Teacher Karen A.

Osma Grade Level and Section Grade 11

GRADE 11
Discipline and Ideas in the Social
HUMSS Teaching Date July 5, 2024 Learning Area
Sciences
DAILY LESSON
LOG Teaching Time Quarter 1 Week 6

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done to develop
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives supports
the learning of content and competencies and enables children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of...
 the emergence of the Social Sciences and the different disciplines
 key concepts and approaches in the Social Sciences
B. Performance Standards The learners shall be able to…
 connect the disciplines with their historical and social foundations.
 interpret personal and social experiences using relevant approaches in the Social Sciences
 evaluate the strengths and weaknesses of the approach
C. Learning Competencies / Objectives The learners shall be able to:
1. Apply the major social science theories and their importance in examining socio-cultural, economic, and political
conditions.
a. Psychoanalysis
D. Specific Objectives At the end of the activities, learners should be able to:
1. Explain Freud's Psychoanalysis: Id, Ego, and Superego.
2. Make informed decisions regarding common social issues confronting today's youth using Psychoanalysis Theory.
3. Recognize the significance of sound decision-making skills in fostering personal growth and contributing positively to
society.
E. Teaching Philosophy Constructivism
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
A. Subject DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCE
B. Topic Social Science Theories – Psychoanalysis
III. LEARNING RESOURCES List the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and
learning. Ensure that there is a mix of concrete and manipulative materials and paper-based materials. Hands-on learning
promotes concept development.
A. References Quarter 1 Module 6
1. Teacher’s Guide pages
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2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from the Learning Resource (LR) portal
B. Other Learning Resources Canva
Teacher-made PowerPoint presentation
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which can be inferred from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.

A. Reviewing previous lesson or Elicit: Routinary Activities:

presenting new lesson (The activities in 1. Prayer
this section will 2. Greetings
evoke or draw out 3. Attendance
prior concepts or
prior experiences The teacher will introduce the class to the format of the class session based on the Netflix Platform strategy. Attached is an
from the students) overview of the said strategy to visualize how the class session will be executed.

Alice, a grade 11 HUMSS student needs help for her upcoming exam. For Alice to pass the exam she needs to accomplish 5
challenges given by the teacher. These challenges can be found in the Netflix platform.

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CHALLENGE 1: DECODING THE STORY

The students will read and analyze the short story below.

In the forest, Rosie found a shiny gold carrot. She wasn't sure if she should keep it or give it back. She asked Ollie, the
wise owl, for help. Ollie said making good choices is hard but important. He told Rosie to think about how she'd feel if she
lost something special. Rosie decided to return the carrot. Even though it was tempting to keep it, she knew it was the right
thing to do. Rosie learned that honesty is valuable, and others in the forest admired her.

PROCESSING QUESTIONS:

1. How did Rosie feel when she found the shiny gold carrot?
2. Can you think of a time when you had to make a tough decision? How did you feel? What did you decide, and why?
3. What have you learned from the story?

ENHANCING NUMERICAL LITERACY SKILLS

The teacher will present the following data to the students:
10 Social Issues and Problems That Trouble Today's Teens by Amy Morin
1. Social Media
2. Peer Pressure
3. On-Screen Violence
4. Depression
5. Bullying
6. Sexual Activity
7. Drug Use
8. Alcohol Use
9. Obesity
10. Academic Problems

To help mitigate these problems, we should empower youth to make informed and confident decisions that align with their
values and goals.

Indicator 1: Apply knowledge of content within and across curriculum teaching areas
CURRICULUM CONNECTION: PRACTICAL RESEARCH 2 – KINDS OF DATA

Indicator 2: Use a range of teaching strategies that enhance learner achievement in literacy and/or numeracy skills
Literacy – Reading and analyzing a short story
Numeracy – Analyzing research data

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B. Establishing a purpose for the Engage: CHALLENGE 2: LENS DETECTIVE: INVESTIGATING DATA THROUGH PICTURE ANALYSIS
lesson (The activities in The teacher will discuss Freud’s Element of Human Personality using the PPT SLIDES: The ID, EGO, and SUPEREGO. The
this section will video below will also be shown to the class
C. Presenting examples/instances of stimulate their
the new lesson thinking and help Learners will be directed to the new lesson. Lesson objectives for the new lesson will be stated
them access and
connect prior
knowledge as a
jumpstart to the
present lesson

Guide Questions:
1. What do you notice about the pictures?
2. What do the characters in the pictures represent?

Indicator 3: Apply a range of teaching strategies to develop critical, and creative thinking as well as higher-order thinking
skills.
Indicator 4: Plan, manage, and implement developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts
D. Discussing new concepts and VIDEO ANALYSIS
practicing new skills #1

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 SOURCE: https://www.parents.com/problems-for-teens-today-

GUIDE QUESTIONS:
How are the id, ego, and superego shown in the video?

ICT INTEGRATION

Indicator 3: Apply a range of teaching strategies to develop critical, and creative thinking as well as higher-order thinking
skills.
Indicator 4: Plan, manage, and implement developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts

CHALLENGE 3: THE TEST

E. Discussing new concepts and Explore:
practicing new skills #1 (In this section,
students will be Based on the situation: Identify the ID, EGO, and SUPER EGO. Write your answers in your notebook.
given time to think,
plan, investigate, FORMATIVE ASSESSMENT
and organize
collected You will have a long quiz on your subject Practical Research 2. You have been studying hard for the past few days, you are
information; or the nervous because you don’t typically do well on tests. As a result, you go to a review session after school. You are the last one
performance of the to leave the room. And as you are to close the door, you notice a piece of paper on the ground. You pick it up and discover
planned/prepared that it is tomorrow’s exam with answers filled in. You bring home the paper memorize the answers.
activities from the
students’ manual
with data gathering Indicator 5: Design, select, organize, and use diagnostic formative and summative assessment strategies consistent with
with Guide curriculum requirements
Questions)
F. Developing mastery Explain: CHALLENGE 4: SOUND MIND: MAKING THE RIGHT DECISIONS
(In this section,
students will be The teacher presents several decision dilemma scenarios to the class, each describing a challenging situation requiring a
involved in an decision.
analysis of their
exploration. Their Examples of scenarios could include:
understanding is
clarified and GROUP 1 - Your boyfriend or girlfriend fooled you, and you were considering committing suicide.
modified because of GROUP 2 - A group of friends witnessing bullying behavior inside the school campus.
reflective GROUP 3 - Your best friend since childhood cheats on a test. You caught her but she requested you not to tell it to your class
activities)/Analysis adviser.
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of the gathered data GROUP 4 - A teacher verbally abusing his students and asking to stay beyond dismissal time to do her work such as checking
and results and be test papers and recording grades.
able to answer the
Guide Questions Each group selects a spokesperson to present their scenario and share their group's analysis with the class.
leading to the focus
concept or topic for
the day. Each group will be graded based on the following rubrics:
Very Need Perc
Excellent Satisfactory Fair Raw
Criteria Satisfactory Improvement enta
5 pts. 3 pts. 2 pts. Score
4pts. 1 pt. ge
Very thorough Thorough and Complete and
Shows
Content and and insightful insightful accurate Shows some
incomplete
Quality understanding understanding understanding understanding
understanding
(30%) and application and application and application of the concepts
of the concepts
of the concepts of the concepts of the concepts
Presentation Presentation
was was well- Some parts of Most parts of
Presentation
Planning and exceptionally planned and the execution the execution
was planned
Execution planned and executed do not jive with do not jive with
and executed
(25%) executed according to the planning of the planning of
satisfactorily.
beyond what is the strategy. strategy.
expected. expectations.
Fairly unique Little creative
Extremely
Very clever Was clever at presentation energy used
clever and
and unique times and and some and most
unique
Creativity presentation uniquely multimedia/ multimedia/
presentation
(25%) with very presented with visual materials visual materials
with the
satisfactory use use of do not do not
excellent use of
of multimedia/ multimedia/ complement complement
multimedia/
visual materials visual materials with the with the
visual materials
presentation presentation
Organization Extremely Well- Organized; Somewhat Poorly
(20%) well- organized; structure allows organized; organized; a
organized; order and the audience to structure allows clear sense of
order and structure are move through the presenter to direction is not
structure are compelling and content without move through evident; flow is
compelling and flows smoothly confusion; some of the frequently
flows smoothly flows smoothly content without interrupted
confusion; flow
is sometimes
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 interrupted
TOTAL
Indicator 1: Apply knowledge of content within and across curriculum teaching areas
Indicator 2: Use a range of teaching strategies that enhance learner achievement in literacy and/or numeracy skills
Indicator 3: Apply a range of teaching strategies to develop critical, and creative thinking as well as higher-order thinking
skills.
Indicator 4: Plan, manage, and implement developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts
Indicator 5: Design, select, organize, and use diagnostic formative and summative assessment strategies consistent with
curriculum requirements
G. Finding practical applications of Elaborate:
 What can we conclude based on the presentation?
concepts and skills in daily living (This section will
 As a student, how will you apply the lessons you have learned today in your daily life?
give students the
H. Making generalizations and opportunity to  It is the mind that operates on the pleasure principle, seeking immediate satisfaction and gratification of basic needs
abstractions about the lesson expand and and desires, without concern for consequences or morality.
(ELABORATE) solidify/concretize  The ego's primary function is to find realistic and socially acceptable ways to satisfy the id's desires while considering
their understanding the consequences and limitations imposed by the external world.
of the concept  The superego develops during childhood and represents the internalized moral standards and values of society, as well
and/or apply it to a as the individual's parents or caregivers.
real-world situation)  We should empower youth to make informed and confident decisions that align with their values and goals.

Indicator 3: Apply a range of teaching strategies to develop critical, and creative thinking as well as higher-order thinking
skills.

I. Evaluating Learning Evaluation: CHALLENGE 5: LET’S DECIDE!

(This section will Task: Learners will answer the following questions to assess their understanding of the concepts.
provide Read the following situations and identify whether it is ID, EGO or SUPER EGO.
opportunities for
concept check test _____1. Eating a whole pizza alone
items and answer _____2. Saving Money for Retirement Instead of Buying a New Car
key which are _____3. Feeling Guilty for Not Helping a Friend
aligned to the _____4. Ignoring Responsibilities to Relax
learning objectives _____5. Studying Instead of Partying
– content and
performance Indicator 5: Design, select, organize, and use diagnostic formative and summative assessment strategies consistent with
standards and curriculum requirements
address
misconceptions- if
any)

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 J. Additional activities for application Extend: CHALLENGE 6: DISCOVER IT!
or remediation (This section gives Find real-life examples or scenarios that illustrate each of the following:
situation that
explains the topic in  The id in action (impulsive behavior driven by immediate desires).
a new context, or  The ego's role in balancing conflicting desires and reality.
integrate it to  The superego's influence on moral decision-making and guilt.
another
discipline/societal You can use examples from your own experiences, popular culture, news stories, or literature.
concern)
Indicator 1: Apply knowledge of content within and across curriculum teaching areas.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/ discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted and approved by:

KAREN A. OSMA
SHS TI Applicant

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