School MANOOT NHS Grade Level 11

Manoot
National Teacher CHARMINE D. RAMOS Learning Area UCSP
High
School Teaching Date/s MONDAY – FRIDAY
and Time 8:30 – 9:30 Quarter 3RD Quarter

I. OBJECTIVES
Day __1__
A. Content 1. culture and society as anthropological and sociological concepts.
Standards 2. perspectives in/approaches to the study of culture and society (i.e., comparative,
historical, structural functional, interpretive, critical
B. Performance 1. appreciate the nature of culture and society from the perspectives of anthropology
Standards and sociology.
2. demonstrate a holistic understanding of culture and society
3. values cultural heritage and express pride of place without being ethnocentric.
C. Learning
Competencies/ Analyze the concept, aspects and changes in/of culture and society
Objectives write
the LC code for
each
II. CONTENT Characteristics of Culture
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2.Learner’s Self-Learning Modules pp. 1-16
Materials pages
3. Textbook UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual.
pages 2016 UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
QUIPPER UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al
4. Additional
Materials from MELC – Understanding Culture, Society and Politics – G11
Learning
Resource (LR)
portal
B. Other TV, Laptop, Activity Sheets, bond paper, coloring materials or online
Learning resources/application, manila paper, markers
Resources
IV.
PROCEDURES
Short Debate
A. Reviewing
previous Learners shall be grouped into two (2). They shall give their own idea, discuss and
lesson or
presenting the debate about the following situations.
new lesson 1. How do you eat a fried chicken? By hand or by fork? Why?
2. How do you cut a meat (example: steak) when you are eating in a restaurant?
From the right or left hand? Why?
3. What time do you eat dinner? Before 9PM or after?
Explain the Picture
B.
Establishing a
purpose for
the lesson

Students will be grouped into four and will be tasked to analyze the meaning and
message of the picture assigned to them. In this activity, students shall be able to
react on the given picture and share their thoughts about it.

Processing of the activity will depend on the dynamic answer/response of each

group and the guide questions are as follows:
 1. What is the picture telling us?
2. What are your thoughts about the given picture?
3. Are the actions shown in the picture acceptable?
4. What is/are the negative side/s of the picture? What Filipino values did you
consider?
5. What is/are the positive side/s of the picture? What Filipino values did you
consider?

C. Presenting
examples/ A. Presentation of the Material
instances of
the new lesson
 As analysis to the activity, learners will be tasked to present their
ideas orally using the essential questions posted during the activity.
After the presentation, The teacher shall test their understanding
using the following questions:
1. What did you consider in sharing your thoughts/ideas in the
activity?
2. Are you ethnocentric? Or Cultural relative?
3. Do we need to have a cultural standard in assessing the
culture of other community/country?
B. Discussion
Ethnocentrism and Cultural Relativism
Cultural differences are dominant than cultural universal, despite
how much individuals have similarity. Cultural Universals are traits that are
parts of every known culture. These include bodily adornment, courtship,
dancing, education, food taboos, funeral rite, etc. Cultural Universals give rise
to Ethnocentrism and Cultural Relativity/Relativism.

Cultural Relativism refers to the practice of assessing a culture by its own

standards rather than viewing it through the lens of one’s own culture.

Ethnocentrism, as sociologist William Graham Sumner (1840-1910)

described the term, involves a belief or attitude that one’s own culture is
better than all others (1906). Ethnocentrism can be so strong that when
confronted with all the differences of a new culture, one may experience
disorientation and frustration. In sociology, we call this culture shock.

Zoe came from Mindanao. Because of the Marawi tragedy, he and his family
D. Discussing
new concepts was left with no choice but to fly to Manila and start over. When they came, he
and practicing was lushly enrolled in the school. The day of his schooling started and he barely
new skills #1 talks with his classmates because he heard them laughing over her hijab
because she came from a Muslim family. Her classmates also stare at her
because she’s not getting along with them during classroom prayers because
she has her own prayer. Most of the time, she spends reading alone in the
library to escape her classmate’s judging eyes. After a month, she gets to know
more of her classmates and start to explain the culture she knew since she was
 Guide Questions:
1. Which part did Zoe got disrespected by her classmates?
2. How did Zoe manage to get some new friends despite the differences that
they have?
3. Is it important that Zoe’s classmate know first the whole story in his being odd
before they respect her? Explain your answer
4. Why do you think his classmates laugh at her the first time they saw her with
her traditional clothes on over their uniform?
5. If you are Zoe, will you laugh at your classmates too because they have a
fashion style that is different from you knew since you are born?

E. Discussing DIRECTIONS: Complete the chart. Write down the cultural relativist behavior
new concepts
and practicing of Filipinos and the pros and cons in each.
new skills #2

Using the graphic organizer below, list the possible effects of not accepting one’s
F. Developing culture.
mastery
(Leads to
Formative
Assessment 3)

G. Finding Learners are going to review the topic discussed with the help of pictures presented at the
practical onset of the class. Questions that will be asked are congruent with the lesson.
applications of 1. Importance of studying ethnocentrism and cultural relativism
concepts and
2. Recognition of cultural differences.
skills
H. Making #i-beg to Disagree because
generalization State your reason why you beg to disagree to the given statements below. You
s and
abstractions
have to remember that you are a CULTURAL RELATIVIST; you have to place
about the yourself in the shoes of these people in order to understand them better. Culture is
lesson not good or bad, neither it is right or wrong, but instead it is relative.

1. One society can call another society as evil such as those nations where terrorist
live. These places are also called an “axis of evil”.
2. Western culture is superior and opposite of non-Western culture.
3. When you don’t say “po” at “opo,” you are impolite.
4. The Mangyan tribe of Mindoro are backwards people because they are uneducated.
5. We have to avoid going to places like Siquijor and Capiz because monsters called
Aswang infest these places.
6. Eating Dalagang Bukid, Salagubang, Palakang Bukid and other organisms are not
healthy.
7. Ilocanos are thrifty because they are poor.

DIRECTIONS: Read the statements carefully and identify if it implies ethnocentrism

I. Evaluation/ or cultural relativism. Write the answers on the space provided.
Assessment
1. Pedro believes that tribe paint
their faces for religious
ceremonies, there must be a
good reason why he do that.
2. Linda uses her culture to judge
other culture
3. Celso understands the culture of
the others
4. Other countries express disgust
at other culture cuisines and
think that it’s gross
5. Americans believe that their
culture is better than British.

J. Assignment/ You are invited as a guest speaker for a certain event where the participants come
Agreement from different places of different cultures. The topic assigned to you is religious
beliefs and practices. Your task is to make a speech which you are going to deliver
on the said affair. It should be composed of at least 3-4 paragraphs, whereas you
are comparing your religious beliefs and practices with the participants’ own without
being biased.

Draft your speech.

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V. REMARKS

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 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

Prepared By:

CHARMINE D. RAMOS
Teacher II

Checked By: Noted By:

MA. ELENA B. LINESES EFRAIM B. TEJADA JR. PhD

Head Teacher I Principal II