notes for ucsp subject

1. DAILY LESSON
LOG
Department of Education
School
G
r
a
d
e
L
e
v
e
l
11/12
Teacher
L
e
a
r
n
i
n
g
A
r
e
a
UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS
Teaching Dates and Time WEEK 8
Q
u
a
r
t
e
r
QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of:
1. how individuals should behave as part of a political community.
B. Performance Standards
The learners…
1. assess the rules of social interaction to maintain stability of everyday life and the role of innovation in response to problems and challenges.
C. Learning
Competencies/Objectives
Analyze the forms and functions of social organizations.
a. Define social organizations.
b. Classify and differentiate the types of social groups.
● Primary groups and secondary groups

2. ● In-group and out-group
c. Appreciate and treasure all types of social group.
II. CONTENT SOCIAL ORGANIZATION
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
a. Greet the students and ask them
if they have any questions from
the previous lesson.
b. Introduce the new lesson topic:
"Defining Social Organizations"
a. Ask the students if they have ever been part of a group or organization. What
was it like being part of that group?
b. Introduce the topic by explaining that humans are social beings and that we
naturally form groups to interact with one another.
Ask students to recall the different
agents of socialization and their
importance in shaping an individual's
behavior and beliefs.
2. Establishing the purpose of
the lesson
Explain to the students that the
purpose of the lesson is to define
what social organizations are and
their importance in society.
Explain that the purpose of the lesson is to classify and differentiate the types of
social groups.
a. Introduce the concept of social
groups and their significance in
society.
b. Define primary and secondary
groups and in-group and out-
group dynamics.
c. Differentiate between the two
types of social groups.
3. Presenting examples/instances
of the new lesson
a. Show the students different
examples of social organizations
such as schools, sports teams,
political parties, religious groups,
and volunteer organizations.
b. Ask the students to identify the
characteristics that these social
organizations have in common.
a. Provide examples of primary groups, such as families and close friends, and
secondary groups, such as work colleagues and classmates.
b. Provide examples of in-groups, such as a sports team or a club, and out-
groups, such as a rival team or a group with opposing beliefs.
a. Provide examples of primary
groups, such as family and close
friends, and secondary groups,
such as co-workers and
classmates.
b. Give scenarios that illustrate in-
group and out-group dynamics,
such as belonging to a sports
team or a social club.
4. Discussing new concepts and
practicing new skills #1
a. Explain the definition of social
organizations to the students.
b. Discuss the different types of
social organizations, such as
formal and informal
organizations.
a. Define primary groups and secondary groups and explain the characteristics
of each.
b. Ask the students to give examples of primary and secondary groups in their
own lives.
c. Define in-group and out-group and explain the characteristics of each.
a. Facilitate a discussion on the
characteristics of primary groups,
such as intimacy and emotional
bonds.
b. Guide students in identifying the
characteristics of secondary

3. c. Ask the students to give examples
of each type of social
organization.
d. Ask the students to give examples of in-groups and out-groups in their own
lives.
groups, such as formal and
impersonal relationships.
5. Discussing new concepts and
practicing new skills #2
a. Discuss the importance of social
organizations in society.
b. Explain how social organizations
help to meet the needs of
individuals and society.
c. Ask the students to give examples
of how social organizations help
to meet the needs of individuals
and society.
a. Have the students work in pairs or small groups to create a list of
characteristics that distinguish primary groups from secondary groups and
in-groups from out-groups.
b. After a few minutes, have the groups share their lists with the class and
discuss the similarities and differences between their lists.
a. Lead a discussion on the
dynamics of in-groups and out-
groups.
b. Ask students to give examples of
in-groups and out-groups they
belong to or have observed.
c. Facilitate a dialogue on the
impact of in-group and out-
group dynamics on society.
6. Developing Mastery
a. Divide the students into groups
and ask them to choose a social
organization to analyze.
b. In their groups, ask the students
to identify the purpose, goals,
and structure of the organization.
c. Have the groups present their
analysis to the class and explain
the importance of their chosen
social organization.
a. Give the students a worksheet that includes different scenarios and ask them
to classify the social groups involved in each scenario as primary or
secondary and in-group or out-group.
b. After completing the worksheet, review the answers with the class.
a. Divide the class into small
groups.
b. Provide a scenario wherein each
group will identify whether it is a
primary or secondary group and
the in-group and out-group
dynamics present.
c. Each group will present their
answers to the class.
7. Finding practical applications
of concepts and skills in daily
living
Ask the students to think about the
different social organizations they
belong to and how these
organizations have helped them in
their daily lives.
a. Discuss with the students how understanding the different types of social
groups can help them better navigate social situations in their daily lives.
b. Ask the students to share examples of how knowing about in-groups and
out-groups can help them in their interactions with others.
a. Ask students to reflect on their
own experiences and the social
groups they belong to.
b. Encourage them to identify the
positive and negative aspects of
these social groups.
8. Generalizing and abstractions
about the lesson
a. Summarize the main points of the
lesson.
b. Encourage the students to think
about how they can apply what
they have learned about social
organizations in their daily lives.
a. Lead a class discussion about how the types of social groups can affect
individuals and society as a whole.
b. Ask the students to reflect on how their own experiences with different types
of social groups have influenced them.
a. Summarize the key points of the
lesson, emphasizing the
importance of social groups in
shaping an individual's behavior
and beliefs.
b. Ask students to give examples of
how social groups influence their
decisions and actions.
9. Evaluating Learning
Ask the students to answer questions
about the lesson to assess their
understanding of the topic.
Give the students a quiz or test that asks them to classify different social groups
as primary or secondary and in-group or out-group.
Administer a quiz to assess the
students' understanding of the
lesson.

4. 10. Additional Activities for
Application or Remediation
a. Assign the students to create a
social organization and present
its purpose, goals, and structure
to the class.
b. For remediation, provide
additional examples of social
organizations and discuss their
characteristics with the students.
a. Have the students research and present on a specific social group, its
characteristics, and its impact on society.
b. Provide additional scenarios for the students to classify as primary or
secondary and in-group or out-group, and have them explain their
reasoning.
a. Ask students to write a reflection
paper on how their social groups
have influenced their personal
growth and development.
b. Provide reading materials that
discuss the impact of social
groups on society and culture.
V. 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 lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did this 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?