Grade

School NEW CABALAN SENIOR HIGH SCHOOL 12 – ICT B

Level
Learning Understanding Culture Society and
Teacher Sharon A. Pura
Area Politics (UCSP)
GRADE 11 to 12 August 18,19 20 and 22, 2025
Teaching Dates and 1st Quarter, 1st Semester
DAILY LESSON LOG MWTH 9:45- 10:45 am Quarter
Time
Fri 8:30 – 9:30 am

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learner demonstrates the understanding of: how individuals should behave as part of a political community.
A. Content Standards

B. Performance The learners assess the rules of social interaction to maintain stability of everyday life and the role of innovation
Standards in response to problems and challenges.
C. Learning
Competencies and Analyze the forms and functions of social organizations
Objectives

D. Content Types of Social Groups

Values Education (reference group), ICT (creating the performance task or visual mapping), Philippine Politics and
E. Integration Governance

II. LEARNING RESOURCES

A. Teacher’s Guide CG pg.544
pages
B. Learner’s
Materials pages

C. Textbook pages Sociology by

D. Additional DepEd Etulay UCSP Week 6

Materials from [Link]
Learning Resource
(LR) portal

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E.

III. TEACHING AND LEARNING PROCEDURES

Prepare a ball of yarn or string for a quick, interactive game. Ask students to sit in a circle.

Begin by explaining that society is like a "web" of connections. Hold the yarn and say a sentence that describes
yourself (e.g., "I belong to a family of four"). Then, toss the yarn to another student while holding onto the end, telling
them to describe themselves, too, but with a focus on how they relate to a group (e.g., “I’m a member of the school
A. Activating Prior
debate team”). They will hold onto the yarn and pass it to someone else.
Knowledge
Reflection:
Once everyone has participated, point out the web that has formed. Ask the students, “What does this web
represent?” Let them realize that it reflects the social organizations we belong to and how we’re all interconnected.
Lead them into the topic of the day: the different types of social organizations and their impact on individuals.
B. Establishing Our target today is to define and differentiate between primary groups, secondary groups, reference groups, in-
lesson purpose groups, and out-groups.
C. Developing and  Day 1
Deepening Provide each student with five sticky notes.
Understanding Ask them to write down five groups they belong to (one group per card). For example, "family," "school org," "dialect,"
"sports team," or "political party."
Instruct students to categorize these groups into two piles: those that make them feel a sense of belonging (in-group) and those
where they sometimes feel distant or in competition with others (out-group).
Ask volunteers to share one group from each pile and explain why they feel this way about that group.

Processing questions:
 How do these groups shape the way you see yourself and interact with others?
 How might they influence your behavior in a larger political community?

Selective Underlining
Have the students highlight the keywords.

Types of Social Organizations

Primary Group:

Definition: Small, intimate, and emotionally close groups, often lasting long-term.
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Example: Family, close friends
Function: Provides emotional support, personal bonds, and shapes core values.

Secondary Group:
Definition: Larger, task-oriented, and often short-term groups where relationships are less personal.
Example: Co-workers, classmates
Function: Focuses on achieving specific goals or tasks.

Reference Group:
Definition: A group that individuals look to for guidance in forming attitudes, behaviors, and beliefs.
Example: Celebrities, social media influencers, mentors
Function: Provides a standard for evaluating one's self and decisions.

In-group:
Definition: A group to which an individual feels loyalty, belonging, and identity.
Example: Political party, religious group, social movement
Function: Strengthens self-identity and promotes unity.

Out-group:
Definition: A group that an individual feels opposition, rivalry, or antagonism toward.
Example: A rival sports team, another political party
Function: Defines group boundaries and enhances the identity of the in-group..

Processing Questions:

1. How might belonging to a primary group, such as your family, influence your political beliefs and decisions differently
from being part of a secondary group, like a workplace team?
2. Can in-groups and out-groups contribute to both positive unity and harmful division in political communities? Provide
examples to support your answer.
3. How do social organizations like in-groups and out-groups shape political polarization in a diverse society like
the Philippines? What might be some ways to reduce the negative impacts of these divisions?
4. In what ways can reference groups, such as celebrities or social media influencers, impact an individual’s
political views? Do you think this influence is always conscious, or can it happen subconsciously?

Day 2:

Review and Unit Test

Day 3 1st Quarter Exam
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 Day 4 1st Quarter exam

Reflection Prompt/Journal
D. Making Which social group has had the biggest impact on your political beliefs and behavior, and how has this shaped your
Generalization role in your community?

IV. EVALUATING LEARNING

Visual Mapping
On a sheet of paper, create a visual map of the social organizations you belong to by drawing a circle in the center for
yourself and additional circles around it for different groups: Primary Group (family, close friends), Secondary Group
(co-workers, classmates), Reference Group (influencers, mentors), In-group (groups you identify with), and Out-group
(groups you feel opposed to). Connect each group to yourself with arrows—thicker arrows for stronger influences and
thinner for weaker ones. Label each arrow to show how that group influences your political beliefs or behavior. After
A. Test / Assessment completing the map, write a short reflection on which groups influence you most, how they shape your political views,
and whether their influence is helpful or harmful.

Reflection Prompt/Journal
Which social group has had the biggest impact on your political beliefs and behavior, and how has this shaped your
role in your community?

Note observations
on any of the Effective Practices Problems Encountered
following areas:

Strategies
explored

B. Teacher’s
Remarks
Materials used

Learner
engagement
/interaction
Others
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  No. of
learners who
earned 80%
in the
evaluation
 No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
Reflection guide:

 Why did I teach the lesson the way I did?

C. Teacher’s
 What did my students learn? How did they learn?
Reflection

 What can I explore in the next lesson?

Prepared by: Noted by:

SHARON A. PURA ERWIN A. BUCASAS, EdD.

Teacher II Principal I