Lesson Log in Understanding Culture, Society and Politics (A Lesson Log for Demonstration Teaching)

March 14, 2017

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.

B . Performance Standards

The learners analyze aspects of social organization; and identify one’s role in social groups and institutions.

C. Learning

Competencies/ Objectives Write the LC code for each

(Traces kinship ties and social networks)

UCSP11/12HSO- IIi-20

II. CONTENT How society is organized 1. Groups within society:

*Primary and Secondary

2. In-groups and out-groups 3. Reference groups

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Curriculum Guide, pp. 4

2. Learner’s Material pages

3. Textbook pages DIWA Senior High School Series (UCSP), pp ___-___

4. Additional Materials for Learning Resource Portal

B. Other Learning Resources

www.slideshare.net www.youtube.com/watch?v=SM14syRgwXE

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Recalling concepts discussed during the previous session (it may be an assumption).

B. Establishing a purpose

for the lesson

*Setting the mood and presentation of learning

objectives. *Pointing out the scope of the lesson

C. Presenting examples/ instances of the new lesson

*Check It Out! (Brief Introduction) *Process Questions

D. Discussing new concepts and practicing new skills #1

Activity 1: Name That Picture • The class will be divided into groups with 5

members. The group will identify what picture is being shown.

• Each group will write in their flash cards the word GROUP or NO GROUP that simply describes the picture.

• When the bell rings, the team leader will raise the

flash card. Analysis:

• What are the things or aspects you consider in identifying social groups?

• Do you consider yourself as part of a social group? How does it feel being one of the members of a group?

• What makes a social group?

*Defining Social Group *Discussing Characteristics of Social Groups

E. Discussing new concepts and practicing

new skills #2

*Groups within society (by Charles Horton Cooley) -Primary and Secondary Group

*Comparison of Primary and Secondary Groups *Social Groups according to self-identification.

F. Developing mastery (Leads to Formative Assessment )

Activity 2: Peel Off the Paper • Cabbage-like crumpled papers will be used in the

activity.

• While singing together the “Bim Bum Song” the crumpled paper will be passed from one student to another where everyone has the chance to grab it. The cue-out word for passing the crumpled paper is “BUM”.

• The cabbage will be peeled off by the student holding it where the song stops at the signal of the teacher’s hand gesture (a halt signal).

• Only one paper will be peeled off at a time. The student then reads the question and in the mode

of an impromptu speech, he or she will freely discuss his or insights and opinion.

G. Finding practical application of concepts and skills in daily living

Activity 3: Think and Share

Process Question: *Now, think of a certain situation or experience you have. Who/what do

you consider as your reference group in life? Does it help you in making decisions or judgements?

• How can anyone (student/s) assess his / her behavior and

attitude in the given situations?

H. Making generalizations and abstractions about the lesson

Abstraction/Application Activity 4: Our Pledge for Life (A Commitment) • In learners’ respective groups, they are going to

make a commitment on how to live effectively and happily within a community where social group and interaction is essential.

• They will be reminded that this is the commitment of the group.

• They are in making such commitment. • They are given 10 minutes to do the task. • When it is done, the group reporter will present to

the class the final output (pledge).

I. Evaluating learning Deliberating an open-

ended statement or question.

Social group(s) is/are

important because _____________________ _____________________ _____________________.

J. Additional activities for application or

remediation

Agreement:

• After the outputs of each group has been presented, each group will make a file encompassing the concept and idea of their outputs in a form of a word document, power

point presentation or an article and have it posted or attached in a blog, portal or social media that will be agreed upon by the class.

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 lessons

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

encountered 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: DIEGO C. POMARCA JR.

SHS Teacher Applicant