesson content. Although at times Contextualization  Prayer, greetings, attendance
optional, it is usually included to serve as a warm-up
Localization:
activity to give the learners zest for the incoming
Consider/include here Cultural Reflection: Have students write a short essay or
lesson and an idea about what it to follow. One
principle in learning is that learning occurs when it is
the appropriate Local journal entry describing their own culture. They should
Heritage Themes:
conducted in a pleasurable and comfortable include aspects like traditions, values, norms, language, and
A. Annual Rites,
atmosphere. customs.
Festivals, and
Rituals
(Historical/Religious
Festivals, Local
4.2 Activity/Strategy (____ minutes). This is an Cultural Festivals, Presentation Day: Students present their research on the
interactive strategy to elicit learner’s prior learning Local different cultures they studied. Encourage them to highlight
experience. It serves as a springboard for new Delicacies/Products both similarities and differences.
learning. It illustrates the principle that learning starts Festivals, Rituals,
where the learners are. Carefully structured activities Wedding Ritual, Present students with scenarios where different cultural
such as individual or group reflective exercises, group Palihi Ritual, Burial practices are judged (e.g., dietary restrictions, marriage
discussion, self-or group assessment, dyadic or triadic Ritual,
interactions, puzzles, simulations or role-play, customs). Have students identify whether the perspective
B Literary Anthologies shown is ethnocentric or culturally relativistic.
cybernetics exercise, gallery walk and the like may be Written In Local
created. Clear instructions should be considered in this Language (BALITAW,
part of the lesson. BALAK, Folktales/ Short
Stories, Local Heroes
4.3 Analysis (____ minutes). Essential questions C. Historical Events,  In small groups, students share their descriptions and
are included to serve as a guide for the teacher in Enduring Values, discuss similarities and differences among their cultures.
clarifying key understandings about the topic at hand. Indigenous Materials,  Facilitate a class discussion on common themes: What
Critical points are organized to structure the Indigenous Cultural aspects of culture did students find most significant? How do
discussions allowing the learners to maximize Communities/Indigenous
interactions and sharing of ideas and opinions about these aspects shape their identities?
People, Indigenous
expected issues. Affective questions are included to  Discuss as a class: What did you learn from these
Games
elicit the feelings of the learners about the activity or
D. Topography, Flora/
presentations? How do these cultures reflect different values
the topic. The last questions or points taken should and norms?
lead the learners to understand the new concepts or Fauna (Falls, Mountains,
 Create a Venn diagram on the board to visually represent
skills that are to be presented in the next part of the River, Cave, Trees,
Flower, Fauna similarities and differences.
lesson.
E. Food & Local
products
4.4 Abstraction (____ minutes). This outlines the Emphasize that while cultures can be different, they
G. Role Model Family
key concepts, important skills that should be often share underlying human experiences and values.
enhanced, and the proper attitude that should be
Discuss how this understanding can foster empathy
emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, and connection.
analysis and new inputs in this part of the lesson. Highlight how ethnocentrism can lead to stereotyping,
exclusion, and cultural conflict, emphasizing the need
for awareness and sensitivity.

4.5 Application (____ minutes). This part is Ask students to think of ways to combat ethnocentrism in
structured to ensure the commitment of the learners to their own lives or communities. They can write a short action
do something to apply their new learning in their own
plan for promoting cultural understanding.
environment.

4.6 Assessment (___ minutes). For the Teacher

to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or
enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success
criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods
below:

Assessment Method Possible Activities Offline/Online assessment method shall be used

a) Observation Investigation, Role Play, Oral Recitation and Role Play, shall be assess
Oral Presentation, Dance,
(Formal and informal observations of learners’ student’s learning.
performance or behaviors are recorded, based on Musical Performance, Skill
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
 b) Talking to Learners / Conferencing Hands-on Science
(Teachers talk to and question learners about their learning Activities, Written Work Written Work and Essay are desired.
to gain insights on their understanding and to progress and and Essay, Picture
clarify their thinking) Analysis, Comic Strip,
Panel Discussion,
Interview, Think-Pair-
Share, Reading

c) Analysis of Learners’ Products Worksheets for all subjects,

(Teachers judge the quality of products produced by Essay, Concept Essay, Multi-media Presentation, Product made by
learners according to agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork, students are also the possible assessment.
Multi-media Presentation,
Product made in technical-
vocational subjects

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability Open-Ended Question, Offline Quizzes
to demonstrate mastery of a skill or knowledge of content) Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Online Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

● Reinforcing / strengthening the day’s lesson

● Enriching / inspiring the day’s lesson

● Enhancing / improving the day’s lesson

● Preparing for the new lesson  Cultural, Social, Political and Economic Symbols
and Practices
 Functions of Symbols and Symbolism
 Types of Symbols
4.8 Concluding Activity (____ minutes).  Divide students into small groups (3-4 members).
This is usually a brief but affective closing activity such as a strong quotation, a  Become aware of why and how cultural relativism
short song, an anecdote, parable or a letter that inspires the learners to do mitigates ethnocentrism
something to practice their new learning.
Role-Playing Exercise: Assign students different cultural
identities and scenarios. They must respond to a challenge
using cultural relativism principles, focusing on
understanding rather than judgment.
After the role play, discuss as a class: How did adopting a
culturally relativistic perspective change their responses?
What challenges did they encounter in setting aside their own
biases?

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson to the following day,
in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s
progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions. Indicate below whichever is/are appropriate.

A. No. of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my learning
strategies worked
well? Why did these
work?
 F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:
Name: CONCEPCION A. ANCAJAS School: JUAN PAPMLONA NHS - SHS

Position/Designation: Teacher I Division: CEBU PROVINCE

Contact Number: 09690802766 Email address: concepcionancajas@gmail.com