School DNHS Grade Level 11

DAILY LESSON LOG Teacher Woody R. Lazaro Learning Area Understanding Culture, Society
& Politics
Teaching Dates & Time August 8 -12 (Mon.-Fri.) Semester 1st
HUMSS/EIM

Session 1 Session 2
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
I. OBJECTIVES 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.

A. Content Standards The learners demonstrate an understanding of:

1. Ethnocentrism and cultural relativism as orientation in viewing other cultures;
2. Perspectives and approaches to the study of culture and society.
3. The human origins and the capacity for culture.
B. Performance Standards 1. Acknowledge human cultural variation, social differences, social 1. Analyze key features of interrelationships of biological and cultural
change and political identities. processes in human evolution that can still be used and developed.
C. Learning Competencies/ 1. Become aware of why and how cultural relativism mitigates 1. Trace the biological and cultural evolution of early to modern
Objectives ethnocentrism. UCSP11/12DCS-Id-10 humans. UCSP11/12HBS-Ie-12
Write the LC code for each
2. Identify forms of tangible and intangible heritage and the
threats to these. UCPS/12DCS-Ie-11
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.
II. CONTENT
Ethnocentrism and Cultural Relativism Looking Back at Human Biocultural and Social Evolution
 Biological and Cultural Evolution
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
III. LEARNING
RESOURCES
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS Lanuza et. al.
QUIPPER

1.Teacher’s Guide pages

2.Learner’s Material pages
3.Textbook pages pp. 19-20 (Lanuza, 2016) pp. 24-26 (Lanuza, 2016)
4.Additional Materials from QUIPPER CLASSROOM
Learning Resource portal
B. Other Learning Resources Laptop, projector, activity sheets, bond paper, coloring materials or Laptop, projector, activity sheets, print out pictures, bond paper,
online resources/application, news clippings cartolina, coloring materials or online resources/application

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 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
IV. PROCEDURES to learn new things, practice their learning, question their learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or With the use of correlated pictures and news clippings, elicit student Commence with a brief review about the manifestations of bias and
presenting the new lesson generalizations about the role of culture in every society and their prejudice brought about by ethnocentric attitude/behavior and the
distinct differences in the aspect of religion, norms, behavior, cultural recognition and social acceptance founded on cultural
tradition, customs, etc. relativism.
B. Establishing a purpose for the Ask students to make inferences about what was presented Ask pivotal questions about the origin and existence of men
lesson
through visual materials and clippings. and his achievements and developments. (Learners will be
presented with a short documentary entitled “The Great
Human Race” and pictures to substantiate the topic.)
C. Presenting examples/ instances Discuss the concepts of ethnocentrism and cultural relativism in Discussion on the Human Bio-cultural Evolution
of the new lesson relation to cultural variation.
D. Discussing new concepts and Performance Task C in p.21 Group presentations about the evolution of man. Have the students
practicing new skills #1 re-enact the stages of man’s evolution.
E. Discussing new concepts and Performance Task D in p. 21 Perform given task – “WORD GAME”
practicing new skills #2 (Arrange the jumbled letters according to the concept given/5-item
word)
F. Developing mastery Answer the process/guide questions in consonance with the topic. Discuss/correlate the answers in the task given/Answer the
(Leads to Formative Assessment 3)
process/guide questions.
G. Finding practical applications of Cite instances where we can avoid ethnocentric attitude towards Share information and knowledge about the innovations and
concepts and skills in daily living other people and how cultural relativity is being shown regardless of breakthroughs achieved by man in the modern era.
social orientation.
H. Making generalizations and Students make concrete generalizations about ethnocentrism Engage in reflective thinking on how the students value the
abstractions about the lesson
and cultural relativism as orientations in viewing other cultures contributions of early man and its relationship with the cultural
that affect the social mechanisms and processes congruent growth and development today.
with the topic.
I. Evaluating Learning Ask the students to create a visual art showing the meaning and Give a reflection paper about the progression and characteristic of
essence of fairness and respect regardless of cultural variation. early man and let the students read before the class; paper and
Evaluate them with a rubric. pencil test.
J. Additional Activities for Individual and group work (e.g., role playing, acrostic, group poetry Video presentation of “The Evolution of Man”
application or remediation recital, and visual arts); advanced reading of related articles; film
showing of “Schindler’s List”
V. REMARKS

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 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.
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
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?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph

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