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 7-10, 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 and political inequalities as features of societies and the global community.
B. Performance Standard The learners: Recognize other forms of economic transactions such as sharing, gift exchange, and redistribution in his/her own society.
C. Learning Competency/Objectives Analyze economic Analyze economic organization Analyze economic Analyze economic
Write the LC code for each. organization and its impacts and its impacts organization and its impacts organization and its impacts
on the lives of people in the on the lives of people in the on the lives of people in the on the lives of people in the
society (UCSP 11/12HSO-IIa- society (UCSP 11/12HSO-IIa-24). society (UCSP 11/12HSO- society (UCSP 11/12HSO-IIa-
24). IIa-24). 24).
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 Recap of the previous lesson.
presenting the new lesson 1. Simply explain the lesson. Allow learners to Allow learners to summarize
evolution of economy. summarize the previous the previous lesson.
2. What are the types of lesson.
reciprocity?
Can you provide an example for
every type of reciprocity?
B. Establishing a purpose for the Word Cloud Activity: Picture Analysis: Oral Recitation: Oral Recitation:
lesson ● The class will be ● Images about the Allow learners to give their Allow learners to give their
given the opportunity to economic process of Transfer. views regarding life in the views regarding the role of the
use cellphones to access The learners will then first identify market. government in the market
what the images depict. After system.
mentimeter.
identifying the concept, allow the
● The students will give learners to provide an explanation
their ideas and answer as to the impact of the concept on
the main question about the lives of the marginalized sector
the evolution of economy of the society.
on mentimeter.
One representative will briefly
explain the output.
C. Presenting examples/Instances of Concept Map: Video presentation: Video presentation: Recitation:
the new lesson ● Present a video that will Show a video clip that ● Ask the learners:
highlight the economic highlights market What do you think is the
process of Transfer. transactions. relationship between
● After the video market and state?
Process the video.
presentation, ask the learners ● How does the state
to express their thoughts and affect the market and vice
Allow learmers to provide ideas: versa?
ideas about the images to A. What is the video all What happens if one of the
create an generalized idea about? two becomes unstable?
about the images. B. What makes the video an
example of Transfer?
C. Can you cite similar
situations that shall
emphasize Transfer?

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D. Discussing new concepts and Discuss the image. The Discuss the economic process of Discuss Market Transaction. Discuss Market and State
practicing new skills # 1 image shows the evolution of Transfer.
economy. Market: ● Basically, the market
Transfer: ● Referred to as the involves all the human
The figure is an illustration of ● An economic transfer is in exchange of goods and actions associated with
how economy started from place when resources from services that involves economic aspect.
the ancient times up to the one individual or organization buying and selling ● On the other hand,
modern times, as it highlights
are given to another with no processes. the state serves as the
the money- driven economy
represented by casinos more expectation of return. ● It is not a simple institution that protects
than the simplistic hunting This economic process allows for process of exchanging and maintains economic
tradition. the redistribution of resources materials, goods, and balance through its
within an economic system.
services because it economic laws and
Activity:
involves several policies.
elements and Societies with self-developed
transactions. market economies have to
Market is about making decide as to what extent they
money, capital, income, and would allow free markets or
growth. the government to control the
economy.
E. Discussing new concepts and Discuss the economic Video presentation: Interactive Discussion: Video presentation:
practicing new skills # 2 process of Reciprocity. Let the learners watch a brief
documentary about potlatch. From the previous section, Present a video that will show
Reciprocity: Guide questions: form triads and allow groups the common dichotomy
Economic process that entails a. What is the video all to explore the current regarding the relationship of
the exchange of commodities about? situation in the market. Let the market and the state:
between parties, often on an b. What can you say about the learners prepare a simple Video on the free hand of the
individual basis. the economic practice of report that shall highlight the market or the heavy hand of
impact of the current the state.
It is also a binding method the Native American situation to everyday
which holds people, peers, c. Can you cite similar experience of the average (Process the video)
and families together. situations in the Filipino.
Philippines?
SAHLINS’ TYPES OF
RECIPROCITY Discuss the economic process of
Redistribution.

Redistribution:
● Economic redistribution
occurs when the resources on

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 one, several individuals, or
groups are collected and
distributed proportionally or
equally to participating
members.

F. Developing mastery Situational Analysis that Venn Diagram- making Focus Group Discussion: Venn Diagram- making
(leads to Formative Assessment 3) shall show reciprocity Allow learners to explain Refer to the outputs of the Allow learners to explain
reciprocity and redistribution using learners in the previous market and state using the
the Venn Diagram section Venn Diagram.
G. Finding practical application of Ask learners of actual The previous section serves as The previous section serves The previous section serves
concepts and skills in daily living experiences that showcase the entry for this part. as the entry for this part. as the entry for this part.
the types of reciprocity
H. Making generalizations and A generalization about the
abstractions about the lesson market system is that it is a
dynamic and self-regulating
economic mechanism that
efficiently allocates resources,
encourages innovation, and
fosters competition, ultimately
driving economic growth and
prosperity.
I. Evaluating learning Quiz: Situational Analysis of Quiz: Analysis of Redistribution in Essay Quiz: Market The Venn Diagram serves as
Sahlin's Reciprocity the Market System Transactions in the the evaluation tool for the
Philippines lesson.
For each scenario, identify For each question, choose the
which type of reciprocity most appropriate answer Question: Describe the role
(Negative, Neutral, or regarding the concept of of traditional markets, known
Positive) best describes the redistribution in the market as "palengke," in the
situation. system. Philippines. How do they
contribute to local economies
Scenario 1: Question: What is the primary goal and daily life? Provide
In a bustling marketplace, a of redistribution in the market examples.
vendor sells counterfeit luxury system?
watches to unsuspecting Question: Discuss the impact
tourists, charging them a) To promote private ownership of e-commerce and digital
exorbitant prices. The tourists of resources payment systems on market
are unaware of the fraud. b) To ensure equitable distribution transactions in the
of wealth and resources Philippines. How have these

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a) Negative Reciprocity c) To encourage competition and technologies transformed
b) Neutral Reciprocity market growth consumer behavior and
c) Positive Reciprocity Answer: b) To ensure equitable business operations in the
Answer: a) Negative distribution of wealth and country?
Reciprocity resources

Scenario 2: Question: Which of the following is

A group of friends decides to an example of a redistribution
split the cost of a shared meal mechanism used by governments
at a restaurant evenly, even to address income inequality?
though some of them ordered
more expensive dishes. a) Taxation and welfare programs
b) Deregulation of industries
a) Negative Reciprocity c) Encouragement of monopolies
b) Neutral Reciprocity Answer: a) Taxation and welfare
c) Positive Reciprocity programs
Answer: b) Neutral
Reciprocity Question: In a redistributive
system, who typically bears the
Scenario 3: heaviest tax burden?
After a natural disaster, the
community comes together to a) High-income earners
help a family rebuild their b) Low-income earners
home. Many individuals c) Medium-income earners
volunteer their time and Answer: a) High-income earners
resources without expecting
anything in return. Question: What is the purpose of
wealth and income redistribution in
a) Negative Reciprocity the market system?
b) Neutral Reciprocity
c) Positive Reciprocity a) To eliminate all income
Answer: c) Positive disparities
Reciprocity b) To reduce poverty and improve
social equity
Scenario 4: c) To encourage individuals to
In a local market, vendors accumulate as much wealth as
exchange goods through possible
barter, such as trading Answer: b) To reduce poverty and
vegetables for handmade improve social equity
crafts.
Question: Redistribution can take

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 a) Negative Reciprocity the form of direct government
b) Neutral Reciprocity interventions, such as:
c) Positive Reciprocity
Answer: b) Neutral a) Deregulation of industries
Reciprocity b) Subsidies for businesses
c) Social safety net programs like
Scenario 5: unemployment benefits
A street performer accepts Answer: c) Social safety net
donations from passersby programs like unemployment
after entertaining them with benefits
music and tricks, with no
expectation of giving
something in return.

a) Negative Reciprocity
b) Neutral Reciprocity
c) Positive Reciprocity
Answer: c) Positive
Reciprocity
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?

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Prepared by: Checked by: Noted:

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

Subject Teacher Head Teacher III Principal I