School: BALASAN NHS Grade Level: 11

K-12 DAILY Teacher: MICHELLE B. BALBERONA

LESSON Learning Area UCSP
LOG/PLAN Teaching date
(Semi-Detailed) and Time Quarter 3rd Quarter

I. OBJECTIVES:
The learners demonstrate an understanding of:
1) Human cultural variation, social differences, social change and political identities
A. CONTENT STANDARD

B. PERFORMANCE The learners:

STANDARD 1. Acknowledge human cultural variation, social differences, social change and
political identities

C. LEARNING The learners:

COMPETENCY/ OBJECTIVES
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Additional materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lessons or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
3. Analyze social, political, and cultural change. (UCSP11/12SPUIb-3)
A. Starting points for the understanding of culture, society and politics.
3.) Observations on social, political, and cultural change (examples:
texting, the selfie generation, youth activism)
Understanding Culture, Society and Politics Teacher’s Guide
Understanding Culture, Society and Politics Reader’s Guide
Society and Culture in a Changing World by Baliao and Parcon; Understanding Culture,
Society and Politics by Mariano M. Ariola
https://www.quora.com/What-are-some-examples-of-social-cultural-and-political-
change
 Review on the previous topic.
 Oral Recitation: Ask what is Culture, Society and Politics?
 Then and Now
 Powerpoint presentation on the things from the past and the things at
present. Specific example: Show a picture of a diskette or floppy disk that can
hold a 1.44 MB of files as compared to current SD cards and Flash drives that
can hold up to 32GB!! You would need 711 1.44 MB floppy disks to equal 1
Gigabyte. (Numeracy)

 Present the quote: Nothing is constant in this world except change. Ask the
learners: Do you agree? Why or why not?
 Change is inevitable, we cannot avoid it. Change is powerful, it affects
everything.
 In Science, the series of physical and biological changes that transformed man
from an ape-like specie to the Homo sapien sapien that he is right now is called
evolution. (Integration)
C. Presenting Examples/instances
 If the physical and biological attributes of man changed, so is his culture, society
of the Lesson
and political life.
 Change comes from an old Latin word: “Cambiare” meaning to barter,
exchange. (Literacy)
 Introduce the concept of change and how it affects everything (like the
biological evolution of man in Science) and also Culture, Society and Politics
since they are dynamic in nature.

 Active Discussion on the different social, political, and cultural changes

in society.
D. Discussing New Concepts and
 Let the students realize that Culture, Society and Politics have
Practicing new Skills
undergone several changes through time and that these change has
brought about positive and negative effects
  Discuss examples of social, political, and cultural change (examples:
texting, the selfie generation, youth activism). Have the students
analyze these changes as to whether they are good or not. Are all
changes good? Why or why not?

Key Points:
 Cultural Change - It is the modification or discontinuance of existing
'tried' and 'tested' practices transmitted to us from the culture of the
past, as well as the introduction of new practices (3.David Dressler and
Donald Caens)
Simply put, these are the changes in our culture through the years.
 Social Change - is an alteration in the social order of a society. Social
change may include changes in nature, social institutions, social
behaviours, or social relations.
It is the change on how the way people interact with the society
through the years.
 Political Change – a change or disruption in a government or politics
that leads to new or modified leadership or policies.
It is the change in political beliefs and practices

Activity: Check For Understanding. Present situations and let the learners identify
whether they are examples of Cultural, Social or Political Change
E. Developing Mastery (Leads to 1. From baro’t saya to sleeveless tops and tattered jeans
Formative Assessment) 2. Women’s involvement in politics
3. The society becoming more open to same-sex marriage
4. New dance craze
5. Social media is becoming popular

 Activity: Change is Coming

 Group the class into three (according to their interests: music/dance; theater;
F. Finding Practical Applications of poetry). Each group will have to present a cultural, social and political change
Concepts and Skills in Daily Living that they have observed in their community (Localization) They can present a
short skit, a dance/song, or a poem. Their presentation should show how the
change came about and the positive and negative effects of that change.

G. Making Generalizations and Let the learners sum up the things that they have learned in today’s topic by defining
Abstractions About the Lesson what is cultural, social and political change and their effects in our daily lives.

True of False
1. All changes are positive.
2. Cultural change is an alteration in the social order of a society.
3. Political Change is a change or disruption in a government or politics that leads
to new or modified leadership or policies.
4. Cultural Change is the modification or discontinuance of existing 'tried' and
'tested' practices transmitted to us from the culture of the past, as well as the
H. Evaluating Learning introduction of new practices
5. A change in the type of government is an example of political change.
Enumeration:
6-10 Give 5 examples of positive changes that you have noticed in your community.
SCORING RUBRIC
Score Description
10-8 High Mastery
7-5 Average Mastery
4-1 Low Mastery

If time is not enough they will perform their presentation, next day according to this
criteria.
VI. AGREEMENT Creativity – 40%
Correctness of presentation or content – 40%
Teamwork – 20%
VI. REMARKS
VII. REFLECTION
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 lesson work?
No. of students who have caught
up with the lesson.
d. No. of learners who continue to None
require remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
that my Head or Supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover w/c I
wish to share w other teachers?

Checked by: ________________________________ Observed by: _________________________________

Date: ______________________________________ Date and Time: ________________________________

Remarks: __________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________.

Agreement: ________________________________________________________________________________________
__________________________________________________________________________________________________
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