School: Macutay-Palao National High School Grade Level: 12

GRADES 1 to 12 Name of Teacher Mhegan B. Tabao Learning Area: UCSP

DAILY LESSON LOG Teaching Dates and Time: June 16 - June 20, 2025 Quarter: First

DAY 1 DAY 2 DAY 3 DAY 4

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

At the end of the lesson, learners will be able to:

C. Learning Competency/s 1. define and differentiate the nature, goals, and perspectives of anthropology, sociology, and political science;
(MELCs) 2. create a simple poster showing the differences between anthropology, sociology, and political science;
3. appreciate the significance of the social sciences by expressing openness and respect for different cultural and political perspectives.

Starting points for the understanding Meaning and importance of Origins and dynamics of culture and Understanding and analyzing
II. CONTENT ( Subject Matter) of culture, society, and politics: anthropology, sociology, and society, and political identities. social, political, and cultural
political science change
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
CG for Understanding Culture, CG for Understanding Culture, CG for Understanding Culture, CG for Understanding Culture,
B. Other Learning Resources
Society and Politics Society and Politics Society and Politics Society and Politics
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will briefly introduce the Rebus puzzle; show a cultural icon Present a selfie image (Kuha’rili); initiate Ask students to recall and reflect on
presenting the new lesson course. (e.g. food) and ask students to share photo interpretation learnings from the previous day
thoughts
Conduct an icebreaker or energizer to
spark interest.

What comes to your mind when you

hear the word culture, society, or
politics?
B. Establishing a purpose for the Teacher explains how UCSP helps The teacher will discuss the meaning The teacher explains how ideas shape The teacher discusses the concept of
lesson students understand people, groups, of “understanding” and how social culture and society change and its impact on
and current issues. sciences help us interpret the world communities

Emphasize the relevance of learning

about culture, social interactions, and
politics in daily life.
C. Presenting examples/ instances The teacher show examples of how the Present everyday examples where Present examples of traditions, belief Discuss current events that show
of the new lesson subject applies to real life situations. anthropology, sociology, and political systems, and social roles social or political change
science apply
Provide relatable examples like family
roles, barangay decision-making, or
school rules
D. Discussing new concepts and Define and differentiate culture, society, Define anthropology, sociology, and Discuss how culture and society develop Explain the nature of social, cultural,
practicing new skills #1 and politics. political science; discuss their goals and evolve and political change

Discuss their interconnectedness in

shaping human behavior and
institutions.
E. Discussing new concepts and Explain how each discipline views Describe how shared beliefs and power Differentiate types and causes of
practicing new skills #2 human behavior and interaction structures shape identities change (e.g., globalization, migration)

F. Finding practical application of Let students give examples from their Ask 5 volunteers to share examples Students list personal experiences or Group presentations (variety show,
concepts and skills in daily living daily lives: family customs, peer of cultural practices and how they observations on cultural diversity newscast, or panel discussion) on
interactions, school rules. connect to society and politics observed social changes

Ask students to reflect on questions like:

“Why do people behave differently in
different groups?”
G. Developing mastery (leads to Activity: Students create a mini-poster or Word-web activity on the disciplines; Selfie analysis: students list 15 words to Group research on a local cultural or
formative assessment) collage showing examples of culture, connect concepts to daily life describe the image and write a 5-sentence political issue, with outputs presented
society, and politics. paragraph on social meaning creatively

Group task: Match real-life scenarios

with the correct social science
 (Anthropology, Sociology, Political
Science).
H. Making generalizations and Teacher facilitates a discussion to help Students summarize the importance of Students explain how culture and identity Students reflect on how change
abstractness to the lesson students summarize key learnings. social sciences in society. are formed and influenced affects their community and identity

Example: “How do culture, society, and

politics influence our lives?”

Write a short reflection or quote that

summarizes the day’s insight.
I. Evaluating learning The teacher will give a pretest. Answer reflection questions about the What common elements show Answer the following questions.
relevance of culture, society, and cultural/political change? Define social
politics dynamics. 1. What is common among the
scenarios discussed that they may be
considered as manifestations of
cultural and political changes?

2. Explain social dynamics as social,

political, and cultural
J. Additional activities for Students will conduct a short interview 1. Students will be asked to visit a mall Journal entry on how culture shapes Catch-up task for students needing
application and remediation with family members about cultural or a public market and observe how personal behavior remediation; reflection piece on
traditions. people inside the place to conduct community change
themselves individually and
collectively. The following questions
serve as observation guide:
•What sort of people go to malls/ public
market?
•What sort of things do they buy?
•What sort of interaction takes place
between people at different categories
e.g. gender and age?
V. REMARKS

VI. REFLECTION

A. Number of learners who earned

80% in the evaluation: _______
B. Number of learners who scored
below 80% who needs additional
activities for remediation: _____

C. Did the remedial lesson work?

No. of learners who have caught
up with the lesson: __________

D. Number of learners who

continue to require remediation:
__________

E. Which of my teaching
strategy/ies worked well? Why
did this 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: Reviewed by: Noted by:

MHEGAN B. TABAO GRACIANA B. TANGO EDSEL B. YATAR

Teacher I Master Teacher I Principal I