GRADE 1 to 12 School DOMINGO P.

BOQUIREN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG UNDERSTANDING CULTURE, SOCIETY, AND
Teacher MR. JAMES BRYAN MACARANAS PRIMA Learning Area
POLITICS
OCTOBER 14-17, 2024 (MONDAY TO THURSDAY)
Teaching Dates and Time Quarter 2
3:00 PM TO 4:00PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
A. Content Standard The learners demonstrate an understanding of: Social stratification as the ranking of individuals according to wealth, power, and prestige.
B. Performance Standard The learners: Identify one’s role in social groups and institutions
C. Learning Competency/Objectives Examine the concept, Examine the concept, Examine the concept, Examine the concept,
Write the LC code for each. characteristics and forms of characteristics and forms of characteristics and forms of characteristics and forms of
stratification systems using stratification systems using stratification systems using stratification systems using
sociological perspectives sociological perspectives sociological perspectives sociological perspectives
(UCSP11/12HSOIIIc-30). (UCSP11/12HSOIIIc-30). (UCSP11/12HSOIIIc-30). (UCSP11/12HSOIIIc-30).
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
2. Learner’s Materials pages Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C. Alenjandria- Gonzales, M.C.
(2016). Understanding (2016). Understanding Culture, (2016). Understanding (2016). Understanding
● Textbook pages Culture, Society, and Politics. Society, and Politics. DIWA Culture, Society, and Politics. Culture, Society, and Politics.
DIWA Learning Systems, Inc. Learning Systems, Inc. DIWA Learning Systems, Inc. DIWA Learning Systems, Inc.
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment

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 for each step.
A. Reviewing previous lesson or Recap of the previous lesson Recap of the previous lesson: Recap of the previous Recap of the previous lesson:
presenting the new lesson through a K-W-L chart: Focus 1. What are the functions of lesson:
on the roles and functions of education in the society?
education. Allow learners to summarize
the previous lesson through
a simple role play.

B. Establishing a purpose for the Activity 1: "Income Activity 2: "Social Stratification Activity 3: "Social Activity 4: "Guest Speaker:
lesson Inequality Simulation" in Literature" (Literature Stratification News Social Stratification in the
(Role-Play) Analysis) Analysis" (Current Events) Real World" (Guest
Speaker)

Instructions: Instructions: Instructions:

Instructions:
Divide the class into small Assign a literary work (novel, short Provide students with a
groups and assign each story, or play) that explores social selection of recent news Invite a guest speaker who
group a different income level stratification, such as "To Kill a articles or stories that has personal experience with
(e.g., high-income, middle- Mockingbird" or "The Great highlight social stratification social stratification or works in
income, low-income, and Gatsby." in various contexts (e.g., an organization related to
poverty-level). Ask students to read the text and wealth disparities, addressing social inequalities
Provide each group with a set identify instances of social educational inequality, racial (e.g., a representative from a
budget and a list of expenses stratification, including how injustice). non-profit organization, a
(housing, food, healthcare, characters are categorized by In pairs or small groups, sociologist, or an individual
education, transportation, class, race, or other factors. students analyze and who has experienced poverty
etc.). In small groups, students discuss summarize the articles, or discrimination).
Instruct students to make the implications of social focusing on the key elements The guest speaker shares
financial decisions based on stratification in the story, how it of social stratification. their personal or professional
their assigned income level. influences characters' lives, and Each group presents their journey, discussing how social
They should discuss and how it reflects real-world social analysis to the class, stratification has impacted
decide how to allocate their issues. discussing the implications of their life or the lives of others.
budget to cover essential Have each group present their the issues and their Encourage students to ask
expenses. analysis to the class, fostering a relevance to social questions and engage in a
After the simulation, have a discussion about the role of social stratification. Q&A session with the
class discussion about the stratification in literature. speaker.
challenges faced by different Conclude with a class
income groups and how discussion about the insights
social stratification affects gained from the guest
access to resources and speaker's experience and the
opportunities. importance of understanding
social stratification in the real

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 world.
C. Presenting examples/Instances of Activity 1: "News Headlines Activity 2: "Visual Activity 3: "Real-Life Case Activity 4: "Interactive
the new lesson Analysis" (Current Events) Socioeconomic Mapping" Studies" (In-Depth Social Stratification Game"
(Visual Representation) Analysis) (Role-Play)
Instructions:
Provide students with a Instructions:
selection of news headlines Divide the class into small Instructions: Instructions:
or articles covering various groups and provide each group
social issues related to social with a large map or chart paper. Assign students specific case Create an interactive game
stratification (e.g., income Instruct students to create a studies or scenarios that where students assume
inequality, racial visual representation of social exemplify social stratification different roles and experience
discrimination, access to stratification in a specific region (e.g., a study on the the effects of social
education, healthcare or country by mapping out areas achievement gap in stratification (e.g., a game
disparities). with different income levels or education, a documentary on representing income
In small groups, students access to resources. urban poverty, or a report on inequality, access to
analyze the headlines and Groups present their visual healthcare disparities). education, or workplace
articles, identifying key representations to the class, In small groups, students discrimination).
examples of social explaining the significance of the critically analyze the case Students participate in the
stratification. mapped areas and the studies, discussing the game, and they gain insights
Each group presents their disparities in social stratification. causes, consequences, and into the challenges and
findings to the class, potential solutions related to privileges associated with
discussing the specific social stratification in each various social positions.
instances of stratification and scenario. After the game, lead a
their implications. Each group shares their discussion where students
insights and findings with the reflect on their experiences,
class, leading to a broader the impact of stratification,
discussion of the overarching and potential ways to address
theme of stratification. these issues.

D. Discussing new concepts and Define social stratification and Introduce various forms of social Discuss the question: "Why No discussion for this day
practicing new skills # 1 discuss its key stratification, including caste, does social stratification due to activities on social
characteristics, including class, gender, race, and ethnicity. exist, and what are the stratification
social class, status, and consequences?" Introduce
power. Discuss how these forms intersect the functionalist, conflict, and Day 4: Real-Life Applications
Provide historical and global and overlap. symbolic interactionist and Summative Evaluation
examples of social perspectives.
stratification. Activity: Concept Map Objective: Students will apply
Activity: Group Discussion Activity: Allow learners to their understanding of social
(Engaging Activity): Based on the discussion, allow state their ideas and stratification to real-life
learners to create a concept map encourage a lively discussion scenarios and complete a
In small groups, students that will show the relationships of the responses of the class. summative test.

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 discuss how they've between the various forms of
personally experienced or stratification. Application of Knowledge
observed social stratification (Real-Life Application):
in their lives.
In small groups, students
explore case studies or news
articles related to social
stratification issues in the real
world. They discuss potential
solutions.
E. Discussing new concepts and Discuss Social Desirables Learner-Centered Activity: Case Direct Instruction N/A
practicing new skills # 2 Study Analysis (Small Groups): (Sociological
a. Wealth Perspectives):
b. Power Provide case studies focusing on
c. Prestige specific forms of stratification (e.g., Explain the three main
gender discrimination, racial sociological perspectives on
Learner-Centered Activity inequality). In small groups, social stratification
(Pair Work): students analyze the cases and (functionalist, conflict, and
discuss the consequences. symbolic interactionist).
Pair students to analyze case Discuss how each
studies illustrating different perspective views the causes
aspects of social stratification. and effects of social
They identify the stratification.
characteristics in each case.
Activity: Sociological
Perspective Analysis
Scenario 1: Education (Individual):
Inequality
Assign readings or articles
In the Philippines, there is a related to each perspective.
stark contrast between the Students analyze the
quality of education available readings and write reflections
in urban areas and rural on how these perspectives
regions. In urban centers like provide insights into social
Metro Manila, students have stratification.
access to well-funded public
and private schools with
modern facilities, well-
qualified teachers, and a wide
range of educational
resources. On the other hand,

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in rural areas, many schools
lack basic infrastructure,
qualified teachers, and up-to-
date educational materials.
Students in these schools
often face overcrowded
classrooms and inadequate
resources.

Analysis Questions:

How does the disparity in

educational resources and
opportunities contribute to
social stratification in the
Philippines?
What are the long-term
consequences of this
education inequality on
individuals and society?
How can the government and
communities address this
issue to reduce educational
stratification?

Scenario 2: Urban and Rural

Disparities

In the Philippines, urban and

rural areas exhibit significant
differences in access to
healthcare, employment
opportunities, and living
conditions. Urban centers
offer better healthcare
facilities, higher-paying jobs,
and a more comfortable
standard of living, while rural
regions may lack adequate
medical services,

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 employment options, and
basic amenities.

Analysis Questions:

How does the urban-rural

divide contribute to social
stratification in the
Philippines?
What are the implications of
these disparities on the health
and well-being of individuals
living in rural areas?
How can policies and
initiatives address the urban-
rural disparities to reduce
social stratification and
improve the living conditions
of rural communities?
F. Developing mastery The activities serve as the Activity 2: Sociological Perspective Formative Assessment 3: The task in the previous
(leads to Formative Assessment 3) entries for this part. Debates Peer Review and Reflection section serves as the entry
(Sociological for this part.
Instructions: Perspectives):

Assign students to research and In pairs, students review and

represent different sociological discuss their reflections on
perspectives (e.g., functionalist, the sociological perspectives.
conflict, symbolic interactionist) on They provide constructive
social stratification. feedback.
Organize a structured debate
where students from each
perspective present their
arguments, emphasizing how their
perspective views the causes and
effects of stratification.
Encourage students to engage in
rebuttals and counterarguments to
strengthen their understanding
and mastery of these
perspectives.

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G. Finding practical application of Ask the learners to give The previous activity serves as Look into our country’s The task in the previous
concepts and skills in daily living actual examples of social the entry for this part. recent history and allow section serves as the entry
stratification found in some of learners to give examples of for this part.
the countries television stratification (sociological
shows. perspective).
H. Making generalizations and This 4-day lesson plan
abstractions about the lesson provides a comprehensive
exploration of social
stratification, including various
engaging activities, learner-
centered tasks, real-life
applications, formative
assessments, and a
summative test to assess
students' comprehension of
the topic.
I. Evaluating learning Quiz: Characteristics of Social The “Debate” also serves as the Essay: Answer the questions ● The task in the
Stratification main evaluation tool for this day. in 3-5 sentences. previous section serves
as the entry for this part.
Instructions: Please choose 1. Define functionalist,
the correct option (A, B, C, or conflict, and symbolic
D) for each question. interactionist in explaining
social stratification.
What are the key 2. What perspective will best
characteristics of social characterize the social
stratification? stratification in the country?
A. Equality and uniformity Expound your response.
B. Classlessness and
meritocracy Rubric:
C. Social hierarchy and 5- The response is very
unequal distribution of conclusive and clearly used
resources and opportunities concepts to verify the
D. Random social status response.
allocation 4- The response is
moderately conclusive and
Which of the following is not a moderately used concepts to
characteristic of social verify the response.
stratification? 3 - The response is
A. Social mobility conclusive and used some

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B. Inequality and hierarchy concepts to verify the
C. Access to education and response.
healthcare 2- The response needs more
D. Homogeneity conclusive arguments.
1- No effort at all.
In social stratification, what is
the role of power?
A. Power is equally
distributed among all
individuals.
B. Power does not play a role
in social hierarchy.
C. Power is concentrated in
the hands of a few individuals
or groups.
D. Power is used to promote
social equality.

What does social mobility

refer to in the context of
stratification?
A. The inability to change
one's social status.
B. The movement of
individuals or groups up or
down the social hierarchy.
C. The consistent
maintenance of one's social
position throughout life.
D. The absence of social
hierarchies.

Which term describes the

practice of assigning
individuals to specific social
categories or classes based
on characteristics such as
wealth, occupation, or
education?
A. Social fluidity
B. Social identity

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 C. Socialization
D. Social categorization

Answers:

C
D
C
B
D
J. Additional activities for application or N/A N/A N/A N/A
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these 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: Checked by: Noted:

JAMES BRYAN M. PRIMA LAURO S. AMBAT ANALIZA B. MENDOZA

Subject Teacher Head Teacher III Principal I