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UCSP Q1 WEEK8.docx

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This document outlines a daily lesson plan for an 11th grade class on understanding social organizations. The lesson objectives are to analyze the forms and functions of social organizations by defining, classifying, and differentiating between primary and secondary groups as well as in-groups and out-groups. The procedures provide examples of each type of group and activities for students to practice identifying and applying the concepts, including classifying scenarios and reflecting on their own social group experiences. Assessment includes a quiz to evaluate students' understanding of the key concepts taught in the lesson.

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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
In-group and out-group c. Appreciate and treasure all types of social group. II. CONTENT SOCIAL ORGANIZATION III. LEARNING RESOURCES A. References 1. TGs Pages 2. LMs Pages 3. Textbooks 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
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.
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?

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UCSP Q1 WEEK8.docx

  • 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. TGs Pages 2. LMs Pages 3. Textbooks 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?