GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAIL Teacher ROVELYN B. BOSI Learning Area UCSP

Y LESSON LOG Teaching Dates and Time October 2-6, 2023 Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Standard The learners demonstrate an How individuals learn culture and become competent members of society.
understanding of:

1. the human origins and the

capacity for culture
2. the role of culture in human
adaptation
3. processes of cultural and
sociopolitical evolution
B. Performance Analyze key features of Identify norms and values to be observed in interacting with others in society and the
Standard interrelationships of biological, consequences of ignoring these rules.
cultural and sociopolitical
processes in human evolution
that can still be used and
developed
C. Learning 3. Explain processes of Explain the development of one’s self and others as a product of socialization and VACANT
Competencies cultural and sociopolitical enculturation.
evolution
Objectives A. Trace the sociopolitical  explain the  Share Ideas of Self-Concept *Friday Grade
evolution of man from development of  Explain How are identities are formed 11 HUMSS 2
a lifestyle of hunting one’s self and  Discuss the difference between: (Homeroom
and gathering to one of a) Norms and values Guidance)
others as a
agriculture and b) Status and Role *3:30-4:30
product of
settlement;  Enumerate Norms and values as a Filipino PM)
B. Discuss the implications socialization and
 analyze how do statuses and roles affect a person’s social
of the Neolithic enculturation; interactions *Wednesday
Revolution to the and Grade 11
evolutionary process; • identify the context, HUMSS 5
C. Express understanding content, processes, (HOPE ) (7:00-
of the relationship of and consequences of 8:00 AM)
cultural processes in enculturation and
human evolution at socialization.
present time
  analyze the
difference between
socialization and
enculturation;
II. CONTENT Cultural and sociopolitical Becoming a member of society
evolution: Agricultural societies 1. Enculturation/Socialization
and the neolithic revolution
Integration to Other Subjects Science, Language, Empowerment Technology
III.LEARNING RESOURCES

A. References Understanding Culture Society Understanding Culture Society Understanding Culture Society Understanding Culture Society
and Politics and Politics and Politics and Politics
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Curriculum Guide MELC Pg. 1 MELC Pg. 1 MELC Pg. 1 MELC Pg. 1
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare,
Studocu
IV.PROCEDURES
Reviewing previous lesson or Review Review of the previous Lesson The teacher will check students’ Continuation of the lesson Teacher will
presenting the new lesson What are the different Societies prior knowledge thru an activity prepare
How did the challenges from in chronological order based on where student’s will be given lesson plan
the environment lead to cultural Lenki’s Socio-Cultural Evolution? examples on the screen of both for the next
development? norms and values and make week.
them identify and differentiate
values from norms. Check
Establishing a purpose for the Activity 1 The teacher will present a sample Let the students greet each students’
lesson Word Association
“slam note/dedication notebook”. other, then ask their seatmate activities/out
This is a special notebook created how are they doing. puts/projects.
Supply words associated with by teenagers during 90s where
revolution to describe define they let their classmates and Prepare
Ask them, what is the essence
it. friends fill up an information.
of asking greeting someone and Instructional
Example of information:
Revolution asking them if they are doing Material for
Name:
Address: fine. the next
Do you know yourself well? Favorite color: Lessons.
Tell us something about yourself. Favorite song
Motto:
 In a bond paper, each
student shall make a
“slamnote” with same
information to fill by their
chosen classmate. In this
way, they will exchange
papers. This is to know their
classmates better.

Presenting examples/Instances of Activity 2 Identify who among the class The world and I The teacher will check students’
the new lesson have this following prior knowledge thru an activity
traits/characteristics/behavior. This activity is related to activity
Video prompt where student’s will be given
no. 1. Teachers will ask the
examples on the screen of both
1. Laging Broken students to look back on their
childhood. The focus of this activity norms and values and make
2. Sadgirl/boy
Watch the video “Mankind: The 3. Antukin is their interaction/socialization them identify and differentiate
Story of All of Us: Birth of 4. Lazy with their families, relatives, values from norms.
Farming” 5. Crybaby neighbors, and godparents,
Sensitive etc.

Process question How did you identify the Family

Why is farming considered a person/classmates with the said

revolutionary period in human trait/characteristics?
history? What is your basis? Neighbors
ME Relatives

Godparent
s

Process Question:

1. How did your family take

care of you as a child?
2. What role did your
relatives play in your
upbringing?
3. How did your neighbours
interact with you as a
child? To what extent did
they socialize with your
 family?
4. Do you personally know
your godparents? How
did your parents choose
your godparents?
5. What roles did your
godparents play in your
upbringing?

Discussing new concepts and Let the students define and Discussion Divide the class into 5 groups
practicing new skills # 1 explain what is socialization Ask the students what factors Assign each group a topic to
affected their Identity study, then make a short report
Formation. about it, write it on a manila
paper.
Ask them what is their Idea of
“Self” Small group dicussion
Group 1 Topic
1 Norm and Values
With examples
2 Prescriptive And
Proscriptive
Norms
With Examples
3 Status and roles
With Examples
4 Ascribed and
Achieved Status
With Examples
5 Role Strain and
Role Conflict
Let the students define and With Examples
explain the concept of
enculturation based on the
picture presented.
Discussing new concepts and Activity 4 Open discussion Open discussion BIG GROUP SHARING
practicing new skills # 2 Identity Formation Let the students present it to
Discuss the implications of The Goals of Socialization Self Concept the whole class.
the Neolithic Revolution to the Cultural Identity
evolutionary process by using a Ethnic Identity With rubric
through a cause and effect National Identity
concept map. Religious Identity The teacher will give
supplementary information
 about the topics presented and
Four stages of Self Development
*Present the rubrics for using feedback on the students
concept map. output.
Generalized
Immitation play Game
Others

F. Developing mastery Open discussion What message would you like to (Creativity, Critical Thinking) All CLASSIFY ME!
(leads to Formative tell to the 5-year-old you? agents of socialization play a very
Assessment 3) The discovery of farming important role in the individuals’ Let the students pick a strip of
brought revolutionary life with most of us having been word the place it on the
developments that eventually taught to become responsible
members of the society. To show envelope that is related to its
led to the rise of civilization.
this, do the following activity on a concept.
Analyze the Philippines
separate sheet of paper. Directions:
society. Do you think it would be 1. Make a journal on how the (Example: Kagandahang Asal
more economically beneficial for agents of socialization play an (values Envelope)
an agricultural country to important role in the life of
individual.
focused on farming? Will it also 2. You may follow the format to
bring tremendous development make your journal organized
in the country? Values Norms

Status Role

Ascribed Status Achieved Status

Finding practical application of 5 words, 1 sentence How does socialization help in the Activity A
concepts and skills in daily living development of individuals to How do magkapitbahay help
become a productive member of
Norms and Values that you
Give five words to one another?
summarize your learnings from society?
If women are working, how can practice
discussion. Out of these five they easily find someone to NORMS VALUES
words, state your learnings in take care of their children?
one sentence. How does the Filipino
community affect the
development of Filipino ACTIVITY B
children as members of society?
STATUS ROLES
 As a
daughter/
son
As a student

As a Filipino
Citizen

H. Making generalizations and KWL completion Complete the chart below Comple the chart Differentiate
abstractions about the lesson I have learned that
NORMS VALUES

Fill in the Learned column

Socialization is...
______________________
____________________
in the chart. Read the Enculturation is...

I have realized that STATUS ROLES

answer in class. What are the four stages of self-
development?
_______________________
______________________ ACHIEV
ED
ASCRIBE
D

I will apply STATUS STATUS

___________________
I. Evaluating learning Performance assessment In your own words define and Direction: Complete the statement
explain the concept of What would happen if there to give meaning and sense of such
by underlining the word enclosed
Present a tableau which socialization and enculturation. was no socialization process inside the parenthesis.
shows the implications of to take place in the life of an 1. Status refers particularly to a
Neolithic period in the How do you see yourself 10 years individual? Discuss your position in (political, cultural;,
evolutionary process. Then let from now? answer. social) structure.
the students write a short 2. According to (Macionis, Tylor,
Essay. Summers), status is the most
important component of social
*Present the rubrics in checking interaction.

the essay. 3. An ascribe stratus is acquired at

(birth, marriage, schooling).
4. Achieved status is open to any
individual through effort, talent,
income, or (education, marriage,
Facebook).
5. Status may be higher or lower
depending upon the person’s
(position, power, authority).

Additional activities for application

or remediation
 V.REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation
No. of learners who
require additional activities
for remediation who
scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did this work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by : Checked by: Approved by:

ROVELYN B. BOSI ANILEO M. BALAQUI ALELI M. BAYADOG, Ph. D.

Subject Teacher Social Science Coordinator Secondary School Principal II