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Humanities and Social Sciences (Arellano

University)

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 School Echague National High School Grade Level 11
Teacher JULIE ANN U. BERGONIO Learning UNDERSTANDING CULTURE, SOCIETY,
Daily Lesson Area AND POLITICS
Log Teaching Dates and August 29-September 1, 2023/ WEEK 1 QUARTER FIRST
Time ACHILLES
7:15-8:15 M-T-W

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Holiday August 29, 2023 August 30, 2023 August 31, 2023 September 1, 2023
A. Content Standard The learners demonstrate an understanding of:
1. human cultural variation, social differences, social change, and political identities
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology.
B. Performance The learners
Standard 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences.
C. Learning Discuss the nature, goals and perspectives in/of anthropology, sociology and political science.
Competencies/Objective
Write the LC Code for
each
II. CONTENT Definition and Goals of Anthropology, Sociology and Politics
III. LEARNING
RESOURCES
A. References Understanding Culture Society and Politics Quarter 1: Week 1 - Module
1
1.Teaching Guide pages
2.Learners Material Page 3-4
pages
3.Textbook pages
4.Additional Materials
from (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Begin the class by welcoming the students. Briefly explain that Ask the students to recall what have they learned in
lesson or presenting the the subject will explore the fascinating interplay between the previous discussion.
new lesson culture, society, and politics. Ask the students to share the story behind their names.
B. Establishing a Introduce the metaphor of a “human mosaic”. Explain that just a Ask the students the importance of knowing the

Downloaded by Roweelynne Mayor ([email protected]) During the discussions, students learn to actively
purpose of the lesson mosaic is made up of unique and colorful pieces that together form a etymology of their names.
larger picture, our world is composed of diverse cultures, societies, and
political systems that contribute to the complex tapestry of human
existence.
C. Presenting examples/ Creating a symbol Creating a Mosaic
instances for the new or image that • Distribute colored construction paper, markers, glue,
lesson captures a complex and scissors to each student.
• Instruct each student to create a small symbol or image
idea
on their construction paper that represents an aspect of
requires
culture, society, or politics. It could be a flag, a
creative thinking. landmark, a political symbol, or anything they
associate

with these themes.

• After students have finished, ask them to explain
their chosen symbols briefly.
Assembling the Human Mosaic
e•a nIgnva isteymstbuodleonrtsimtoa ceomthe to the front of
the class one by eosnae oa nmdp lpe lxa ci de
athreeiqr upiraepser on the large blank wall or
epothsitnerkibnoga,rtdh.i
• As they do so, ask them to briefly explain significance
of their symbol in relation to culture, society, or politics.
• Watch as the “human mosaic” takes shape, emphasizing
the diversity and complexity of human experiences.
D. Discussing new Lead a brief discussion about visual representation created by Continuation of the previous lesson but it focuses
concepts and new skills
#1 Teache the class.
Ak the following questions:
• What do you notice about the diversity of symbols
more on the origins and dynamics of culture, society
and political identities.

r on our mosaic?
• How do you think these different aspects of
culture, society, and politics interact?

connec • What can we learn from this mosaic about

the interconnectedness of these themes?

ts the
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 visual
arts to
the life
of the
student
s
E. Discussing new Introduce the meaning of culture, society, and politics and give Introduce the meaning, brief history and common
concepts and new skills the meaning of concept or phenomena. concerns of sociology, anthropology, and political
#2 science with respect of the phenomenon of change.
F. Developing Divide the class into four groups. Give them 10 minutes to
mastery (Leads to
Formative
Assessment)
Activity:
The students will be grouped according to their ethnic group and anGsrwoeurpthaicstqivuietsiteisona:rAe
will think of a song based from their dialect. They will also think sesasSenentiiaolrsHbiegchaSucsheotohlrsotuugdehntth,
of unique characteristics that their group possess. iws,hat dsotuyoduenthtsinwk
ialrleetnhheannecceestshaeriyr sptespycs
hthoastoycoiualnsekeidlltso. in order to start or create a
change if you want to see change in
your community.
G. Finding practical
applications of concepts
and skills in daily living
H. Making “Minute Papers” will allow an end-of-class reflection in which the
Generalization and students write briefly to answer the questions:
abstractions about the “What did you learn today?”
lessons “What questions do you still have?”
I. Evaluating learning Short Quiz: Ask the students to answer the following questions:

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 Multiple Choice 1. Why knowing values and beliefs are
Directions: Read carefully the questions in the box, write your important?
answer in the third column. 2. Explain social dynamics as social, political,
1-5 Write A if it is Anthropology, S if it is Sociology and PS if it and cultural change.
is Political Science 3. How can we improve our awareness on social,
6-10 Write SC for Social change, PC for Political change and cultural and political changes?
CC for Cultural change
11-15 Identify if the goal stated is Anthropology, Sociology,
Political Science

J. Additional Assignment: Behind the Name (the etymology and history of first
activities for names)
application for • What does your name mean or signify?
remediation • Who gave you your name?
• Share the story of your name in a yellow paper.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80 % of the
formative assessment
B. No. of learners who
require additional

activities for
remediation
C. Did the remedial
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lesson work? No. of
learners who caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve.
G. What innovation or
localized materials did I
used to discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

JULIE ANN U. BERGONIO MAGDALENA S. LAPPAY SAMUEL R. APOSTOL, EdD

SHS Teacher Master Teacher I School Principal IV

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