TANAUAN SCHOOL OF CRAFTSMANSHIP AND HOME INDUSTRIES

DepEd Region 8
Leyte Division
Candahug, Palo, Leyte
June 21, 2018

DAILY INSTRUCTIONAL PLAN

Learning Area: UNDERSTANDING

DLP No.: 11 Grade Level: 12 Quarter:1st Duration: 1 Hour
CULTURE, SOCIETY, AND POLITICS
Demonstrate curiosity and an openness to explore the origins and
Code:(UCSP11/12SPUIa-2) ;
Learning Competency: dynamics of culture and society, and political identities
Analyze social, political, and cultural change (UCSP11/12SPUIa-3)
Key Concepts / Under- Adopt an open and critical attitude toward different social, political, and cultural
standing to be Developed: phenomena through analysis

Knowledge Demonstrate knowledge on social, political, and cultural changes

OBJECTIVES
LEARNING

Skills Portray their observations in the group activity

Attitude: Reflect on the social, cultural, and political change

CONTENT: Social Dynamics:Social, Political, and Cultural Change

Reference: Curriculum Guide on UCSP page 1
LEARNING RESOURCES: Learning Materials:
Regular Teaching Tools, UCSP 2016 by Rex Publishing House
Introductory
Activity: (5mins.)
The class will start with daily classroom routines (prayer, checking of attendance).
Directions: Draw a picture of public tranportation means in Philippine society
Activity:
(10mins.)
accross different eras to depict the techonological, cultural, social and political
change in every society on the 19th, 20th, and 21st Century
1. What is common among the scenarios discussed that they may be considered as
manifestations of cultural and political changes.
Analysis: (5 mins.)
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
The teacher will explain what cultural, social, and political change. The students
PROCEDURES

Abstraction:
( 10mins.) will also share their observations on what they observe in their community.
Directions: The teacher will divide the students into 3 groups and each group is given 2 minutes to
prepare illustrations for their assigned community guided by the details below:
Group 1: Urban community
Application:
Group 2: Rural community
( 10mins.) Group 3: IP community
After the group presentations, the teacher will draw an expanded venn diagram to compare the
three communities discussed
Assessment:
( 15mins.) Teacher will call five (5) volunteers to present their output in class
Directions: The teacher will divide the class into three groups who will conduct a research
Assignment:
anchored on the listed topics below: Group 1: Philippine Communication Group 2:
( 3mins.)
Philippine Transportation Group 3: Philippine Dances
Concluding
Activity: ( 2mins.)
Prayer
REMARKS:
A. No. of learners who earned 80% in the evaluation.
REFLECTION:

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 learning 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:

MARY ANN C. ISANAN, M.M.

SHS Teacher II