notes

1. DAILY LESSON
LOG
Department of Education
School
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11/12
Teacher
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UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS
Teaching Dates and Time WEEK 5
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QUARTER 2
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of:
1. social stratification as the ranking of individuals according to wealth, power, and prestige.
B. Performance Standards
The learners…
1. recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
C. Learning
Competencies/Objectives
*Explain government programs and initiatives in addressing social inequalities e.g. local, national, global
A. Describe social inequalities in cultural and political perspectives.
B. Identify different types and forms of social inequalities.
C. Discuss programs and initiatives of Government and non-government organizations in addressing social inequalities.

2. II. CONTENT GOVERNMENT PROGRAMS AND INITIATIVE ON LOCAL, NATIONAL AND GLOBAL IN ADDRESSING SOCIAL INEQUALITIES
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
Introduce the topic by asking
students if they have ever felt like they
were treated unfairly based on their
gender, race, or social status. Ask for
volunteers to share their experiences
and ask the class how these
experiences might be related to social
inequalities.
Teacher will ask the students to define
what social inequality means and
discuss the different types of social
inequalities that they know.
Ask the students to recall the previous lesson on social inequalities and types of
social inequalities.
2. Establishing the purpose of
the lesson
Explain that in this lesson, we will be
exploring social inequalities in
cultural and political perspectives,
and how these inequalities affect
individuals and society as a whole.
The purpose of this lesson is to
identify different types and forms of
social inequalities.
a. Introduce the new topic by explaining the role of government and non-
government organizations in addressing social inequalities.
b. Explain that the students will be able to discuss programs and initiatives of
government and non-government organizations in addressing social
inequalities by the end of the lesson.
3. Presenting examples/instances
of the new lesson
Present examples of social
inequalities in different cultural and
political contexts. For example,
discuss how women are paid less than
men for doing the same job, how
certain races are targeted by police
more than others, and how
individuals from lower socioeconomic
backgrounds may have less access to
healthcare and education.
Teacher will present different
scenarios and cases to illustrate social
inequalities in terms of race, gender,
social class, education, and other
factors.
a. Provide examples of government and non-government organizations that
address social inequalities, such as the Department of Social Welfare and
Development (DSWD), Philippine National Red Cross (PNRC), and Philippine
Business for Social Progress (PBSP).
b. Present the programs and initiatives of these organizations, such as the
Pantawid Pamilyang Pilipino Program (4Ps) of DSWD, blood donation drives
of PNRC, and livelihood programs of PBSP.
4. Discussing new concepts and
practicing new skills #1
Introduce the concept of cultural
capital and how it relates to social
inequalities. Discuss how certain
cultures are valued more than others,
and how this can impact social status
and opportunities.
a. Teacher will discuss the different
types of social inequalities and
explain how they are manifested
in different situations.
b. Students will be asked to provide
examples of each type of social
inequality.
a. Define and explain the importance of government and non-government
organizations in addressing social inequalities.
b. Discuss the roles and responsibilities of government and non-government
organizations in implementing programs and initiatives that address social
inequalities.

3. c. The class will discuss the impact
of social inequalities on
individuals, groups, and society
as a whole.
5. Discussing new concepts and
practicing new skills #2
Introduce the concept of political
power and how it is related to social
inequalities. Discuss how certain
groups have more political power
than others, and how this can impact
policies and decision-making that
affect society.
a. Teacher will present different
perspectives on social inequality
from sociology and other related
fields.
b. Students will be asked to identify
the key concepts and theories
related to social inequality.
c. The class will discuss the
similarities and differences
among the different perspectives
and theories.
a. Compare and contrast the programs and initiatives of government and non-
government organizations in addressing social inequalities.
b. Analyze the effectiveness and impact of these programs and initiatives in
addressing social inequalities.
6. Developing Mastery
Engage the class in an interactive
activity where they create a mock
political campaign for a candidate
that represents a disadvantaged
group in society (e.g., a candidate
from a low-income neighborhood or
a candidate who is a member of a
minority group). Students should
develop a platform and campaign
strategy that addresses the social
inequalities faced by this group.
a. Students will be divided into
groups and will be given a case
study to analyze.
b. Each group will be tasked to
identify the different types and
forms of social inequality present
in the case study.
c. The class will reconvene and each
group will present their analysis.
a. Divide the students into groups and assign each group a specific program
or initiative of a government or non-government organization that
addresses social inequalities.
b. Have the groups present their assigned program or initiative and discuss its
effectiveness and impact in addressing social inequalities.
c. Encourage class discussion and debate about the programs and initiatives
presented.
7. Finding practical applications
of concepts and skills in daily
living
Discuss with the class how the
concepts learned in this lesson apply
to their daily lives. Ask students to
think about how they can use their
own cultural capital and political
power to promote social equality and
combat social inequalities.
a. Teacher will ask the students to
identify real-life situations where
social inequalities exist.
b. Students will be asked to propose
ways on how to address social
inequalities in these situations.
a. Encourage the students to apply their knowledge of government and non-
government organizations in addressing social inequalities to their daily
lives.
b. Discuss how individuals can participate in and contribute to these programs
and initiatives.
8. Generalizing and abstractions
about the lesson
Lead a class discussion about how
social inequalities can impact society,
and how addressing these
inequalities can benefit everyone.
Encourage students to think about
a. Students will be asked to
summarize the key concepts and
theories related to social
inequality.
a. Summarize the key concepts and ideas discussed in the lesson.
b. Encourage the students to reflect on their learning and identify areas for
further exploration.

4. how they can be agents of change in
their communities.
b. Students will be asked to reflect
on how their understanding of
social inequality has changed or
evolved after the lesson.
9. Evaluating Learning
Ask students to write a reflection
paper about what they have learned
in this lesson and how they plan to
use this knowledge to promote social
equality.
a. Teacher will ask the students to
answer a written exam on the
different types and forms of
social inequality.
b. Teacher will also evaluate the
group presentations on the case
studies.
Administer a quiz or assessment to evaluate the students' understanding of the
topic.
10. Additional Activities for
Application or Remediation
For remediation, students can
complete a worksheet that includes
scenarios related to social inequalities
and how they can address them. For
application, students can research
and write a report about a current
event that relates to social inequalities
and present their findings to the class.
a. Have the students research and present on a specific government or non-
government organization that addresses social inequalities.
b. Assign a reflection paper on the impact of social inequalities on individuals
and society, and the importance of addressing them through government
and non-government initiatives.
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?

5. G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?