Name of Teacher:
Date :
Grade Level:
11 or 12
Learning Area: Understanding Culture, Society, and Politics
Quarter: I
Starting points for the understanding of culture,
Lesson
society, and politics
Time & Sections:
Module No.:
Duration (minutes /
hours)
Week 1
Key Understanding to be developed: Human cultural variation, social differences, social change, and political identities.
Knowledge
Resources Needed
Elements of the Plan
Preparations
- How will I make the learners ready?
- How do I prepare the learners for the new
lesson?
(Motivation /Focusing /Establishing Mind-set
/Setting the Mood /Quieting /Creating Interest
- Building Background Experience –
Activating Prior Knowledge/Apperception Review – Drill)
- How will I connect my new lesson with the
past lesson?
Identify human cultural variation, social differences, social change,
and political identities.
Skills
Articulate observations on human cultural variation, social
differences, social change, and political identities.
Attitudes
Appreciates the significance of having an open mind as they key to
understanding culture, society, and politics.
Laptop, projector
Methodology
Ask
the learners what they expect:
Introductory Activity
This part introduces the lesson content.
1. To learn from the subject,
It serves as a warm-up activity to give
2. Their teacher to be,
the learners zest for the incoming lesson
3. Their classmates to be
and an idea about what it to follow. One
principle in learning is that learning
occurs when it is conducted in a
pleasurable and comfortable
atmosphere.
Presentation
Activity
- (How will I present the new lesson?
- What materials will I use?
- What generalization /concept
/conclusion /abstraction should the
learners arrive at?
This is an interactive strategy to
(Showing/ Demonstrating/ Engaging/ Doing
/Experiencing /Exploring /Observing
- Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting
- Articulating observations, finding, conclusions,
generalizations, abstraction
- Giving suggestions, reactions solutions
recommendations)
elicit learner’s prior learning experience.
It serves as a springboard for new
learning. It illustrates the principle that
learning starts where the learners are.
Carefully structured activities such as
individual or group reflective exercises,
group discussion, self-or group
assessment, dyadic or triadic
interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery
walk and the like may be created. Clear
instructions should be considered in this
part of the lesson.
Analysis
Essential questions are included to serve
as a guide for the teacher in clarifying
key understandings about the topic at
hand. Critical points are organized to
structure the discussions allowing the
learners to maximize interactions and
sharing of ideas and opinions about
expected issues. Affective questions are
included to elicit the feelings of the
learners about the activity or the topic.
The last questions or points taken
should lead the learners to understand
the new concepts or skills that are to be
presented in the next part of the lesson.
Ask them what they are willing to give to make
the teaching-learning experience meaningful
and successful.
Show pictures to the students and ask them
what they have observed in the pictures. Let
them describe what they see.
Group the students and have them answer the
following questions:
(For pictures 1-5)
1. Is the behavior in the picture unique to
Filipino culture?
2. Why do you think Filipinos behave that way?
Or why do you think they practice such
behavior?
3. Why are the Chinese more disciplined and
why do Filipinos have the tendency to be an
underdog?
4. (For pic. 6) Do you think their perceptions of
sexiness the same or not? Why? What do you
think are Filipinos perception of what is sexy
and why?
5. (For pic.7) What is your opinion about
teenage pregnancy? Is it rampant today?
What do you think influence it? How would
you compare teenager nowadays from
teenagers decades ago? How do you feel
about that?
6. (For pic.8) Do you recognize the person in the
picture? Do they have an impact in society (in
their own nation)?
At this point, you may now have an idea of what
culture, society, and politics is and how these 3
elements are connected to each other.
Abstraction
This outlines the key concepts,
important skills that should be
enhanced, and the proper attitude that
should be emphasized. This is organized
as a lecturette that summarizes the
learning emphasized from the activity,
analysis and new inputs in this part of
the lesson.
Practice
- What practice exercises/application
activities will I give to the learners?
(Answering practice exercise- Applying learning
in other situations/actual situations/real-life
situations- Expressing one’s thoughts, feelings,
opinions, beliefs through artwork, songs,
dances, sports- Performing musical
numbers/dances, manipulative activities, etc.)
Application
This part is structured to ensure the
commitment of the learners to do
something to apply their new learning in
their own environment.
Now I will share with you what I have learned
(lecturette).
In understanding culture, society, and politics, it
is important to have an open mind for it is only
when we seek to understand that we can be
understood.
Aside from those mentioned, can you give
examples or other observations that show how
diverse culture is?
Assessment Matrix
Levels of Assessment
What will I assess?
How will I assess?
Is it important to
understand
culture, society,
and politics? Why
or why not? Cite
an example.
Paper-pencil exam
Assessment
How will I
score?
Knowledge
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
(refers to the substantive content of the
curriculum, facts and information that the
student acquires)
What do we want students to know?
(relevance and adequacy)
How do we want students to express or
provide evidence of what they know
Process or Skills
(refers to skills or cognitive operations
that the student performs on facts and
information for the purpose of
constructing meanings or
understandings.)
Skills as evidenced by student’s ability to
process and make sense of information,
and may be assessed in the following
criteria: understanding of content and
critical thinking
Understanding(s)
(refers to enduring big ideas, principles
and generalizations inherent to the
discipline, which may be assessed using
the facets of understanding or other
indicators of understanding which may be
specific to the discipline
5 points for
relevance of
ideas, 5 points
for the
example.
Products/performances
(Transfer of Understanding)
(refer to the real-life application of
understanding as evidenced by student’s
performance of authentic tasks)
Assignment
Prepared by:
Reinforcing the day’s lesson
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new lesson
Give the meaning of Anthropology, Sociology, and Political
Science.