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DAILY LESSON LOG
School Grade Level 11
Teacher Marvin A. Melendres Learning Area Understanding Culture, Society & Politics
Teaching Dates & Time Week 9 Grading 2nd (1st Semester)
Session 1 Session 2
I. OBJECTIVES
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 knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of:
Cultural, social, and political institutions as sets of norms and patterns of
behavior that relate to major social interests.
The learners demonstrate an understanding of:
Cultural, social, and political institutions as sets of norms and patterns
of behavior that relate to major social interests.
B. Performance Standards Analyze aspects of social organization Identify one’s role in social groups
C. Learning
Competencies/
Objectives
Write the LC code for each
Describe the organized nature of social life and rules governing behavior.
UCSP11/12HSOIIi- 21
Compare different social forms of social organization according to their
manifest and latent functions- UCSP11/12HSOIIj-22
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
E. How Society is Organized. How Society is Organized
III. LEARNING
RESOURCES
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 promotes concept development.
A. References UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
UNDERSTANDING CULTURE, SOCIETY, & POLITICS. DepEd Learner’s Manual. 2016
UNDERSTANDING CULTURE, SOCIETY & POLITICS De Guzman et. al.
UNDERSTANDING CULTURE, SOCIETY & POLITICS Balena et. al.
1.Teacher’s Guide pages TG Activity #4 p.71
2.Learner’s Material pages pp. 50-65 (Balena, 2016) pp. 50-65 (Balena, 2016)
3.Textbook pages pp. 50-65 (Balena, 2016) pp. 50-65 (Balena, 2016)
4.Additional Materials from
Learning Resource portal
QUIPPER CLASS QUIPPER CLASS
B. Other Learning Resources Laptop, Television, Activity Sheet TV, Laptop, Activity Sheets, bond paper, coloring materials or online
resources/application
IV. PROCEDURES
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 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 process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
Becoming A member of Society:
- Teacher reviews the activity about the previous topic.
- Ask: How can you ensure the protection of human dignity, rights and the
common good?
Ask: What are different types of groups in society according to factors?
B. Establishing a purpose for the
lesson
B. Presentation of Objectives
The teacher will present the objectives on the projector.
Say: Today we are going to analyze the aspects of social organization. Thus,
at the end of the session you should be able to describe the organized
Activity #2 (5 minutes)
A. 4Pics - 1word (Powerpoint Presentation)
1. The teacher shows various set of pictures representing different
groups in society (i.e. Family, school, church, etc.). The learners will

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nature of social life and rules governing behavior. guess the hidden word behind each set.
2. Ask: What does the images represent? Define social organizations.
B. Presentation of Objectives
The teacher will present the objectives on the projector.
Say: Today we are going to analyze the aspects of social organization. Thus,
at the end of the session you should be able to describe the organized
nature of social life and rules governing behavior.
C. Presenting examples/
instances of the new lesson
Activity #2 My Social Groups (10 minutes)
Direction: Identify the groups that you are a part of and assign this on the
drawing below according to closeness
Process Questions
1. Who/ what group(s) is/are closest to you?
2. Who/what group(s) is/are farthest from you?
3. Are some group(s) that are connected with each other?
Which are they?
4. What are the factors that you consider when Identifying a
groups proximity to you?
Find me!
Directions: Ask the learners to complete the table/matrix below. Each
learner must go around asking classmates to sign on the box if they match
the description contained therein. Alternatively, the class may fill in the
boxes as a group. In this case, the teacher would have to reproduce the
matrix on the board and ask for show of hands for the description in each
box. (10 minutes)
Who has been treated
at a health center or
hospital in the last six
months?
Who has a brother or
sister currently
enrolled in elementary
school?
Who has a copy of his
or her birth certificate
(at home)?
Who lives with their
parent(s) and
grandparent(s)?
Who carries a religious
item in his/her bag or
pocket?
Who has met a local
government official?
Who has shared a food
item with neighbors in
the last twelves
months?
Who is a member of a
community-based
youth group?
Who has bought
anything from a sari-
sari store in the last
wo weeks?
Processing Questions:
1. What kinds of institutions do you think were represented in the
activity?
2. How do the family, school, religion, economy, civil society and health
centers affect your life
D. Discussing new concepts and
practicing new skills #1
Reflective Discussion
(Power Point Presentation)
How society is organized
Tableau
Directions: Divide the class into 7 groups. Give each group a card containing

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I. Definition of Social Groups and Organization
II. Collections Not Considered as a Group
1. Aggregates
2. Collectivity
3. Social Category
III. Groups within society
1. According to Social Ties
i. Primary and Secondary Groups
2. According to Self-Identification
i. In-groups and out-groups
ii. Reference groups
3. According to Quality of Relationship
i. Gemeinschaft and Gesselschaft
4. According to Form of Organization
i. Formal and Informal groups
5. Networks
specific topic. They will be given 10 minutes to read and brainstorm about
the presentation. Each group will have 3 minutes to present their tableau
(frozen picture) in the class.
1. Family
2. Politics and Leadership
3. Economy
4. Non-state institutions
5. Education
6. Religion
7. Health
E. Discussing new concepts and
practicing new skills #2
Activity #3
1. Print different pictures that exemplify each type of group.
2. Ask students to categorize each picture.
3. Evaluate the responses.
F. Developing mastery
(Leads to Formative Assessment 3)
Teacher says: Using your answers in Activity 1 and 2, Classify the groups you
encounter daily accordingly. Describe the aspects of each example using the
template below:
Social Group Example
(refer to activity
#1 and 2)
Function/Influence
1. Primary Group
2. Secondary Group
3. In- group
3. Out Group
4. Reference Group
5. Networks
Processing Questions
1. What are the different institutions presented in the activity?
2. Why do you think these institutions persists to this day?
3. How will you describe the function of each institution?
4. How important are these institutions to society? Why?
G. Finding practical applications Create an essay entitled “How Society is Organized,” describing how Complete the table:

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of concepts and skills in daily
living
social organizations affect the behavior of its members.
Rubrics:
Category 4 3 2 1 Score
I. Content of
Theme
The content of the
essay goes beyond
superficial
discussion of the
prompts and
includes
connections to
actual practice and
experiences
The prompts are
distinguished and
there is some
accurate
elaboration of the
prompts
The prompts
are labeled in
the essay, but
are not
explained or
supported with
content
There is no
evidence of
the prompts
detected in
writing
II. Organization
of Theme
The theme is
clearly organized.
Key issues are
developed with
details to inform
and elaborate
The introduction,
body and
conclusion are
clearly evident
with a smooth
transition between
ideas
There is an
attempt to
organize ideas
into a logical
sequence but
without a
smooth
transition
between ideas
There is no
clear evidence
of the
introduction,
body, or
conclusion.
III. Conventions There are no
spelling or
grammar errors
There are minimal
spelling/grammatic
al errors (Less than
3 per page). They
do not interfere
with the reader’s
ability to
understand the
content.
There are
grammar/spelli
ng error
interspersed
throughout the
theme. (4-6
errors per
page). The
reader has
some difficulty
understanding
the content.
There are
significant
grammar/spell
ing errors
(more than 7
per page).
That interfere
with the
reader’s ability
to understand
the content.
IV. Academic
Language
Style reflects
formal academic
writing
Style is mostly
academic, 1-2
instances of
informal language.
Style reflects
casual or
informal use of
language.
Style reflects
fragmented,
informal use of
language.
Social
Institutions
Example
(Key
Person)
Function/
Influence
Your
Contribution/Role
1. Family
2. Political
3. Economic
4. Non- State
5. Education
6. Religion
7. Health
H. Making generalizations and
abstractions about the lesson
Based on your understanding of the lesson, explain John Donne’s
statement: “No man is an Island.”
IDEA WHEEL
Directions: The Teacher will spin both wheels. The learners are expected to
give a generalization depending on the spin of the wheel. For example,
Wheel stops at Health, then Wheel stops at Evaluate; the student will
evaluate the functions of health institutions.

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I. Evaluating Learning True or False (5 items) Matching Type (7 items)
J. Additional Activities for
application or remediation
Agreement: Make your personal Family Tree. Agreement: Create your own “family tree.” Trace your kinship starting from
your grandparents in both sides.
V. REMARKS
VI. REFLECTION
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 supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment
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 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?
For improvement, enhancement and/or clarification of any Deped material used, kindly submit feedback to bld.tld@deped.gov.ph
Evaluate
Compare
Evaluate
Compare
Family
Economy
Health
Religion
Education
Politics
Non-state