DISS

DISS
–
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
DISS
Disciplines and Ideas in the
Social Sciences
School Grade Level
Grades 1 to Teacher Learning Area DISS
12
DAILY Teaching Dates and Time Quarter
LESSON LOG
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
Content The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines
Standards
Performance
The learners shall be able to connect the disciplines with their historical and social foundations
Standards
Learning
Competencies/
The learners define Social Sciences as the study of society The learner distinguishes Social and Natural
Objectives
Write the LC (HUMSS_DIS 11- IIIa-1) Sciences and Humanities (HUMSS_DIS 11- IIIa-2
code for each
II. CONTENT Defining Social Sciences as the study of society
III. LEARNING
RESOURCES
A. References
23Teacher’s Guide
pages
24Learner’s
aterials pages
3. Textbook pages
23 Additional
Materials from
Learning
Resource (LR)
portal
23 Other Learning 5888 JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in the Social Sciences.” Quezon
Resources City. Vibal Group, Inc. 2016. pp. 5 – 11.
5889 DELA CRUZ, ARLEIGH ROSS D., FADRIGON, CECILE C., and MENDOZA, DIANA J. “Discipline and Ideas in
the Social Sciences.” Quezon City. Phoenix Publishing House, Inc.2016. pp. 1- 8.
5890 Curriculum Guide, DISS. page 1 of 7
IV. PROCEDURES
0 Reviewing INTRODUCE YOURSELF: REVIEW: (5 minutes) REVIEW: (5 minutes) REVIEW: (5 minutes)
previous lesson (15 minutes) Ask the learners to give a Ask the learners to define Ask the learners to
or presenting Ask the learners to introduce recap about what we social science as a study of define social science
the new lesson themselves and let the discussed yesterday. society. and natural science.
learners complete this  Definition of Social
sentence upon introducing Sciences.
themselves.
“Hello, my name is
_________. The object that
best represent me is a
___________ because
_____________________.
Example:
“Hello, my name is
GERONIMO T. SAMPILO.
The object that best represent
me is a POCKET WI-FI
because I CAN GIVE AND
SHARE THE KNOWLEDGE
AND INFORMATION THAT
THE USERS WANT TO
KNOW.”
0 Establishing a Teacher says: “Today, we are PICTURES INDIVIDUAL ACTIVITY KWL Chart
purpose for the going to begin our lesson in CONCEPTUALIZATION: WORD IDENTIFICATION Completion
lesson Discipline and Ideas in Social (5 minutes) (10minutes): The teacher (5 minutes)
Sciences.” Ask the learners to give an will ask the students to Directions: Ask the
idea about the pictures identify if the word related learners to complete
Ask the learners to give their projected on wall. to social science or natural the KWL Chart about
ideas/concept when they science. the definition of social
heard the word Social science and natural
Sciences? Biology History science.
Economics
Anthropology What I What I What
Psychology Physics Already Want to Learn
Chemistry Political Sci Know Know
Mathematics Zoology
0 Presenting (5 minutes) (5 minutes) (5 minutes) (5 minutes)

examples/instan Teacher says: “What is the Presenting the concept of What is the connection of Ask the learner to
ces of the new relevance of the previous Society in connection to the our previous activity in relate the concept of
lesson activity to the lesson today?” lesson for today. our topic for today? the activity in the KWL
Sharing of ideas and to the present lesson.
concept.
Definition:
SOCIAL SCIENCES - are
all academic disciplines
which deal with the man in
their social context.
0 A science which deals
with human behavior
in its social and
cultural aspects.
0 Discussing new GROUP ACTIVITY: (15 POWERPOINT GROUP ACTIVITY (15 VIDEO CLIPS
concepts and minutes) PRESENTATION: (15 minutes): The class will be PRESENTATION (15
practicing new Directions: Divide the class minutes) grouped into two. Each minutes):
skills #1 into 4 groups and choose a Discuss Social group will perform Show different video
leader to explain what their Science as study of society. collaborative learning clips about the
presentation all about, each Ask the learners to answer (brainstorming) about the different cultures and
group will do a role play the following HOTS questions: words presented in the traditions in the
showing the different previous activity. A leader Philippines. Then, let
behaviors they noticed in the 0 How does social science should be assigned for the learners answer
community. related to society? each group to present their the following
(see attached rubrics) 1 What are the roles of social work. The teacher will questions:
Processing of the activity, Let science in the society? serve as the facilitator
the learners give their ideas during their discussion. 1. What are the
and concepts about the different cultures
activity. and traditions in the
Philippines?
Discuss the concept of Social 2. Are cultures and
Science. traditions related to
people? If yes,
how?
0 Discussing new
concepts and
practicing new
skills #2
1 Developing DYAD ACTIVITY: (5 CONCEPT MAPPING: VENN DIAGRAM (5 minutes)
mastery (leads minutes) (10 minutes) COMPLETION Ask the learners to
to Formative Directions: Choose a partner The learner will be group into (10 minutes): define Humanities.
Assessment 3) and make a slogan showing three. Then, they will ask to fill The teacher will instruct
the relation of Social Science out a concept map showing the learners to complete
in the community. the definition of social science the diagram.
as a study of society.
Processing of output.
SIMILARITIES
NATURA
SOCIAL L
SCIENCE
SOCIETY SCIENCES S
G. Finding practical (5 minutes) (5 minutes) Ask the learners (5 (5 minutes)

applications of As Senior High School Ask the learner: What is social minutes): How natural Ask the learners
concepts and learners, how do you use sciences and how can it be science can be used in our how can humanities
skills in daily the social science in your used to study and understand daily lives? be applied to our
living daily living? society? daily living?
H. Making (5 minutes) (5 minutes) (5 minutes)
generalizations Ask the learners on how to define Social Science as study Ask the learners to Ask the learners to
and abstractions of society. differentiate social science distinguish between
about the lesson and natural science. Social and Humanities.
I. Evaluating INDIVIDUAL ACTIVITY: (5 minutes) (5 minutes) DIORAMA MAKING
learning SENTENCE COMPLETION PENCIL AND PAPER TEST: Ask the learners to define (10 minutes):
(5 minutes) Write True if the statement is the natural science? The learners will
Directions: The learners will correct and False if not. be asked to turn
complete the sentence: ______ 1. Social science can the classroom into
The Social be used to study and mini museum.
Science__________________ understand society. (See the attached
______________________. ______ 2. Socialization affects rubric for this activity)
the overall cultural practices
of a society, but it does not
shape one’s self-image.
______ 3. Most social
scientists believe heredity is
the most important factor
influencing human
development.
______ 4. Social sciences
perspective can be used to
address issue or problem.
______ 5. Society refers to a
group of people who share a
culture and a territory.
23 Additional ASSIGNMENT:
activities for Teacher will ask students to
application or bring any indigenous or
remediation recycled materials or art
materials about the
community to be used in their
diorama activity for day 4.
Grades 1 to School Grade Level
12 Teacher Learning Area DISS
DAILY
LESSON LOG Teaching Dates and Time Quarter

I. OBJECTIVES
The learners demonstrate an understanding of the emergence of the Social Sciences and the different
23 Content Standards
disciplines.
24 Performance Standards The learners shall be able to connect the disciplines with their historical and social foundations.
25 Learning Competencies/ Compare and contrast the various Social Science disciplines and their fields, main areas of
Objectives
inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)
Write the LC code for each
Define Anthropology, Describe Economics, Interpret Geography, Interpret History, identify the
identify the fields, areas identify the fields, identify the fields, areas fields, areas of inquiry and
of inquiry and methods areas of inquiry and of inquiry and methods of methods of History.
of Anthropology. methods of Economics. Geography.
Introducing the disciplines within the Social Sciences:
II. CONTENT
23 Anthropology
24 Economics
25 Geography
26 History
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
23 Additional Materials
from Learning Resource
(LR) portal
23 Other Learning Resources Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc.,
pp. 20-37
IV. PROCEDURES
23 Reviewing previous Ask the learners: Ask the learners: Ask the learners: Ask the learners:
lesson or presenting the 1. What are the 1. What are your 1. How do you find your 1. What is Geography?
new lesson differences among insights about budget for today? Have 2. What are the fields of
Social Science and yesterday’s lesson? you already planned Geography?
Natural Science and Establish the relevance how to manage it 3. Give a practical
Humanities? of anthropology as a wisely? application of Geography?
social science
(5 minutes) (3 minutes) (5 minutes)
(5 minutes)
23 Establishing a purpose Teacher will present a GROUP ACTIVITY: GROUP ACTIVITY: From the assignment, the
for the lesson picture of man’s SOUNDS LIKE teacher will distribute paper
evolution. Group the class into five strips among learners and
Process questions: (5). The learners will be require them to write the
1. Are you familiar with grouped into five. news headlines that
the picture? List down 10 things Each group will be given happened on their
2. What element/s of the which you can’t live a chance to pick a set of birthdates. Then, the
picture captured your without. words that sound like learners will post it in the
attention? The groups will present specific geographic blackboard.
3. What branch of social to the class. features through their
science is responsible group representative. (3 minutes)
for this picture? (7 minutes)
Set of words
(5 minutes) 1. Mt. Everest= Mouth-
Eve- Rey- East
2. Sahara Desert= Saw-
Hour- Add- East- Earth
3. Pacific Ocean= Pass-
Safe- Pick- Oust- Sun
4. Bermuda Triangle=
Bear- Mode- At- Try-
Angle
5. Palawan= Foul- Awe-
Won
(6 minutes)
23 Presenting CLASS ACTIVITY: SMALL GROUP GROUP DISCUSSION: PROCESSING
examples/instances of DISCUSSION: QUESTIONS:
the new lesson SOCSCI PUZZLE Each group will describe 1. What happened on your
The learners will supply Each group will classify the completed set of birthday? or What was
the letters to reveal the what among the listed words Mt. Everest, happening on the day
meaning of things falls under the Sahara Desert …) then that you were born?
Anthropology. needs or wants. present it to the class 2. Share your insights
The learners will present about your birthday
(5 minutes) it to the class by group. (10 minutes) headline.
3. Which branch of Social
(8 minutes) Science does our
activity represents?
4. Define history?
(15 minutes)
D. Discussing new concepts GROUP ACTIVITY: The teacher will ask the Based from the learners’ The teacher will discuss.
and practicing new skills #1 learners: analysis of the activity, History has different fields.
SOCSCI SORT 1. What is your own learners will be asked. Accomplish the Wheel
The learners will sort the ideas regarding 1. What is your idea Graphic Organizer by
pictures into the three Economics? about Geography? identifying the various
branches of branches of History that
Anthropology The keywords that may Elicit as many ideas as deals with the given
(5 minutes) arise will be written by possible from the themes, examples, or
the teacher on the board students interests. Write at the
to come up with a center your answer.
definition of Economics. Teacher then clarifies Example: Islam,
what Geography is. Christianity, Buddhism,
(10 minutes) Zoroastrianism, Hinduism
(10 minutes) = _____________ History
Different fields: Diplomatic,
Economic, Asian, World,
European, Environment,
Military, Legal, Cultural,
Modern, Women
(10 minutes)
5888 Discussing new concepts The teacher will discuss The teacher will present The teacher will use COMPLETE THE
and practicing new skills #2 the methods used in a graphic organizer that power point presentation ANALOGY:
studying Anthropology shows the relationship of for the discussion about Scientist: test tube
Microeconomics and physical and human Teacher: chalk
(10 minutes) Macroeconomics. geography. Historian:
(10 minutes) (Presentation contains ______________________
pictures of different land Processing Questions:
forms and bodies of 1. What is the connection
water such as, Mt. between word-pairs?
Everest, Cordillera, 2. What is the tool of a
Bohol, Baguio, historian?
Tagaytay, Sahara 3. Why is a historian like a
Desert, Bodies of water detective?
such as Pacific Ocean, 4. What is Historiography?
coastal areas, rivers, 5. Differentiate primary
lakes etc.) sources from secondary
sources.
(5 minutes)
(10 minutes)
0 Developing mastery GROUP ACTIVITY: CLASS ACTIVITY: GROUP ACTIVITY: The teacher will require
(leads to Formative Group Scenario PICK N STICK HUMAN TABLEAU learners to accomplish
Assessment 3) The teacher will assign The learners will In groups, learners will a worksheet. (See
each group to the classify words written perform human activities attachment)
different branches and on meta cards and post referring to a certain
let the learners relate it it on its corresponding place such as hilly, (3 minutes)
to the different methods field of Economics. mountainous, coastal,
used in Anthropology. rivers, lakes to show
(5 minutes) their way of life.
(15 minutes)
(8 minutes)
0 Finding practical The teacher will present Cite specific situation in Teacher will ask “How Do you find History useful
applications of concepts another scenario to the your life where you can does your environment to your daily lives? Why did
and skills in daily living learners: “If you are an apply the principles of affect your way of living? you say so?
anthropologist, what Macro and (5 minutes)
specific Filipino tradition Microeconomics. (3 minutes)
will you be interested (5 minutes)
into?
(5 minutes)
0 Making generalizations and The teacher will ask the The teacher will ask From all of the During this past week, what
abstractions about the learners about the the learners about the aforementioned, what were the hottest issues that
lesson definition, branches and definition and fields of is your understanding the different fields of
methods used in Economics. about Geography? History examined?
studying Anthropology
(10 minutes)
Answers: Answers: Answers:
23Anthropology is the Economics seeks to Geography is the study
study of humankind understand people’s of the features of the
243 branches: Physical activities concerning earth and the location of
or Biological, Cultural, production, distribution living things on the
and Archaeology and consumption of planet. It is divided into
goods and services. two main branches- the
3. Methods: Physical Geography and
Ethnography, The two fields of Human Geography.
Participant Economics are
Observation, Interview, Microeconomics and (3 minutes)
Focused group Macroeconomics.
discussion, life history
method, ocular (5 minutes)
inspection.
(5 minutes)
I. Evaluating learning The teacher will ask the CONCEPT MAPPING: Paper and Pencil Test Final
learners to accomplish ECONOMICS (10-item quiz) Complete the sentence
the 5-3-1 Chart prompts.
(5-Methods, 3-Braches, Expected output: Definition, Etymology,
1-Definition) (Needs, Wants, Branches of Geography History is the study of
Microeconomics, ________.
(5 minutes) Macroeconomics) (7 minutes)
Among the fields of History,
(5 minutes) I am interested at _______
History because I’m
fascinated with
_______________.
An example of primary
sources that I will deal with
_____________ History
are ________________.
An example of secondary
source that I will deal with
_____________ History
are ________________.
(10 minutes)
J. Additional activities for The teacher will ask the
application or remediation learners to search the
internet for a significant
event that happened
during the day of their
birth.
DAILY

I. OBJECTIVES
The learners demonstrate an understanding of the emergence of the Social Sciences and the different
23 Content Standards
disciplines.
24 Performance Standards The learners shall be able to connect the disciplines with their historical and social foundations.
25 Learning Competencies/ Compare and contrast the various Social Science disciplines and their fields, main areas of
Objectives inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)
Write the LC code for each Define Linguistics, Describe Political Interpret Psychology, Interpret Sociology,
identify the fields, areas Science, identify the identify the fields, areas identify the fields, areas of
of inquiry and methods fields, areas of inquiry of inquiry and methods inquiry and methods of
of Linguistics. and methods of Political of Psychology. Sociology.
Science.
Introducing the disciplines within the Social Sciences:
II. CONTENT 23 Linguistics
24 Political Science
25 Psychology
26 Demography
A. References
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning Resources Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc.,
pp. 20-37.
IV. PROCEDURES
23 Reviewing previous Ask the learners: Ask the learners: Ask the learners: Review on their
lesson or presenting the 23 What are the 1. What have we 1. Where do you think knowledge of the previous
new lesson different disciplines of discussed yesterday? the word Psychology lesson (Psychology).
social science that have came from? Guide question:
been discussed last (3 minutes) 1. In your own words, how
week? (3 minutes) will you define
Psychology?
(3 minutes) 2 Is Psychology important
in our daily life? How?
(5 minutes)
23 Establishing a purpose PINOY HENYO: In a ¼ sheet of paper, Teacher put meta cards
for the lesson Teacher group learners learners will write their (with respective fields or
Group Activity
into five (5); each will answers for the areas of discipline) in one
Group the learners into
have two representatives following: specific table; then ask
five (5).
to guess a word 1. Give 3 descriptive learners randomly to pick
Each group will pick a
particularly political icon. words of: the meta cards and paste
strip of paper with a
E.g. Pres. Duterte, a. LION it into the board where
statement written on it.
Governor Umali, etc. b. EAGLE they categorized
Representative of
c. OCEAN (Sociological or
each group will read
(10 minutes) Processing: Demographic)
what is written.
1. Answer to the first
The teacher will ask
pertains to how the (5 minutes)
the following questions:
person sees
23Do you understand
himself/herself
what is written on the
2. How others see
strips?
him/her.
24 What do you
think is the language 3. Perspective in life
used in the statement
23 What do you (10 minutes)
think is the reason why
we have many
languages?
24 Where does
language came from?
(10 minutes)
23 Presenting Guide Question: Who The teacher will deliver Group the learners into 2
Group Activity:
examples/instances of are those a lesson that will tackle and with the aid of
the new lesson WEB MAPPING personalities? What is the goals and key Concept Pattern
Form a word map
common among them? concepts of psychology Organizer, each group will
using the word
identify the similarities
LIGUISTICS. From the (5 minutes) At the same time, and differences between
words, they formed the learners will be Sociology and
definition of Linguistics
introduced to the Demography.
will then be derived.
branches of Psychology.
(12 minutes)
(10 minutes)
23 Discussing new concepts Group Activity Group Activity Recitation: Presentation of the
and practicing new skills #1 Evolution of Language Directions: Each 5 learners will be lesson: Teacher will
From the previous group doing a role selected to answer the discuss the discipline and
groupings. The learners playing showing the following questions: fields of the latter. Base on
will be asked to: political scenario of 23How are the goals of the above activity.
23Cite 5 Filipino words the Philippines. Psychology related to
and determine their (See attached rubric for varying interests of
corresponding the evaluation). branches of Psychology
translations into Hippie, Processing of the activity,
jejemon, gay lingo, and Let the learners give their The teacher will ask
text language. ideas and concepts about for volunteers after the
Ex. the activity. 5 selected learners. If
Nanay- Ermats there are no more
(Hippie), (10 minutes) volunteers, the teacher
nHanayhhzz(Jejemon)-
mudra (Gay can proceed to the
Lingo)-nnay (Text) next activity.
0 Use the 5 Filipino
words into a sentence (15 minutes)
using the Hippie,
jejemon, gay lingo, text
language
The teacher will

introduce the different
fields of Linguistics
(Morphology-study of
language form, Syntax-
study of how words are
being formed into a
phrase, Phonology-study
of sounds of language)
(15 minutes)
23 Discussing new concepts Discuss the importance
and practicing new skills #2 of the two fields and the
main areas of inquiry and
methods.
24 Developing mastery Class recitation in a Teacher will discuss the VIDEO CLIP: Learners The learners will
(leads to Formative form of Board Work disciplines of the social will be presented a analyze demographic
Assessment 3) The teacher will sciences (references: video clip that exhibits data prepared by the
randomly distribute 9 Political Science in the the different teacher and its effect on
words/phrases to the Philippines; A history of a perspectives of people the society.
class. The assigned discipline by: Remegio E. from all walks of life with
student will post it on Agpalo regards to Psychology
the board according to
its classification. (17 minutes) (10 minutes)
(Morphology, Syntax,
and Phonology)
The class will check if
the given answers
are correct.
(5 minutes)
Finding practical Questions to be asked: The learners will choose Learners will write 2-3 From what they have
applications of concepts 0 How do you use any Government position sentences in their learned, learners will be
and skills in daily living language the wish to hold notebook about the asked to write an essay
appropriately in your someday. As a importance of on how they will apply
daily communication? Government official, studying Psychology. these in their daily lives.
(5 minutes) what would be your
priority project? (5 minutes)
(5 minutes)
0 Making generalizations and Recitation Recitation: Learners will give a brief In their own words,
abstractions about the The following questions What is Political Science but precise explanation learners will
lesson will be asked: all about? How does it on the quotation: differentiate Sociology
Ȁ⸀ĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀȀĀȀinfluence
⸀Ā our society? “We know what we are from Demography.
ᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀ0 Wh Political Science deals but not what we may
at is Linguistics all with the systems of the be.” –Ophelia in Hamlet
about? government, and the
Ȁ⸀ĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀᜀĀ analysis of political (7 minutes)
ᜀȀĀȀ⸀ĀᜀĀᜀĀᜀĀᜀĀᜀĀ activities, political
ᜀĀᜀĀ1What are the thoughts and political
three fields of behaviors.
Linguistics?
(5 minutes)
(5 minutes)
I. Evaluating learning Like or Unlike Five items quiz: True or Short Quiz
Teacher will read False The teacher will
statements to the class show pictures/ scenarios.
and learners will identify The learners will identify
if the statements are whether the picture /
correct or not by raising scenarios concern
0 thumbs-up and political science.
thumbs- down.
(5 minutes)
(5 minutes)
J. Additional activities for
application or remediation
V. REMARKS
DAILY

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
B. Performance
Standards
The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods.
Competencies/
Objectives The learners compare and contrast the various The learners race the historical foundation and social
Write the LC code for Social Science disciplines and their fields, main context that lead to the development of each discipline
each areas of inquiry, and methods (HUMSS_DISS11-IIIb- (HUMSS_DISS11-IIIb-d-4)
d-3)
II. CONTENT Historical context of the emergence of each discipline
0 LEARNING
RESOURCES
A. References
0 Teacher’s Guide
pages
0 Learner’s Materials
ages
3. Textbook pages
23Additional Materials
from Learning
Resource (LR) portal
23 Other Learning 23 Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp.
Resources 20-37.
24 https://m.youtube.com/watch?v=DSIdaTSG2Gg
IV. PROCEDURES
23 Reviewing previous Ask the learners: COMPARE AND Matching type:
lesson or presenting Enumerate the CONTRAST: On the column A are the
the new lesson different disciplines Compare and contrast the social science disciplines
of Social Science various social science (Anthropology,
disciplines and their fields, Economics, Geography,
(5minutes) main areas of inquiry, and and History). On the
methods using a Venn column B are the historical
diagram. There will be four (4) foundations of each
sets of Venn Diagram. The discipline (time, date,
class is divided into four (4) place, event, and people).
groups; each will be given The students will match
metacards containing each description to what
descriptions of various discipline it belongs.
disciplines. Each group will
work on their assigned
diagram. Finished work will
be posted on the board and
group representatives will
explain it. This activity will last
for 10mins.
Establishing a Think- Pair- Share Short Video presentation: The teacher play a
purpose for the Direction Teacher will present the short dialectical song (e.g
lesson Student will look for a video entitled " An Animated Manang Biday) Student
partner. Introduction to Social will be asked 1. What is
They will be instructed Science" message of the song? 2.
to ask each other (4:35 minutes) Where the song came
about their from? 3. Who are the
Government officials in
similarities and https://m.youtube.com/watch? that particular province? 4.
differences. v=DSIdaTSG2Gg Upon hearing the song,
The teacher will ask what do you think is the
volunteers to share way of life of the people
their output. leaving in that place?
(10 minutes)
Presenting Photo Analysis Categorizing: Word mapping: (e.g.
examples/instances The teacher will show a What are the different Waray - Linguistic,
of the new lesson photo of Identical disciplines shown on the Governor Umali- Political
Twins. (Richard and video? Picture analysis (old Science, Farming-
Raymond Gutierrez) and new ways). Example: Sociology/ demography.
Question to be asked: Barter system (old) and
Do you think the Banking system (new).
Gutierrez twins The teacher will ask how
have similarities and economics started.
differences?
The teacher will explain

that just like an Identical
Twins, the different
disciplines of social
science have
similarities despite their
differences.
(10 minutes)
Discussing new The class will be Presentation of the lesson: Open discussion of the
concepts and grouped into Eight (8). Teacher discusses the word mapping
practicing new Each group will be historical foundation and
skills #1 collaborating on a social context that led to the
specific discipline. (e.g. development of the latter
group 1 Anthropology. .
.) and will be given discipline through power point
meta cards to write the presentation.
following definition and
branches.
(35 minutes)
Discussing new The teacher will post a The class will do their group The class will be divided
concepts and Compare and Contrast activity; Each group will show into five (5) groups; each
practicing new Template on the board for a free style creative group will fill-up an info
skills #2 students to accomplish. presentation (e.g. Rap, Song, sheet and will be asked to
Poem, Tableau, etc.) of each create a tabular task
Each group will discuss discipline that will show the sheet.
their output on the class. emergence of each discipline.
(20 minutes)
Developing mastery Each group will choose a Ask student randomly with The info sheet will be
(leads to Formative representative to compare the following questions: discussed in the group for
Assessment 3) and contrast their Who is the father of 2 minutes and afterwards
assigned discipline to Anthropology? will pass to the next
other disciplines of social Why was anthropology group. The activity will
science. developed? continue and end until all
What is the two main parts groups has discussed the
(20 minutes) of History of Geography? entire info sheet. Task
What is meant by history? sheet are expected to be
accomplished after ten
(10) minutes: Discussion:
The teacher will elicit

responses from student
based on the
accomplished task sheet.
(10 minutes)
Finding practical Recitation: Think-Pair-Share: Reflection: Imagine Life
applications of Ask the learners: What are the anthropological, without language,
concepts and skills in Among all the economic, geographical and leaders, laws, family.
daily living disciplines of Social historical activities at home?
Science, what do you 5mins.
think would be the
most useful discipline?
(10 minutes)
Making generalizations Sentence Completion: Teacher ask student
and abstractions The teacher will ask the class randomly with the
about the lesson to complete the sentence, following question: 1. Is
Anthropology/Economics/Geo linguistic is a science?
graphy/History started during Explain? Is Politics a
________________ in Science? Who first used
Ask the students:
____________ because the term politics? Who
What is the significance of created the term
___________. Example:
studying Social Science? Psychology? How did
Economics started even
before the ancient time in psychology developed as
(5 minutes)
early civilizations because a science? Explain? What
during that time, people have sociology all about? Why
needs to be satisfied. They do we need study
started producing goods at demography? Explain?
the same time, exchange
goods with others.
Evaluating learning 10 item quiz Complete the table: Essay:

Accomplish the template. There will be 5 columns and 6 Student will be asked to
rows to be completed. do a three- sentence
(5 minutes) Columns: Criteria, essay expressing and
Anthropology, Economics, explaining how the
Geography, and History. development of each
Rows: Criteria, Etymological
name, Time/Date, Place, discipline occur from the
People, and Event. perspective of history.
J. Additional activities
for application or
remediation
V. REMARKS
Grades 1 to 12 School RAMON ENRIQUEZ HIGHSCHOOL Grade Level 11
DAILY LESSON Teacher JEANALYN NIEVA Learning Area DISS
LOG Teaching Dates and AUG-12-15 Quarter 2ND
Time 10-11
Session 1 Session 2 Session 3 Session 4

OBJECTIVES
0 Content Standards The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences
The learners shall be able to:

1 Performance
interpret personal and social experiences using relevant approaches in the Social Sciences.
Standards
Evaluate the strength and weaknesses of the approach.
2 Learning 1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism as
Competencies/
Objectives dominant approach) HUMSS_DIS11 -IIIe-f-1
Write the LC code The learners interpret personal The learners explain the The learners
for each and social experiences using social function/dysfunction, evaluate the
The learners define relevant approaches in the manifest and latent function strength and
Structural Functionalism Social Sciences weaknesses of
structural
functionalism.
II. CONTENT STRUCTURAL-FUNCTIONALISM
C. References
Teacher’s Guide
pages
Learner’s Materials
pages
3. Textbook pages
from Learning
Resource (LR)
portal
Other Learning Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,
Resources
IV. PROCEDURES
Reviewing previous The Teacher will ask the Teacher will ask the Following. The Teacher will ask the The teacher will
lesson or presenting students to give the different 1. Defined structural students write the manifest
the new lesson fields study under the social functionalism What was the lesson function and latent
sciences. 1. What keeps societies yesterday? function on the
(5 minutes) together? How was the lesson board and the
2. What other institutions can discussed? students will give
you consider as having (5 minutes) some examples of
particular function in the these two functions
society? and they will write
(5 minutes) their answer on the
board.
(5 minutes)
Establishing a The Teacher will write the Group Activity. The teacher will post The Teacher will
purpose for word CONSENSUS on the Paper Tower jumbled letters on the board ask the students
the lesson board and each student will Group the learners into 5. Give and some student will What are your
write with his/her own idea each group an equal number of arrange the jumbled letters Strengths and
about CONSENSUS. papers. Ask them to erect a to make it right. Weaknesses? And
(concept map) tower. The highest paper tower (JUMBLED LETTERS) the students will
is the winner of the game. 1. SOCIAL FUNCTION write their answer
2. SOCIAL DYSFUNCTION on the board.
Processing Questions: 3. MANIFEST FUNCTION (5 minutes)
CONSENSUS 1. How were you able to build 4. LATENT FUNCTION
the tower appropriately? 5. SOCIAL EQUILIBRIUM
2. How does the activity relate (10 minutes)
to structural functionalism?
(Possible answer: The
(5 minutes) members have to cooperate in
order to achieve a common
goal.)
(10 minutes)
Presenting The class will be divided Group discussion. Group Activity.
examples/instances into 5 groups. Each group The students will be divided The class will be
of the new lesson will present role playing that in to four groups. A social divided in to five
shows the role or function structure will be assign to groups and each
of the following in society each group (family, social will share their idea
FAMILY hierarchy, politics and about the Strength
CHURCH sports) The group will and weaknesses of
SCHOOL discuss the manifest and structural
GOVERNMENT latent function of the functionalism using
MEDIA structured assigned to them. “KWL approach”
(20 minutes) After the discussion, the after the group
group leader will share what discussion they will
they have discussed within write their output or
the group. idea in manila paper
(20 minutes) or cartolina.
(10 minutes)
Discussing new Processing questions. (Brainstorming) Processing questions. Processing
concepts and 1. How does each institution The class will be asked to What have you realized questions.
practicing new work in society according to share with their groups their from the activity? What are the
skills #1 structural-functionalism personal experiences about the Why are social structures strengths and
based on the activity? principles of structural and social functions weaknesses of a
2. How important are the functionalism on the assign important in structural functionalist theory
social functions of social institution. functionalism? of socialization?
structure to the stability of 1. FAMILY How do you differentiate What is the
society? 2. CHURCH social functions from defining factors that
3. SCHOOL social dysfunctions?
GOVERNMENT What are the differences separate strength &
MEDIA between manifest and weakness?
latent functions? What are the
(5 minutes) strengths and
weaknesses of this
theory?
(5 minutes)
Discussing new One representative in each

concepts and group will give the GIST of
practicing new their discussion. After every
skills #2 presentation, the teacher will
give his/her input.
Developing mastery Video Analysis Group Activity Using the T-chart the Group Activity
(leads to Formative https://www.youtube.com/w The class will be divided students will enumerate the The class will be
Assessment 3) atch?v=BKl6HSnlaIk into five groups each group social function/ dysfunction, divided in to five
will present their personal manifest and latent groups each group
(7 minutes) experiences of structural function. (5 minutes) will present the
functionalism in the assign strength and
institution. weaknesses of
role playing structural
poster making functionalism.
Tableau role playing
talk show poster making
jingle Tableau
(20 minutes) talk show
jingle
(20 minutes)
Finding practical Teacher will ask the Teacher will ask the Following Teacher will ask the Teacher will ask the
applications of Following questions. questions. Following questions. Following
concepts and 1. What GIST of the video? questions.
skills in daily living
What specific scene struck How did structural How will you explain the Do you concentrate
you the most? Why? functionalism help you social function/dysfunction, on your strengths or
As a student and a interpret some personal manifest and latent your weaknesses?
member of the society, how experiences? (2 minutes) function? (5 minutes) Why?
will you promote solidarity What new
and stability? realizations do
(5 minutes) you have about
the topic?
What new
connections have
you made for
yourself?
(5 minutes)
Making generalizations The teacher will ask Why is there’s a need to The teacher will ask The teacher will ask
and abstractions the students. interpret personal the students to answer the students to
about the lesson Why are the social experiences using structural the following questions. answer the
structures and social functionalism? (5 minutes) 1.Why do we need to following Question.
functions important in explain the social What are the
structural functionalism? function/dysfunction, strengths and
(4 Minutes) manifest and latent function weaknesses of the
How do you differentiate functionalist theory?
social functions from (5 minutes)
social dysfunctions?
What are the differences
between manifest and
latent functions?
S. Evaluating learning (5 minutes)
Reflection Paper Using Venn Diagram.
Define Structural The teacher will ask the students to
The learners will reflect on the question explain the following.
functionalism (4 below. SOCIAL FUNCTION The students will give
minutes) How important is structural functionalism in SOCIAL DYSFUNCTION at least 5 Strength
understanding the different institutions in MANIFEST FUNCTION and 5 Weaknesses of
society? LATENT FUNCTION
SOCIAL EQUILIBRIUM Structural
functionalism
the different institutions in 4. LATENT FUNCTION structural-
society? 5. SOCIAL EQUILIBRIUM functionalism.
(5 minutes) (5 minutes)
T. Additional activities
for application or
remediation
Grades 1 School RAMON ENRIQUEZ HIGHSCHOOL Grade Level 11
to 12 Teacher JEANALYN B. NIEVA Learning Area DISS
DAILY
LESSON Teaching Dates and Time AUG 19-23 Quarter 2ND
LOG 10-11PM

I. OBJECTIVES
G. Content Standards Key concepts and approaches in the Social Sciences
Interpret personal and social experiences using relevant approaches in the Social Science.
H. Performance Standards
Evaluate the strengths and weaknesses of the approaches
I. Learning Competencies/ Psychoanalysis

Objectives Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
Write the LC code for
each
Identify the three level of Interpret personal and
The learners present
awareness. The learners analyze the social experiences using
the Structure of
The learners recognize person’s personality in terms Structures of personality
Personality through
the proponent of the of Id, Ego, and Superego. in relation with Defense
Social Experiment
Psychoanalysis. HUMSS_DIS11-IIIi-2 Mechanism.
HUMSS_DIS11-IIIi-1 HUMSS_DIS11-IIIi-3 HUMSS_DIS11-IIIi-4
II. CONTENT PSYCHOANALYSIS

E. References
3. Textbook pages
0 Additional Materials from
Learning Resource
(LR) portal
Other Learning Disciplines and Ideas in the Social Sciences by Carlos Peña Tatel, pages 44-46
Resources Compiled Lecture Notes in Theories of Personality by Benny S. Soliman, pages 10-12
http//www.Psychodynamic.20Approaches_simply.20Psychology.html
IV. PROCEDURES
Reviewing previous lesson Ask the students to give Short review on the past Ask the students to briefly Teacher will review
or presenting the new examples of symbolic- lesson. Ask the students: explain the “Iceberg the rubrics to be
lesson interactionism. 1. Who is the proponent Model”. used in grading the
(3 minutes). of psychoanalysis? Guide question: presentation of
2. Define 1. What is the difference Social Experiment.
psychoanalysis? of the three structure of
(3 minutes) personality (Id, Ego, Video Presentation
and Superego)? of the learner’s
(3 minutes) Social Experiment.
B. Establishing a purpose Teaser Video: “Titanic” Situation Analysis Before moving further to
for the lesson A girl/boy went to the mall to the discussion, the
Teacher will ask question buy school shoes. Upon teacher will ask the
after the video presentation. entering the shoes section, a leaners:
1. What is the video all pair of ragged shoes caught
about? her/his attention. The girl/boy What do you usually do
2. What causes the titanic to was having a hard time to whenever you are upset
sunk? choose between school in a particular situation?
3. Why titanic was collided shoes or ragged shoes.
to the iceberg? (5 minutes) Example:
(7 minutes) You are not allowed by
http://www.youtube.com/wat your parents to attend
ch?v=7=Ff5CS27-Y a party?
How about your
classmates do not
allow you to copy their
answer?
(5 minutes)
Presenting Group Activity: Questioning: From the responses of
examples/instances Map Construction: Guide Question: the students, teachers
of the new lesson Learners will be group What was the situation all will inject that those has
into five. the about? specific terms called
Learners will divide and If you are in the same Defense Mechanism.
plot the three level of situation, what will you
awareness using the choose? Teacher will discuss
picture of Iceberg. some of the Defense
Instruct the learners to Mechanism.
discuss among their Projection
group mates regarding Displacement
the division of the Reaction
iceberg. Formation
Learners will present their Sublimation (5
output in the class. minutes)
(10 minutes)
Discussing new concepts Teacher will show pictures Group the students according Teacher will ask the
and practicing new that illustrate the three to their shoes preference. learners:
skills #1 parts of the mind. Group School Shoes From our discussion what
Group Ragged Shoes do you think is the
From the given pictures,
connection of structure of
leaners will be asked to Guide Question: personality to Defense
say “MINE” if it represents Mechanism?
Why did you choose
them otherwise say “NOT”. school shoes? Ragged (3 minutes)
Pictures will be group shoes?
according to the three
level of awareness.
(Responses will be written
Students with the same on the board) analyze the
answers will be grouped answers per group.
together and explain the
level of awareness Discuss the Psychoanalysis
where they belong. by Sigmund Freud
(10 minutes) particularly the Id,
Ego, and Superego.
(20 minutes)
Discussing new concepts
and practicing new
skills #2
Developing mastery Teacher will inject and Group Activity: Group Activity:
(leads to Formative further discuss the Picture Analysis Group the student into
Assessment 3) concept of the three level Group the students into five groups.
of awareness as part of three (3) groups. Ask them to cite one
the psychoanalysis. 0 Each group will be (1) situation
assigned to classify the happened in their life
Discuss brief background different pictures according wherein they used
of the proponent of to Id, Ego, and Superego. defense mechanism.
Psychoanalysis. (5 Students will justify their Let the groups identify
minutes) answers. the Id, ego, and
Rubric Attached superego in that
situation given by the
students.
(9 minutes)
Finding practical applications Are there any instances that Give certain situations
of concepts and skills in you have experience wherein Id, Ego, and
daily living either one of these three Superego are evident?
levels of awareness?
In what particular situation
did you experience these
levels of awareness?
(5 minutes)
Making generalizations and Guide Question: What are the three (3) (Learners will be given
abstractions about the Who is the proponent of structure of personality? five (5) minutes review for
lesson Psychoanalysis? the summative test).
What are the three level of ID- is concerned only with
awareness? Briefly satisfying personal desires.
explain. The actions taken by the id
are based on the Pleasure
Sigmund Freud (1856- principle.
1939)- Jewish background,
though avowed atheist. EGO- the primary job of the
Lived in Vienna until Nazi ego is to mediate/ balanced
occupation in 1938. He had the demands of the Id and
a medical background the outer forces of reality.
wanted to do
“neurophysiologic research”. SUPEREGO- the moral
He had a private practice in arm of the personality, it
nervous and brain disorders. corresponds to one’s
He is the founding father of conscience.
psychoanalysis.
Psychoanalytic theory is a
framework for understanding
the impact of the
unconscious on thoughts,
feelings, and behavior.
Conscious- contains
those thoughts of which
you are currently aware.
Preconscious- stores all
the thoughts of which you
could bring into
consciousness fairly easily if
you wanted to; thoughts that
can be easily recall without
special techniques.
Unconscious- the material

that we have no immediate
access to, and we cannot
bring into consciousness
except under certain
extreme situations.
(10 minutes)
I. Evaluating learning Individual Activity: Group Activity: Role Playing 40 items Individual
Construct/ draw your own Group the learners into summative test Activity: Write a
representation of the level of three (3) groups. Pointers: reflection about the
awareness creatively. The group will pick what 10 items structural Social experiment
Briefly explain on your own particular structure of functionalism presented by your
words. personality they will 10 items Marxism group.
(10 minutes) perform/ present. (Id, Ego, 10 items symbolic
Superego). interactionism
Rubrics will be provided to 10 items psychoanalysis
evaluate performance. (30 minutes)
Additional activities for Create five groups and Remind the class about
application or prepare a social experiment the presentation of the
remediation showing the three structures Social Experiment for
of personality. the next day.
(e.g. Intentional dropping
of wallet in the public to
GRA DES School RAMON ENRIQUEZ HIGHSCHOOL Grade Level11
1 to12DAILY Teacher JEANALYN B. NIEVA Learning Area DISS
LESSONLOG Teaching Dates and AUG 27-30 (10-11AM) Sem/Quarter 2ND

I. OBJECTIVES
J. Content Standards The learners demonstrate key concepts and approaches in the social sciences.
The learner shall be able to:

K. Performance
Standards Interpret personal and social experiences using relevant approaches in the social sciences.
Evaluate the strengths and weaknesses of the approach.
L. Learning Competencies/ The learners to
Objectives The learners to determine determine manifest
The learners to determine The learners to determine
Write the LC code for manifest and latent and latent functions
each manifest and latent functions manifest and latent functions
functions and and dysfunctions of
and dysfunctions of socio- and dysfunctions of socio dysfunctions of socio- socio cultural
cultural phenomena cultural phenomena cultural phenomena phenomena
(HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-
f-1)
II. CONTENT STRUCTURAL FUNCTIONALISM

G. References Curriculum Guide in DISS Curriculum Guide DISS page Curriculum Guide in DISS Curriculum Guide in
page 1 1 page 1 DISS page 1
3. Textbook pages
Additional Materials from
Learning Resource
(LR) portal
Other Learning Disciplines and Ideas in the Social Sciences by Arleigh Ross
Resources D. dela Cruz, et.al. page 63, https://www.reference.com/world-
https://www.youtube.com/watch?v=2jvpu_DFOEs) view/functionalist-theory-1f5dfda945fd3cd1
www.philstar.com
IV. PROCEDURES
Reviewing previous lesson The teacher will review the The teacher will review Manifest Functions- the Asks volunteer
or presenting the new class regarding strengths about manifest function in beneficial consequences student to give a
lesson and weaknesses of structural functionalism. of people’s actions Latent recap of the
structural functionalism Students will be asked to Dysfunctions- the previous lesson
through showing emotions read what they have written consequences that harm about Manifest
– If it is strength the on their journal. a society Dysfunction.
students will smile if it is
weakness the students will (5 minutes)
show sad face.
(5 min)
(5 minutes)
Establishing a purpose for The teacher will The teacher will show Video presentation of the Concept Mapping:
the lesson ask questions: current news regarding important functions of the The students will be
unemployment and major organs to a human asked or cite
Who among you want to underemployment. body and possible examples of Latent
finish a college education? (www.philstar.com) consequences if it dysfunctions from the
malfunctions… following institutions
What are the reasons The teacher will ask
why we want to finish our a question Heart Family
college degree someday? Why does the country Brain School
experiencing increase in Liver Government
The teacher will show number of unemployed Kidney Church/Religion
through power point and underemployed? Lungs Mass Media
presentation the objective
of the lesson regarding
manifest function in The teacher will write Processing Questions:
structural functionalism through the use of 1. what is the function of
blackboard and chalk the the heart? Worse thing
(5 min) objective of the lesson that will happen if the
regarding latent function in heart malfunctions?
structural functionalism
Brain, Liver, Kidney and
(5min) Lungs
2. what are the

parts/institutions which
builds society?
3. what do you think they
are likened to human
organs?
4. can we relate this
video to Philippine
society?
Presenting Then, the teacher will The teacher will present a MD are anticipated, LD are unintended
examples/instances show pictures to analyzed: video clip regarding latent intended disruptions of and unanticipated
of the new lesson (College student reading function in structural social life. disruptions of order
books, Typical classroom functionalism Manifests Dysfunctions of and stability.
setting) (https://www.youtube.com/w cell phone relates to Dysfunctions within a
How do you see the first atch?v=2jvpu_DFOEs) drivers who become social system,
picture and the distracted particularly latent
second picture Guided Questions: dysfunctions with
presented? What are the things that the e.g. (fiesta), disruptions of their unforeseen
Do you see any social video presented? transportation and negative
pattern/action that excessive production of consequences, place
manifested in the What is your common garbage. pressure on the
picture? understanding regarding system to change.
e.g. If a student is latent function in structural 2. Latent dysfunction
reading a book he/she functionalism? it can be used to
may acquire (5 min) report on and
knowledge. (5 document events as
minutes) they happen. This
capability allows
people to disrupt the
existing order by
bypassing the news
media, government
censors, and others
who try to control or
suppress the flow of
information.
e.g. (fiesta)they
would be
represented by
people missing work
due to the traffic jam.
D. Discussing new Picture Analysis
concepts and practicing With the given pictures, Any intended disruptions Short activity:
new skills #1 the teacher will discuss Using the guided questions of the harmony of social Photo Analysis of
the manifest function in the teacher will guide the order can be considered Latent Dysfunction
structural functionalism as students on the discussion social dysfunctions. students will identify
stated by Robert Merton phase on the latent function from what group
“The recognized and in structural functionalism as Can you cite specific these LD belong
intended consequences cited by Robert Merton “The examples of manifest from the given
of an social pattern”. unrecognized and dysfunctions? Institutions. They will
unintended consequences choose leader of
There will be a direct of all social pattern” and cite their group to present
discussion regarding the examples regarding the their work.
concept. matter and ask the following
(10min) questions.” (by using power Rubric will be posted
point presentation and or written on the
direct method) blackboard
(10 min)
Family
School
Government
Church/Religion
Mass Media
Discussing new concepts BRAIN STORMING Group Activity:

and practicing new The class is divided into The students will be
skills #2 four (4). The class is grouped and will task to
asked to do a small identify three latent function
classroom discussion on (unrecognized and
how manifest function unintended consequences)
affect us. functions in the supreme
(10min) student government.
1. Campaigning for a
position in the SSG
2. Plan for Social Gathering
for Students
3. Assisting teachers during
school program/celebration
(10 min)
After writing the given task
one group member will
explain their answer. (10
min)
Developing mastery Each group will share their
(leads to Formative insights based on the Teacher will clarify all Role playing; group Activity: Group
Assessment 3) small group discussion. misconception of the students into 5. leader will Dynamics
The Teacher will give students regarding latent pick one among the given The learners will be
emphasis toward function. topic. they will show how group according to
structural functionalism Every student will list down manifest dysfunctions the given Institutions.
(10min) latent functions they heard happen in different After which they will
from the group activity, then Institutions. They can think of any values
5 students will present it to think of their own this Institutions
class. (10 min) situations. contribute to the
e.g. society.
Family: Divorce
School: Teacher soliciting Process Questions;
money from a failing 1. what do you think
student will happen if this
Government: Graft and particular value is not
Corruption met in the society we
Church/Religion: sex live in?
scandal of a priest 2. what are the
Mass Media: possible
consequences?
Finding practical applications The teacher will ask three In what way does l latent Ask some students The learners will be
of concepts and skills in students: Does manifest function in structural how manifest tasked to write 100
daily living function in structural functionalism affect our live dysfunction happen in words essay. It
functionalism affect your (5 minutes) the society or should be a first-
life as students? Why? (5 community they hand experience of
minutes) belong. latent dysfunction
and how it affects
their respective
community.
Making generalizations and Ask three or four students Ask three or four
abstractions about the to make a generalization students to make a
lesson The teacher will select The teacher will select of the said topic: Manifest generalization of the
students to generalize the three students generalize Dysfunction said topic: Latent
topic regarding function in the discussion: Guide Questions; Dysfunction
structural functionalism as Guide Questions;
stated by Robert Merton What is latent function in What is manifest
structural functionalism? dysfunction? What is latent
(5min) dysfunction?
Expected answer:
______________________ Expected answer:
______________________ Deviant behaviors
______________________ committed within Deviant behaviors in
(5 min) the community that the society which has
are intentional unintended effect
Evaluating learning Formative Assessment: Formative Assessment: In not more than 3 Answer the question
(with prepared rubric) Explain the following sentences answer the on a one-half sheet
Write a one paragraph questions given query. of paper.
learning regarding Can latent function bring
manifest function in people together of similar What is the most What is the most
social-structuralism. (5 background? beneficial lesson of beneficial lesson of
min) Does the effect of latent manifest dysfunction latent dysfunction
function do necessarily vis-à-vis understanding vis-à-vis
good and not necessarily social equilibrium? understanding social
good for everyone? (5 min) equilibrium?
(Rubric)
15-Explain the two question Or
comprehensively Manifest Dysfunction is Or
10-Explain the two beneficial in balancing Latent Dysfunction is
question with correction social order beneficial in
5-Explain one question only because_____________ balancing social
____________. order
because__________
_______________.
Additional activities for Find a research paper

Journal Writing:
application or through Google scholar
remediation on latent function in social Give your personal
structuralism. experiences regarding the
Write it on your topic that has been
discussed.
learning journal.
Grades 1 to 12 School REHS Grade Level 11
DAILY LESSON LOG Teacher J.NIEVA Learning Area DISS
Teaching Dates and Time SEPT 2-6 (10-11AM) Quarter 2ND
Monday Tuesday Wednesday Thursday

I. OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts and approaches in the Social
Sciences.
The learner interpret personal and social experiences using relevant approaches in the Social
Performance Standards Sciences
The learner shall be able to evealuate the strenghts and weaknesses of the approach
0 Learning Competencies/Objectives The learners analyze the social inequalities in terms of class conflict
Write the LC code for each HUMSS_DIS11-IIIg-2
Strength and
Marxism as an
Karl Marx weaknesses of Approach
Marxism
CONTENT

a. References
2.Learner’s Materials pages
3.Textbook pages
0 Additional Materials from Learning
Other Learning Resources Disciplines and Ideas in the Social Sciences by Tatel Jr, Carlos Peña
IV. PROCEDURES
Reviewing previous lesson or presenting the Differentiate consensus Differentiate manifest Give the details about Explain Marxism as
new lesson and conflict theories (2 from latent functions. the life of Karl Marx one of the dominant
minutes) (2 minutes)
approach in Social
Science
B. Establishing a purpose for the lesson The teacher will Song Analysis: Picture Perfect: Song: “Upuan” by
show the class a real “TATSULOK” by The class will be Gloc 9
object (e.g. bananas) Bamboo divided into 3. A 1. The tile of the
Expected scenario: the particular information song
class will a Group the class into and question about symbolizes
(3 minutes) two groups. Assign Karl Marx will be read what?
one facilitator and two by the teacher. Group
reporters who will who got the correct
discuss the message answer in the least time
of the song. (10 gets the point.
minutes)
Presenting examples/instances of the new 1.How would you Do you have a Marxism Marxism: Strength
lesson describe the situation? personal experience (PowerPoint and Weaknesses
2.Why do you think this that is similar to the Presentation) (PowerPoint
scenario occurred? message of the song (10 minutes) Presentation)
What did you realize that we have (10 minutes)
after doing the activity? analyzed? How did
Can you give other you cope up with the
situations/circumstances experience that you
similar to this? encountered? Why do
(5 minutes) you think that
situation happened to
you? Do you think
other members of our
society experienced
the same situation?
(10 minutes)
Discussing new concepts and practicing Conflict perspective Class Discussion about Class Discussion
new skills #1 Envisions society as Class Discussion Marxism about the strength
an arena of inequality about the life of Karl and weaknesses of
that generates conflict Marx Marxism
and change.
(8 minutes)
Discussing new concepts and practicing Class Discussion
new skills #2 (5 minutes)
Developing mastery (leads to Formative Picture Analysis: Show (5 minutes) Ask the Debate: Group the T-Chart or a Venn
Assessment 3) an editorial cartooning learners the class into 2. Diagram is presented
about social following questions: Resolved: Should the in the class. Each
inequalities. What are the details Philippine government group will provide the
How can our personal of Karl Marx life increase the daily strength and
and social experiences that led him to minimum wage in the weaknesses of
about social inequality formulate his country? Marxism
help us understand theory? (Rubrics is provided)
others and our society Was there a social
as a whole? (3 minutes) phenomenon that
happened during
Karl Marx lifetime
that motivated him
to formulate his
theory?
Finding practical applications of concepts and What do you think are How can our personal Is Marxism still relevant Why do you think the
skills in daily living the reasons why social and social in today’s world? importance of
inequalities exist in the experiences about Support your answer. assessing Marxism in
society? (3 minutes) social inequality help terms of its Strength
us understand others and Weaknesses?
and our society as a
whole? (3 minutes)
Making generalizations and abstractions How can you relate What do you think are Why did Marxism exist What are the positive
about the lesson conflict theory to Karl the reasons why as one of the points of Marxism?
Marx? (3 minutes) social inequalities dominant approaches What are the
exist in the society? in Social Science? negative points of
(5 minutes) Marxism?
Evaluating learning Write a one-paragraph Reflection paper: Poster Making: Advocacy Campaign.
essay about the How our society Group the class into 5. Each group will
problems that may result influence or affect an Each group will make present an advocacy
from the existence of individual’s principle? a poster with the campaign supporting
social inequalities. (10 minutes) theme” Marxism in or antagonizing the
(14 minutes) today’s society” usefulness of
Marxism in the
Philippine society
Additional activities for application or Read about Karl Marx remediation Research about
Psychoanalysis
DAILY LESSON LOG Teacher J.NIEVA Learning Area DISS
Teaching Dates and Time SEPT 9-12 (10-11 PM) Quarter 2ND

I. OBJECTIVES
Content Standards The learners demonstrate an understanding of key concepts and approaches in the social
sciences.
Performance Standards
interpret personal and social experiences using relevant approaches in the Social Sciences,
and
evaluate the strengths and weaknesses of the approach
Symbolic Interactionism- The learners appraise the meanings that people attach to
everyday forms of interaction in order to explain social behavior. HUMSS_DIS11-IIIh-3.
The learners interpret
The learners explain
personal and social
approaches and
0 Learning Competencies/Objectives The learners interpret experiences using
understanding of
Write the LC code for each The learners define scenario/everyday Symbolic
Symbolic
symbolic interactionism. forms of interactions as Interactionism; and
Interactionism of
a symbolic meaning. evaluate the
various sociologists
strengths and
and advocates. weaknesses.
CONTENT

c. References
2.Learner’s Materials pages
3.Textbook pages
Other Learning Resources Disciplines and Ideas in the Social Sciences curriculum guide and various websites.
IV. PROCEDURES
Reviewing previous lesson or presenting the Photo Analysis on The class reviews The teacher Say/Ask:
new lesson Marxism. the concept of presents the Yesterday, we
At least three images symbolic pictures of various interpreted different
(e.g. Caste System, interactionism by sociologists and scenarios/everyday
Social Inequality, etc.) saying a word that proponents of forms of
will be shown to be describes or Symbolic interactions in
depicted and characterizes it as Interactionism. The which symbolic
explained by the an approach in learners interactionism
learners. understanding categorically identify approach is used.
The learners answer society. At least five them and shortly What are possible
the following guide (5) learners will be explain their symbols that affect
questions: called as the contributions. human actions?
1. What is the picture teacher asks why
shown? and expounds (5 minutes) (5 minutes)
2. What does the learners’ answer.
picture depict?
(5 minutes)
(5 minutes)
B. Establishing a purpose for the lesson A video presentation The learners will be Social Experiment. The teacher now
on people’s grouped into two Learners will be conducts draw lots
perspectives on life (2) and play a grouped into five (5) whose group or who
symbols will be charade game. The and go out of the performs first.
presented via LCD first to acquire the room to take pictures
projector. higher score shall at least five (5) of any Painting,
1. How do you feel be the winning day-to-day school photography,
about the team. scenarios/everyday collage, and
presentation? The teacher throws forms of interactions, diorama require
2. What is the video these questions: individually. They defense/explanatio
all about? 1. Did everyone may use cellphone n as part of the
3. What do you think enjoy the camera to capture criteria.
the video tries to game? Why? each scenario they
imply? 2. In which part of will select five (5) Each group shall be
Suggested the game you among the collected given five minutes
video:(http://www.you felt most and captured each to
excited? images. perform/explain
tube.com/watch?v=Ql 3. What were your their performance
0XPwtfFGY) difficulties with With the learners are or output after the
the game? their journal for write allotted 20 minutes’
(10 minutes) 4. What made ups and reflective time practice.
them difficult? entries as well as the
details of the conduct (5 minutes)
The following will be of the social
the content of experiment.
charade game
(Philippine heroes): (15 minutes)
Apolinario
Mabini;
Gabriela
Silang;
Melchora
Aquino;
Gregorio Del
Pilar;
Antonio Luna.
(10 minutes)
Presenting examples/instances of the new Series of images of The teacher asks Practice and
lesson different the learners to bring conduct of output
symbols/icon/things/e out the assigned and performance.
vents will be shown task yesterday. The
before the learners teacher randomly *Note that each has
(e.g. poison symbol, asks the learners been given enough
diamonds, corporate these questions: time to practice and
attire, black board). 1. Who among the make necessary
The following guide proponents of preparation prior
questions will be symbolic this day”.
answered: interactionism is
1. What images did easier to (20 minutes)
you see? research on?
2. What were your Why?
observations on 2. Who among
the pictures? them has the
3. Do these most recent
things/images/icon perspective on
s give meanings in this approach?
our life? 3. Cite some of
4. What do you think their personal
will be the lesson information or
for this day? (The biography?
teacher reveals the
lesson) (5 minutes)
(10 minutes)
Discussing new concepts and practicing Brainstorming and The learners (by
new skills #1 Graphic Organizer. grouped) randomly
The learners will be share their learning
grouped into five (5). experience outside
Each group shall be the class among their
assigned one group for 5 minutes
symbolic answering these
interactionist. They guide questions:
will be given ten (10) 1. What went well
minutes to make a and not?
graphic organizer on 2. What is your
Symbolic symbolic
Interactionism of the interpretation of
assigned proponent the scenario?
to the group. 3. How was
symbolic
They will be given interactionism
cartolina/manila portrayed?
paper and art 4. Vote for the first 5
materials in images to be
presenting their presented
work. One or two
representatives will (15 minutes)
explain their output
shortly.
(20 minutes)
Discussing new concepts and practicing
new skills #2
Developing mastery (leads to Formative The teacher collects The teacher throws Presentation of
Assessment 3) inputs from the the following output.
learners using meta- questions: One or two members
cards and marker. How can these of the group will
Learners right down perspectives on share their work
their ideas in one Symbolic randomly.
phrase about the Interactionism be
activities and post it applied in daily The following are the
on the board. (The living in the aspect guide questions:
teacher uses a tarp- of: 1. Why did you
designed graphic a. Culture; come up with
organizer [semantic b. Social Classes; these images?
web], if applicable). c. Societal Aspect; 2. How do you
d. Political Aspect. consider these
The teacher then scenarios/ever
asks the learners: (10 minutes) yday forms of
Based from the interactions as
graphic organizer, portrayal of
how will you symbolic
define symbolic interactionism?
interactionism? 3. What symbols
triggered you in
(15 minutes) interpreting the
scenario?
(15 minutes)
Finding practical applications of concepts and Does symbolic
skills in daily living interactionism affect
our daily life? Why?
(5 minutes)
Making generalizations and abstractions The teacher calls a The teacher asks The teacher throws
about the lesson volunteer learner to the learners to this question:
recap their learning generalize all the
(5 minutes)
I. Evaluating learning Formative Formative Formative Performance Task.
Assessment. assessment assessment. The teacher
Define symbolic Pera o Bayong The teacher presents assesses learners’
by answering in
interactionism these
your salient
Concept: points “How can
his own scenario we
in performance and
questions:
journal. (particularly
A=Mead the interpret symbols in
the society which the output utilizing
1. Did you enjoy the common
B= Blumerconcern) day-to-day
students identify how rubrics.
activities?
(5 minutes) ofC= Cooley various interactions
symbolic in our
2. What is the most sociologists
D=Goffman and society?”
interactionism
significant proponents
E= Hochschild of approach is used.
learning in today’s symbolic
The teacher throws (at least three (3)
activity? interactionism.
a statement as the students
(5 minutes) shall
3. Given the inputs student chooses answer the following
from everyone, - George Robert questions)
what Mead- People
considerations cope with the *Symbols are
were considered reality of things interpreted based on
in defining according to the primary
symbolic their experience of an
interactionism? comprehension individual. It can be
of the situation. changed through
- experience in subsequent
given situations. experiences. These
vary from an
(5 minutes) individual’s
perception on these
symbols.
who among the
sociologists
described symbolic
interactionism.
J. Additional activities for application or Research on the The teacher presents Log all your
remediation following (with images): and introduce learners records/photos/experi
1. Symbolic grouped performance ences in your journal
interactionism tasks stipulated in the and portfolio
sociologist: curriculum guide. The answering this guide
a. Robert Mead; learners will choose questions:
b. Herbert among the following: 1. Did you enjoy
Blumer; a. Dramatization/rol your
c. Charles e play/simulation; performance?
Cooley; b. Music Video; Why?
d. Erving c. Painting/Photogra 2. Did you properly
Goffman; phy; interpret personal
e. Arlie Russell d. Collage; and social
Hochschild. e. Diorama; experiences
Write/paste them down f. Radio Drama; using Symbolic
on your journal. g. Short Story; Interactionism?
(Note: Bring materials How?
necessary in carrying 3. What are the
out the performance possible
chosen. Learners will strengths,
also make their own weaknesses,
rubrics for grading opportunities,
subject to teachers’ and threats of
ratification. In the symbolic
absence of one, the interactionism?
teacher uses his own (relate to the
rubrics). second
performance task
below)
The learners will

make a SW analysis
of symbolic
interactionism to be
accomplished in an
A4-sized bond
paper. Rubrics will
be explained and
given. Make various
recommendations.
(The teacher may
consider discuss
how SW is done.)
K. Additional activities for application or Performance task Failure to

remediation may be introduced a perform/explain due
week before to time constraints
depending on shall be done and
teacher’s standards. finished during on
Learners have the Day 1 next week.
freedom to take their Execution of
performance performance will be
individually. 30 minutes.
Grades 1 to 12 School Grade Level
DAILY LESSON Teacher Learning Area DISS
LOG Teaching Dates and Quarter
Time

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key concepts and approaches in the Social Sciences

B. Performance Standards
Interpret personal and social experiences using relevant approaches in the Social Sciences; and
Evaluate the strengths and weaknesses of the approach
C. Learning Competencies/ Objectives The learners predict the social consequences of decision making based on scarcity
Write the LC code for each (HUMSS_DIS11-IVa-6)
a. Learners identify c. Learners explain key e. Strengths and f. Learners
Rational Choice as concepts in Rational weaknesses of present their
one of the Choice Theory the Rational interpretation of
approaches under the d. Learners cite Choice Theory personal and
positivist paradigm Rational Choice social
b. Learners cite the Theory thinkers and experiences
historical context of their contributions using the
Rational Choice rational choice
Theory theory
RATIONAL CHOICE
II. CONTENT

A. References
3. Textbook pages
Additional Materials from Learning
B. Other Learning Resources 1) Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., pp. 71
– 74
Dela Cruz, Arleigh Ross D., PhD., et.al.,Disciplines and Ideas in the Social Sciences, Phoenix
Publishing House, Inc., pp. 55 – 60
http://www.investopedia.com/terms/r/rational-choice-theory.asp
http://privatewww.essex.ac.uk/~scottj/socscot7.htm
Voss, T., Abraham, M., & Sales, A. (2000). Rational Choice Theory in Sociology: A Survey. In S. R.
Quah (Ed.), The International Handbook of Sociology (pp. 50-83). London, UK: Sage
Green, S. L. (2002). Rational Choice Theory: An Overview, A lecture on Rational Choice Theory,
Personal Collection of Green, S. L., Department of Economics, Baylor University, Waco, TX
https://www.youtube.com/watch?v=H0hk_5Plv5U
https://www.britannica.com/topic/positivism
IV. PROCEDURES
A. Reviewing previous lesson or Ask learners: What is the Ask learners: What is Recall previous Written Work: 10-item
presenting the new lesson difference among Id, Ego Rational Choice Theory? session’s lesson through quiz (multiple choice)
and Superego? (2 minutes) matching type. (5 items) covering the topic on
(2 minutes) (2 minutes) Rational Choice
Theory
(5 minutes)
B. Establishing a purpose for Ask: Activity: Loop-A-Word Activity: FACT or BLUFF
the lesson 1.Why did you take the where some of the key which would dwell on
track you are enrolled in? concepts can be found. facts pertaining to social
2.What are your desired Write the formed words sciences in general. (3
goal or outcome, on the board for later to 4 facts)
alternatives and discussion. (3 minutes)
strategies? (8 minutes)
(5 minutes)
C. Presenting examples/instances of Have the students read Video presentation on Picture analyses of
the new lesson a scenario and answer any key concept in situations/instances
the questions that follow Rational Choice Theory where strengths and Learners regroup to
using the worksheet which includes utility weaknesses of the prepare for their
(Under Pressure) maximization, structure Rational Choice Theory presentation.
provided. of preferences, decision- will be depicted. (20 minutes)
making under conditions (2 minutes)
of uncertainty, and the
Note: Scenario and centrality of individuals
Worksheet on a separate in the explanation of
sheet attached hereto. collective outcomes.
D. Discussing new concepts and Ask students to share Let students answer As processing
practicing new skills #1 their output. Ask the the following questions, ask the
following questions: processing questions: students:
Did you make the What did the What did the
same choice or video tell you? video/picture tell
decision? Why or What do you think you?
why not? prompted the What do you think
How was the whole (subject) to do as prompted the
experience of he/she did? (subject) to do as
assessing your Finding yourself in he/she did?
options? Was it that Finding yourself in
difficult? Was it situation/instance, that
easy? would you do the situation/instance,
Would you say that same? Why or would you do the
you applied why not? same? Why or
rationality when (5 minutes) why not?
making that final (5 minutes)
choice or
decision?
(3 minutes)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to Discuss using LCD and Have learners utilize the Cite the strengths and
Formative Assessment 3) projector: K-W-L to arouse their weaknesses of the
Positivist interest on the topic but Rational Choice Theory
Paradigm only up to the K and W, through a Venn diagram.
Rational with the L to be
Choice as one of the completed during the Strengths:
approaches under the evaluation. Weaknesses:
Positivist Paradigm Generality
Heretics’ critique
The historical From the entries given Parsimony
context of the Rational by the students, add Sociologists’ critique
Choice Theory the key concepts and Predictive
(25 minutes) the thinkers with their Psychologists’ critique
contributions to the W
column. Political
(25 minutes) Science’s critique
(25 minutes)
(Key concepts were
enumerated above
and thinkers include
Gary Becker and
George Homans.)
G. Finding practical applications of Ask: Aside from your Have learners answer Ask learners: How does
concepts and skills in daily living choice of which track to the question the statement “it is not
enroll in, cite an instance individually and orally: from the benevolence of
in your daily life wherein Why do you help the butcher, the brewer,
you applied rationality in someone in need? or the baker, that we
making a final choice or (Expected answers: expect our dinner, but
decision. Elaborate your because of empathy, from their regard to their
answer by giving not only conscience dictates it, own interest” explain Time for the learners
your choice and the he/she is a loved one rational choice? to present their
option/s available but or a relative, and (3 minutes) interpretations of their
also the reason for your *he/she was rewarded personal and social
choice. Do this on your for helping someone in experiences using the
journals. the past) rational choice theory
(4 minutes) (3 minutes) approach.
(24 minutes - 8
(Expected answers: go *Homans’ groups @ 3
straight home after class Exchange Theory minutes each)
vs. playing
basketball/skateboarding,
doing household chores
vs. doing the homework,
attending church on
Sunday vs. visiting
relatives)
Allow learners to share
their answers with the
class before collecting
their notebooks for
recording.
(4 minutes)
H. Making generalizations and Ask learners to answer Guide learners in Ask learners to
abstractions about the lesson orally: answering the following enumerate the strengths
(1) What is rational questions: and weaknesses of the
choice theory? 1. What are the key Rational Choice Theory.
Rational choice refers concepts in
to the idea that social Rational Choice Strengths of the Rational
interaction can be Theory? Choice Theory include:
considered as social 2. Give the major generality, parsimony
exchange, which is contributors and and predictive.
patterned on economic their contributions
action that people are to the rational Whereas, weaknesses
motivated by the rewards choice theory. consist of the critiques After each
and costs of actions and forwarded by the
presentation, ask the
by the profits that they Key concepts in Rational heretics, sociologists,
group: How does
can make at the lowest Choice Theory include: psychologists, and
rational choice theory
possible costs. (1) utility maximization; political scientists.
explain human
(2) structure of (2 minutes)
behavior?
or preferences; (3)
(4 minutes)
decision-making under
How do people make conditions of
decisions according to uncertainty; and
rational choice? (4) centrality of
According to rational individuals in the
choice, people make explanation of collective
decisions according to outcomes.
what would give them the
greatest satisfaction at Gary Becker
the lowest costs possible. investigated human
behavior and
interactions such as
(2) What gave rise to discrimination, crime
Rational Choice Theory and punishment, human
as a dominant approach capital, families, and
in explaining human organ market.
behavior?
The beginnings of George Homans
rational choice can be espoused the Exchange
traced back to the age of Theory.
reason. (5 minutes)
(3 minutes)
I. Evaluating learning A five-item quiz on the Guided by the teacher, Ask students to draw a Use rubric to evaluate
meaning and historical the students write in the concept map of Rational each presentation.
context of Rational L column of the K-W-L Choice Theory: Criteria for the rubric
Choice Theory. chart. Entries should meaning, concepts, should have been
(7 minutes) include, but not limited description of concepts explained and
to, the key concepts and (10 minutes) discussed at the start
thinkers. of the session. (7
(7 minutes) minutes)
J. Additional activities for application Students are grouped
or remediation according to their
intended mode of
presentation (multiple
intelligences) for their
performance task which
would show their
interpretation of
personal and social
experiences using the
Rational Choice Theory.
(8 minutes)
DAILY LESSON Teacher JEANALYN NIEVA Learning Area DISS
LOG Teaching Dates and SEPT 16-19 (10-11AM) Quarter 2ND
Time

I. OBJECTIVES
The learners demonstrate an understanding of key concepts and approaches in the social Sciences
A. Content Standards

Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
C. Learning Competencies/ Objectives Institutionalism: examine the constitutive nature of informal and formal institutions and their actors
Write the LC code for each and how it constrains social behavior
(HUMSS_DISS11-IVb-7)
Institutionalism: *Informal & formal Strength & Weaknesses Performance Task
II. CONTENT Definition & Historical Institutionalism
context * Thinkers & *written work
Contributors
A. References
3. Textbook pages
Other Learning Resources Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., (pp.202-
206; 102-105)
IV. PROCEDURES
A. Reviewing previous lesson or the teacher will ask the the teacher will ask the Recapitulation of the Ask: Can you give
presenting the new lesson following questions: following questions: yesterday’s lesson. some strengths and
* What is Rational * What is Ask: What is the weaknesses of
Choice? institutionalism? difference between institutions?
How did Rational Choice *How did formal and informal
Theory develop? *Why institutionalism started? institutions?
do people make *Why is it important for (5minutes)
decisions based on us? (5minutes)
different circumstances?
(5minutes)
B. Establishing a purpose for Ask the students to Ask the students: Ask: Can you
the lesson group themselves Can you give enumerate instances
according to their interest practices/policies that where an institution can
(technology/hobbies, are unique to a be destroyed and how
etc). They will discuss particular place/ about instances where
within the group why they culture/country? it can be strengthened?
choose it. (5minutes) (5minutes) (5minutes)
C. Presenting examples/instances of Each group will choose Ask students to form a Each group will assign Give instructions for
the new lesson at least one presenter to group of 3 members. one presenter to discuss the performance and
discuss their output. Ask: what is your what are the listed let learners group
(5minutes) definition/ understanding possibilities. (5minutes) themselves according
of formal and informal to their means of
institution. Write their presentation (role play,
answers on the board sing, dance, poetry,
for further discussion. etc.)
(5minutes) (15minutes)
D. Discussing new concepts and Processing Question: Differentiate the informal *Presenting the strength
practicing new skills #1 “Why are you interested and formal institution and weaknesses of the
in that technology, base from sharing of the institutionalism.
hobby, etc.? students and give a short (10minutes)
explanation. (15minutes)

practicing new skills #2 In the context of the
F. Developing mastery (leads to *Institutionalism Philippines, give Enumerate the given
Formative Assessment 3) *Historical Context /enumerate some strength and
formal and informal weaknesses.
institution. (15minutes) (10minutes)
G. Finding practical applications of The same group of Ask: What are the Ask: What are the
concepts and skills in daily living students will make a benefits of this given strengths and
timeline on how institutions in your weaknesses and how
Intuitionalism developed. personal lives? can you help to
(15minutes) (10minutes) strengthen our school as
an institution?
(10minutes)
H. Making generalizations and Ask: What are your Questions: Question:
abstractions about the lesson considerations in *What will happen to the *How can weaknesses
choosing your society if there is no help the institution?
friends/barkadas? institutionalism? (5minutes)
I. Evaluating learning Choose one scenario
Questions: ½ sheet of paper Concept Map
*What is institutionalism? *What are your roles from the list below and
*How it was started? from this Complete the following share your personal
*Why it is important for institutionalism? concept map based on and social experience
us to study this theory? (5minutes) your understanding of or knowledge of them
(5minutes) the lesson. (10minutes) using one of the
theories discussed.
Write a reflection paper
about it.
a. Being a member of
a particular religious
organization;
b. Deciding where to
eat during lunch break
c. Role of your family
in sharing your norms
and values.
(40minutes)
LOG Teaching Dates and Time Quarter

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the key concepts and approaches in the Social Sciences.

Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
C. Learning Competencies/ Objectives Determine the relationship between Gender Ideology and Gender Inequality.
Write the LC code for each (HUMSS-DIS11-IVc-8)
Feminist Theory and its Gender Ideology Gender Inequality Performance:
II. CONTENT Background Simulation
Simulation – The
students will simulate
scenarios in their
family and in the
society that shows
gender inequality.
Then, they will show
how to alleviate gender
inequality in their own
perspective.
A. References
3. Textbook pages
Other Learning Resources -Disciplines and Ideas in -Poem “I Stay at Home”
the Social Sciences
Jose.Ong (pp.202-206; https://www.socialjustice
102-105) poetry.com
-Animated Infographic
Feminist Theory
https://www.google.com.
ph/url?sa=t&source=web
&rct-
=j&url=%23&ved=0ahUK
EwjVr4z67-
LTAhVOQLwKHaqmCUo
Qxa8BCBgwAA&usg=AF
QjCNF1sHlk2z9Qlx28jtvf
nGP_UlkiA&sig2=RsQNo
sdaM9R8CeJlrGhTEQ
IV. PROCEDURES
A. Reviewing previous lesson or Short Review about Short Review about Checking of
presenting the new lesson Institutionalism Feminist Theory. Assignment:
Cabbage Roll will be The teacher will use the The students will share
used as an activity. strategy their answers regarding
-The teacher will play a “Two Truths and One the assigned poem.
music, and when the Lie”.
music stops, they will The teacher will present (3 minutes)
recite to the class what three statements
they have learned about regarding Feminism.
institutionalism The students will
answer/ find the “One
(3 minutes) Lie” statement.
1. Feminism is the belief
that women should have
equal rights to men.
2. Women are still
represented in a
negative and
stereotypical way.
Feminism advocates
superiority of women.
(3 minutes)
B. Establishing a purpose for Activity: Guess Who? Activity: Students will be Activity: “The Who”
the lesson divided into two (One Names will be posted on
The teacher will show group for Male and the the board:
pictures of women who other for the Female Heidilyn Diaz
became famous in their students) Jang Geum
own field of endeavor Amelia Earheart
(e.g. Angelina Jolie; The students will work Florence Nightangle
Mother Theresa; as a group and identify Then, the teacher will
Corazon Aquino ; Alyssa their respective roles as ask the students what
Valdez ) a Male and as a Female are the similarities/
individual. characteristics among
The students are tasked the given names.
to describe the women (6 minutes)
and answer how these After that, the teacher
women influence other will emphasize that the
people. names given were
(3 minutes) women who made an
impact in their time and
society.
(5 minutes)
C. Presenting examples/instances of Activity: Picture Analysis The teacher will let the Activity: Video Clip
the new lesson students report in front Analysis
The students will of the class their work. (Excerpted from the
analyze the pictures movie “300” that shows
given and somewhat how men treat women
relate to the new topic during ancient times)
which is Feminist Theory The students will
(5 minutes) analyze the video,
(2 minutes) keeping in mind the
guided questions
What is the video all
about?
What are your
reactions regarding
the video presented?
(5 minutes)
D. Discussing new concepts and The teacher will present The teacher will group The teacher will discuss
practicing new skills #1 a short video clip and the students into 5 and gender inequality.
they will be given guided will perform a tableau.
questions The teacher will also cite
Each tableau must show some trends regarding
What is the video all the roles of men and gender inequality in
about? women in the society different parts of the
How did the concept of world.
Feminist Theory started? (10 minutes) Examples:
“Animated Infographic: During the Spanish

Feminist Theory” occupation, women
1 are not allowed to
have formal education
(7 minutes) Genital Mutilation in
Africa
(10 minutes)
practicing new skills #2
F. Developing mastery (leads to 1. The teacher and the Activity: Picture Analysis The teacher will divide
Formative Assessment 3) student will give the The teacher will present the class into 5 groups.
definition of Feminist pictures depicting the Each group will have an
Theory. concept of Gender assigned task to
2.Using a chart, well Ideology accomplish by means of
known- feminists and (men fulfilling their draw lots.
their significant family roles through
breadwinning activities
contributions will be and women fulfilling Students are expected
discussed their roles through to cite instances of
homemaker and gender inequality in their
(20 minutes) parenting activities etc.) assigned area.
1.Family
The teacher will School
discuss the concept of Market
Gender Ideology Church
Government
(15 minutes) (15minutes)

G. Finding practical applications of What is the The teacher will ask Students will report and
concepts and skills in daily living importance of studying how Gender Ideology is explain to the class their
the Feminist Theory? observed in home or in output.
school.
The students are tasked Afterwards, students are
to deliver in what specific (3 minutes) expected to answer the
ways women can be question:
empowered? How does gender
inequality affect our
(10 minutes) society?
(10 minutes)
H. Making generalizations and How did the How does Gender As a student, how can
abstractions about the lesson feminists create an Ideology affect our you contribute in
impact in society? society? promoting gender
equality? in your own
(5 minutes) family? in your society?
(5 minutes)
(5 minutes)
I. Evaluating learning Activity: Matching Type Editorial Cartooning Essay
Match the feminists and Create an editorial If you will be given a

their significant cartoon showing Gender chance to be a
contributions in society Ideology lawmaker, what bill will
(5 minutes) you pass to promote
gender equality?
(10 minutes)
(7 minutes)
J. Additional activities for application Assignment: The teacher will pre-
or remediation Read the poem about group the student for the
Gender Inequality performance task.
entitled “I Stay at Home”
by Guy Farmer and Simulation – The
answer these questions: students will simulate
What did you feel after scenarios in their family
reading the poem? and in the society that
shows gender
Give the meaning inequality. Then, they
behind the poem “I will show how to
Stay at Home” alleviate gender
(5 minutes) inequality in their own
perspective.
The teacher will provide

the rubric in judging the
Simulation
(3 minutes)
LOG Teaching Dates and Time Quarter

OBJECTIVES
0 Content Standards The learners demonstrate key concepts and approaches in the social sciences.

1 Performance Standards
Interpret personal and social experiences using relevant approaches in the social sciences.
Evaluate the strengths and weaknesses of the approach.
C. Learning Competencies/ Objectives Distinguish the ways Explain
Interpret thematic and
Write the LC code for each by which human- environmental and
mental maps to
The learners analyze environment social issues through
understand landscape
the significance of data. interactions shape the analysis of spatial
changes and an
(HUMSS_DIS11-IVd-9) cultural and natural distributions and
individual’s sense of
landscapes. spatial processes.
place. HUMSS_DIS11-
HUMSS_DIS11-IVd- HUMSS_DIS11-IVd-
IVd-10
10 10
Data
II. CONTENT Hermeneutics
Phenomenology
Hermeneutic
phenomenology
A. References
3. Textbook pages
Other Learning Resources Friesen, N., Henriksson,
C., & Saevi, T. (eds.).
(2012). Hermeneutic
phenomenology in
education: Method
and practice.
Rotterdam / Boston /
Taipei: Sense
Publishers.
Van Manen, M. (2002).

Phenomenology
online: Inquiry.
http://www.phenome
nologyonline.com/inq
uiry/.
IV. PROCEDURES
A. Reviewing previous lesson or The teacher briefly asks Reviewing the Reviewing the ways on Reviewing mental
presenting the new lesson some students concept. (5minutes) how human and thematic maps of
concerning the link hermeneutical environment human-environment
between gender phenomenology by interactions shape system. (5 mins. )
inequality and gender calling a student to cultural and natural
ideologies. (5 minutes) discuss its concept in landscapes. (5 mins. )
a nutshell.
B. Establishing a purpose for From the examples of Students will be The teacher throws Students will be
the lesson optical illusions and/or presented a video series of questions shown a video
ambiguous figures presentation on ways by where students will presentation of
brought by the students, which human answer: (15 minutes) environmental and
the teacher chooses environment a. How does your social issues. (5
some of them and invites interactions shape environment minutes)
the students to show cultural and natural affects your life? See attach rubrics;
these to the rest of the landscapes. b. In what way does
class. The teacher then (song analysis; title the environment
asks students to identify KAPALIGIRAN by; Asin affects your life?
what they see in the (5 minutes) c. Why all this
images. The students will See attach rubrics; phenomenon
likely give different http://www.phenomen happens?
answers to the same ologyonline.com/inqui
image. ry/.
The teacher
afterwards asks: “If it is
the same image, why is it
that you are giving
different answers?” After
listening to the students’
replies, the teacher says:
“If in a small thing as this,
we are already
disagreeing, is it any
surprise that we have
difficulty coming to
agreement in bigger and
more important things?”
(5 minutes)
C. Presenting examples/instances of Analysis (10 minutes) The students will now The facilitator will be Students will be
the new lesson The teacher now respond to the video present a thematic shown a video of
asks: “What is data? by enumerating map of human- jingle-making. (5
How can we define the several ways in environment system. minutes) explaining
word data?” The protecting the (power point the rubrics of the
teacher notes on the environment. (5 presentation) (15 shown video
board the definitions minutes) minutes)
given by students. The The students will
teacher further asks: “In (with the use of respond through
the previous activity, graphic organizer) graded recitation
what can we consider a. Land about their knowledge
as data?” Expected pollution on thematic MAPS.
answer would be the b. Water See attach rubrics;
optical illusion and/or pollution
ambiguous figure. c. Air pollution
The teacher asks:
“What is
hermeneutics? How is
it defined?” The teacher
notes on the board the
definitions of
hermeneutics given by
students. As follow-up,
the teacher asks: “In the
previous activity, did
we do hermeneutics?
How?” Expected answer
would be that since the
ambiguous figures were
interpreted, hermeneutics
was done.
The teacher asks:
“What is
phenomenology?” The
teacher notes on the
board the definitions of
phenomenology given by
the students.
D. Discussing new concepts and Students will be Students will be
practicing new skills #1 grouped into four grouped into four
distinguishing what and make their own
are the good and bad version of yell in
ways on how human- explaining social
environment systems and environmental
affect human beings issues that affect
in a manila paper. people’s lives. (15
(10 minutes) minutes. )
see attach rubrics;
E. Discussing new concepts and Students will be called

practicing new skills #2 to share their
experiences as they
do their task. (10
minutes)
F. Developing mastery (leads to At least one from the The students will Performance.
Formative Assessment 3) group explains their present tableau about (poster making
work. (5 mins. ) of thematic map in theme; Be a hero
human environment save the mother
earth.) individual.
system and its effect (10 minutes. )
to biosphere
(15 minutes. )
G. Finding practical applications of Application Distinguishing which Performance.
concepts and skills in daily living The teacher gives ways are good and (15 minutes.)
these instructions: “Think bad in human- Interpreting and
of a concrete situation environment systems. synthesizing
involving someone you (using Venn Diagram)
dislike or have difficulty (5 minutes. )
understanding in your
immediate family, among
your schoolmates /
teachers, or among
public figures. What if
you were this person
trying to explain
him/herself to people
who don’t understand
him/her? What would
you say? You are given
three minutes to deliver a
monologue or write a
letter.”
After the activity,
ask the students the
following questions:
Why is data important
in the sciences,
especially the social
sciences?
What does [hermeneutic]
phenomenology as an
approach contribute to
the social sciences?
Why is it important to
consider one’s context
and perspective when
interpreting one’s
experiences?
(20 minutes)
H. Making generalizations and Abstraction
abstractions about the lesson The teacher
elaborates on the
following points:
Data is anything
“given”. [It includes
one’s experiences.]
Hermeneutics is
interpreting data.
Phenomenology invites
us to be open to the
variety of experiences.
[For example, one
refuses to go out of
one’s comfort zone by Human-environment Contextualization of the
not tasting “exotic” food interactions shape thematic maps based on
or riding “extreme” cultural and natural student’s environment
carnival rides.] landscapes? by sharing their personal
Hermeneutic (5 mins. ) experience
phenomenology is “the
study of experience
together with its
meanings” (Friesen,
Henriksson, & Saevi,
2012, p. 1). It is
impossible to investigate
experience without at the
same time inquiring into
its meaning; it is likewise
impossible to analyze
meaning without being
grounded on experience.
As an approach,
hermeneutic
phenomenology
represents an “attitude or
disposition of sensitivity
and openness: it is a
matter of openness to
everyday, experienced
meanings as opposed to
theoretical ones” (van
Manen, 2002, n.p.).
(20 minutes)
I. Evaluating learning 20-item modified true 20-item modified Their performance
or false and true or false and will be graded in
identification quiz will identification quiz accordance to the
follow. will follow. (5 mins. ) rubric passed upon
(10 mins. ) by the class. (5
mins. )
J. Additional activities for application
or remediation
V. REMARKS
LOG
Teaching Dates and Time Quarter

I. OBJECTIVES
A. Content Standards The learner understands the key concepts in the Social Sciences rooted in Filipino language/s and experiences
B. Performance
The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
Standards
C. Learning
Competencies/ The learners examine the social ideas of Filipino Value the role of interpersonal relations in Philippine
Objectives thinkers starting from Isabelo de los Reyes, Jose Rizal,
culture. (HUMSS_DIS11-IVe-2)
Write the LC code for each and other Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
Institute of Philippine Culture’s Study on
II. CONTENT Filipino Social Thinkers
Philippine Values

A. References
Teacher’s Guide
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
Other Learning Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
Resources
IV. PROCEDURES
Reviewing previous 4-pics One Word: Present Ask the learners to Charade What are the
lesson or presenting at least four associated recapitulate the lesson Select students will domains of
the new lesson pictures of 6 Filipino yesterday through the activity perform the pakikipagkapwa
thinkers (e.g. Jose Rizal, “Call a Friend” in which the significant role of the according to
Isabelo de los Reyes, teacher will call someone to social thinkers and Sikilohiyang
Pedro Paterno, Andres start the review. After that their classmates will Pilipino?
Bonifacio, Zeus A. learner finished his review he guess who. Why do you think
Salazar, and Virgilio will call someone to continue (5minutes) these are
Enriquez) to the learners the recap and so on. important and
and ask them to identify considered as
their names. (e.g. cover Review questions: What is distinct Filipino
of Noli Me Tangere, our lesson yesterday? How values?
outline of Rizal’s face, was the lesson discussed? (5minutes)
cover of El Filibusterismo, What did you discover?
Luneta Park)
(Note: If possible,
contextualize or localize
the Filipino thinkers that
you will include in the
activity and the lesson.)
Ask: What specifically

are they known for?
Establishing a Questions to Ponder:
purpose for (These questions may be How do interpersonal
the lesson answered as the class relations affect Philippine
goes through the culture?
discussions and
Or
activities.)
How significant are the How were interpersonal

social ideas of the relations practiced in
presented Filipino Philippine culture?
Thinkers? (5minutes)
Why is there a need for
us to understand their
ideas? (2 minutes)
Presenting Provide the learners with . Discussion:
examples/instances handouts containing the . Pakikipagkapwa
of the new lesson biographies of the according to Sikolohiyang
presented Filipino Pilipino (p.188)
thinkers and lessons . 1. Kapwa as ibang tao
about social ideas. (7 . 2. Kapwa as hindi ibang
minutes) tao
Think-Pair-Share: Ask Domains of interpersonal

the learners to work in relations with kapwa as
pairs. Instruct the ibang tao: (p.189)
learners to read or scan Pakikitungo;
the given materials. (3 Pakikisalamuha:
minutes) Pakikilahok
Pakikibagay
Ask the learners to share Pakikisama
the part/s in the .
handouts that strike them . Domains of interpersonal
the most. (5 minutes) relations with kapwa as
hindi ibang tao (p. 189)
. 1. Pakikipag-palagayang
loob
Discussing new Class Brainstorming: 1. Show to the learners the Group Activity:
concepts and After giving them time to specific contribution of the 1. Pakikisangkot Perform a creative
practicing new read the text again, (5 given Filipino thinkers in the 2. Pakikipagkaisa presentation showing
skills #1 minutes) Ask the learners society through pictures. (e.g. that you value the
to give the gist of the El Filibusterismo, El Folk-lore (20minutes) role of interpersonal
material’s content about Filipino, etc.) relations in Philippine
the social ideas of each culture. You may
Filipino thinker. (7 2. Ask: What is/ are the choose from the
minutes) relations of their social ideas following for your
to their contributions? presentation:
(Recitation) a. role playing
(8 minutes) b. talk show
c. panel discussion
tableau
drawing
song/rap
poem
(15minutes)
Discussing new The students will narrate

concepts and actual situations or
practicing new experiences wherein they Presentation proper
skills #2 manifested the domains of
pakikipagkapwa. (30minutes)
(5minutes)
Developing mastery Group Activity Differentiated Task How do interpersonal
(leads to Formative Group the learners into Group the learners into 3 relations affect
Assessment 3) (or 6 if the time permits). (or six if the time is still Philippine culture?
Assign two Filipino sufficient) and assign each
thinkers for each group. with 2 Filipino thinkers. OR
Ask them to complete a Instruct the learners to make
graphic organizer that an analysis or examination of How were
summarizes their the practicality and interpersonal relations
ideologies and the social acceptability of the social practiced in Philippine
ideas. (10 minutes) ideas of these thinkers in the culture? (5minutes)
past and in the present
Ask the learners to community. The following will
present their work in front be the assignment.
(3 mins. per group)
Group 1: (Rizal & Bonifacio)
Present through a debate.
Group 2: (Reyes & Paterno)
Share the details through a
talk Show
Group 3: (Salazar
& Enriquez)
Present through a panel
discussion. (simulation)
(Give them 7 mins. prep.

Time and 3 mins. for their
presentation)
Provide a scoring rubric for

the activity.
Finding practical Processing Question: Processing Questions: How will you apply the
applications of Ask: How can these Ask: How will you apply domains of
concepts and social ideas affect your some of the striking social pakikipagkapwa in your
skills in daily living perspectives in life? (2 ideas of our Filipino thinkers daily life? Cite instances
minutes) in your life? wherein each domain of
(2 minutes) pakikipagkapwa should be
applied.
(5minutes)
Making generalizations Wrapping Up: Wrapping Up: What are the roles of
and abstractions Ask: Why is there a need Ask: Why do we need to interpersonal relations in
about the lesson for us to determine the examine the social ideas of Philippine Culture?
social ideas of our own our own thinkers? (2 minutes)
Evaluating learning thinkers? (2 minutes) (5minutes)
Reflection 1. Essay Explain the meaning of the
Paper/Learning Log Write: Choose one among the domains of Individual Activity:
Write: Compose a 6 Filipino thinkers. Enumerate pakikipagkapwa with its
reflection paper. Highlight at least 3 social ideas and appropriate translation in Journal Writing Why
the Filipino thinker you examine their significance the English language.
is there a need
like the most and justify based on the practicality and Pakikitungo
to value the role of
at least 2 of his social acceptability of the social Pakikisalamuha
interpersonal relations
ideas you agree with. (5 ideas of these thinkers in the 0 Pakikilahok
in Philippine culture?
minutes) past and in the present 1 Pakikibagay
community. (15 minutes) 2 pakikisama (10minutes)
Provide a scoring pakikipagpalagayang-
rubric. 2. Provide a scoring rubric. loob
7. pakikisangkot
8. pakikipagkaisa
(10minutes)
for application or
remediation
Grades 1 to 12 School Grade Level GRADE 11
DAILY LESSON Teacher Group 4 Learning Area Disciplines and Ideas in the Social Sciences
Time Fourth

I. OBJECTIVES
Content Standards The learners demonstrate an understanding of key concepts in the Social Sciences rooted in Filipino
language/s and experiences.
Performance
The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
Standards
Learning
Competencies/
The learners evaluate the person’s personality using the core values of Sikolohiyang Pilipino.
Objectives
Write the LC code for (HUMSS-DIS 11-IVf-3)
each
Evaluate the person’s Carry out an
II. CONTENT Subtask: Define the exploration of personal
Identify the core values personality using the core
nature Sikolohiyang and social
of Sikolohiyang Pilipino values of Sikolohiyang experiences using
Pilipino.
Pilipino. indigenous concepts.

C. References
Teacher’s Guide
pages
pages
3. Textbook pages
Additional Materials https://tl.m.Wikipedia.org. Jose, M.D. & Ong, J. A.
from Learning ,/ Discipline and Ideas in (2016). Disciplines and
Resource (LR)
https://m.youtube.com/watch? https://m.youtube.com/filipino
Social Sciences by Jose Ideas in the Social
portal v=qopg54dkjdo values
Ong Sciences. QC: Vibal
https://www.slideshare.ne Group, Inc.
t>mobiole>Sikolohiyang>
Pilipino
Other Learning
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
Resources
IV. PROCEDURES
Reviewing previous Review: Call a Friend Learners recapitulate Ask this question: What is Picture Presentation
lesson or presenting The teacher will call yesterday’s lesson through an the core value of Present the learners
the new lesson someone to start the activity: FOREIGNOY. Sikolohiyang Pilipino? with 3 photos that will
review, then he will call Teacher will group the class in represent
someone to continue the 3 and will ask leader to pick Activity 1: Knowing the 8 pakikipagkapwa,
recap and so on. from 3 countries (America, Manners of Pakikipag- kagandahang-asal at
Name distinguished Spain and Japan) students kapuwa pagtulong as kapwa.)
Filipino social thinkers. should identify their influence The class will be divided into Ask the learners (at
What are their in our country in a continuous 5 groups. Each group will least 3) to make a
respective social manner. Next, Students will choose 2 members to recapitulation of the
ideas? (5 minutes) be asked to identify the represent their group in lesson using the 3
characteristic which are doing the first activity. In this photos. (Based on
considered truly Pinoy “tatak activity, the teacher will post the photos, review
Pinoy”. Students will be asked several Filipino manners on the lessons
again to give their idea in a the board. The students’ task discussed yesterday.)
continuous manner by group. is to identify which among of (5 minutes)
(5 minutes) these words are the 8
manners of social interaction
(pakikipagkapuwa) based on
Sikolohiyang Pilipino core
value. After identifying, they
will post it on the concept
map then 2 representatives
will discuss their answer.
Ask this question: Can

you describe each manner
in your own words?
Establishing a 1.Pictograph: 4pics Ask the students: What are Activity 2: Fact or Bluff
purpose for 1 word the characteristics that pre- The class will be divided into Video Presentation
the lesson existed even before the 5 groups. Each group will be
The teacher will show colonization of other given FACT and BLUFF 1 minute in the
group of pictures; countries? papers. The teacher will then Philippines by Nas
learners will figure out present several situations in Daily
their relationship to come Processing question: the society and the students’ Processing Question:
up with a word that would From the identified task is to identify if the 1. Share your personal
represent them all. characteristics, what are the following situations are in experience where you
characteristics that are accordance with the core see the strength of
(Spain, American, considered truly Filipino? value of Sikolohiyang Pilipino Filipino values.
Japanese) In what sense they are or not. They can raise the 2. I want you to share
(10minutes) considered positive or FACT if the answer is correct your personal
negative? while BLUFF if it is not. experiences where you
2. What are the Give examples to Situations: see the weakness of
influences of these justify your answer. 1. Pagtulong sa Filipino values.
countries to the attitudes (5 minutes) matanda habang tumatawid
and behaviors of the sa daan. FACT
Filipinos? Paggawa ng aksyon hinggil
sa paglawak ng suliranin sa
a. Spain- Religiousness, pinagbabawal na droga.
Eating habits, forms of FACT
entertainment, manner of Paglaban sa sariling
dressing karapatan sa
b. American- open, free, pamamagitan ng dahas.
education, independent, BLUFF
religious freedom, Pagsunod sa Anti-
English, eating habits Mendicancy Law bilang
c. Japan-Work ethics, isang masunuring
Patriotism, nationalism mamamayan. BLUFF
(10 minutes) Hindi pakikialam sa
Presenting Picture Analysis about usapin ng RH Law. BLUFF
examples/instances Filipino Traits
of the new lesson The teacher will show
pictures for students to
Picture Analysis: Mirror
analyze.
Ask the students about

the characteristic of
Filipinos?
Answer: Hospitality or
Magandang
pakikitungo, courtesy
(Po at Opo), Close
family ties etc.
(10 minutes)
Processing questions:
What do you see from the
picture?
What does the picture try to
depict?
What is common with all the
pictures shown?
(5 minutes)
Discussing new Activity 3:
concepts and Core Values Word Pool and T-chart
Discuss the meaning of Documentary Analysis
practicing new Provide a word pool
Sikolohiyang Pilipino. Kapwa The class will watch the
skills #1 that contains the
documentary film entitled
Sikolohiyang Pilipino or The concept of kapwa (shared indigenous concepts in
“Pobreng Mayaman.”
Indigenous Filipino identity) is the core of Sikolohiyang Pilipino:
Individually, they are task to
Psychology is also known Sikolohiyang Pilipino and (i.e. hiya, utang na
answer the following guided
heart of the structure of loob, pakikisama,
as Kapwa Psychology. questions:
Filipino values. pakikisalamuha, amor
Kapwa Psychology draws What are the qualities of
Pakikipagkapwa means propio, pagaabuloy,
from folk practices as Aling Eli?
treating the other person bayanihan,
much as from modern What are the qualities of
as kapwa or fellow human pagdadamayan,
theory. It perceives no people around Aling Eli?
being. palaksan, etc.)
contradiction between After doing their individual
Two Categories, 8 levels Ask the learners to post
indigenous folk beliefs task, the students need to
of interaction. each word in the
and modern group themselves into 4,
Ibang Tao (outsider) appropriate part of the
psychological concepts then, they will make 2 T-
Pakikitungo: T-chart. (Left: Strength,
and scientific norms. charts (for Aling Eli and the
civility middle: both weakness
It includes in its study the People around her). Using T-
Pakikisalamuha act of and strength, right:
IKSP of healing from the chart, they can list on the left
mixing weakness.)
Babaylan and Albolaryos side all qualities which
(native shamans and
healers) as well as the Pakikilahok act correspond with the core Ask the learners to
religio-political of joining value or the 8 manners of explain their responses.
approaches of the Filipino Pakikibagay: Filipino social interaction, The facilitator gives
mystics and folk heroes conformity while, on the right side, they his/her input on the
and other ancestral ways Pakikisama: can list all the qualities which activity.
of knowing. Kapwa Being united with the not correspond to the core (10 minutes)
psychology implies a call group value. They will be given 2
for social action. Scholars  Hindi Ibang Tao (“one-of- minutes to finish this task
and students are us”) and after that, 1 per each
encouraged to go to the Pakikipagpalagayang-loob: group will report their activity.
villages to learn from the Act of mutual
people and in turn serve trust
them with the gain Pakikisangkot:
knowledge. Act of joining
others
(15 minutes) Pakikipagkaisa:
being one with
others
(10 minutes)
Discussing new Discussing new concepts
concepts and
and practicing new skills
practicing new
#2
skills #2
Examples of Filipino
Values:
Hospitality - the friendly and
generous reception and
entertainment of guests,
visitors, or strangers
Utang na loob – debt of
gratitude.
Bahala na – fatalism or
determination and being
risk taker. Bahala na
ang Diyos (God will take
care of us)
(5 minutes)
Developing mastery Picture Perfect Spoken Poetry
(leads to Formative 1. Group the students
Assessment 3) Group the class into 5 into 5.
groups. 2. Assign each group
Scenarios will be given with indigenous
you, for you to analyze. concepts.
You will be given 30 Activity 4: HuLarawan The a. group 1: utang na
seconds to process the teacher will show 6 pictures. loob
scenario. Using their understanding b. group 2: pakikisama
Once the time ends, and learning from the and pakikisalamuha
students will freeze discussion, the students’ c. group 3: bayanihan
projecting the scenario task is to evaluate if d. group 4: hiya
Activity: Video clip
given. following pictures show the e. group 5: pagdamay
Identify the Filipino traits core value of Sikolohiyang
One group will act as the
that you observed? Pilipino. In doing this, per 3. Instruct the learners
critic in each scenario.
Why do we need to group, they can say AHA if it to carry out an
study Sikolohiyang During your celebration of is an example of core value, exploration of these
Pilipino? barangay feast, your and AHU if it is not. indigenous concepts by
(10 minutes) relatives from another presenting personal or
place came to celebrate social experiences of
with you. What will you these terms in their
do? most artistic way.
A son/daughter taking care of (spoken poetry) (7-10
his/her parent as a sign of minutes)
giving back for the 4. Present the learners
sacrifices they’ve made. the scoring rubric/s.
Picture that depicts 5. Ask the learners to
“BAHALA NA” Filipino present their output in
values. class (3 mins for each
(10 minutes) presentation).
Finding practical Activity: Recitation Think this Over
applications of As a student how would • How will it be
concepts and
Ask the students: When does
you apply or use when there is
skills in daily living a Filipino Value become
Sikolohiyang Filipino for Activity 5: Pick-a-Pic awareness of the
positive or negative. (5 strengths and
the betterment of your
minutes) weaknesses in Filipino
daily life?
(5 minutes) values? How these
Each table will choose 1 values help you as
representative and their task a senior high
is to pick or choose one school? (2 minutes)
picture on the teacher’s
table. Afterwards,
they will share
their experiences
on how they possessed the 8
manners or the core value in
the same event or situation.
Making generalizations What is Sikolohiyang Filipino Core Values Activity 6: KAPUWA The Wrapping Up
and abstractions Filipino? Kapwa- concept ofkapwa teacher will post the blank Why is there a need to
about the lesson Why is Sikolohiyang (shared identity) is the man named KAPUWA. By determine the
Filipino considered a core of Sikolohiyang this time, every student is strengths and
Filipino social science Pilipino and heart of the free to write everything weaknesses of Filipino
perspective? structure of Filipino values. they’ve learned from the values? (2 minutes)
(5minutes) Pakikipagkapwameans discussion either manner,
treating the other person definition, or the likes.
as kapwa or fellow human
being.
Hospitality - the friendly KAPUWA
and generous reception

and entertainment of
guests, visitors, or
strangers
Utang na loob– debt of
gratitude.
Bahala na – fatalism or
determination and being
risk taker. Bahala na
ang Diyos (God will take
care of us)
(5 minutes)
Evaluating learning
Additional activities for

application or
remediation
Grades 1 to 12 School Grade Level GRADE 11
DAILY LESSON Teacher Group 4 Learning Area Disciplines and Ideas in the Social Sciences
Time Fourth

I. OBJECTIVES
Key concepts in the Social Sciences rooted in Filipino language/s and experiences
Carry out an exploration of personal and social experiences using indigenous concepts
Performance
Standards
0 Learning
Competencies/ The learners explain the significance of using a particular The learners critique dominant approaches
Objectives Write language for discourse using Filipino perspectives.
the LC code for HUMSS_DIS11-IVg-4 HUMSS_DIS11-IVg-5
each
CONTENT The Significance of a Particular Language for Discourse Pantayong Pananaw

E. References
Teacher’s Guide
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
Other Learning Dela Cruz, et.al, (2016) Disciplines and Ideas in the Social Sciences, Phoenix, Quezon City
Resources Jose and Ong, (2016) Disciplines and Ideas in the Social Sciences, Vibal, Quezon City
Estrope, Carmela R.(2016), Group Kadamay shifts campaign to take over idle units to housing project in
Bocaue town, INQUIRER.NEThttp://newsinfo.inquirer.net/881695/group-kadamay-shifts-campaign-to-take-over-
idle-units-to-housing-project-in-bocaue-town
IV. PROCEDURES
Reviewing previous Picture Presentation Ask the learners to

lesson or presenting Provide some pictures recapitulate the lesson Dominant
the new lesson that will show several yesterday through the activity Filipino
FILIPINO
Filipino values that have “Call a Friend” in which the LANGUAGE ApproachesPerspectives
been shown last teacher will call someone to
meeting. start the review. After that
learner finished his review he Comparing
Processing Questions: The Importance of My
will call someone to continue
Language: The teacher will Perspectives: The class
What do the pictures the recap and so on. will work collaboratively
post this graphic organizer
represent?
Review questions: What is on the board. Each student by comparing the
Why are these Filipino
is free to write their own perspectives presented
values essential as a our lesson yesterday? How
understanding about the in dominant approaches
Filipino? was the lesson discussed?
significance of Filipino and Filipino
What did you discover?
(5 minutes) language in Filipino perspectives. They will
(5 minutes) discourse and society. also write the
similarities of these
(5 minutes) perspectives at the
center of this diagram.
(5 minutes)
Establishing a Pass the Message. The class will be divided into Ask the following
purpose for Group the learners into 6 groups. Each group will be questions:
the lesson groups. assigned to reconstruct the Q1: What makes
Ask each group to fall image of their assigned Filipino perspectives
into a line then give the puzzle. differ from the dominant
person at the end of the approaches?
queue a message (the Q2: Can we use the
message must be in 1. 4. various social science
different regional approaches in dealing
languages like 2. 5. with the social
Hiligaynon, Cebuano, happenings and
Ilokano, Ilongo, etc.) that concerns all the times?
he/she will pass to the 3. 6. Why?
next student and then so
on until the message is After doing this activity, each
received by the last group will be presenting their (3 minutes)
student. The learner at work by answering these
the end of the line will following questions:
write the response on the Q1: What is the message of
board. this image?
Q2: What social science/
Guide Questions: Filipino perspective is related
1. How did you find the to this image? Why? (15
activity? minutes)
2. What makes the
activity difficult/easy?
(7 minutes)
Presenting Video Presentation: Graffiti Wall The class will then be The teacher will discuss
examples/instances 1. Share to the learners 1. Group the learners into 3. divided into 2 groups. The the needs for critiquing
of the new lesson the guide questions; 2. Ask the learners to first group will be assigned to the dominant
enumerate their ideas about the dominant social science approaches based on
2. Have the learners the following informal perspectives (e.g Structural- Filipino perspectives for
watch a 2-minute video in languages: functionalism, conflict the students to realize
order for them to see how perspective, symbolic the following:
language can be a a. gaylingo interactionism, The Filipino society
hindrance or a bridge for b. jejemon psychoanalysis, ect) while should be analyzed
understanding when c. salitang kalye the second group will be from the eyes of
communicating with assigned to Filipino Filipino perspectives
another person. 3. Ask the learners to present perspectives like or any dominant
(3 minutes) their answer in front. Sikolohiyang Pilipino, approaches related
Pantayong Pananaw, to Filipino
3. Processing Questions: Pilipinolohiya, and etc. The perspectives.
a. What are the groups are tasked to put the The dominant
hindrances to major ideas presented from approaches were
understanding based on each perspective using Data originated from the
the video? Retrieval chart. West.
b. What are the means of Perspecti Major Idea The individual and
understanding when ve social behavior of
communicating with Filipinos are
another person?
c. Based on the video, different from the
what does discourse Westerners.
mean?
(5 minutes)
Discussing new Processing Questions: Ask the following questions: Identify the related
concepts and Share with the learners Why do we consider these Q1: What are the major Filipino perspective to
practicing new some personal languages as means for ideas presented in the the following
skills #1 experiences that was discourse? dominant perspectives? dominant approaches:
affected by the language Are these languages Q2: What are the major Approa Related
barrier. recommended for everyday ideas presented in the ches Filipino
use? Why yes or not? Filipino Perspectives? perspe
Have the learners share Q3: Do they have ctive
some experiences they similarities? And what are Structur
have encountered those similarities? al-
where language has function
become a hindrance (10 minutes) alism
when speaking with Conflict
another person. perspec
(5 minutes) tive
Symboli
c
interacti
onism
Psycho
analysis
Rationa
choice
theory
Instituti
onalism
Feminis
t theory
Hermen
eutical
phenom
enology
Human-
environ
ment
system
s
Ask this question: Q1:

What are the
characteristics of these
approaches that make
it related to Filipino
perspectives?
(12 minutes)
Discussing new
concepts and
practicing new
skills #2
Developing mastery Group the learners into Group the learners into 4. Answer this question: There are two stations,
(leads to Formative The groups will The groups will perform a 3- In what ways do the the LIKE and DISLIKE.
Assessment 3) perform a 3-minute skit minute skit. Each group will Filipino perspectives The teacher will
regarding on how apply some informal and differ from dominant present some
language help one to formal words in context. (The approaches? perspectives of each
make a discourse teacher will choose the dominant approaches
successful on the words) (5 minutes) and each student will
following context. choose if it can be
applied to Filipino
business society or not by
school choosing from the LIKE
church and DISLIKE stations.
government
(7 minutes)
2. Provide the learners a
scoring rubric before the
presentation.
Structural functionalism
Ask the learners to sees society as a
present the performance. complex whose parts
work together to
(3 mins each group) promote solidarity
and stability.
Conflict perspective or
Marxism sees
society as an arena
of two conflicting
forces.
Symbolic
interactionism
depends on the
symbolic meaning
developed by
people in the
process of
interaction.
Human-environment
system deals with
broader studies into
the intricate nature
of mutual
interactions and
feedbacks between
humans on the
environment and
the effect of the
environment on
humans.
Feminism promotes the
belief that women
and men should be
treated equally and
that
steps have to be
taken to realize
the goal of gender
equality.
(2 minutes)
Finding practical Think this Over Think this Over Ask this question: The teacher will present
applications of Q1: As a social science 5 pictures of social
concepts and How significant is the use How significant is the use of student, what issues. The student’s
skills in daily living of a particular language formal language for approaches/perspectives will task is to choose 1 from
for discourse? (2 discourse? you use by analyzing and these pictures and they
minutes) (2 minutes) examining the society? will try to analyze using
Why? the most appropriate
dominant approach
(5 minutes) suited to this issue.
(5 minutes)
Making generalizations Wrapping Up Wrapping Up Ask the following
and abstractions questions:
about the lesson Why is there a need to be Why is there a need to think Q1: What is the
very particular when it of a proper language for importance of
comes to the choice of discourse? examining dominant
words in discourse? (2 (2 minutes) approaches from the
minutes) eyes of Filipino
context?
Evaluating learning (3 minutes)
Ask the learners to Reflection Paper Read the article
enumerate the entitled: Group
hindrances in Ask the learners to Kadamay shifts
communication and compose a reflection paper campaign to take
the possible solution for the question below: over idle units to
for those problems. housing project in
How does our language affect Bocaue town from
Language the message that we want to INQUIRER.NET.
Hindrances Solution express? Why is the use of Analyze this article
1 specific language significant? using one or two social
2 science dominant
3 approaches by
answering the following
4 questions:
Q1: How is this article
relevant to your chosen
approach/es?
Q2: Is your chosen
approach/es suited to
Filipino perspective?
Why?
(20 minutes)
Source:
http://newsinfo.inquirer.
net/881695/group-
kadamay-shifts-
campaign-to-take-over-
idle-units-to-housing-
project-in-bocaue-town
for application or
remediation
Time
I. OBJECTIVES
The Role of Social Science in the real World.
Illustrate situations and context in which Social Science can be applied.
Performance
Standards
0 Learning Determine how Social Science can be used to address Recognize multidisciplinary and/or
Competencies/ social concerns. interdisciplinarity as an approach to looking at
Objectives HUMSS_DIS11-IVh-6 society.
Write the LC code for HUMSS_DIS11-IVh-7
each Determine how a certain Understand how Social
profession addresses social Science helps to analyze
concern/s. social problems.
Professions.
CONTENT Applications and Intersections of the approaches in addressing social problems.
LEARNING
RESOURCES
A. References
Teacher’s Guide
pages
pages
3. Textbook pages
Additional Materials
from Learning
B. Other Learning Sociology: Basic Concepts https://www.youtubejnm Sociology: Basic Arleigh Ross D. dela
Resources and Perspectives Manuel B. p4.com/downloadphp?v? Concepts and Cruz, Cecile D.
Garcia =eli15zfoyVxoHW2AprH Perspectives Manuel B. Fadrigon, and Diana
12ed. Garcia Mendoza,
“Applications and
Arleigh Ross D. dela www.arj.no/2012/03/12/d Intersections of the
Cruz, Cecile D. isciplinarities-2/ Approaches in
Fadrigon, and Diana J. Addressing Social
Mendoza, “Applications Problems”, in
and Intersections of the Disciplines and Ideas
Approaches in in the Social
Addressing Social Sciences (Quezon
Problems”, in Disciplines City, Philippines:
and Ideas in the Social Phoenix Publishing
Sciences (Quezon City, House, Inc., 2016),
Philippines: Phoenix pp. 205-225.
Publishing House, Inc.,
2016), pp. 195-196. Jose Rizal, “Sobre la
indolencia de los
Filipinos” (Madrid: La
Solidaridad, 1890).
http://www.gutenberg.
org/cache/epub/6885/
pg6885-images.html
Accessed on 12 May
2017.
https://www.youtube.c
om/watch?v=XWH2Cg
BeVcM
https://www.youtube.c
om/watch?v=UNLQN
gjOr08
IV. PROCEDURES
A. Reviewing previous Ask the students to explain Ask the learners: Review of the past lesson After reminding the
lesson or presenting the significance of knowing *Give the different about all the disciplines students to arrange
the new lesson how to critique dominant professions that we within the Social Science. their seats and tidy
approaches using Filipino discussed yesterday? up their immediate
perspectives. (2 minutes) Name the disciplines of surroundings, the
 What is the the Social Science. teacher checks
importance of using (5 minutes) attendance. S/he
your Mother tongue in briefly asks some
any discourse? students concerning
 What is the their understanding
importance of using of multidisciplinary in
Filipino language in the social sciences.
any discourse? (5 minutes)
(5 minutes)
B. Establishing a Activity: “Gusto Kong A minute video entitled, Group Activity: - 5-minute video
purpose for the lesson Maging…” “Social Problems in the Metaphor-make introducing the
The learners will be asked of Philippines” will be Meaning(MMM) issue will be shown:
their dream profession and shown in class. Have the students unlock
share before the class. The https://www.youtubejnm the social science by https://www.youtube.
following guide questions will p4.com/downloadphp?v identifying the symbol com/watch?v=UNLQ
be asked: ?=eli15zfoyVxoHW2Apr behind the pictures. NgjOr08
1. What profession do H12ed. Sample pictures
you want to pursue (5 minutes)
five (5) years from
now?
2. Why do you want it?
3. How do you think it
will help the society?
(5 minutes)
Processing Questions:
1.Were you able to find

the connection?
2. In one word, what is
the concern of each
social science?
(10 minutes)
C. Presenting A video presentation of Video analysis: (6 “Word within a Word” Activity: Symposium
examples/instances of different societal problems minutes) (WWW Activity) / Panel Discussion
the new lesson will be presented/flashed via 1. Based on the Have the students
LCD projector. video, what are enumerate words that A group of students
*personally, made by the the existing social start with the words multi will serve as a panel
teacher concerns/problem and inter. Then, have a of experts
(5 minutes) s in the generalization. [anthropologist,
Philippines? Processing Question: economist, historian,
Processing Question: 2. What do you Based on the list of words political scientist,
think are the you’ve given, what is the psychologist, &
What is the video all about? underlying causes meaning of multi and sociologist] analyzing
of the problems inter? the issue of the
(7 minutes)
shown from the perceived indolence
video? of the Filipinos.
3. In your own idea,
how can these (30 minutes)
problems be
solved?
(6 minutes)
D. Discussing new The learners will be grouped Discussion on the roles Teacher will flash the
concepts and into four (4). of Social Sciences in definition of the
practicing new skills Ask: List down maximum of solving the social multidisciplinary and
#1 ten (10) social concerns. interdisciplinary
concerns/issues that they (10 minutes) approach.
see, observe or experience Have the students
in the society or community Examples: underline the keywords
where they belong in a from the given definition
manila paper and marker to distill the essence of
using a concept map in the the word.
manila paper provided. Multidisciplinary
Approach – The world
Sample Venn Diagram has many different
disciplines each of which
attempts to explain “the
same” phenomena from
Social
their respective
disciplinary viewpoints.
Interdisciplinary
Approach – Looking at
*Learners will choose one to “the same” issue/s from
two representatives in multiple disciplinary
explaining their work and perspectives, in a way
elaborate what they have that tries to integrate or
listed. make holistic sense of the
various explanations of
(10 minutes) “the same” phenomena
that are generated from
each of the disciplinary
perspectives. (7
minutes)
Discussing new
concepts and
practicing new
skills #2
Developing mastery Each group will be given two Create an The teacher asks the
(leads to Formative minutes to choose a authentic Discussion using Venn students: “Were you
Assessment 3) social concern and discuss presentation Diagram. able to see the
its causes and effects based on the Sample Venn diagram differences in the
among the group and identified social perspectives of the
another two (2) minute in concerns from the various social
presenting their work. previous meeting: sciences?” (5
IM
Ask each group to minutes)
The teacher will give make an artistic (10minutes)
additional inputs presentation (role
regarding the causes and playing, poster
effects of different social making, dance,
concerns. song
interpretation,
(10 minutes) etc.) on a
particular social
concern that has
been observed by
each group in
class for 3-4
minutes.
Each group must
highlight the
roles of Social
Sciences in
solving these
social concerns.
(20 minutes)
G. Finding practical With the same group, they The learners will write a Ask:
applications of will be asked to present letter to the President, 1.How inter/multi-
concepts and skills in possible solutions to the informing him about the disciplinary approach can
daily living problem by presenting a social concerns that they be applied in your life?
short talk show role playing have identified. The Between the 2
of the chosen profession learners will also approaches, which do
(15 minutes) suggest possible you find more useful in
solutions to the your daily life? Why?
problems. (7 minutes)
(5 minutes)
H. Making Ask: In your opinion, Based on the Create a flowchart using The teacher
generalizations and assuming you already discussions, in what ways popsicle sticks and shape elaborates on the
abstractions about the practice such profession can Social Science help cut-outs to illustrate the following points
lesson today, what would be your in solving the social distinction between the 2 (10 minutes):
role in solving these social concerns in the country? approaches. Social analysis makes
concerns? *The teacher will show an Note: Circles- Social use of the tools of
illustration to summarize Science Discipline the various social
“Social problems can be the lesson Squares- Insights/ sciences to look at
addressed and solved by Solution Popsicle – Lines historical and
simple citizens especially (variation: use rubber structural causes of
those who have (7 minutes) bands) an issue involving
institutionalized professions. Use the 8 popsicle sticks social inequality.
So, everyone is encouraged and the shape cut-outs to The various social
to dream big, pursue those show your understanding. sciences serve as
dreams and participate in You don’t need to use all different “lenses” to
nation-building and solving 8. provide a
the unending problems in the (Sample output: see multifaceted view of
society.” attachments) a single issue.
(5 minutes) Interdisciplinarity
involves multiple
disciplines [i.e.,
social sciences]
working together to
provide a richer
perspective of social
reality.
I. Evaluating learning Formative Assessment: Formative Formative Assessment: Formative
Make a reflective paper on assessment: Have the students Assessment:
“My Profession and the (10 minutes) accomplish the flow chart. Make an essay on
Society”. Assign one social (9 minutes) “Social Sciences:
concern for each group Different
This may also be considered and causes, effects, and Perspectives”.
as an additional activity for possible solutions of the
application if not finished. following social This may also be
concerns. Choose one considered as an
Rubrics related will be given and identify three issues additional activity for
and explained before. involving the said application if not
(5 minutes) concern. finished.
1. Economic
(rubrics: see appendices) 2. Political
3. Education
4. Environmental
5. Health and
Sanitation
6. Gender Inequality
J. Additional activities for Assignment: Define Assignment: Search for
application or multidisciplinary and the different Social Issues
remediation interdisciplinarity. being observed at the
present time.
Time
I. OBJECTIVES
0 Content
The role of Social Science in the real world.
Standards
1 Performance
Illustrate situations and contexts in which Social Science can be applied.
Standards
2 Learning Generate an analysis of a social phenomenon using at least two approaches from the Social
Competencies/ Sciences. (HUMSS- DIS 11-IVi-8)
Objectives Write Generate an analysis of a social phenomenon using Generate an analysis of a social phenomenon using
the LC code for one approach from the Social Sciences. another approach or other approaches from the Social
each Sciences.
CONTENT Applications and Intersections of the approaches in addressing social problems
LEARNING
RESOURCES
A. References
Teacher’s
Guide pages
Learner’s
Materials pages
3. Textbook pages
Additional
Materials
from Learning
Resource (LR)
portal
Other Learning
Resources
IV. PROCEDURES
A. Reviewing What is the role of Social  Recapitulate by  Recap the previous - How did Groups 1 and 2
previous lesson Science in addressing or answering the KWL lesson: analyze the social
presenting the social concerns? Chart. phenomena presented
new lesson (5 minutes) - How do the through different
What What different perspectives/approaches?
I I do approaches help an
Know not individual analyzing (5 minutes)
know a social
phenomenon?
(*Based on the (5 minutes)
responses, give
attention on the things
that are not yet
understood by the
learners*)
(10minutes)
B. Establishing a Video Analysis: Learners will be asked to The learners will be How will the other groups
purpose for the The learners will be sit according to their divided into four analyze the social Phenomena
lesson grouped into four. They group. Each group will be groups. Each group assigned to them
will take view on a short given a news clip/article will be asked to (5 minutes)
video-clip about the about social issues. arrange the jumbled
different social letters to decipher the
phenomena in the Ask: What does that social issues currently
Philippines. picture show? happening in our
(5 minutes) (5 minutes) country.
(5 minutes)
C. Presenting Apart from the short video Students will be asked to The learners will be
examples/instanc clips presented, the give other social issues presented different
es of the new students will be asked to related to what the social phenomena
lesson think of other social picture/image depicts? such as:
phenomenon/relevant 1. Teenage
issues that are currently (5 minutes) pregnancy
happening? 2. Anti-Drug
(5 minutes) Campaign of
President Duterte
3. Extra-Judicial
Killings
4. Juvenile
Imprisonment
5. Territorial Disputes,
etc.
(5 minutes)
D. Discussing new * Fill-in the Chart: Let the students analyze The representative of
concepts and Each group will identify the articles given by using the group will pick a
practicing new one social phenomenon at least two Social Science topic and perform an
skills #1 and analyze it by applying approaches. analysis using 2 or
Social Science more social science
approaches. (15minutes) approaches.
e.g. Twist in analyzing: (5 minutes)
Answers will be made
Social Issue through “Collage artwork
and be presented to the
class by each group’s
Analysis Approach/es representative.
(15 minutes)
Discussing new
concepts and
practicing new
skills #2
Developing mastery Presentation of the Presentation of output. Each of the groups Presentation of Groups 3 and
(leads to learners’ output. (scores will be obtained will perform their 4.
Formative through the use of analyses through the (20 minutes)
Assessment 3) Rubrics) following activities:
Reporting of each group’s (20 minutes) - Infomercial
output will be delivered by - Role-playing
their - Pantomime
leader/representative. - Rap/Fliptop
- Poster/Slogan
Ask: What social Making
phenomena are - Newscasting
presented? - Etc.…
Then, let the learners Representative of
analyze the phenomena each group would
using other approaches. select their activities
(15 minutes) through “fish bowl”
technique.
Presentation of
Groups 1 and 2 only
(40 minutes, including

the instruction,
preparation, and
presentation)
G. Finding practical The teacher will ask from The teacher will let the The teacher will A follow-up question will be
applications of the students: In what ways student do the following: encourage the also asked from the students:
concepts and do these social students to deal with How can these approaches
skills in daily phenomena (presented) Select one social issue the question: How help you in dealing with your
living affect individuals (if discussed by the group can these means of interpersonal relations/daily
applicable)? the society? and cite possible solutions analyses (of different experiences?
(5 minutes) that will help approaches) help you *Note: Based on the
alleviate/eradicate it. in dealing with your presentation of groups 3 and
(5 minutes) interpersonal 4.
relations? (5 minutes)
*Note: Based on the
presentation of
groups 1 and 2.
(5 minutes)
H. Making What is the relevance of How do the different (Note: generalization How do the different
generalizations the social science approaches help an and evaluation will be approaches help an individual
and abstractions approaches in analyzing individual to analyze a done next meeting) to analyze a social
about the lesson the social phenomena social phenomenon? phenomenon?
taking place in the (5 minutes) (10 minutes)
society?
(5 minutes) Different approaches in Social
Sciences help an individual
understand the underlying
causes and effects of social
issues and through this, he will
be able to find solutions on the
existing problems in the
society.
I. Evaluating Reflective type of Summative Test

learning questions will be posted (15 minutes)
on the board about the
issues tackled and give
own perspectives using
the approaches learned in
Social Science. (5
minutes)
J. Additional Homework:
activities for *Look for and bring an
application or article about the current
remediation social phenomena. Paste
it on your notebook.
Bring old magazines,

paste. Scissors, bond
papers, and other art
materials.
APPENDIX
RATIONAL CHOICE THEORY loop a word (HUMSS_DIS11-IVa-6)
RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)
RUBRIC FOR THE SIMULATION
5 - Excellent 3 - Good 1 - Fair Score
Content is not
Content is accurately Content is accurately
accurately portrayed
portrayed as effective. portrayed as effective.
as effective.
Complete coverage of Adequate coverage of
Quality of Content Incomplete coverage
the topic including its the topic including its
of the topic including
strengths and strengths and
its strengths and
weaknesses weaknesses
weaknesses
Scenario was not
Scenario was realistic,
Quality of Scenario
Scenario was realistic realistic, class
class appropriate and
and class appropriate appropriate and well-
well-developed
developed
Presentation was well
organized. Smooth Presentation was fairly Presentation was not
Organization
flow of the transition well- organized well organized
was evident
Presentation fully Presentation engaged Presentation failed to
Impact
engaged the audience the audience engage the audience
All presenters spoke Most presenters spoke None of the presenters
spoke with appropriate
Presentation Skills with appropriate eye with appropriate eye
eye contact, gestures
contact, gestures etc. contact, gestures etc.
etc.
TOTAL SCORE
RUBRIC FOR THE SIMULATION
5 - Excellent 3 – Good 1 - Fair Score
Content is accurately Content is accurately Content is not accurately
portrayed as effective. portrayed as effective. portrayed as effective.
Quality of Content Complete coverage of the Adequate coverage of the Incomplete coverage of
topic including its topic including its the topic including its
strengths and strengths and strengths and
weaknesses weaknesses weaknesses
Scenario was realistic, Scenario was not realistic,

Scenario was realistic and
Quality of Scenario class appropriate and class appropriate and
class appropriate
well-developed well-developed
Presentation was well

Presentation was fairly Presentation was not well
Organization organized. Smooth flow of
well- organized organized
the transition was evident
Presentation fully Presentation engaged the Presentation failed to

Impact
engaged the audience audience engage the audience
All presenters spoke with Most presenters spoke None of the presenters
Presentation Skills appropriate eye contact, with appropriate eye spoke with appropriate
gestures etc. contact, gestures etc. eye contact, gestures etc.
TOTAL SCORE
Activity
Under Pressure
Instruction: Read the scenario below and answer the questions that follow using the worksheet (Under Pressure) provided.
Here is the scenario. You are on your way to an important job interview that is given only to shortlisted applicants which include you. You have waited long for
this job interview and prepared a lot for it. To miss the interview is to miss a very good chance at a job opportunity that you have dreamed of since you were a kid. You
are very excited and hopeful that you will get hired. You are on your way to the job interview when suddenly you receive a call from your younger brother/sister asking
for your help. Your brother/sister seems confused and sounds unintelligible over the phone, and you are worried! To add to your dilemma, your brother/sister is a person
with disability (PWD).
Your questions: What will you do? Would you rush to your brother/sister and forget about the job interview? Or would you ignore the distress call and proceed to
the interview and pretend you never received the call? Or do you have any options?
To help you answer the questions, please fill out the worksheet (Under Pressure) below. Each quadrant (A, B, C, and D) represents a situation wherein you need
to assess your options (strategies and alternatives) and make a choice or decision (action). Analyze and write the advantages (benefits) and disadvantages (risks or cost)
of each pair of options in each quadrant. Make sure that you also analyze the implications of each option to your preferences, and ultimately, to your goal. Once you
complete the table, you should be able to make a choice or decision.
Worksheet 1
Under Pressure
Processing Questions:
Proceed Not Proceed 1. Share your output with your classmates. Did you make
to the Job Interview to the Interview the same choice or decision? Why or why not?
2. How was the whole experience of assessing your
A B options? Was it difficult? Was it easy?
3. Would you say that you applied rationality when
Rush to your brother/sister making that final choice or decision?
C D
To not rush to your

Brother/sister
RUBRIC FOR REFLECTION PAPER
HUMSS_DIS11-IVg-4
POINTS
CRITERIA DESCRIPTION POINTS OBTAINED
Content The student was able to choose one scenario and was 10
able to interpret personal and social experiences using
one of the three approaches discussed in this lesson.
Analysis Analysis was clear and concise based on the data 6
presented.
Organization The paper was well-written with ideas easily conveyed 4
to readers.
Total 20
RUBRIC FOR RESEARCH PAPER

HUMSS_DIS11-IVg-4
POINTS
Content The student was able to give examples of positivist 10

researches and analyzed social problems using a theory
discussed in this lesson.
presented.
to readers.
Total 20
RUBRIC FOR DOCUMENTARY
HUMSS_DIS11-IVg-4
POINTS
Content The documentary contained the required information 10

as specified in the instruction. The scientific method
can be observed in doing the documentary.
Organization The work was well-organized and the message of the 5
documentary is well understood.
Presentation The presentation was clear with the use of effective 5
audio-visual effects.
Total 20
RUBRIC FOR CLASS PRESENTATION

HUMSS_DIS11-IVg-4
POINTS
Content The content was well-founded with facts lifted from the 10
website
th th
Organization Work was well-organized starting from the 15 -18 5
century alchemist work until the present-day
advancements in chemistry.
audio-visual effects.
Total 20
RUBRIC FOR CLASS PRESENTATION2
HUMSS_DIS11-IVg-4
POINTS
Content The content was well-founded with facts coming from 10

the website.
Organization Thoughts are well-organized with no deviation from the 5
topic.
audio-visual effects
Total 20
RUBRIC FOR SHORT PAPER

HUMSS_DIS11-IVg-4
POINTS
Content The activity was able to enlist 20 participants with their 10

corresponding response included in the paper.
presented.
to readers.
Total 25
RUBRIC FOR COSTUME PLAY
HUMSS_DIS11-IVg-4
POINTS
Accuracy of Costumes The group was able to accurately present 7

assigned characters.
Information on Relevance The group was able to correctly and sufficiently 7
of Character explain the relevance of the characters in Rizal’s
society.
Creativity of Presentation The group was able to creatively present the 6
characters.
Total 20
RUBRIC FOR CLASS PRESENTATION – SKIT

(HUMSS_DIS11-IVg-4)
POINTS
Content of Presentation The skit was able to effectively show how the 10
chosen profession helps in addressing a particular
societal issue.
Clarity The thought about the chosen societal issue and 6
the corresponding profession was well-conveyed
to the audience.
Preparedness The group exhibited preparedness with no or 4
minor problems throughout the presentation.
Total 20
RUBRIC FOR ESSAY
HUMSS_DIS11-IVg-4
POINTS
Content The student was able to explain the social issues and 10
analyze them using the assigned social science
approaches
presented.
to readers.
Total 20
HUMSS_DIS11-IVh-6
Attachment Number 1: POPSICLE FLOWCHART
HUMSS_DIS11-IVh-6
MULTIDISCIPLINARY APPROACH: Hunger
Economics 0 1’’s Insight/Solution

Employment opportunities to
alleviate hunger
SS 2’’s Insight/Solution
Conditional Cash Transfer
Political INTERDISCIPLINARY APPROACH: Hunger

Science
Economics
Insight/solution
Aggressive
government
subsidy
Political
Science
Rubric for Differentiated Task: (HUMSS- DIS 11-IVi-8)
Criteria Poor (5pts) Fair (10 pts) Good (15pts)

Quality of Content Content is not accurately Adequate coverage of the topic. Complete coverage of the topic.
portrayed
Quality of Scenario Scenario was not realistic, Scenario was realistic and class- Scenario was realistic, class-
inappropriate for class or poorly appropriate, concepts could be appropriate, well-developed. It
developed. identified. clearly incorporated concepts.
Organization Presentation was not well- Presentation was fairly well- Presentation was well-organized.
organized. organized.
Impact Presentation failed to engage the Presentation engaged the Presentation fully engaged the
student audience student audience. student audience.
Presentation Skills None of the presenters spoke Most presenters spoke with All presenters spoke with
with appropriate eye contact, appropriate eye contact, volume, appropriate eye contact, volume,
volume, tone, use of pauses, tone, use of pauses, and tone, use of pauses, and
gestures, etc. None of the gestures. Most presenters were gestures. All presenters were
presenters appeared prepared or well-prepared and spoke with well-prepared and spoke with
confident. confidence. confidence.
Rubric for Collage Artwork: (HUMSS- DIS 11-IVi-
8) 10 5
Category 20 One or two of the graphics or One or two graphics or The student did not make or
Creativity Several of the graphics or objects used in the collage objects were made or customize any of the items
objects used in the collage reflect creativity in their customized by the student, on the collage.
reflect an exceptional creation and/or display. but the ideas were typical
degree of student creativity rather than creative.
in their creation and/or
display. Graphics are trimmed to an Graphics have been Graphics are untrimmed or
Design Graphics are trimmed to an appropriate size and trimmed to an appropriate of inappropriate size
appropriate size and interesting shape and are size and interesting shape, and/or shape. It appears
interesting shape and are arranged with some items in but the arrangement of little attention was given to
arranged well, some in front front and others behind. items is not very effective. It designing the collage.
and some behind. Care has The canvass, however, appears there was not a lot
been taken to balance the does not appear balanced. of planning of the item
pictures across the canvass. placement.
Attention to Theme The group gives a The group gives a The group gives a fairly The group’s explanations are
reasonable explanation of reasonable explanation of reasonable explanation of weak and illustrate difficulty
how every item in the how most items in the how most items in the in understanding how to
collage is related to the collage are related to the collage are related to the relate items to the assigned
assigned theme. For most assigned theme. For many of assigned theme. theme.
items, the relationship is the items, the relationship is
clear without explanation. clear without explanation.
Number of Items The collage includes 15 or The collage includes 10- The collage includes 9 The collage contains fewer
more items, each different. 14 different items. different items. than 9 different items.
Titles and Text Titles and text were written Titles and text were written Titles and text were written Titles/and or text are hard to
clearly and were easy to clearly and were easy to clearly and were easy to read, even when the reader
read from a distance. Text read close-up. Text varied in read close-up. There was is close.
varied in color, size and/or color, size, and/or style for little variation in the
style for different text different text elements. appearance of text.
elements.
(HUMSS- DIS 11-IVi-8)
Legend:
4 = 20 pts 3 = 15 pts 2= 10 pts 1 = 5 pts
CLASS B MEMBERS
NAME DIVISION NAME DIVISION
ALONZO, DARWIN C. Science City of Muñoz GRAFIL, NELITA A. Bulacan
ANGELES, JUAN KRISTOPIER D. Bataan GREGORIO, MARJORIE DG. Bulacan
ANTONIO, WILLY M. Malolos City LADAO, LAWTON O. City of San Jose del Monte
AUSTRIA, EVELYN C. Bulacan LEPASANA, LUIS S City of San Jose del Monte
BACARRO, MARIZEL E. Tarlac LINSANGAN, CHRISTIAN C. Nueva Ecija
BATUL, JURYCAH CAMILLE O. Mabalacat City MADRIAGA, MARK ANTHONY A. Tarlac
BULAONG, LEAH T. Bulacan MANALANG, JOANNA CHRISTIAN M. Pampanga
CALMA, JOSE E. Tarlac MANALOTO, CHRISTIAN B. Angeles City
CANDELARIA, ED ACE D. Nueva Ecija MENDOZA, ALLAN C. Pampanga
CATALAN, ANA GRACIA G. Tarlac MENDOZA, JIM D. City of San Fernando
CAYABYAB, REYNA ROSE B. Tarlac MINOR, WILHELMINA G. City of San Jose del Monte
CRUZ, TROY B. Bataan NISAY, RUBY ANN S. Bataan
DE CASTRO, JOCELYN L. Pampanga NOVESTERAS, BABYLEN V. Tarlac
DE FRANCISCA, MARIA CORAZON N. City of San Jose del Monte ODFEMININA, ARTHUR M. Nueva Ecija
DELA ROSA, JOHN ALBERT R. Bataan PAMINTUAN, FLORENCE IVY F. Tarlac
DELARIARTE, MICHAEL S. Bataan RAMOS, JAY CHRISTIAN M. Bulacan
DIONISIO, CECILIA M. Bulacan REYES, MYRA G. Pampanga
DUYA, FERDINAND M. Tarlac ROLLS, ANN RACHEL T. Zambales
ENRIQUEZ, MA. JOSEPH PATRICK M. City of San Fernando SALVADOR, ROGEL R. Tarlac City
ESCOBAR, ERIC D. Olongapo City SAMANIEGO, ANN LORRAINE L. Bulacan
ESTEBAN, MARIO C. Nueva Ecija SAMPILO, GERONIMO T. San Jose City
ESTINOPO, RHODA J. Olongapo City SUNGA, MARVIN Z. Pampanga
FERNANDO, GRACE ANNE C. Bulacan TABERDO, MA. ELENA N. Tarlac
FRANQUIA, ROLLY B. Baler TALON, VICTORIA P. City of San Jose del Monte
GARCIA, VIVIAN GRACE G. Tarlac VELARDE, SUNDAE SONNET MARICA L. Zambales
GARCIA, ALDRIN NARCISO M. Pampanga VIDAR, MARK KEVIN A. Cabanatuan City
GARCIA, MICHAEL M. Zambales VILLAROZA, HELEN F. Nueva Ecija
GINGA, JONALYN A. Meycauayan City
NOGOY, MARIA CRISTINA H., EPSI Bulacan ULALAN, ROWENA T., EPSII Cabanatuan City
CLASS ADVISER CLASS ADVISER

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DISS

DAY 1 DAY 2 DAY 3 DAY 4

II. CONTENT Defining Social Sciences as the study of society

0 Presenting (5 minutes) (5 minutes) (5 minutes) (5 minutes)

G. Finding practical (5 minutes) (5 minutes) Ask the learners (5 (5 minutes)

DAY 1 DAY 2 DAY 3 DAY 4

DAY 1 DAY 2 DAY 3 DAY 4

The teacher will

DAY 1 DAY 2 DAY 3 DAY 4

II. CONTENT Historical context of the emergence of each discipline

The teacher will explain

The teacher will elicit

Evaluating learning 10 item quiz Complete the table: Essay:

Session 1 Session 2 Session 3 Session 4

The learners shall be able to:

II. CONTENT STRUCTURAL-FUNCTIONALISM

III. LEARNING RESOURCES

Discussing new One representative in each

Session 1 Session 2 Session 3 Session 4

G. Content Standards Key concepts and approaches in the Social Sciences

I. Learning Competencies/ Psychoanalysis

II. CONTENT PSYCHOANALYSIS

III. LEARNING RESOURCES

Unconscious- the material

LESSONLOG Teaching Dates and AUG 27-30 (10-11AM) Sem/Quarter 2ND

Session 1 Session 2 Session 3 Session 4

The learner shall be able to:

II. CONTENT STRUCTURAL FUNCTIONALISM

III. LEARNING RESOURCES

2. what are the

Discussing new concepts BRAIN STORMING Group Activity:

Additional activities for Find a research paper

Monday Tuesday Wednesday Thursday

III. LEARNING RESOURCES

Monday Tuesday Wednesday Thursday

III. LEARNING RESOURCES

The learners will

K. Additional activities for application or Performance task Failure to

DAY 1 DAY 2 DAY 3 DAY 4

The learners shall be able to:

III. LEARNING RESOURCES

Monday Tuesday Wednesday Thursday

The learners shall be able to:

E. Discussing new concepts and

Monday Tuesday Wednesday Thursday

The learners shall be able to:

“Animated Infographic: During the Spanish

(15 minutes) (15minutes)

Match the feminists and Create an editorial If you will be given a

The teacher will provide

Monday Tuesday Wednesday Thursday

The learner shall be able to:

Van Manen, M. (2002).

E. Discussing new concepts and Students will be called

Session 1 Session 2 Session 3 Session 4

III. LEARNING RESOURCES

Ask: What specifically

How significant are the How were interpersonal

Think-Pair-Share: Ask Domains of interpersonal

Discussing new The students will narrate