1. 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 aspectsof social organization;
and identify one’s role in social groups and
institutions.
C. Learning
Competencies/
ObjectivesWrite the LC
code for each
(Traceskinshipties 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/
instancesof 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.
2. • Each group will write in their flash cards the word
GROUP or NO GROUP that simply describesthe
picture.
• When the bell rings, the team leader will raise the
flash card.
Analysis:
• What are the thingsor 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 Characteristicsof Social Groups
E. Discussing new
concepts and practicing
new skills #2
*Groups within society (by CharlesHorton 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 thenreadsthe 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 helpyou in
making decisionsor
judgements?
• How can anyone
(student/s) assess his
/ her behavior and
attitude in the given
situations?
3. 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 effectivelyand
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 Deliberatingan 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, eachgroup 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 Learnerswho
earned 80% in the
evaluation
B. No. of Learners who
require additional
activitiesfor remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
Learners who have
caught up with the
lessons
4. 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 helpme solve?
G. What innovation or
localized materials did I
use/discover whichI
wish to share with other
teachers?
Prepared by:
DIEGO C. POMARCA JR.
SHS Teacher Applicant
