Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide
B. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
The teacher will introduce breathing exercise to keep students calm and
relieve from before they will take their quiz.
2.Presentation:
The teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz.
3. Activity:
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…..
4. Application:
The teacher will ask some students to complete each sentences.
C. Evaluation
Questions from their quiz will be asked here.
D. Assignment
My Culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
For both identify the threats and sources, and then come up with a plan of action on
how to
deal with these threats. Write your output on the table.
Heritage Threats Plan of Action
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 03, 2018 Week: 8 Quarter: First
Subject: Understanding Culture, Society
and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their experience
in visiting a museum.
3. Value culture as heritage.
II. CONTENT
A.Topic: Aspects of Culture
Culture as Heritage
B.Learning Competency: Identify forms of tangible and intangible heritage and threats
to these. ((UCSP11/12DCS-Ie-11).
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 57-61
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Manila paper
2. Marker
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
Teacher will facilitate a simple exercise.
2.Presentation:
The teacher will ask the students to review the tangible and tangible culture
that they have inherited.
3. Activity:
The class will be grouped into four. Each group will be given a sheet of manila
paper and a marker, students will write the tangible and intangible heritage in our
culture.
4. Application:
Each group will be given 3 minutes to present.
C. Evaluation
Students will be asked to write one tangible and one intangible cultural
heritage under threat. Identify the threats and their possible sources, and come up with
a plan on how to deals with these threats.
D. Assignment
Bring magazines, newspapers, glue, scissors and any other materials that they can
use for their activity tomorrow.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 04, 2018 Week: 8 Quarter: First
Subject: Understanding Culture, Society
and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the
picture that will be presented.
3. Increase understanding human evolution and its implication on the transformation of
cultures across time periods.
II. CONTENT
A.Topic: Biological and Cultural Evolution of Modern Humans
B.Learning Competency:Trace the biological and cultural evolution of early to modern
humans. (UCSP11/12DCS-Ie-12).
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
Understanding Culture , Society and Politics
35
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 70-74
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1.Motivation:
Teacher will facilitate in the dance exercise. (Monkey dance)
2.Presentation:
Teacher will present a picture about the lesson. Students will analyze and
answer the following questions:
What do you see in the picture? Describe their appearance and expressions.
What questions does this photograph raise in your mind?
Where could you find the answers to them?
The teacher will introduce biological and cultural evolution of human.
3. Activity: Imagining yourself
The class will be grouped into four. Each group will choose three things
among the boxes which they think it would help them live in the ancient time.
4. Application:
Each speaker from the group will present and explain their work.
C. Evaluation
Students will answer the following:
1. How would you differentiate biological and cultural evolution?
2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.
D. Assignment
Research on the characteristics of biological and cultural human evolution:
from Hominids to Homo sapiens sapiens.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 08-09, 2018 Week: 9 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans evolved.
II. CONTENT
A. Topic: Biological and Cultural Evolution of Modern Humans
From Hominids to Homo Sapiens Sapiens
B. Learning Competency: Trace the biological and cultural evolution of early to modern humans.
C. Code: UCSP11/12DCS-Ie-12
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
Understanding Culture , Society and Politics
37
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
The teacher will facilitate a simple exercise.
2. Presentation:
Teacher will discuss how early humans evolved into modern human and how early humans
develop culture.
3. Activity:
Discuss the important biological and cultural developments of the hominids and Homo
sapiens.
4. Application:
Students will complete the chart below.
Species Biological Developments/Physical
Developments
Cultural
Developments
1. Hominids
2. Homo habilis
3. Homo erectus
4. Cro-Magnon
C. Evaluation
Students will identify the following through a short quiz.
1. Biological evolution 4. Australopithecus
2. Cultural evolution 5. Fossils
3. Bipedalism 6. Artifacts
D. Assignment
Make a diorama of human evolution using recyclable materials.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 10, 2018 Week: 9 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explore the significance of fossils and artifacts in interpreting cultural, social, and economic
processes.
2. Explain the importance of artifacts and fossils in understanding the social, cultural, political, and
economic processes of modern humans.
3. Simulate the work of anthropologists and archeologists.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
B. Learning Competency: Explore the significance of human remains and artefactual evidence in
interpreting cultural and social, including political and economic processes.
C. Code: UCSP11/12DCS-If-13
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama.
2. Presentation:
Teacher will discuss the study and concept of evolution.
3. Activity: Photo Essay
Teacher will ask the students to find their partner. Each pair will make a photo essay of the
significance of human material remains and artefactual evidence.
4. Application:
Presentation of the Photo Essay.
C. Evaluation
Answer the following:
1. Why is it important to study fossil remains to know how humans and the environment on which
they live evolve?
2. In what way can fossil remains be found and studied.
D. Assignment
Conduct a research on 15 national and local museums and heritage sites in the Philippines.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 11, 2018 Week: 9 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize national and local and specialized museums, and heritage sites in the Philippines.
2. Understand the role of museums as venues for the appreciation of the complexities of biocultural and
social evolution.
3. Appreciate and reflect on the complexities of biocultural and social evolution as part of being and
becoming human.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
Museums as Venues for the Appreciation of the Complexities of Biocultural and Social
Evolution
B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical and
historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution
as part of being and becoming human.
C. Code: UCSP11/12DCS-If-14
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Film showing
2. Presentation:
Teacher will introduce museums as venues for the appreciation of the complexities of
biocultural and social evolution.
3. Activity: Poster Making
Create a poster for the National Museum of the Philippines advertising why people should go
to the museum to appreciate our biological, cultural, and social evolution.
4. Application:
Presentation of the Posters.
C. Evaluation
Write an editorial that assesses the important role of museums in educating the public about the
human species’ biocultural and social evolution.
D. Assignment
Based on the conducted research on the national and local museums and historical sites.
Students will make a scrap book by getting a brief background for each museum and heritage sites.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 12, 2018 Week: 9 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain the different types of societies.
2. Produce an illustrated timeline that clearly shows the major developments and changes that
happened in human society.
3. Appreciate the significant social developments that happen as societies and their culture evolve.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution
Sociocultural and Political Evolution: The Development of Societies from the Hunting and
Gathering to the Agricultural, Industrial, and Post-Industrial Stages
B. Learning Competency: Recognize national, local, and specialized museums, and arechelogical and
historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution
as part of being and becoming human.
C. Code: UCSP11/12DCS-If-14
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will be asked this question “ How did societies transform through time?”
2. Presentation:
Based on the motivational question, teacher will introduce sociocultural and political
evolution.
3. Activity: Data Retrieval Chart Completion
Write major characteristics and developments of the different stages of societies?
4. Application:
Students will fill up the chart that will be presented by the teacher.
C. Evaluation
Explain the processes of cultural and sociopolitical evolution.
D. Assignment
No assignment since it is Friday.
V. REMARKS
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VI. REFLECTION
____________________________________________________________________________________
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 15-16, 2018 Week: 10 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.
3. Value the roles of groups and institutions as agents of social control.
II. CONTENT
A. Topic: Becoming a Member of Society
Enculturation and Socialization
B. Learning Competencies:
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.
C. Codes:
1. UCSP11/12DCS-Ig-15
2. UCSP11/12DCS-Ig-16
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 105-117
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com
Understanding Culture , Society and Politics
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation: The World and I
Teacher will ask students to look back on their childhood.
2. Presentation:
Based on the motivational activity, teacher will introduce and discuss the new lesson on
becoming a member of society.
3. Activity:
Teacher will group the class into four and ask them to answer the table below.
Socialization Enculturation
Context
Content
Processes
Consequences
4. Application:
Students will discuss their work in class.
C. Evaluation
Teacher will ask the students to identify what is being described through the form of a short quiz.
D. Assignment
Enumerate some of the values your family holds dear, in what ways do these values affect your
lifestyle as a teenager.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 17, 2018 Week: 10 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Analyze the role of groups and institutions as agents of social control.
2. Identify norms and values to be observed in interacting with others in society and the consequences
in ignoring the rules.
3. Recognize the value of human rights and promote the common good.
II. CONTENT
A. Topic: Becoming a Member of Society
Conformity and Deviance
Human Dignity, Rights, and the Common Good
B. Learning Competencies:
1. Identifies the social goals and the socially acceptable means of achieving these goals.
2. Advocate inclusive citizenship.
3. Promote protection of human dignity, rights, and the common good.
C. Codes:
1. UCSP11/12DCS-Ig-17
2. UCSP11/12DCS-Ig-18
3. UCSP11/12DCS-Ig-19
III. LEARNING RESOURCES
C. References
Understanding Culture , Society and Politics
42
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 118-125
3. UCSP Teaching Guide
D. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Checking of Assignments
B. Development of the Lesson
1. Motivation: Quiz Bee
Teacher will review and prepare the students for their Midterm Examination.
2. Presentation:
The teacher will continue the discussion on becoming a member of society.
3. Activity: Jingle
Teacher will group the class into four and students will develop or make a jingle on human
dignity, rights, and the common good.
4. Application:
Students present their jingle in class.
C. Evaluation
Teacher will continue reviewing the students through the form of a quiz bee.
D. Assignment
Review and review and review for the Midterm Examination.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 22-23, 2018 Week: 11 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVE
To administer Midterm Examination
II. CONTENT
A.Topic: Midterm Examination
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Learning Materials
B. Materials
1. Test Papers
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance
Understanding Culture , Society and Politics
43
B. Development of the Lesson
1. Motivation:
Teacher will introduce a breathing exercise to prepare students for their examination.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Actual test taking (1 hour)
4. Application:
Submission of test papers
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 24, 2018 Week: 11 Quarter: First
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVE
To check test papers, item analysis and record results.
II. CONTENT
A. Topic: Checking and Recording of Test Papers
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Learning Materials
B. Materials
1. Test Papers
2. Pen
3. Chalk
IV. PROCEDURES
Understanding Culture , Society and Politics
44
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance
B. Development of the Lesson
1. Motivation:
Students and the teacher will check test papers to know the scores and what items made the
test hard for them.
2. Presentation:
The teacher will distribute test papers to students and will give directions and other
guidelines.
3. Activity:
Checking of test papers and item analysis
4. Application:
Processing Questions
What items in the test did you find easy?
What items in the test did you find difficult and challenging?
C. Evaluation
Students will submit test papers for recording
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: August 25-26, 2018 Week: 11 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify groups within society and their functions
2. Differentiate primary groups from secondary groups
3. Recognize in-groups and out-groups as forms of reference groups
II. CONTENT
A. Topic: How Society is Organized
Social Groups
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 138-143
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
Understanding Culture , Society and Politics
45
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Lesson Pretest
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Write the words that will be given by the teacher in their appropriate categories
4. Application:
Enumerate five reasons wherein you can call a person “kabarkada” or “ka-tropa”?
C. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out-group
D. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group and describe
how your membership affects you behavior in relation to election issues.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 14, 2018 Week: 14 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define and explain the different concepts of marriage
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Understanding Culture , Society and Politics
54
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below
and the ideas acquired from your interview, write the common problems and possible solutions of a
married life.
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 15, 2018 Week: 14 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the different concepts of kinship by ritual
2. discuss how relationship by ritual works as a social network
3. recognize the importance of ritual kinship in society
II. CONTENT
A. Topic: How Society is Organized
Cultural, Social, and Political Institutions: Kinship, Marriage and Household
B. Learning Competency: Describe the organized nature of social life and rules governing behavior
C. Code: UCSP11/12HSO-IIi-21
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 146-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
2. Board
3. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
Understanding Culture , Society and Politics
55
1. Motivation:
Teacher will introduce a simple energiser
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a brief
description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?
V. REMARKS
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VI. REFLECTION
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San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 16, 2018 Week: 14 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
Understanding Culture , Society and Politics
56
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
Family
Household
Nuclear family
Extended family
Political dynasty
Reconstituted family
D. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 19, 2018 Week: 15 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 154-157
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
Understanding Culture , Society and Politics
57
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated below:
debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group (pakikisama)
competition for greater status (palakasan)
4. Application:
Students will share their work in class
C. Evaluation
Define the following in one to two sentences:
Family
Household
Nuclear family
Extended family
Political dynasty
Reconstituted family
D. Assignment
Try and trace your family kinship ties through proper agencies or online research. See how far you
can trace your family's roots.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 20, 2018 Week: 15 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify the different forms of social and political organizations
2. Recognize the differences among different types of political organizations
3. Value how political organizations operate as an entity which maintains societal functions
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Political organization
B. Learning Competency: Compare different social forms of social organization according to their
manifest and latent functions
C. Code: UCSP11/12HSO-IIj-22
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
Understanding Culture , Society and Politics
58
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
Based on what you know, what is a band? a tribe? a chiefdom? Do you have an idea of
their differences?
Is nation the same as state?
2. Presentation:
Based form the motivational questions, teacher will introduce the lesson about political
organizations.
3. Activity:
In a classroom setting, what are the functions of the elected class officers?
Do you believe that their existence is needed for the maintenance of order in the class?
4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Imagine the world without political organizations. What do you see?
What can we expect from people or from a society which works and operates without the
supervision of a political organization?
D. Assignment
Give at least three political organizations. Write their objectives and projects in society.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 21-22, 2018 Week: 15 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyze social and political structures
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
Understanding Culture , Society and Politics
59
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
Are power and authority the same? Are authority and legitimacy different?
How do these components work together in a social and political structure?
2. Presentation:
Based form the motivational questions, teacher will continue the discussion on political and
leadership structures
3. Activity:
In your opinion, which type of authority or legitimated rule is more applicable and valid in
modern times?
Give two evident examples (government, religious order, or scenario) for each type of
authority or legitimate rule.
i. traditional
ii. charismatic
iii. rational
4. Application:
Students will share their work in class
C. Evaluation: (Essay)
Why are authority and legitimacy vital components in acquiring and maintaining peace and order in
society?
D. Assignment
One of the leaders of a country is the president of the Philippines. Conduct a thorough research on
the performance of the current president. Look at his leadership and how he exercises his authority in
times of crisis.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 23, 2018 Week: 15 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyze social and political structures
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
C. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
Understanding Culture , Society and Politics
60
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by the
teacher
D. Assignment
Finish their research work to be submitted next week
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 26-27, 2018 Week: 16 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a social and political
structure
3. analyze social and political structures
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures
C. Code: UCSP11/12HSO-IIj-23
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 160-167
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
Understanding Culture , Society and Politics
61
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by the
teacher
D. Assignment
Finish their research work to be submitted next week
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 28, 2018 Week: 16 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define and explain the functions of economic institutions,
2. discuss the concepts of reciprocity in line with sociology and economics,
3. relate the practical application of reciprocity to one’s daily life.
II. CONTENT
A. Topic: Economic Institutions
Reciprocity
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
Understanding Culture , Society and Politics
62
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Students will be asked this question; “If you have been given something, is it expected for you
to return the favor? Why or why not?”
2. Presentation:
Teacher will discuss economic institutions specifically reciprocity
3. Activity:
Think of at least three scenarios or situations where generalized reciprocity can be applied.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Compare and contrast generalized from balanced reciprocity. Give examples for each.
D. Assignment
How does negative reciprocity affect the activities of different economic institutions? What do you
think will be the impact of these on the global community?
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 29, 2018 Week: 16 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of transfer or transfer payment concerning economics
2. analyze the level of activities of different economic institutions concerning transfer and the impacts on
the global economy
3. become aware of the different kinds of goods and services that private and government sectors
provide for the people
II. CONTENT
A. Topic: Economic Institutions
Transfers
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
Understanding Culture , Society and Politics
63
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
•Are you aware of the different kinds of goods and services that private and government
sectors provide for the people?
•Does the present government provide more goods and services than it did in the past?
•How does the government redistribute more income?
2. Presentation:
Teacher will discuss what transfer is
3. Activity:
If you become a wealthy individual who is willing to share part of your fortune to others, which
among the basic needs (food, housing, education, health) will be your priority? Justify your answer.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short quiz
D. Assignment
Why are there many Filipino families who still do not have access to essential goods and services
to support their everyday living?
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: September 30, 2018 Week: 16 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
A. Topic: Economic Institutions
Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
Understanding Culture , Society and Politics
64
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the donations coming
from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in the
community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: October 03, 2018 Week: 17 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning redistribution and the
impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
A. Topic: Economic Institutions
Redistribution
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Understanding Culture , Society and Politics
65
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the donations coming
from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in the
community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: October 04, 2018 Week: 17 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
Understanding Culture , Society and Politics
66
B. Development of the Lesson
1. Motivation:
Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation for
this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: October 05, 2018 Week: 17 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
Understanding Culture , Society and Politics
67
1. Motivation:
Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation for
this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___
San Pedro Apartado National High School Daily Lesson Plan (DLP)
Date: October 06-07, 2018 Week: 17 Quarter: Second
Subject: Understanding Culture, Society and Politics Grade: 11 Semester: First
I. OBJECTIVES
At the end of the session, learners are expected to:
1. define market, market transactions, and market equilibrium,
2. determine the dividing line between markets and states,
3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
A. Topic: Economic Institutions
Market transactions and Market and state
B. Learning Competency: Analyze economic organization and its impacts on the lives of people in the
society
C. Code: UCSP11/12HSO-IIa-24
III. LEARNING RESOURCES
A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-170
B. Other Learning Resources
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
Understanding Culture , Society and Politics
68
Teacher will ask the students the following questions:
How does the continuous decrease of the price of petroleum in the world market affect the
producer and seller of the product? Does it affect the world's economy as whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a monopolistic
market.community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation: (Essay)
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any explanation for
this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting based on
economic status or model.
V. REMARKS
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
___________________________.
VI. REFLECTION
____________________________________________________________________________________
___
____________________________________________________________________________________
___