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1. Daily Lesson Log

Learning Area English Quarter 1
Teacher Grade Level and Section Grade 8 Prudence
Teaching Dates and Time
August 14, 2023 August 15, 2023 August 16, 2023 August 17, 2023 August 18, 2023
Monday Tuesday Wednesday Thursday Friday
7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m.


Week 3
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.
Content Standards
The learner demonstrates understanding of;
1. Human cultural variation , social differences, social change, and political identities.
2. The significance of studying culture, society and politics.
Performance Standards
The learners:
 Acknowledge human cultural variation, social differences, social change and political identities.
 Adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection.
Institutional Core Value/s
Learning Competencies
At the end of the lesson, the
learners should be able to:

Articulate observations on
human cultural variation ,
social differences, social
change, and political
identities. UCSP11/12SPULa-
1
At the end of the lesson, the
learners should be able to:
a. Demonstrate curiosity
and openness to explore
the origins and dynamics
of culture and society,
and political identities
(UCSP11/12PUla-2)

2. II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Human Culture, Society and
Politics
Dynamics of Culture Society
and Politics

III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Additional Materials from Learning
Resource portal
Quipper Classroom Quipper Classroom
Learner’s Material pages
Textbook pages
Other Learning Resources TV, Laptop, Acitivity Sheet TV, Laptop, Acitivity Sheet


IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson
and/or presenting the new
lesson
Present the new lesson. The teacher
will have a fun motivation.

In your class, create a group with 4-5
members. Assign a documenter per
group and in a piece of paper, create two
columns and name them male and
female. Talk about what you think are
qualities and roles of each category.
Write your answers in the columns you
created. After this, reflect and discuss
about the following questions:
 Do you believe in what you
wrote as the qualities of male
and female? Why or why not?
 What is the significance of
distinguishing genders in
society?
 How does an individual
acquire gender?
 How does gender differences
affect society?

Have a simple review of the previous
lesson discussed.

Motivation: WATCH AND
OBSERVE
Watch a short documentary showing how
people from low socioeconomic classes
live daily.
The teaher shall show the learners picture
of informal settlers.





B. Establishing a purpose of
the lesson
(Modeling)
After the given activity, the leader of
the group will discuss in front what
have they discussed.
With this situation in mind, Take notes
using the following guide questions:

1.What is the film about?

3. Each leader or representative will be
given 2 minutes to present the group’s
collective ideas.
2. Who are the people shown in the
documentary?
3. Do you know other people who share
the same fate? Describe their situation.
4. What did you feel, and what did you
want to do after being exposed to their
problem?
5. How do you perceive the state of people
in the Philippines in terms of their
socioeconomic classes?

6.What factors determine one’s inclusion
in a particular socioeconomic class?

7. How does socioeconomic class relate
to one’s status and power in society?
C. Presenting examples /
instances of the new
lesson
(Guided Practice)
After the sharing, the teacher will
define and explain to the class about
the difference of sex, Gender, sex-
gender system and gender role.
Sex refers to biological differences that
distinguishes humans and other animals
into two main categories: male and
female.
Gender encompasses all the social,
cultural, psychological characteristics
that a culture assigns to males and
females.
Defining Socioeconomic Class and
Class Systems Socioeconomic
class refers to a category that groups
people with the similar economic,
social, cultural, and political status.
 It is important to note that the
concept of socioeconomic
class is far more complex and
encompassing than that of
economic status.
 In economic status, the basis
for ranking people only include
income in the family.


D. Discussing new concepts
and practicing new skills
#1
(Guided Practice)
Human Culture, Society and Politics
a. Culture
b. Cultural Variation
c. Society
d. Politics
The teacher will discuss the several
factors of: Economic, Social, and
Cultural Capital
There are several factors that determine
one’s position in socioeconomic class.
These determinants may generally fall
under economic, social, or cultural
capital.

4. E. Discussing new concepts
and practicing new skills
#2
Social Implications of Socioeconomic
Differences
 Understanding and
recognizing socioeconomic
differences is vital to expose
the social, cultural, economic,
and political barriers that it
creates within each
socioeconomic levels.
 The hierarchy that is always
established in socioeconomic
classes propagates inequality
among members of society, in
terms of acquiring basic
resources, and economic
opportunities.
 Power relations is also
impacted by the existence of
socioeconomic classes. Since
people in the highest
socioeconomic levels are
more wealthy, prestigious, and
powerful, they have more
capacity to influence the
political arena.


F. Developing Mastery
(Leads to Formative
Assessment)
Activity 1. Check Your Understanding

A. Identify each statement if it is true or
false.
1. Sex is a product of biological
characteristics.
2. Gender is a cultural construction of
what is male and what is female.
3. Sex and gender are one and the
same concept.
A. Identify each statement if it is true
or false.
1. Socioeconomic class refers to the
category that groups people with similar
economic, social, cultural, and political
status.
2. Prestige attached to one’s educational
attainment and occupation determines an
individual’s socioeconomic class.

5. 4. The sex-gender system states how
gender is a product of one’s sex.
5. It is impossible for an individual to
have incompatible sex and gender (i.e.
male sex with
feminine characteristics).


B. Based on the lesson about gender,
what is the implication of gender
differences to the
political identity of males and females?
Does gender differences between males
and females affect power relations
among them? Cite some concrete
examples.


C. Cite five ways in order to mitigate
gender inequality among men, women,
gays, lesbians,and transgender.
3. Socioeconomic class is synonymous
with economic status.
4. Economic, social, and cultural capital
are interrelated and cannot be
exchanged for one another.
5. Hierarchy among socioeconomic
classes propagates inequality among
people in terms of acquiring resources
and power to influence government.
B. Apply the concept of economic, social,
and cultural capital in explaining your
own socioeconomic class. Enumerate
and discuss all the factors that determine
your own class.

Could you think of some ways on how to
minimize inequality among
socioeconomic classes? Write them here
and justify your answer with an
explanation.
G. Finding practical
applications of concepts
and skills in daily living
Learners shall be able to orally answer
the questions to be given by the teacher.
1. In your own words, how do you
understand culture? Society? And
politics?
2. What affects cultural variations and
social differences?
Have you experienced any inequality
because of your socioeconomic class?
Discuss these experiences with your
classmates. Take turns to share your
experiences. If you do not have any
experience of inequality, look into the
Philippine society and cite some of your
observations about unequal power and
resources. After this, reflect and discuss
on the following questions:
 How do you feel upon hearing
these experiences and
observations?

6.  Do you believe that inequality
among socioeconomic classes
is inevitable? Why or why not?
 In your opinion, what would
the Philippine society be like if
distinctions between social
classes did not exist?

H. Making generalizations
and abstractions about the
lesson
Big Question: In your own words,
what do you think is the importance
of studying culture, society and
politics? Explain.
Socioeconomic class refers to a
category that groups people with the
similar economic, social, cultural, and
political status.
There are several factors that determine
one’s position in socioeconomic class.
These determinants may generally fall
under economic, social, or cultural
capital.
Understanding and recognizing
socioeconomic differences is vital to
expose the social, cultural, economic,
and political barriers that it creates within
each socioeconomic levels.


I. Evaluating learning
(Individual Practice)
Have you experienced any inequality
because of your socioeconomic class?
Discuss these experiences with your
classmates. Take turns to share your
experiences. If you do not have any
experience of inequality, look into the
Philippine society and cite some of your

7. observations about unequal power and
resources. After this, reflect and discuss
on the following questions:
How do you feel upon hearing these
experiences and observations?
Do you believe that inequality among
socioeconomic classes is inevitable?
Why or why not?
In your opinion, what would the Philippine
society be like if distinctions between
social classes did not exist?

J. Additional activities for
application or remediation
Tell students to deepen their
understanding about culture, society and
politics by watching videos form
YouTube or Television news and write
an observation of the video or television
news they have watched in a 1/2 sheet
of pad paper and research also for the
following.
1. Dimensions of Culture
2. Social Change
3. Social Differences

8. I. REMARKS



II. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 these
strategies 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 or discover
which I wish to share with other
teachers?




Prepared by:



ELYSA B. MICU
Subject Teacher
Checked and Reviewed by:



JOHN CLYDE M. RANCHEZ, LPT
Academic Coordinator
Approved by:



TESSIE C. PASION, MAEd
School Principal