I.

OBJECTIVES

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

B. Performance Standards
The learners shall be able to:
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.
(HUMSS-DIS11-IVc-8)

II. CONTENT

Gender Inequality

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning Resources

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing the previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Activity: “The Who”
Names will be posted on the board:
1) Heidilyn Diaz
2) Jang Geum
3) Amelia Earheart
4) Florence Nightangle
Then, the teacher will ask the students what are the similarities/characteristics among the given names.
After that, the teacher will emphasize that the names given were women who made an impact in their
time and society.
(5 minutes)
C. Presenting examples/instances of the new lesson

Activity: Video Clip Analysis

(Excerpted from the movie “300” that shows how men treat women during ancient times)
The students will analyze the video, keeping in mind the guided questions
1. What is the video all about?
2. What are your reactions regarding the video presented?
(5 minutes)

D. Discussing new concepts and practicing new skill #1

The teacher will discuss gender inequality. The teacher will also cite some trends regarding gender
inequality in different parts of the world.
Examples:
1. During the Spanish occupation, women are not allowed to have formal education
2. Genital Mutilation in Africa
(10 minutes)

E. Discussing new concepts and practicing new skill #2

F. Developing Mastery

The teacher will divide the class into 5 groups.

Each group will have an assigned task to accomplish by means of draw lots.
Students are expected to cite instances of gender inequality in their assigned area.
1.Family
2. School
3. Market
4. Church
5. Government
(15minutes)

G. Finding practical applications of concepts & skills in daily living

Students will report and explain to the class their output. Afterwards, students are expected to answer the
question:
How does gender inequality affect our society?
(10 minutes)

H. Making generalizations & abstractions about the lesson

As a student, how can you contribute in promoting gender equality? in your own family? in your society?
(5 minutes)
I. Evaluating Learning

Essay
If you will be given a chance to be a lawmaker, what bill will you pass to promote gender equality?
(7 minutes)

J. Additional activities for application or remediation

The teacher will pre-group the student for the performance task.

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.

The teacher will provide the rubric in judging the Simulation

(3 minutes)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners who 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?