GRADES 1 TO 12 SCHOOL
DAILY LESSON LOG
SENIOR HIGH SCHOOL
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
GRADE LEVEL Grade 11- 12 GAS/HUMSS
TEACHER LEARNING AREA Discipline and Ideas in the Applied
Social Science
TEACHING DATES AND TIME QUARTER 1st/ week 7
Session 1 Session 2 Session 3 Session 4
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 for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate key concepts and approaches in the social sciences.
The learner shall be able to:
1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. Evaluate the strengths and weaknesses of the approach.
The learners to determine The learners to determine The learners to determine The learners to determine
manifest and latent functions manifest and latent functions manifest and latent functions manifest and latent functions
and dysfunctions of socio- and dysfunctions of sociocultural and dysfunctions of and dysfunctions of
cultural phenomena phenomena (HUMSS_DIS11-IIIe- sociocultural phenomena sociocultural phenomena
(HUMSS_DIS11-IIIe-f-1) f-1) (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIef-1)
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.
STRUCTURAL FUNCTIONALISM
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
Curriculum Guide in DISS page Curriculum Guide in DISS page 1 Curriculum Guide in DISS page Curriculum Guide in DISS page 1
1 1

Learning Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
https://www.reference.com/worldview/functionalist-theory-
1f5dfda945fd3cd1
Disciplines and Ideas in the Social Sciences by Arleigh Ross
D. dela Cruz, et.al. page 63,
https://www.youtube.com/watch?v=2jvpu_DFOEs)
www.philstar.com
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 you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice 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.
The teacher will review the The teacher will review about Manifest Functions- the Asks volunteer student to give a
class regarding strengths and manifest function in structural beneficial consequences of recap of the previous lesson
weaknesses of structural functionalism. Students will be people’s actions Latent about Manifest Dysfunction.
functionalism through asked to read what they have Dysfunctions- the
showing emotions – If it is written on their journal. (5 consequences that harm a
strength the students will minutes) society
smile if it is weakness the
students will show sad face.
(5 min) (5 minutes)
The teacher will ask
The teacher will show current Video presentation of the Concept Mapping: The students
questions: news regarding unemployment important functions of the will be asked or cite examples
and underemployment. major organs to a human body of Latent dysfunctions from the
Who among you want to (www.philstar.com) and possible consequences if it following institutions
finish a college education? malfunctions…
The teacher will ask a question Heart Family
What are the reasons why we Why does the country Brain School
want to finish our college experiencing increase in number Liver Government
degree someday? of unemployed and Kidney Church/Religion
underemployed? Lungs Mass Media
The teacher will show through
power point presentation the The teacher will write through Processing Questions:
objective of the lesson the use of blackboard and chalk 1. what is the function of the
regarding manifest function in the objective of the lesson heart? Worse thing that will
structural functionalism (5 regarding latent function in happen if the heart

C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
min)
Then, the teacher will show
pictures to analyzed: (College
student reading books, Typical
classroom setting)
1. How do you see the first
picture and the second
picture presented?
2. Do you see any social
pattern/action that
manifested in the picture? e.g.
If a student is reading a book
he/she may acquire
knowledge. (5 minutes)
Picture Analysis With the
given pictures, the teacher
will discuss the manifest
structural functionalism (5min)
The teacher will present a video
clip regarding latent function in
structural functionalism
(https://www.youtube.com/w
atch?v=2jvpu_DFOEs)
Guided Questions:
1. What are the things that the
video presented?
2. What is your common
understanding regarding latent
function in structural
functionalism?
Using the guided questions, the
teacher will guide the students
on the discussion phase on the
malfunctions? Brain, Liver,
Kidney and 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?
MD are anticipated, intended
disruptions of social life.
Manifests Dysfunctions of cell
phone relates to drivers who
become distracted
e.g. (fiesta), disruptions of
transportation and excessive
production of garbage.
Any intended disruptions of the
harmony of social order can be
considered social dysfunctions.
LD are unintended and
unanticipated disruptions of
order and stability.
Dysfunctions within a social
system, particularly latent
dysfunctions with their
unforeseen negative
consequences, place pressure
on the system to change.
2. Latent dysfunction it can be
used to report on and
document events as 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.
Short activity: Photo Analysis of
Latent Dysfunction students will
identify from what group these

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
function in structural
functionalism as stated by
Robert Merton “The
recognized and intended
consequences of an social
pattern”.
There will be a direct
discussion regarding the
concept. (10min)
BRAIN STORMING The class is
divided into four (4). The class
is asked to do a small
classroom discussion on how
manifest function affect us.
(10min)
Each group will share their
insights based on the small
group discussion. The Teacher
will give emphasis toward
structural functionalism
(10min)
latent function in structural LD belong from the given
functionalism as cited by Robert Can you cite specific examples Institutions. They will choose
Merton “The unrecognized and of manifest dysfunctions? leader of their group to present
unintended consequences of all their work.
social pattern” and cite
examples regarding the matter Rubric will be posted or written
and ask the following on the blackboard
questions.” (by using power
point presentation and direct Family
method) (10 min) School
Government
Church/Religion
Mass Media
Group Activity: The students will
be grouped and will task to
identify three latent function
(unrecognized and unintended
consequences) functions in the
supreme 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)
Teacher will clarify all Role playing; group students Activity: Group Dynamics The
misconception of the students into 5. leader will pick one learners will be group according
regarding latent function. Every among the given topic. they to the given Institutions. After
student will list down latent will show how manifest which they will think of any
functions they heard from the dysfunctions happen in values this Institutions
group activity, then 5 students different Institutions. They can contribute to the society.

G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
The teacher will ask three
students: Does manifest
function in structural
functionalism affect your life
as students? Why? (5
minutes)
The teacher will select
students to generalize the
topic regarding function in
structural functionalism as
stated by Robert Merton
(5min)
Formative Assessment: (with
prepared rubric) Write a one
paragraph learning regarding
manifest function in social-
structuralism. (5 min)
will present it to class. (10 min)
In what way does l latent
function in structural
functionalism affect our live (5
minutes)
The teacher will select three
students generalize the
discussion: What is latent
function in structural
functionalism?
______________________
______________________
______________________
(5 min)
Formative Assessment: Explain
the following questions
1. Can latent function bring
people together of similar
background?
2. Does the effect of latent
function do necessarily good and
not necessarily good for
everyone? (5 min) (Rubric) 15-
Explain the two question
think of their own situations.
e.g. Family: Divorce School:
Teacher soliciting money from
a failing student Government:
Graft and Corruption
Church/Religion: sex scandal of
a priest Mass Media:
Ask some students how
manifest dysfunction happen in
the society or community they
belong.
Ask three or four students to
make a generalization of the
said topic: Manifest
Dysfunction Guide Questions;
What is manifest dysfunction?
Expected answer: Deviant
behaviors committed within
the community that are
intentional
In not more than 3 sentences
answer the given query.
What is the most beneficial
lesson of manifest dysfunction
visà-vis understanding social
equilibrium?
Or Manifest Dysfunction is
beneficial in balancing social
Process Questions;
1. what do you think will
happen if this particular value is
not met in the society we live
in?
2. what are the possible
consequences?
The learners will be tasked to
write 100 words essay. It
should be a firsthand
experience of latent
dysfunction and how it affects
their respective community.
Ask three or four students to
make a generalization of the
said topic: Latent Dysfunction
Guide Questions;
What is latent dysfunction?
Expected answer:
Deviant behaviors in the society
which has unintended effect
Answer the question on a one-
half sheet of paper.
What is the most beneficial
lesson of latent dysfunction vis-
à-vis understanding social
equilibrium?
Or Latent Dysfunction is
beneficial in balancing social
 comprehensively 10-Explain the order because_____________ order because__________
two question with correction 5- ____________. _______________.
Explain one question only
J.Additional activities for application Find a research paper through Journal Writing:
or remediation Google scholar on latent
function in social Give your personal experiences
structuralism. regarding the topic that has
been discussed.
Write it on your learning
journal
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 relevant questions.
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities to 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
material did I use/discover which I
wish to share with other teachers?
Prepared by: checked by:

Subject Teacher SHS Coordinator