School SAWANG NATIONAL HIGH SCHOOL Grade Level/ Section GRADE 12/GOOGLE

UNDERSTANDING CULTURE, SOCIETY

Monday Tuesday Thursday Friday

Objectives must be meet 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 using Formative Assessment strategies.
I. OBJECTIVES
Valuing objectives support the learning of content and competencies and enable the learners to find significance and joy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
A. Content Standards 1. cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests
2. social stratification as the ranking of individuals according to wealth, power, and prestige
1. analyze aspects of social organization
B. Performance 2. identify one’s role in social groups and institutions
Standards 3. recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
C. Learning Explain government programs and initiatives in addressing social inequalities e.g. local, national, global
Competencies/
Objectives
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.
1. Define the Social Inequality.
II. CONTENT 2. Identify the factors contributing Social Inequality.
3. Examine the Types of Social Equality.
4.Recognize new challenges faced by society in the social Equality.
III. LEARNING Lists 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References MELCs of SHS Core Subjects page 546
1. Curriculum Guide Code
2. Learner Materials
Senior High School Series: Understanding Culture, Society, and Politics (Second Edition)
3. Textbook pages
4. Additional Material from
Learning Resources
portals
B. Other Learning
Resources
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
IV. PROCEDURES 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, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Teacher reviews the previous lesson from Teacher reviews the previous lesson Teacher reviews the previous lesson from
lesson or presenting the the last session. from the last session. the last session.
new lesson
What can you say about this
B. Establishing a purpose photo? What can you say about this What can you say about this
for the lesson. photo? photo?
(Motivation)

C. Presenting examples/ What is social inequality? the factors that contribute to social Illustrating the Social Issues in the 21st
instances of the new inequality: Century.
lesson (example of any
topic)
D. Discussing new concepts
and practicing new skills
#1(discussion
E. Discussing new concepts Forms of capital.
and practicing new skills
#2
F. Developing mastery
(Lead to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
(activities) ex. Role play,
as a group
Social inequality is the existence of 1. Educational Attainment Social Issues in the 21st Century
unequal opportunities and rewards for 2. Wealth and poverty A social issue in the contemporary times
different social positions or statuses within 3. Power is essential topic when talking about
a group or society. Although the 4. Gender Inequality social inequality. Thus, government
United States differs from most European (PROPEL) programs and initiatives in addressing
nations that have a titled nobility, social
H. Making generalizations the U.S. is still highly stratified. Social inequalities e.g. local, national, global to
and abstractions about inequality has several important address these issues is continues
the lesson dimensions. Income is the earnings from process. (PROPEL)
(Generalization) work or investments,
while wealth is the total value of money
and other assets minus debts.
Other important dimensions include
power, occupational prestige,
schooling, ancestry, and race and ethnicity.
(PROPEL)
I. Evaluating Learning
 J. Additional activities for
application or
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION 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 evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%. MODULAR
C. Did the remedial lessons
work? No. of learners who have
caught up with 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 MODULAR
supervisor can help me solve?
G. What innovation or localized
materials did I use/ discover when
I wish to share with other
teachers?