Checked by:

DAILY DAILY MNHS-MAIN- Senior High

LESSON PLAN School JOCELYN C. REGPALA
School Grade Level: ELEVEN Subject Group Head
GRADE 11 Noted:
JASMIN M. GACUTAN
Learning Area: Understanding KATHERINE M. LAZARO, EdD
Teacher Culture, Society and Politics SHS Principal II
June 11-15, 2018 FIRST QUARTER
Teaching Dates and Time

  MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
I. OBJECTIVES knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of the content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.

The learner demonstrates an The learner demonstrates an

The learner demonstrates an The learner demonstrates an The learner demonstrates an
understanding of human cultural
understanding of human cultural understanding of human cultural understanding of human cultural understanding of human cultural
A. Content Standards variation, social differences,
variation, social differences, social variation, social differences, social variation, social differences, social variation, social differences, social
social change, and political
change, and political identities. change, and political identities. change, and political identities change, and political identities
identities

The learner should be able to

The learner should be able to develop a presentation (e.g. role-
acknowledge human cultural variation, playing, dramatization and other
social differences, social change, and forms of multimedia) to show how
B. Performance Standards
political identities. an organism maintains
homeostasis through the
interaction of the various organ
systems in the body

The learner can articulate observations The learner can articulate observations The learner can articulate observations The learner can articulate
C. Learning on human cultural variation, social on human cultural variation, social on human cultural variation, social observations on human cultural
Competencies/Objectives differences, social change, and political differences, social change, and political differences, social change, and political variation, social differences, social
Write the LC code for identities. (UCSP11/12SPUIa-1) identities. (UCSP11/12SPUIa-1) identities. (UCSP11/12SPUIa-1) change, and political identities.
each (UCSP11/12SPUIa-1)

II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the curriculum guide, the content can be tackled in a week or two.
 Starting points for the Starting points for the
Starting points for the understanding Starting points for the understanding Starting points for the understanding
understanding of culture, understanding of culture,
of culture, society, and politics of culture, society, and politics of culture, society, and politics
society, and politics society, and politics
III. LEARNING 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
RESOURCES promotes concept development.

A. References

1. Teacher's Guide
Pages
2. Learner's Materials
Pages

3. Textbook Pages

4. Additional Materials
from LR portal
B. Other Learning
Resources
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
IV. PROCEDURES
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 pervious knowledge.
Indicate the time allotment for each step.

A. Reviewing previous
lesson or presenting the
new lesson.

The learner will share a different

The learner will share a different type The learner will share a different type The learner will share a different type
type social and cultural
B. Establishing a purpose social and cultural backgrounds and social and cultural backgrounds and social and cultural backgrounds and
backgrounds and identify the effect
for the lesson. identify the effect of this in our society identify the effect of this in our society identify the effect of this in our society
of this in our society
C. Presenting examples/
instances of the new Human cultural variation Social differences Social changes. Political identities
lesson.

D. Discussing new ASK: What are the function of

ASK: Give example Different Culture and ASK: What are different types people in ASK: Why social change happen and
concepts and practicing new politics in our society and their
their differences start from your culture our society? the effect of this?
skills #1. identities

E. Developing Mastery Students will identify the importance and The student will form a groups, and
Leads to Formative the variation of human culture. each group will show the different types .
Assessment of social differences through role
playing.

F. Finding practical
applications of concepts and
Students should make an essay
skills in daily living. /Making Students will categorize human culture Students will identify human
about Philippine Politics
generalizations and according to their types. stratification.
abstractions about the
lesson.

H. Evaluating Learning Students will categorize social status of Groups will show their output to the
A short quiz will be administered. A short quiz will be administered.
human. class.

Assignment:
Assignment:
I. Additional activities for The student will draw a picture of
Each student will bring three picture of
application or remediation. ideal government system.
different culture.
 V. REMARKS

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 supervisor can provide for you so when
VI. REFLECTION you meet them, you can ask them relevant questions.

A. Number of learners who earned

80% in the evaluation.

B. Number of learners who require

additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work?

Number of the learners who have
caught up with the lesson.

D. Number 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 used / discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted:

JASMIN M. GACUTAN JOCELYN C. REGPALA KATHERINE M. LAZARO, EdD

Teacher II Subject Group Head- HUMSS/ SHS Assistant Principal II SHS Principal II