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School SAN BARTOLOME HIGH SCHOOL Grade Level Grade 12

DAILY LESSON LOG Teacher ROSSANO C. DAVID Learning Area UCSP
Teaching Date July 08 - 12, 2019 Grading Period First Semester

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. the human origins and the capacity for culture
A. Content Standard 2. the role of culture in human adaptation
3. processes of cultural and sociopolitical evolution

Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that can still be used and developed
B. Performance Standard

2. identify the context, content, 2. identify the context, content, 2. identify the context, content,
1. explain the development of 1. explain the development of
processes, and processes, and processes, and
Learning Competencies / one’s self and others as a one’s self and others as a
C. consequences of consequences of consequences of
Objectives product of socialization and product of socialization and
enculturation and enculturation and enculturation and
enculturation enculturation
socialization socialization socialization

D. Becoming a member of society

1. Enculturation/Socialization
a. Identity formation (identities,
disciplines, and aspirations)
b. Norms and values
c. Statuses and roles (e.g. age, gender)
II. CONTENT 2. Conformity and deviance
a. Social control (gossip, social
ostracism, laws and punishments)
b. Forms of deviance (ritualism,
retreatism, rebellion, and innovation)
3. Human dignity, rights, and the common
good

III. LEARNING RESOURCES

A. References
1 . Teacher's Guide pages
2 . Learner's Material pages
3 . Textbook pages
Additional Materials from
4.
Learning Resources portal

B. Other Learning Resources

IV. PROCEDURES

Classroom Management
Reviewing previous lesson or Introduction of the subject
A. Review Key Points from the Previous Topic Page 1 Review Key Points from the Previous Topic
presenting the new lesson (5 mins)
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Classroom Management
Reviewing previous lesson or Introduction of the subject
A. Review Key Points from the Previous Topic Review Key Points from the Previous Topic
presenting the new lesson (5 mins)

Human BINGO Activity – The teacher will

provide for the Human BINGO Cards and
disseminate them to each student. For 10
minutes, the students will roam around the
room and ask their classmate to sign with
(5 minutes) Learners that chose the same
each box of the BINGO card corresponding
topic are grouped together. They are asked
to the act/hobby/interest/culture they have/do
to sit together. Groups should only have a
stated on the cards. The students will share
maximum of five members. Learners who (10 minutes) Review the questions your
their experience trying to make their bingo (10 minutes) 1. Teacher presents a list of
find themselves alone may choose another group has formulated.
Establishing a purpose for cards perfectly marked by their classmates. topics for the subject. 2. Learner selects
B. topic/sit with a group with a related topic.
the lesson topics of interest and writes them in their
Groups discuss: How will your questions
Processing questions: notebook.
(15 minutes) Groups discuss what they know benefit your class?
1. Did you enjoy the game? Why?
about their topic of interest. They show each
2. What were your difficulties/challenges in
other the graphic organizers they made the
the conduct of the game?
previous session and explain its content.
3. What do you think is the purpose of the
game?

(10 mins)

The teacher will present a video presentation

about cultural, social and political diversities
in the world which become factors for
misunderstanding leading to wars, which can
be circumvented if people know how to value
differences among us.
(at least three-minute video)
Powerpoint Presentation of Guide Questions:
Presenting examples / 1. What did you see from the video/tell us
C.
instances of the new lesson something about the video?
2. Are these happening in real life? Why?
3. What are the possible causes of
misunderstanding?
4. The teacher will hear students’ responses
and write those down on the board for
encapsulation of their responses.
(5 mins)

Graphic Organizer on
cultural/political/sociological differences.
The teacher now present the main idea of
Discussing new concepts
D.
and practicing new skills # 1
the importance of the competency and
the subject matter.
(10 mins)

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 Graphic Organizer on
cultural/political/sociological differences.
The teacher now present the main idea of Page 3
Discussing new concepts
D.
and practicing new skills # 1
the importance of the competency and
the subject matter.
(10 mins)

Discussing new concepts

E.
and practicing new skills # 2
Each of the groups will present their outputs
(questions and ways on how to find answers)
to the class.
The students will be asked individually Student fill up the table on evolution of
what they realized after watching the man, man’s cultural evolution on textbook During presentation, members of other
video presentation mentioned above. page 31. groups try to write down possible comments
Developing mastery (leads fo (5 mins) or suggestions to the presenting group.
F.
Formative Assessment)
Peers can give feedback during presentation.
The presenting group can then revise their
output based on the class feedback.
The teacher will ask everyone to find Group activity
Teachers can use the input from the class to
someone in the room as their partner. Give an example that you see in the
further plan for the 1st Quarter’s Performance
Instruct them to introduce himself to that community, nation or world in the current Task or Class Project and its timeline.
person, and spend five to ten minutes time that still portray the culture of the
talking about respect. vaious type of societies
Process Questions: Sharing on the output of the group to the
What does it mean for you to show class
respect, and what does it mean for you to
Finding practical application be shown respect? Share some
G. of concepts and skills in daily experiences of each other about
living someone showing them respect or
disrespect. After the allotted time, ask the
participants to return to their seats, and
open the discussion. What ideas did
people discuss?
(10 mins)

Making generalizations and
H.
abstractions about the lesson
The teacher and learners answer the Boardwork, Learner able to trace the
question: sequence of the evolution of man, types
What value must a person possess in of societies and cultural evolution
order to maintain harmony in the society
due to individual differences?
(5 mins)

Name five (5) countries you would like to
visit someday. Try to discover new or
unusual culture they may have and how
would you deal with it when you get
I. Evaluating learning there. Be ready for sharing in the next
meeting’s class.
(5 mins)
Additional activities for
J.
application or remediation
Learner answer the following question:
1. Species of man known as handy man
2. The walking upright position of man
started in waht species of man
3. Species of human that was dicovered
in flores, indonesia
4. It laso known as the ‘wise man’.
5 And 6. Identify two types of cultural
evolution
7. characteristic of hunting and food
gathering
8. a society characterized by herding and
domistication of animals
9. a society characterized by the used of
fueled machines
10. a society characterized by the used of
computer Page 3
 Additional activities for Page 4
J.
application or remediation

V. REMARKS

VI. REFLECTION Students are seen to be having fun and enjoyment in the learning process as can be seen in their positive and happy facial expressions.

No. of learners who earned 39 out of 41 students earned 80% on 39 out of 41 students earned 80% on 35 out of 41 students earned 80% on 35 out of 41 students earned 80% on
A.
80% in the evaluation formative assessment formative assessment formative assessment formative assessment

No. of learners requiring

additional activities for
B. 10 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who yes, 10 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the
C.
have caught up with the remedial remedial remedial remedial
lesson

No. of learners who continue

D. n/a n/a n/a n/a
require remediation

Which of my teaching
I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's
E. strategies worked well? Why
personal experiences personal experiences personal experiences personal experiences
did these work?

What difficulties did I

encounter which my principal dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners
F.
or supervisor can help me which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial
solve?

What innovations or localized

materials dis I use/discover
G. Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences
which I wish to share with
other teachers?

Prepeared by: Noted by:

ROSSANO C. DAVID, CPA RICHARD V. ANCHO, Ph. D.
Subject Teacher Principal I

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