School PANGPANG NATIONAL HIGH SCHOOL

Teacher DIEGO C. POMARCA JR.

Time
DATE:

July 11, 2016

Monday

TTH (10:45-11:45); Wed (2:30-3:00);

and Fri (7:30-8:30)

Grade 11 - Generosity
Understanding Culture, Society
Subject
and Politics
Grading
1ST QUARTER - Week 5
Period

July 12, 2016

(10:45 1:45)
Tuesday

July 13, 2016

(2:00 3:00)
Wednesday

July 14, 2016

(10:45 11:45)
Thursday

July 15, 2016

(7:30 8:30)
Friday

1. Demonstrate an
understanding of rationale for
studying anthropology,
political science, and
sociology.
1. Appreciate the value of
disciplines of Anthropology,
Sociology, and Political
Science as social sciences.

1. Demonstrate an
understanding of rationale for
studying anthropology,
political science, and
sociology.
1. Recognize the common
concerns or intersections of
anthropology, sociology and
political science with respect
to the phenomenon of change.

1. Demonstrate an
understanding of rationale for
studying anthropology,
political science, and
sociology.
1. Recognize the common
concerns or intersections of
anthropology, sociology and
political science with respect
to the phenomenon of change.

1. Demonstrate an
understanding of rationale for
studying anthropology,
political science, and
sociology.
1. Identify the subjects of
inquiry and goals of
Anthropology, Political
Science and Sociology.

UCSP11SPU- Ia-2

UCSP11SPU- Ib-3

UCSP11SPU- Ib-4

UCSP11SPU- Ib-5

Definition of anthropology,
political science and
sociology.

Fields of specializations in
the study of anthropology,
political science and
sociology.

Social, political and cultural

change (as viewed in the
perspective of anthropology,
political science and sociology.

Observations about social,

political, and cultural
behavior and phenomena
(examples: food taboos,
istambay, political dynasties,
elections )

Coloma, Teresa M. et al
(2012). Essentials of
Sociology and Anthropology:
An interactive study, pp 5-10,
pp 19

Coloma, Teresa M. et al
(2012). Essentials of
Sociology and Anthropology:
An interactive study, pp 10,
pp 23

I. OBJECTIVE
A . Content Standards

B . Performance
Standards

C. Learning
Competencies/
Objectives Write the
LC code for each

II. CONTENT

The concept of change

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages

4. Additional Materials for

Coloma, Teresa M. et al
(2012). Essentials of
Sociology and Anthropology:
An interactive study, pp 3-4,
pp 15

Coloma, Teresa M. et al
(2012). Essentials of
Sociology and Anthropology:
An interactive study, pp 4-5,
pp 15-17

Learning Resource Portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson

1. Recalling concepts discussed

1. Recalling concepts discussed

1. SITUATION ANALYSIS: (EDSA

1. Recalling concepts discussed

during the first session;

2. Formative assessment (to
ensure the continuance of lesson)

during the first session;

2. Formative assessment (to
ensure the continuance of
lesson)

during the first session;

2. Formative assessment (to
ensure the continuance of
lesson)

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skills #1

Setting the mood and presentation of

learning objectives.

Setting the mood and presentation of

learning objectives.

People Power Revolution in 1986 that

changed the course of history)
- Why this historic event is very
important to the Filipinos?
- What makes it meaningful?
Setting the mood and presentation of
learning objectives.

Unlocking of difficult terms /

words

Unlocking of difficult terms /

words

Unlocking of difficult terms /

words

Unlocking of difficult words

Graphical Presentation :
1. Sociology as a
science
2. Anthropology as a
science
3. Political Science

Graphical Presentation on the

areas/fields of study and
branches of:
1. Sociology
2. Anthropology
3. Political Science

Graphical Presentation :
1. Social change
2. Political change
3. Cultural change

Activity: Shake Rattle and

Roll: The No Things
*List down/identify food
taboos during the Lenten
season.

E. Discussing new
concepts and practicing
new skills #2

Activity: No Man is an Island

*Suppose you are living alone
in a Treasure Island. How
would you feel. Share your
insights.
Analysis: Process questions
are given

Graphical Presentation
(Cultures of Selected country,
region or locality)
-forum for discussion
-varying insights must be
observable

Activity: A Minute to Make

or Break It
1. There is a need to
change our countrys
form of government.
2. Its about time to allow
same sex marriage.
3. It is timely to recall
death penalty.
4. Women should be
restricted in the labor
force.
5. Education would mean
for the elite.
6. Paramilitary groups
should be rusticated up
to the last breath.
7. China will have to
respect the right of the

Setting the mood and presentation

of learning objectives.

Analysis: Process Questions

will be given.
Discussion:
Observations about social,
political, and cultural
behavior and phenomena

F. Developing mastery
(Leads to Formative
Assessment 3)

Open ended questions given

(to encourage the framing of a
generalization)

G. Finding practical
application of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning

Firming up insights to
support understanding by way
of clearing up / eliciting new
ideas.
Application Card: What is the
essence of studying
sociology, anthropology and
political science in
connection or in relation to
our life today.
In ONE word, how would
you describe human cultural
variation?

Filipinos over the West

Philippine Sea.
Open ended questions given
(to encourage the framing of a
generalization)
Activity: Paraphrasing
(complete the statement
below)
Change is vital because
_________________________
_________________________
__________________.
Make a concept map about the
topic discussed.

Group Activity/Board Work

Make a concept map about

the topic discussed.
Practical Examination:
Make an essay (3-4
paragraphs) about the
prevailing social, political
and cultural behaviors and
phenomena in the locality
such as but not limited to the
following:
1. Texting
2. Online games
3. Political dynasty
4. Ningas cogon
5. Dating
6. Social media
7. Jargons / clich
Rubrics will be used to assess
the outcome of the essay.

J. Additional activities for

application or
remediation

Through the use of internet,

research on the prominent
contemporary sociologists in
the Philippines. Make a
research / reflection paper on

Assignment: Gather data and

information about the EDSA
People Power last February
1986.

Study and prepare for the

next lesson next week

this.

V. REMARKS

Rubrics and guidelines for

writing will be presented.
Areas on G, H, and I were not
realized because the lesson is
still on progress.

Supplemental handouts will

be provided to reinforce
learning condition.
No evaluation initiated
because the lesson is on
progress (only formative
assessment to keep track of
the lesson)

VI. REFLECTION

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 lessons
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
encountered 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?

The lesson still requires

firming and deepening
activities prior to a remarkable
evaluation of/for learning.

There are some activities that

are not realized because of
the inavailability of resources
and at the same time the time
requirements for them to be
accomplished.