DLL in UCSP
Uploaded by
gelian.sacupayoDLL in UCSP
Uploaded by
gelian.sacupayoGRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher JORGETA C. CLARO Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time October 28-31, 2019 Quarter Third- Second Sem
Annex 1Bto DepEd Order No. 42, s. 2016
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Identify the human cultural Appreciate the origins and dynamics of Recognize the social, political, and Identify the common
variation, culture and society, and cultural change concerns or intersections of
social differences, social political identities anthropology, sociology, and
change, and political political science with respect
identities to the phenomenon of
change
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Articulate observations on Demonstrate curiosity and an Analyze social, political, and Recognize the common
human cultural variation, openness to explore the cultural change concerns or intersections of
Objectives social differences, social origins and dynamics of (UCSP11/12SPUIb-3) anthropology, sociology, and
Write the LC code for each change, and political culture and society, and political science with respect
identities (UCSP11/12SPUIa-1) political identities to the phenomenon of
(UCSP11/12SPUIa-2) change (UCSP11/12SPUIb-4)
II. CONTENT Human cultural variation, The origins and dynamics of The social, political, and The common
social differences, social culture and society, and cultural change concerns or intersections of
change, and political political identities anthropology, sociology, and
identities political science with respect
to the phenomenon of
change
III. LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES Concept Map making Graphic design making Paragraph making Causes and consequences of social
change with special focus on the
premise of political scenario creates
economic scenario and vice versa.
A. Reviewing previous The teacher will ask the students if The teacher will ask the students the The teacher will as the students The teacher will ask the students to
lesson or presenting the they have an idea about culture, meaning of culture, politics and society. about the origins and dynamics of give meaning the following:
society and politics. culture, politics and society. Social change,
new lesson
Political Change
Cultural change
B. Establish a purpose for What do you think is the reason why Why we need to know the origins and What is the reason why we need to Why we need to identify the common
we need to discuss the said topic? dynamics of culture and society, and recognize the social, political, and concerns or intersections of
the lesson Political identities? Cultural change? anthropology, sociology, and political
science with respect
to the phenomenon of Change?
C. Presenting The teacher will write on the board The teacher will picture about the culture The teacher will ask the students Why we need to relate culture to
examples/instances of the the word language, traditions, norms, of the Philippines and let the students about the meaning of change. anthropology and sociology to
song and color of the skin, society and identify the picture. society?
new lesson politics.
D. Discussing new concepts What you can observe our teenagers The teacher will give an activity to the The teacher will connect the word The teacher will write on the board
and practicing new skills #1 now days? students this activity they will compare change to the Social, political and the word CAUSES and
In what way we say that social media the culture of the Philippines to other cultural. CONSEQUENCES related to social
influence our culture? country especially in the USA change.
E. Discussing new concepts Why we need to preserve our own The teacher will let the students to The teacher will ask the reason why The teacher will also write on the
and practicing new skills # 2 culture? compare the culture of the said country. change exists in social, political and board the word anthropology,
cultural. sociology, and political science and
let the students
F. Developing mastery Give one word that will define culture What learning you get out of this What is the reason why we The teacher will ask the students if
(Leads to formative in your own understanding. activity? experience cultural change? what is the connection between
culture and sociology and
assessment) anthropology to society.
G. Finding practical In what way your cultures help you to As students how will you preserve our How you will promote our own In what way anthropology, political
application of concepts and improve your life? own culture? culture? science and sociology help you to
understand more the meaning of
skills in daily living culture, society and politics?
H. Making generalizations What are the cultures of the What can you say on the origins of our What is the meaning of cultural, What is the meaning of
and abstractions about the Philippines? culture? social and political change? anthropology, sociology and politics?
lesson
I. Evaluating learning Make a concept Map about the Make a graphic design that will show the Make a paragraph about social, Make a Causes and consequences of
meaning of culture, society and culture of the Philippines and the culture political and cultural change. social change with special focus on
politics? of USA. the premise of political scenario
creates economic scenario and vice
versa
J. Additional Activities for Research the origins and dynamics of Research what is the meaning of social, Research the common concerns or Research the subjects of inquiry
culture and society, and political political, and cultural change. intersections of anthropology,
application or remediation and goals of Anthropology, Political
identities sociology, and political science with
Science, and Sociology
respect to the phenomenon of
change
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher JORGETA C. CLARO Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time November 4 -7, 2019 Quarter Third- Second Sem
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the origins and dynamics of Recognize the social, political, and Identify the common
culture and society, and cultural change concerns or intersections of
political identities anthropology, sociology, and
political science with respect
to the phenomenon of
change
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Demonstrate curiosity and an Analyze social, political, and Recognize the common
openness to explore the cultural change concerns or intersections of
Objectives origins and dynamics of (UCSP11/12SPUIb-3) anthropology, sociology, and
Write the LC code for each culture and society, and political science with respect
political identities to the phenomenon of
(UCSP11/12SPUIa-2) change (UCSP11/12SPUIb-4)
II. CONTENT The origins and dynamics of The social, political, and The common
culture and society, and cultural change concerns or intersections of
political identities anthropology, sociology, and
political science with respect
to the phenomenon of
change
III. LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES Graphic design making Paragraph making Causes and consequences of social
change with special focus on the
premise of political scenario creates
economic scenario and vice versa.
A. Reviewing previous The teacher will ask the students the The teacher will as the students The teacher will ask the students to
lesson or presenting the meaning of culture, politics and society. about the origins and dynamics of give meaning the following:
culture, politics and society. Social change,
new lesson
Political Change
Cultural change
B. Establish a purpose for Why we need to know the origins and What is the reason why we need to Why we need to identify the common
dynamics of culture and society, and recognize the social, political, and concerns or intersections of
the lesson Political identities? Cultural change? anthropology, sociology, and political
science with respect
to the phenomenon of Change?
C. Presenting The teacher will picture about the culture The teacher will ask the students Why we need to relate culture to
examples/instances of the of the Philippines and let the students about the meaning of change. anthropology and sociology to
identify the picture. society?
new lesson
D. Discussing new concepts The teacher will give an activity to the The teacher will connect the word The teacher will write on the board
and practicing new skills #1 students this activity they will compare change to the Social, political and the word CAUSES and
the culture of the Philippines to other cultural. CONSEQUENCES related to social
country especially in the USA change.
E. Discussing new concepts The teacher will let the students to The teacher will ask the reason why The teacher will also write on the
and practicing new skills # 2 compare the culture of the said country. change exists in social, political and board the word anthropology,
cultural. sociology, and political science and
let the students
F. Developing mastery What learning you get out of this What is the reason why we The teacher will ask the students if
(Leads to formative activity? experience cultural change? what is the connection between
culture and sociology and
assessment) anthropology to society.
G. Finding practical As students how will you preserve our How you will promote our own In what way anthropology, political
application of concepts and own culture? culture? science and sociology help you to
understand more the meaning of
skills in daily living culture, society and politics?
H. Making generalizations What can you say on the origins of our What is the meaning of cultural, What is the meaning of
and abstractions about the culture? social and political change? anthropology, sociology and politics?
lesson
I. Evaluating learning Make a graphic design that will show the Make a paragraph about social, Make a Causes and consequences of
culture of the Philippines and the culture political and cultural change. social change with special focus on
of USA. the premise of political scenario
creates economic scenario and vice
versa
J. Additional Activities for Research what is the meaning of social, Research the common concerns or Research the subjects of inquiry
political, and cultural change. intersections of anthropology,
application or remediation and goals of Anthropology, Political
sociology, and political science with
Science, and Sociology
respect to the phenomenon of
change
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher JORGETA C. CLARO Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time November 11- 14, 2019 Quarter Third- Second Sem
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Recognize the Society and culture as a Identify the aspects of culture and Give your own opinion on holistic Identify the cultural relativism
complex whole society appreciation of cultures and mitigates ethnocentrism
societies
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Describe society and culture as a Identify aspects of culture and society Raise questions toward a holistic Become aware of why and how
Objectives complex whole (UCSP11/12DCS-Ic-8 ) appreciation of cultures and cultural relativism mitigates
Write the LC code for each (UCSPC11/12DCS-Ic-7 ) societies (UCSP11/12DCS-Id-9) ethnocentrism
(UCSP11/12DCS-Id-10 )
II. CONTENT Society and culture as a complex The aspects of culture and society The holistic appreciation of cultures The cultural relativism mitigates
whole and societies ethnocentrism
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Paragraph making Fish bone diagram making Poster making Graph diagram making
A. Reviewing previous The teacher will as the students about The teacher will ask the students to give What are the aspects of culture and Why we need to know the holistic
lesson or presenting the the origins and dynamics of culture, meaning the following: society? appreciation of cultures and
new lesson politics and society. Social change, societies
Political Change
Cultural change
B. Establish a purpose for What is the reason why we need to Why we need to identify the common Why we need to know the holistic In what way cultural relativism
recognize the social, political, and concerns or intersections of anthropology, appreciation of cultures and mitigates ethnocentrism related to
the lesson Cultural change? sociology, and political science with societies culture, society and politics?
respect
to the phenomenon of Change?
C. Presenting The teacher will ask the students Why we need to relate culture to The teacher will ask the students to The teacher will write on the board
examples/instances of the about the meaning of change. anthropology and sociology to society? define culture and society? the following words:
Cultural relativism
new lesson
mitigates ethnocentrism
D. Discussing new concepts The teacher will connect the word The teacher will write on the board the What is the impact of culture in our The teacher will discuss the meaning
and practicing new skills #1 change to the Social, political and word CAUSES and CONSEQUENCES life? of the word written on the board.
cultural. related to social change.
E. Discussing new concepts The teacher will ask the reason why The teacher will also write on the board Why we need to appreciate our own The teacher will ask the students to
and practicing new skills # 2 change exists in social, political and the word anthropology, sociology, and culture? connect the word Cultural relativism
cultural. political science and let the students Mitigates ethnocentrism to society
and culture.
F. Developing mastery What is the reason why we The teacher will ask the students if what What are the benefits we can get if Define the followings words base on
(Leads to formative experience cultural change? is the connection between culture and we understand and appreciate the your own understanding:
sociology and anthropology to society. holistic of cultures and society? Cultural relativism
assessment)
mitigates ethnocentrism
G. Finding practical How you will promote our own In what way anthropology, political What can you say about the culture How can you relate the cultural
application of concepts and culture? science and sociology help you to you adopt in your society? relativism mitigates ethnocentrism
understand more the meaning of culture, related to culture, society and
skills in daily living society and politics? politics?
H. Making generalizations What is the meaning of cultural, social What is the meaning of anthropology, What are the reason why we need to Why we need to be aware the
and abstractions about the and political change? sociology and politics? know the holistic appreciation of cultural relativism mitigates
cultures and societies? ethnocentrism
lesson
I. Evaluating learning Make a paragraph about social, Make a Causes and consequences of Make a poster about how culture Make a graphic diagram on cultural
political and cultural change. social change with special focus on the affects the society. relativism mitigates ethnocentrism
premise of political scenario creates
economic scenario and vice versa
J. Additional Activities for Research the common concerns or Research the subjects of inquiry and Research on why and how cultural Research the tangible and intangible
intersections of anthropology, heritage and the threats to these
application or remediation goals of Anthropology, Political Science, relativism mitigates ethnocentrism
sociology, and political science with
and Sociology
respect to the phenomenon of change
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time DECEMBER 2- 5, 2019 Quarter THIRD QUARTER- SECOND SEM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Give your own opinion on holistic Identify the cultural relativism mitigates
Appreciate the forms of tangible and The biological and cultural evolution
appreciation of cultures and societies ethnocentrism intangible heritage and the threats of early to modern humans
to these
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Raise questions toward a holistic Become aware of why and how cultural Identify forms of tangible and Trace the biological and cultural
Objectives appreciation of cultures and societies relativism mitigates ethnocentrism intangible heritage and the threats evolution of early to modern
Write the LC code for each (UCSP11/12DCS-Id-9) (UCSP11/12DCS-Id-10 ) to these humans
(UCSP11/12DCS-Ie-11 ) (UCSP11/12HBS-Ie-12 )
II. CONTENT The holistic appreciation of cultures The cultural relativism mitigates The forms of tangible and intangible The biological and cultural
and societies ethnocentrism heritage and the threats to these evolution of early to modern
humans
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Poster making Graph diagram making Poster making Graph diagram making
A. Reviewing previous What are the aspects of culture and Why we need to know the holistic What are the aspects of culture and Why we need to know the holistic
lesson or presenting the society? appreciation of cultures and societies society? appreciation of cultures and
societies
new lesson
B. Establish a purpose for Why we need to know the holistic In what way cultural relativism mitigates Why we need to know the holistic In what way cultural relativism
the lesson appreciation of cultures and societies ethnocentrism related to culture, society appreciation of cultures and mitigates ethnocentrism related to
and politics? societies culture, society and politics?
C. Presenting The teacher will ask the students to The teacher will write on the board the The teacher will ask the students to The teacher will write on the board
examples/instances of the define culture and society? following words: define culture and society? the following words:
Cultural relativism Cultural relativism
new lesson
mitigates ethnocentrism mitigates ethnocentrism
D. Discussing new concepts What is the impact of culture in our The teacher will discuss the meaning of What is the impact of culture in our The teacher will discuss the meaning
and practicing new skills #1 life? the word written on the board. life? of the word written on the board.
E. Discussing new concepts Why we need to appreciate our own The teacher will ask the students to Why we need to appreciate our own The teacher will ask the students to
and practicing new skills # 2 culture? connect the word Cultural relativism culture? connect the word Cultural relativism
Mitigates ethnocentrism to society and Mitigates ethnocentrism to society
culture. and culture.
F. Developing mastery What are the benefits we can get if Define the followings words base on your What are the benefits we can get if Define the followings words base on
(Leads to formative we understand and appreciate the own understanding: we understand and appreciate the your own understanding:
holistic of cultures and society? Cultural relativism holistic of cultures and society? Cultural relativism
assessment)
mitigates ethnocentrism mitigates ethnocentrism
G. Finding practical What can you say about the culture How can you relate the cultural What can you say about the culture How can you relate the cultural
application of concepts and you adopt in your society? relativism mitigates ethnocentrism you adopt in your society? relativism mitigates ethnocentrism
related to culture, society and politics? related to culture, society and
skills in daily living politics?
H. Making generalizations What are the reason why we need to Why we need to be aware the cultural What are the reason why we need to Why we need to be aware the
and abstractions about the know the holistic appreciation of relativism mitigates ethnocentrism know the holistic appreciation of cultural relativism mitigates
cultures and societies? cultures and societies? ethnocentrism
lesson
I. Evaluating learning Make a poster about how culture Make a graphic diagram on cultural Make a poster about how culture Make a graphic diagram on cultural
affects the society. relativism mitigates ethnocentrism affects the society. relativism mitigates ethnocentrism
J. Additional Activities for Research on why and how cultural Research the tangible and intangible Research on why and how cultural Research the tangible and intangible
application or remediation relativism mitigates ethnocentrism heritage and the threats to these relativism mitigates ethnocentrism heritage and the threats to these
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time DECEMBER 9-13, 2020 Quarter SECOND SEM-THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The biological and cultural evolution The significance of human material Appreciate the national, local, and The development of one’s self and
of early to modern humans remains and art factual evidence in specialized museums, and others as a product of socialization
interpreting cultural and social, including
archaeological and historical sites as and enculturation
political and economic, processes venues to appreciate and reflect on
the complexities of bio cultural and
social evolution as part of being and
becoming human
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Trace the biological and cultural Explore the significance of human Recognize national, local, and Explain the development of one’s
Objectives evolution of early to modern humans material remains and art factual evidence specialized museums, and self and others as a product of
Write the LC code for each (UCSP11/12HBS-Ie-12 ) in interpreting cultural and social, archaeological and historical sites as socialization and enculturation
including political and economic, venues to appreciate and reflect on (UCSP11/12BMS-Ig-15 )
processes the complexities of bio cultural and
(UCSP11/12HBS- If-13 ) social evolution as part of being and
becoming human
(UCSP11/12HBS- If-14 )
II. CONTENT The biological and cultural evolution The significance of human material The national, local, and specialized The development of one’s self and
of early to modern humans remains and art factual evidence in museums, and archaeological and others as a product of socialization
interpreting cultural and social, including historical sites as venues to and enculturation
political and economic, processes appreciate and reflect on the
complexities of bio cultural and
social evolution as part of being and
becoming human
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Graph diagram making Time line making Poster making Graph diagram making
A. Reviewing previous Why we need to know the holistic Why we need to know t The biological What is the connection human The will let the students define the
lesson or presenting the appreciation of cultures and societies and cultural evolution of early to modern material and art factual in following:
humans interpreting cultural and social, museums
new lesson including political and economic, archaeological
processes? historical
B. Establish a purpose for In what way cultural relativism Why we need to know our own history? Why we need to know The national, In what way development of one’s
the lesson mitigates ethnocentrism related to local, and specialized museums, and self and others as a product of
culture, society and politics? archaeological and historical sites as socialization and enculturation?
venues to appreciate and reflect on
the complexities of bio cultural and
social evolution as part of being and
becoming human?
C. Presenting The teacher will write on the board The will let the students define the The will let the students define the The teacher will write on the board
examples/instances of the the following words: following: following: the following words:
Cultural relativism human material museums socialization
new lesson
mitigates ethnocentrism art factual archaeological enculturation
historical
D. Discussing new concepts The teacher will discuss the meaning What is the connection human material Why we need to know our own The teacher will explain the meaning
and practicing new skills #1 of the word written on the board. and art factual in interpreting cultural museums, archaeological and of the words and let the students
and social, including political and Historical? give example on those words.
economic, processes?
E. Discussing new concepts The teacher will ask the students to Why we need to interpret cultural and Do you believe that through our The teacher will ask the students to
and practicing new skills # 2 connect the word Cultural relativism social, including political and economic, museums and historical sites it will connect the word The development
Mitigates ethnocentrism to society processes? help us to appreciate more our own of one’s self and others as a product
and culture. culture? of socialization and enculturation.
F. Developing mastery Define the followings words base on In way human material and art factual Why we need to know The national, Why we need to develop our own
(Leads to formative your own understanding: help us to know our cultural and social, local, and specialized museums, and self and appreciate our own culture?
Cultural relativism including political and economic, archaeological and historical sites as
assessment) processes? venues to appreciate and reflect on
mitigates ethnocentrism
the complexities of bio cultural and
social evolution as part of being and
becoming human?
G. Finding practical How can you relate the cultural What is your own story why you have Do you have your own museum and How can you relate The
application of concepts and relativism mitigates ethnocentrism that kind of culture? historical site in your barangay? development of one’s self and
related to culture, society and others as a product of socialization
skills in daily living politics? and enculturation?
H. Making generalizations Why we need to be aware the What is the connection human material What is the meaning of Historical Why we need to know and
and abstractions about the cultural relativism mitigates and art factual in interpreting cultural sites and museum? appreciate our own product?
ethnocentrism and social, including political and
lesson economic, processes
I. Evaluating learning Make a graphic diagram on cultural Make a timeline about the What is the Draw the historical site in your Make a graphic diagram on
relativism mitigates ethnocentrism connection human material and art society? development of one’s self and
factual in interpreting cultural and social, others as a product of socialization
including political and economic, and enculturation
processes.
J. Additional Activities for Research the tangible and intangible Research the tangible and intangible Research on the development of
application or remediation heritage and the threats to these heritage and the threats to these one’s self and others as a product of
socialization and enculturation
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time JANUARY 6-9, 2020 Quarter THIRD QUARTER- SECOND SEM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the national, local, and Analyze The development of one’s self Appreciate the context, content, Give your own opinion about the
specialized museums, and and others as a product of socialization processes, and consequences of social goals and the socially
archaeological and historical sites as and enculturation enculturation and socialization acceptable means of achieving these
venues to appreciate and reflect on goals
the complexities of bio cultural and
social evolution as part of being and
becoming human
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Recognize national, local, and Explain the development of one’s self Identify the context, content, Identifies the social goals and the
Objectives specialized museums, and and others as a product of socialization processes, and consequences of socially acceptable means of
archaeological and historical sites as and enculturation enculturation and socialization achieving these goals
Write the LC code for each (UCSP11/12BMS-Ih-17)
venues to appreciate and reflect on (UCSP11/12BMS-Ig-15 ) (UCSP11/12BMS-Ig-16)
the complexities of bio cultural and
social evolution as part of being and
becoming human
(UCSP11/12HBS- If-14 )
II. CONTENT The national, local, and specialized The development of one’s self and The context, content, processes, and The social goals and the socially
museums, and archaeological and others as a product of socialization and consequences of enculturation and acceptable means of achieving these
historical sites as venues to enculturation socialization goals
appreciate and reflect on the
complexities of bio cultural and social
evolution as part of being and
becoming human
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Poster making Graph diagram making Graphic design making Composing a song
A. Reviewing previous What is the connection human The will let the students define the What is the connection of the What is the connection between the
lesson or presenting the material and art factual in following: development of one’s self and context, content, processes, and
interpreting cultural and social, museums others as a product of socialization consequences of enculturation and
new lesson including political and economic, and enculturation socialization?
archaeological
processes? historical
B. Establish a purpose for Why we need to know The national, In what way development of one’s self Why we need to know the context, Why we need to socialize?
the lesson local, and specialized museums, and and others as a product of socialization content, processes, and
archaeological and historical sites as and enculturation? consequences of enculturation and
venues to appreciate and reflect on socialization
the complexities of bio cultural and
social evolution as part of being and
becoming human?
C. Presenting The will let the students define the The teacher will write on the board the The will let the students define the The teacher will write on the board
examples/instances of the following: following words: following: the following words:
museums socialization context social goals
new lesson
archaeological enculturation content
historical processes
consequences
D. Discussing new concepts Why we need to know our own The teacher will explain the meaning of Why we need to know the context, The teacher will explain the meaning
and practicing new skills #1 museums, archaeological and the words and let the students give content, processes, and of the words and let the students
Historical? example on those words. consequences of enculturation and give example on those words.
socialization?
E. Discussing new concepts Do you believe that through our The teacher will ask the students to Do you believe that through the The teacher will ask the students to
and practicing new skills # 2 museums and historical sites it will connect the word The development of context, content, processes, and identify if the social goal is accepted
help us to appreciate more our own one’s self and others as a product of consequences of enculturation and to the society or not?
culture? socialization and enculturation. socialization if will help a lot knowing
our own culture?
F. Developing mastery Why we need to know The national, Why we need to develop our own self Why we need to know the context, Why we need to know the social
(Leads to formative local, and specialized museums, and and appreciate our own culture? content, processes, and goals and the socially acceptable
archaeological and historical sites as consequences of enculturation and means of achieving these goals?
assessment) venues to appreciate and reflect on socialization?
the complexities of bio cultural and
social evolution as part of being and
becoming human?
G. Finding practical Do you have your own museum and How can you relate The development of Do you know already the How can you name the social goal
application of concepts and historical site in your barangay? one’s self and others as a product of consequences of enculturation and that is accepted to the society?
socialization and enculturation? socialization?
skills in daily living
H. Making generalizations What is the meaning of Historical Why we need to know and appreciate What is the meaning of the context, Why we need to consider the social
and abstractions about the sites and museum? our own product? content, processes, and goals?
consequences of enculturation and
lesson socialization
I. Evaluating learning Draw the historical site in your Make a graphic diagram on development Make a graphic design about the Make a song about the social goals
society? of one’s self and others as a product of connection of context, content, that is accepted to the society.
socialization and enculturation processes, and consequences of
enculturation and socialization?
J. Additional Activities for Research on the development of Research the context, content, Research on the development of
application or remediation one’s self and others as a product of processes, and consequences of one’s self and others as a product of
socialization and enculturation enculturation and socialization socialization and enculturation
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time JANUARY 13-16, 2020 Quarter THIRD QUARTER- SECOND SEM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the context, content, Give your own opinion about the social Appreciate the inclusive citizenship Give your own opinion about the
processes, and consequences of goals and the socially acceptable means protection of human dignity, rights,
enculturation and socialization of achieving these goals and the common good
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Identify the context, content, Identifies the social goals and the socially Advocate inclusive citizenship Promote protection of human
Objectives processes, and consequences of acceptable means of achieving these dignity, rights, and the common
enculturation and socialization goals (UCSP11/12BMS-Ih-18 ) good
Write the LC code for each (UCSP11/12BMS-Ih-17)
(UCSP11/12BMS-Ig-16) (UCSP11/12BMS- Ih-19 )
II. CONTENT The context, content, processes, and The social goals and the socially The inclusive citizenship The protection of human dignity,
consequences of enculturation and acceptable means of achieving these rights, and the common good
socialization goals
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Graphic design making Song composition Fish bone diagram making Make an essay about your stand on
the issue Death Penalty.
A. Reviewing previous What is the connection of the What is the connection between the What can you say about the social What is inclusive citizenship?
lesson or presenting the development of one’s self and others context, content, processes, and goals and the socially acceptable
as a product of socialization and consequences of enculturation and means of achieving these goals?
new lesson enculturation socialization?
B. Establish a purpose for Why we need to know the context, Why we need to socialize? Why we need to know the inclusive The teacher will ask the students if
content, processes, and citizenship they know their rights and their
the lesson obligation.
consequences of enculturation and
socialization
C. Presenting The will let the students define the The teacher will write on the board the The teacher will ask the students if The teacher will write on the board
examples/instances of the following: following words: they have idea about the inclusive the following words:
context social goals citizenship. human dignity
new lesson
content rights
processes common good
consequences
D. Discussing new concepts Why we need to know the context, The teacher will explain the meaning of The teacher will discuss about the The teacher will ask the students to
and practicing new skills #1 content, processes, and the words and let the students give meaning of inclusive citizenship. give meaning about the three words
consequences of enculturation and example on those words. Based on the meaning the written on the board. And let the
socialization? teacher will ask the students to students give example on each word.
give example/ situation about
inclusive citizenship.
E. Discussing new concepts Do you believe that through the The teacher will ask the students to The teacher will ask the students to The teacher will read some of the
and practicing new skills # 2 context, content, processes, and identify if the social goal is accepted to give their own opinion about the issue about the human, dignity and
consequences of enculturation and the society or not? positive and negative side of common good and ask the student
socialization if will help a lot knowing inclusive citizenship. to give their own opinion about the
our own culture? said issue.
F. Developing mastery Why we need to know the context, Why we need to know the social goals What is inclusive citizenship and The teacher will ask the students
(Leads to formative content, processes, and and the socially acceptable means of in what way it will help our about the connection of the human
consequences of enculturation and achieving these goals? society? dignity, rights and common good
assessment) socialization? and in what way it will help our
society to become more
progressive?
G. Finding practical Do you know already the How can you name the social goal that is As one of the citizen in this country, How can you name the social goal
application of concepts and consequences of enculturation and accepted to the society? what is you stand about inclusive that is accepted to the society?
socialization? citizenship?
skills in daily living
H. Making generalizations What is the meaning of the context, Why we need to consider the social What is inclusive citizenship? Why we need to consider the social
and abstractions about the content, processes, and goals? goals?
consequences of enculturation and
lesson socialization
I. Evaluating learning Make a graphic design about the Make a song about the social goals that is Make a fish bone diagram about the Make an essay about Death penalty,
connection of context, content, accepted to the society. advantage and disadvantage about do you think it will help the Pilipino
processes, and consequences of the inclusive citizenship. people more progressive?
enculturation and socialization?
J. Additional Activities for Research on the development of Research about the meaning of Research on the protection of
application or remediation one’s self and others as a product of inclusive citizenship. human dignity, rights, and the
socialization and enculturation common good.
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time JANUARY 20-13, 2020 Quarter THIRD QUARTER-SECOND SEM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the inclusive citizenship Give your own opinion about the Appreciate the kinship ties and social Give your own opinion about the
protection of human dignity, rights, and networks nature of social life and rules
the common good governing behavior
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Advocate inclusive citizenship Promote protection of human dignity, Traces kinship ties and social Describe the organized nature of
Objectives rights, and the common good networks social life and rules governing
Write the LC code for each (UCSP11/12BMS-Ih-18 ) (UCSP11/12BMS- Ih-19 ) behavior
(UCSP11/12HSO-IIi-20 ) (UCSP11/12HSO-IIi-21 )
II. CONTENT The inclusive citizenship The protection of human dignity, rights, The kinship ties and social networks The nature of social life and rules
and the common good governing behavior .
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics Politics Politics
Learning Resources (LR) Reader Reader Reader Reader
portal First Edition 2016 First Edition 2016 First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High An Introductory Text for Senior High
School School School School
IV. PROCEDURES Fish bone diagram making Make an essay about your stand on the Fish bone diagram making Make an essay about your stand on
issue Death Penalty. the issue Death Penalty.
A. Reviewing previous What can you say about the social What is inclusive citizenship? What can you say about the What is kinship ties and social
lesson or presenting the goals and the socially acceptable protection of human dignity, rights, networks?
means of achieving these goals? and the common good?
new lesson
B. Establish a purpose for Why we need to know the inclusive The teacher will ask the students if they Why we need to know the kinship The teacher wii ask the students why
the lesson citizenship know their rights and their obligation. ties and social networks? we need to know the the nature of
social life and rules governing
behaviour.
C. Presenting The teacher will ask the students if The teacher will write on the board the The teacher will ask the students if The teacher will ask the students if
they have idea about the inclusive following words: they have idea about the kinship ties they have some idea about the
examples/instances of the nature of social life and rules
citizenship. human dignity and social networks.
new lesson governing behavior
rights
common good
D. Discussing new concepts The teacher will discuss about the The teacher will ask the students to give The teacher will discuss about the The teacher will discuss the nature
and practicing new skills #1 meaning of inclusive citizenship. meaning about the three words written meaning of kinship ties and social of social life and rules governing
Based on the meaning the teacher on the board. And let the students give networks. Based on the meaning behavior.
will ask the students to give example on each word. the teacher will ask the students
example/ situation about inclusive to give example/ situation about
citizenship. inclusive citizenship.
E. Discussing new concepts The teacher will ask the students to The teacher will read some of the issue The teacher will ask the students to The teacher will read some of the
and practicing new skills # 2 give their own opinion about the about the human, dignity and common give their own opinion about the issue about the nature of social life
positive and negative side of good and ask the student to give their kinship ties and social networks. and rules governing behavior
inclusive citizenship. own opinion about the said issue.
F. Developing mastery What is inclusive citizenship and in The teacher will ask the students about What is kinship ties and social The teacher will ask the students
(Leads to formative what way it will help our society? the connection of the human dignity, networks and in what way it will about the connection nature of
rights and common good and in what help our society? social life and rules governing
assessment) way it will help our society to become behavior and in what way it will help
more progressive? our society to become more
progressive?
G. Finding practical As one of the citizen in this country, How can you name the social goal that is As one of the citizen in this country, In what way the nature of social life
application of concepts and what is you stand about inclusive accepted to the society? what is you stand about kinship ties and rules governing behaviour will
citizenship? and social networks? help the people in one society to
skills in daily living become more progressive?
H. Making generalizations What is inclusive citizenship? Why we need to consider the social What is kinship ties and social Why we need to know and apply to
and abstractions about the goals? networks? our daily life nature of social life and
rules governing behaviour?
lesson
I. Evaluating learning Make a fish bone diagram about the Make an essay about kinship ties and Make a fish bone diagram about the Make an essay about nature of social
advantage and disadvantage about social networks. kinship ties and social networks. life and rules governing behaviour
the inclusive citizenship. how it is effective in a society?
J. Additional Activities for Research on the protection of Research on the nature of social life
application or remediation human dignity, rights, and the and rules governing behavior.
common good.
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher RITCHY B. AGOL Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time JANUARY 27-30, 2020 Quarter THIRD QUARTER- SECOND SEM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the kinship ties and social Give your own opinion about the nature To measure the knowledge and skill of To measure the knowledge and skill of
networks of social life and rules governing behavior the students in the first quarter. the students in the first quarter.
( Summative Test)
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Traces kinship ties and social Describe the organized nature of social
Objectives networks life and rules governing behavior (UCSP11/12SPU-Ia-1) (UCSP11/12SPU-Ia-1)
Write the LC code for each (UCSP11/12HSO-IIi-21 ) to to
(UCSP11/12HSO-IIi-20 ) (UCSP11/12HSO-IIi-21 ) (UCSP11/12HSO-IIi-21 )
II. CONTENT The kinship ties and social networks The nature of social life and rules First quarter topic The entire topic being discussed in the
governing behavior . first quarter.
( first Quarter Examination)
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics
Learning Resources (LR) Reader Reader
portal First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High
School School
IV. PROCEDURES Fish bone diagram making Make an essay about your stand on the Review Quiz Summative Test
issue Death Penalty.
A. Reviewing previous What can you say about the What is kinship ties and social networks?
lesson or presenting the protection of human dignity, rights,
and the common good?
new lesson
B. Establish a purpose for Why we need to know the kinship ties The teacher wii ask the students why we
and social networks? need to know the the nature of social life
the lesson
and rules governing behaviour.
C. Presenting The teacher will ask the students if The teacher will ask the students if they
have some idea about the nature of social
examples/instances of the they have idea about the kinship ties life and rules governing behavior
new lesson and social networks.
D. Discussing new concepts The teacher will discuss about the The teacher will discuss the nature of
and practicing new skills #1 meaning of kinship ties and social social life and rules governing behavior.
networks. Based on the meaning
the teacher will ask the students
to give example/ situation about
inclusive citizenship.
E. Discussing new concepts The teacher will ask the students to The teacher will read some of the issue
and practicing new skills # 2 give their own opinion about the about the nature of social life and rules
kinship ties and social networks. governing behavior
F. Developing mastery What is kinship ties and social The teacher will ask the students about
(Leads to formative networks and in what way it will the connection nature of social life and
help our society? rules governing behavior and in what
assessment) way it will help our society to become
more progressive?
G. Finding practical As one of the citizen in this country, In what way the nature of social life and
application of concepts and what is you stand about kinship ties rules governing behaviour will help the
and social networks? people in one society to become more
skills in daily living progressive?
H. Making generalizations What is kinship ties and social Why we need to know and apply to our
and abstractions about the networks? daily life nature of social life and rules
governing behaviour?
lesson
I. Evaluating learning Make a fish bone diagram about the Make an essay about nature of social life
kinship ties and social networks. and rules governing behaviour how it is
effective in a society?
J. Additional Activities for Research on the nature of social life
application or remediation and rules governing behavior.
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher ARNIEL M. CANALES Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time AUGUST 14, 18, & 19, 2017 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Appreciate the kinship ties and social Give your own opinion about the nature To measure the knowledge and skill of To measure the knowledge and skill of
networks of social life and rules governing behavior the students in the first quarter. the students in the first quarter.
( Summative Test)
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Compare different social forms of Analyze social and political structures Analyze economic organization and
Objectives social organization according to their (UCSP11/12HSO-IIj-23) its impacts on the lives of people in (UCSP11/12SPU-Ia-1)
Write the LC code for each manifest and latent functions the society to
(UCSP11/12HSO-IIj-22) (UCSP11/12HSO-IIa-24 ) (UCSP11/12HSO-IIi-21 )
II. CONTENT The kinship ties and social networks The nature of social life and rules First quarter topic The entire topic being discussed in the
governing behavior . first quarter.
( first Quarter Examination)
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available No books available
3. Textbook pages No books available No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics
Learning Resources (LR) Reader Reader
portal First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High
School School
IV. PROCEDURES Fish bone diagram making Make an essay about your stand on the Review Quiz Summative Test
issue Death Penalty.
A. Reviewing previous What can you say about the What is kinship ties and social networks?
lesson or presenting the protection of human dignity, rights,
and the common good?
new lesson
B. Establish a purpose for Why we need to know the kinship ties The teacher wii ask the students why we
and social networks? need to know the the nature of social life
the lesson
and rules governing behaviour.
C. Presenting The teacher will ask the students if The teacher will ask the students if they
have some idea about the nature of social
examples/instances of the they have idea about the kinship ties life and rules governing behavior
new lesson and social networks.
D. Discussing new concepts The teacher will discuss about the The teacher will discuss the nature of
and practicing new skills #1 meaning of kinship ties and social social life and rules governing behavior.
networks. Based on the meaning
the teacher will ask the students
to give example/ situation about
inclusive citizenship.
E. Discussing new concepts The teacher will ask the students to The teacher will read some of the issue
and practicing new skills # 2 give their own opinion about the about the nature of social life and rules
kinship ties and social networks. governing behavior
F. Developing mastery What is kinship ties and social The teacher will ask the students about
(Leads to formative networks and in what way it will the connection nature of social life and
help our society? rules governing behavior and in what
assessment) way it will help our society to become
more progressive?
G. Finding practical As one of the citizen in this country, In what way the nature of social life and
application of concepts and what is you stand about kinship ties rules governing behaviour will help the
and social networks? people in one society to become more
skills in daily living progressive?
H. Making generalizations What is kinship ties and social Why we need to know and apply to our
and abstractions about the networks? daily life nature of social life and rules
governing behaviour?
lesson
I. Evaluating learning Make a fish bone diagram about the Make an essay about nature of social life
kinship ties and social networks. and rules governing behaviour how it is
effective in a society?
J. Additional Activities for Research on the nature of social life
application or remediation and rules governing behavior.
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher JORGETA C. CLARO Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time AUGUST 22, 23, & 24, 2017 Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Identify the economic organization and Critique the functions of nonstate
its impacts on the lives of people in the institutions in society
society
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Analyze economic organization and its
Objectives impacts on the lives of people in the Differentiate functions of
society nonstate institutions in society
Write the LC code for each
(UCSP11/12HSO-IIa-24 ) (UCSP11/12HSO-IIb-25 )
II. CONTENT The economic organization and its The functions of nonstate
impacts on the lives of people in the institutions in society
society.
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available No books available
2. Learner’s Materials pages No books available No books available No books available
3. Textbook pages No books available No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics
Learning Resources (LR) Reader Reader
portal First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High
School School
IV. PROCEDURES Make a poem about how the social Essay making about the The
organization help our economic to functions of nonstate institutions
become more progressive? in society.
A. Reviewing previous What is the economic organization and What is the economic organization
lesson or presenting the its impacts on the lives of people in the and its impacts on the lives of people
society? in the society?
new lesson
B. Establish a purpose for The teacher will give example about the Why we need to know the functions
Economic organization and and the impact
the lesson of that organization in a society. of the non-state institution?
C. Presenting Define Economic organization and the The teacher will let the students
impact of it. define Non- state and institution.
examples/instances of the
new lesson
D. Discussing new concepts The teacher will discuss the economic How important is the functions of
and practicing new skills #1 organization and its impacts on the lives the non- state institution?
of people in the society?.
E. Discussing new concepts The teacher will read some of the Why we need to have institution in
and practicing new skills # 2 economic organization. each society?
F. Developing mastery The teacher will ask the students
(Leads to formative about the possible impact of the
economic organization?
assessment)
G. Finding practical In what way economic organization
application of concepts and help our economic become more
progressive?
skills in daily living
H. Making generalizations Why we need to have organization?
and abstractions about the How important the organization in a
society?
lesson
I. Evaluating learning Make a poem about how the social
organization help our economic to
become more progressive.
J. Additional Activities for
application or remediation
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
Annex 1Bto DepEd Order No. 42, s. 2016
GRADES 1to 12 DAILY School CAMIGUIN NATIONAL HIGH SCHOOL Grade Level GRADE 12
LESSON LOG Teacher Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Teaching Dates and Time AUGUST 29, 30, & 31, 2017 Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Critique the functions of nonstate Differentiate functions of
institutions in society nonstate institutions in society
A. Content Standards The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities .
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
B. Performance Standards The learners: 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences
C. Learning Competencies/ Differentiate functions of nonstate
Objectives institutions in society Differentiate functions of
(UCSP11/12HSO-IIb-25 )) nonstate institutions in society
Write the LC code for each
(UCSP11/12HSO--IIf-26 )
II. CONTENT the functions of nonstate institutions Differentiate functions of nonstate
in society institutions in society
III. LEARNING RESOURCES
1. Teacher’s Guide pages No books available No books available
2. Learner’s Materials pages No books available No books available
3. Textbook pages No books available No books available
4. Additional Materials from Understanding Culture, Society, and Understanding Culture, Society, and
Politics Politics
Learning Resources (LR) Reader Reader
portal First Edition 2016 First Edition 2016
B. Other Learning Resources Society, Culture and Politics Society, Culture and Politics
An Introductory Text for Senior High An Introductory Text for Senior High
School School
IV. PROCEDURES Essay making about the The functions Make a graphic design about the
of nonstate institutions in society. different functions of nonstate
institutions in society.
A. Reviewing previous What is the economic organization and Identify the functions of nonstate
lesson or presenting the its impacts on the lives of people in the institutions in society
society?
new lesson
B. Establish a purpose for Why we need to know the functions of Why we need to know the difference
the lesson the non-state institution? functions of the non-state
institution?
C. Presenting The teacher will let the students define The teacher will let the student’s
examples/instances of the Non- state and institution. difference functions of Non- state
and institution.
new lesson
D. Discussing new concepts How important is the functions of the How important to know the
and practicing new skills #1 non- state institution? difference functions of the non-
state institution?
E. Discussing new concepts Why we need to have institution in each How importance is the function of
and practicing new skills # 2 society? the non-state institution?
F. Developing mastery Why we need to know the functions
(Leads to formative of the non-state and institution?
assessment)
G. Finding practical How important is the non-state and
application of concepts and institution of your life?
skills in daily living
H. Making generalizations What can you say about the function
and abstractions about the non-state and institution?
lesson
I. Evaluating learning Make an essay about the important
is the non-state and institution of
your life?
J. Additional Activities for
application or remediation
V. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my 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?
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