School SUBIC NATIONAL HIGH SCHOOL Grade Level 12

GRADE 1 to 12
DAILY LESSON LOG Teacher LIZA MIZCHELLE D. BAUSA Learning Area UCSP
Teaching Dates and Time Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an The learners demonstrate an
The learners demonstrate an The learners demonstrate an
understanding of: understanding of:
understanding of: understanding of:
1. human cultural variation, 1. human cultural variation,
1. human cultural variation, 1. human cultural variation,
social differences, social social differences, social
social differences, social social differences, social
change, and political identities change, and political identities
change, and political identities change, and political identities
A. Content Standard 2. the significance of studying 2. the significance of studying
2. the significance of studying 2. the significance of studying
culture, society, and politics culture, society, and politics
culture, society, and politics culture, society, and politics
3. the rationale for 3. the rationale for
3. the rationale for studying 3. the rationale for studying
studying anthropology, studying anthropology,
anthropology, political science, anthropology, political
political science, and political science, and
and sociology science, and sociology
sociology sociology
The learners: The learners: The learners: The learners: The learners:
1. acknowledge human cultural 1. acknowledge human cultural 1. acknowledge human 1. acknowledge human cultural 1. acknowledge human cultural
variation, social differences, variation, social differences, cultural variation, social variation, social differences, variation, social differences,
social change, and political social change, and political differences, social change, social change, and political social change, and political
identities identities and political identities identities identities
2. adopt an open and critical 2. adopt an open and critical 2. adopt an open and critical 2. adopt an open and critical 2. adopt an open and critical
attitude toward different social, attitude toward different social, attitude toward different social, attitude toward different social, attitude toward different social,
B. Performance Standard political, and cultural political, and cultural political, and cultural political, and cultural political, and cultural
phenomena through observation phenomena through phenomena through phenomena through phenomena through
and reflection observation and reflection observation and reflection observation and reflection observation and reflection
3. appreciates the value of 3. appreciates the value of 3. appreciates the value of 3. appreciates the value of 3. appreciates the value of
disciplines of Anthropology, disciplines of Anthropology, disciplines of Anthropology, disciplines of Anthropology, disciplines of Anthropology,
Sociology, and Political Science Sociology, and Political Science Sociology, and Political Sociology, and Political Science Sociology, and Political
as social sciences as social sciences Science as social sciences as social sciences Science as social sciences

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 The learners:
The learners: The learners: The learners: The learners:
1. articulate observations on
1. articulate observations on 1. articulate observations on 1. articulate observations on 1. articulate observations on
human cultural variation, social
human cultural variation, social human cultural variation, social human cultural variation, social human cultural variation, social
differences, social change,
differences, social change, and differences, social change, and differences, social change, and differences, social change, and
and political identities
political identities political identities political identities political identities
UCSP11/12SPUIa-1 2.
UCSP11/12SPUIa-1 2. UCSP11/12SPUIa-1 2. UCSP11/12SPUIa-1 2. UCSP11/12SPUIa-1 2.
C. Learning Competency/ demonstrate curiosity and an
demonstrate curiosity and an demonstrate curiosity and an demonstrate curiosity and an demonstrate curiosity and an
Objectives openness to explore the
openness to explore the origins openness to explore the origins openness to explore the origins openness to explore the origins
(Write the LC code for each) origins and dynamics of
and dynamics of culture and and dynamics of culture and and dynamics of culture and and dynamics of culture and
culture and society, and
society, and political identities society, and political identities society, and political identities society, and political identities
political identities
UCSP11/12SPUIa-2 UCSP11/12SPUIa-2 UCSP11/12SPUIa-2 UCSP11/12SPUIa-2
UCSP11/12SPUIa-2
3. analyze social, political, and 3. analyze social, political, and 3. analyze social, political, 3. analyze social, political,
3. analyze social, political,
cultural change cultural change and cultural change and cultural change
UCSP11/12SPUIb UCSP11/12SPUIb
and cultural change
UCSP11/12SPUIb UCSP11/12SPUIb
UCSP11/12SPUIb
Starting points for the Starting points for the Starting points for the Starting points for the
Starting points for the
understanding of culture, understanding of culture, understanding of culture, understanding of culture,
understanding of culture,
society, and politics society, and politics society, and politics society, and politics
society, and politics
1. 1. Sharing of social and 1. 1. Sharing of social and 1. 1. Sharing of social and 1. 1. Sharing of social and
1. 1. Sharing of social and
cultural backgrounds of students cultural backgrounds of cultural backgrounds of cultural backgrounds of
cultural backgrounds of
as acting subjects or social students as acting subjects or students as acting subjects or students as acting subjects or
students as acting subjects or
actors, agents, or persons; social actors, agents, or social actors, agents, or social actors, agents, or
social actors, agents, or
(examples: gender, persons; (examples: gender, persons; (examples: gender, persons; (examples: gender,
persons; (examples: gender,
socioeconomic class, ethnicity, socioeconomic class, ethnicity, socioeconomic class, ethnicity, socioeconomic class, ethnicity,
socioeconomic class, ethnicity,
religion, exceptionality/non- religion, exceptionality/non- religion, exceptionality/non- religion, exceptionality/non-
religion, exceptionality/non-
II. CONTENT exceptionality, nationality) exceptionality, nationality) exceptionality, nationality) exceptionality, nationality)
exceptionality, nationality)
2. 2. Observations about social, 2. 2. Observations about 2. 2. Observations about 2. 2. Observations about
2. 2. Observations about social,
political, and cultural behavior social, political, and cultural social, political, and cultural social, political, and cultural
political, and cultural behavior
and phenomena (examples: behavior and phenomena behavior and phenomena behavior and phenomena
and phenomena (examples:
food taboos, istambay, political (examples: food taboos, (examples: food taboos, (examples: food taboos,
food taboos, istambay, political
dynasties, elections) istambay, political dynasties, istambay, political dynasties, istambay, political dynasties,
dynasties, elections)
3. Observations on social, elections) elections) elections)
3. Observations on social,
political, and cultural change 3. Observations on social, 3. Observations on social, 3. Observations on social,
political, and cultural change
(examples: texting, transnational political, and cultural change political, and cultural change political, and cultural change
(examples: texting,
families, local public services, (examples: texting, (examples: texting, (examples: texting,
transnational families, local
youth volunteerism) transnational families, local transnational families, local transnational families, local

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 4. Definition of anthropology, public services, youth public services, youth public services, youth public services, youth
political science, and sociology volunteerism) volunteerism) volunteerism) volunteerism)
4. Definition of anthropology, 4. Definition of anthropology, 4. Definition of anthropology, 4. Definition of anthropology,
political science, and sociology political science, and sociology political science, and sociology political science, and sociology
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
Understanding Culture, Society Understanding Culture, Society Understanding Culture, Understanding Culture, Society Understanding Culture, Society
and Politics Book and Politics Book Society and Politics Book and Politics Book and Politics Book
https://www.deped.gov.ph/wp- https://www.deped.gov.ph/wp- https://www.deped.gov.ph/wp- https://www.deped.gov.ph/wp- https://www.deped.gov.ph/wp-
A. References
content/uploads/2019/01/SHS- content/uploads/2019/01/SHS- content/uploads/2019/01/SHS- content/uploads/2019/01/SHS- content/uploads/2019/01/SHS-
Core_Understanding-Culture- Core_Understanding-Culture- Core_Understanding-Culture- Core_Understanding-Culture- Core_Understanding-Culture-
Society-and-Politics-CG.pd Society-and-Politics-CG.pd Society-and-Politics-CG.pd Society-and-Politics-CG.pd Society-and-Politics-CG.pd
Curriculum Guide – core Curriculum Guide – core Curriculum Guide – core
1. Teacher’s Guide pages Curriculum Guide – core subject Curriculum Guide – core subject
subject subject subject
2. Learner’s Materials pages
Understanding Culture, Society, Understanding Culture, Society, Understanding Culture, Understanding Culture, Society, Understanding Culture,
and Politics and Politics Society, and Politics and Politics Society, and Politics
3. Textbook pages Learning Activity Sheets Learning Activity Sheets Learning Activity Sheets Learning Activity Sheets Learning Activity Sheets
pp. 27-35 pp. 27-35 pp. 27-35 pp. 27-35 pp. 27-35
Module 7 Module 7 Module 7 Module 7 Module 7

Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk, Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk,
pictures, PowerPoint pictures, PowerPoint chalkboard, pictures, PowerPoint pictures, PowerPoint chalkboard, pictures, PowerPoint
https://www.google.com/search?q=entr https://www.google.com/search?q=entr https://www.google.com/search?q=en https://www.google.com/search?q=entr https://www.google.com/search?q=ent
epreneurship+cg+and+tg&oq=entrepre epreneurship+cg+and+tg&oq=entrepre trepreneurship+cg+and+tg&oq=entre epreneurship+cg+and+tg&oq=entrepre repreneurship+cg+and+tg&oq=entrepr
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4. Additional Materials from
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Learning Resource (LR)portal https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf=
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Module, Laptop, TV, chalk,
Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk, chalkboard, Module, Laptop, TV, chalk,
chalkboard, pictures, PowerPoint
pictures, PowerPoint pictures, PowerPoint pictures, PowerPoint chalkboard, pictures, PowerPoint
https://www.google.com/search?q=en
https://www.google.com/search?q=entr https://www.google.com/search?q=entr https://www.google.com/search?q=entr https://www.google.com/search?q=ent
B. Other Learning Resource epreneurship+cg+and+tg&oq=entrepre epreneurship+cg+and+tg&oq=entrepre
trepreneurship+cg+and+tg&oq=entre
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pre&aqs=chrome.2.0j69i57j35i39l2j0l
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F-8

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 https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf https://www.google.com/search?sxsrf= https://www.google.com/search?sxsrf=
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These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by the students' demonstration of learning, which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Culture was defined earlier as

the symbols, language, beliefs,
values, and artifacts that are
A. Reviewing the previous lesson The students engage about the topic The students engage about the topic The students engage about the topic
part of any society. As this that we have discussed that we have discussed that we have discussed
or presenting the new lesson
definition suggests, there are
two basic components of
culture: ideas and symbols on
the one hand and artifacts
(material objects) on the other.
The first type, called nonmaterial
culture, includes the values,
beliefs, symbols, and language
that define a society. The
second type, called material
culture, includes all the society’s
physical objects, such as its
tools and technology, clothing,
eating utensils, and means of

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 transportation. These elements
of culture are discussed next

B. Establishing a purpose for the The students engage about the topic The students engage about the topic The students engage about the topic
THE IMPORTANCE OF CULTURAL that we have discussed that we have discussed that we have discussed
lesson RELATIVISM

Cultural relativism aims to help

promote acceptance, tolerance,
and an appreciation for diverse
cultural beliefs and practices. No Cultural relativism is good
universal ethical or moral truths because it allows people to
apply to all people in all practice their beliefs and enjoy
situations. What is considered their cultural heritage or
right and wrong is determined by religious beliefs without having
society's moral codes? to fear or have fear of others for
why they do what they do.

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 The term multiculturalism has a
range of meanings within the
contexts of sociology, political
philosophy, and colloquial
useWhat is multicultural and What do we mean by
examples? multiculturalism?

C. Presenting examples/Instances The students engage about the topic The students engage about the topic The students engage about the topic
of the new lesson that we have discussed that we have discussed that we have discussed

Multiculturalism is the way in

which a society deals with
cultural diversity, both at the
national and at the community
level. Sociologically,
Multicultural things are made up multiculturalism assumes that
of or include more than one society as a whole benefits from
ethnic group or culture. Your increased diversity through the
multicultural food fair might harmonious coexistence of
include dishes from Chile, Syria, different cultures
Sudan, and France. The world is
multicultural, and societies in
most countries are multicultural.

D. Discussing new concepts and What is the meaning of The students continue their discussion The students have to explore their The students have to explore their The students have to explore their
practicing new skills # 1 multicultural environment? from yesterday’s topic ideas about the topic ideas about the topic ideas about the topic

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 Multicultural environment
means diversity in terms of
ethnicity, gender, religious,
social be- longing, etc.
Multicultural environment retains
workers from a variety of cultural
backgrounds

E. Discussing new concepts and What is the meaning of The students continue their discussion The students have to explore their The students have to explore their The students have to explore their
practicing new skills # 2 multicultural environment? from yesterday’s topic ideas about the topic ideas about the topic ideas about the topic

Multicultural environment
means diversity in terms of
ethnicity, gender, religious,
social be- longing, etc.
Multicultural environment retains
workers from a variety of cultural
backgrounds

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 The students explain their ideas The students explain their ideas The students explain their ideas The students explain their ideas The students explain their ideas
F. Developing mastery about the topic that we have to about the topic that we have to about the topic that we have to about the topic that we have to about the topic that we have to
(leads to Formative Assessment 3)
discuss discuss discuss discuss discuss

G. Finding practical application of

concepts and skills in daily
living

1.

THE IMPORTANCE OF CULTURAL Cultural relativism is good The term multiculturalism has
RELATIVISM because it allows people to a range of meanings within the
practice their beliefs and enjoy contexts of sociology, political
Cultural relativism aims to help
their cultural heritage or Multiculturalism is the way in
promote acceptance, tolerance, philosophy, and colloquial What is the meaning of
religious beliefs without having which a society deals with
and an appreciation for diverse useWhat is multicultural and multicultural environment?
to fear or have fear of others for cultural diversity, both at the
cultural beliefs and practices. No examples?
why they do what they do national and at the community Multicultural environment
universal ethical or moral truths
H. Making generalizations and level. Sociologically, means diversity in terms of
apply to all people in all Multicultural things are made
abstractions about the lesson multiculturalism assumes that ethnicity, gender, religious,
situations. What is considered up of or include more than one society as a whole benefits from social be- longing, etc.
right and wrong is determined by ethnic group or culture. Your increased diversity through the Multicultural environment
society's moral codes? multicultural food fair might harmonious coexistence of retains workers from a variety
include dishes from Chile, different cultures. of cultural backgrounds
Syria, Sudan, and France. The
world is multicultural, and
societies in most countries are
multicultural.
Formative In a ½ crosswise make a Activity
generalization about the topic we have Directions: Make your answer
discusses appropriate to the flow of the
conversation. Write your own line
I. Evaluating Learning based on the character that is asked
Formative Formative assessment
in the activity.
Maria was strolling at the mall when
he saw some beautiful dresses at a

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 Korean store and an ad inside with a
beautiful skinny model with the
tagline “ Korean Skinny Jeans for
stylish and Beautiful you!” Maria
went inside without minding the
displayed ad and was greeted by its
staff.
Staff: Anneoyong Haseyo! May I help
you, madam?
Maria: Yes. I like the designs of your
clothes but the displays are small. Do
you have extra – large size?
Staff: (Ethnocentric Response):
________________
Maria: Why? ( Cultural Relativist
response) ___________

J. Additional activities for Research about Give at least 3 in the 7 Ps marketing Why people is important in business? What is the very important thing in What is the relevance of 7 Ps
application or remediation mix and then explain Are they really important? Why? promoting the product? Marketing Mix in business?

V. REMARKS Pre - Test

VI. REFLECTION

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation

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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?

Prepared by: Checked by: Noted by:

LIZA MIZCHELLE D. BAUSA ALMA L. AXIMOSO CHESTER ALLAN P. MATIENZO

Teacher II Master Teacher I Principal III

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