Detailed Lesson Plan (DLP)

DLP No: Learning Area:Understanding Culture, Society and Politics Grade Level: 11 Quarter: 1 Duration:1 hour
Learning Competency/ies: Identify forms of tangible and intangible heritage and the Code:
threats to these UCSP11/12DCS-Ie-11
Key Perspective in /approaches to the study of culture and society (i.e.,comparative,
Concepts/Understandings historical, structural, functional, interpretive,critical)
to be Developed
I. Objectives:
1. Knowledge – Identify the tangible and intangible heritage;

2. Skills–Differentiate the intangible and intangible heritage;

3. Attitude – Appreciate the beauty of tangible and intangible heritage as a key factor in understanding our
past;

4. Values – Respect the tangible and intangible heritage of our ancestors as part of their cultural identity;
Take care of the tangible and intangible heritage as a remnants of the past;

II. Content:Cultural Heritage (Tangible and Intangible)

III. Learning Resources:
Materials:
 Handout
 Table format
 Video Presentation
 Concept Web
 Video
 Handouts
 Video Clips
 LCD Projector
 Laptop
 Manila Paper
 pictures
References:
Books on sociology, anthropology and political scince

IV. Procedures:
4.1 Introductory Activity (10minutes)“Picture!Picture!” (Pictures of the tangible and intangible heritage)
The students are asked to identify the pictures being mounted on the board by answering the guide
questions.
Guide Questions:
1. What are these pictures all about? Are you familiar with these?
2. Have you seen these materials at home or in your community?
3. If you have seen these? What is the use of these materials?
4. What do you think is the importance of these materials?

Transition Statement: After hearing your answers, let me introduce to you the topic by unlocking the terms.
 4.2 Activity (15minutes)Guess What???????
4.2.1 Unlocking the terms:
Tangible – easily seen or recognized; able to be touched
Intangible – not able to be touched; not made of physical substance
Heritage – the tradition, achievements, and beliefs that are part of the history of a group or a nation.
4.2.2 Small Group Activity
The class is divided into 5 groups. Each group is given a piece of manila paper and pictures. Out of
the pictures given, they are going to classify which pictures are tangible and intangible which will be
placed in the manila paper. They are only given 3 minutes to do the task. Each group will assign
someone to present their output. Each group presentation is good for 2 minutes only.

Transition Statement: Now that you have classified the pictures. Let me process the activity by giving you
guide questions.

4.3 Analysis (5minutes) “Answer this Please!”

The students are given guide questions to answer based on the Guess What Activity.
Guide Questions:
1. What is your basis in classifying the pictures?
2. What is the importance of classifying these to tangible and intangible?
3. What do you think is the importance of tangible and intangible heritage?
4. Does anyone of you have seen any of these in reality? Where did you see it?

Transition Statement: “Now that I hear your answers, let me show to you a power point presentation about the
tangible and intangible heritage.”

4.4 Abstraction (10minutes)“Next Slide Please!”

The students are asked to listen attentively to the teacher’s lecture and they are required to take
down notes.

Transition Statement:After the lecture, with the same groupings, I required you to do the “HiritAge Activity” which
will strengthen your understanding and appreciation of our heritage.

4.5 Application (15minutes)“HiritAge!”

The students are asked to stay with their group. Each group is given a task in which they are going
to show their appreciation of the tangible and intangible heritage. Each group is only given 5 minutes, 3
minutes to prepare and 2 minutes to present.A rubric is given before the presentation.
Group 1 – Slogan
Group 2 – Jingle
Group 3 – Poster
Group 4 – Rap
Group 5 – Poem

Transition Statement: To assess your presentation, I will give the score based on the
rubrics given. After which, your are asked to explain the saying to further assess your
learning.

4.6 Assessment (2 minutes)“Let Me Explain!”

The students are asked to explain the saying in their journal notebook. Limit your answers at least 3
 paragraphs.
Saying: “You don’t stumble upon your heritage. It’s there, just waiting to explore and share”.
–Robbie Robertson

Transition Statement: Now that you have answered the essay. You are given an activity to be done at home.

4.7 Assignment (1 minute)“Explore and Share!”

With the same grouping, the students are asked to interview reliable sources (parents, grandparents, elders)
in their community, to tell about the tangible and intangible heritage. They have to record it to share to the
class on the following day for their local mapping activity to show how they value and respect these
important facts of the past.

Transition Statement: Before we call it a day, let me ask you to do the last activity .

4.8 Concluding Activity (2 minutes)“Mirror! Mirror on the Wall!”

The students are asked to reflect the given question in their journal.
Question: As a youth, what particular tangible and intangible material you want to preserve? Why?

V. Remarks :The assignment will be used for the next day activity.

VI. Reflections

Prepared by:

Name: NINALYN K. TELLIDUA School:JCarmen National High School-Day Class

Position/Designation: T1 Division:Cebu Province
Contact Number: 09328434025 Email Address: ntellidua@gmail.com