Disciplines and Ideas in The Social DLP HUMMS MA'AM JANET

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 CBEST Grade Level 11
Grades 1 to Teacher JANET C. PAGGAO Learning Area DISS
12
Teaching Dates and Time T-TH—8:00-10:00 AM Quarter IST
DAILY
LESSON LOG
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines
Standards
B. Performance
The learners shall be able to connect the disciplines with their historical and social foundations
Standards
C. Learning
Competencies/
The learners define Social Sciences as the study of The learner distinguishes Social and Natural
Objectives
society (HUMSS_DIS 11- IIIa-1) Sciences and Humanities (HUMSS_DIS 11- IIIa-
Write the LC
2
code for each
II. CONTENT Defining Social Sciences as the study of society
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Learning 1. JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in the Social Sciences.” Quezon City.
Resources Vibal Group, Inc. 2016. pp. 5 – 11.
2. 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.
3. Curriculum Guide, DISS. page 1 of 7
IV. PROCEDURES
A. Reviewing INTRODUCE YOURSELF: REVIEW: (5 minutes) REVIEW: (5 minutes) REVIEW: (5 minutes)
previous lesson (15 minutes) Ask the learners to give Ask the learners to define Ask the learners to
or presenting Ask the learners to a recap about what we social science as a study define social
the new lesson introduce themselves and discussed yesterday. of society. science and natural
let the learners Definition of Social science.
complete this Sciences.
sentence upon introducing
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.”
B. 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
Ask the learners to give their idea about the pictures identify if the word related learners to complete
ideas/concept when they projected on wall. to social science or the KWL Chart about
heard the word Social natural science. the definition of social
Sciences? science and natural
Biology History science.
Economics
Anthropology What I What I What I
Psychology Physics Already Want to Learned
Know Know
Chemistry Political Sci
Mathematics Zoology
C. 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 our previous activity in relate the concept of
lesson activity to the lesson today?” the lesson for today. our topic for today? the activity in the
Sharing of ideas and concept. KWL to the present
lesson.
Definition:
SOCIAL SCIENCES - are
all academic disciplines
which deal with the man in
their social context.
- A science which deals
with human behavior
in its social and
cultural aspects.
D. 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 words presented in the traditions in the
showing the different questions: previous activity. A leader Philippines. Then, let
behaviors they noticed in the should be assigned for the learners answer
1. How does social each group to present their the following
community.
science related to work. The teacher will questions:
(see attached rubrics)
society? serve as the facilitator
Processing of the activity, 1. What are the
2. What are the roles of during their discussion.
Let the learners give their different cultures
social science in the
ideas and concepts about and traditions in
society?
the activity. the Philippines?
Discuss the concept of 2. Are cultures and
Social Science. traditions related to
people? If yes,
how?
E. Discussing new
concepts and
practicing new
skills #2
F. Developing DYAD ACTIVITY: (5 CONCEPT MAPPING: VENN (5 minutes)
mastery (leads minutes) (10 minutes) DIAGRAM Ask the learners to
to Formative Directions: Choose a partner The learner will be group into COMPLETION define Humanities.
Assessment 3) and make a slogan showing three. Then, they will ask to Theminutes):
(10 teacher will instruct
the relation of Social fill out a concept map the learners to complete
showing the definition of the diagram.
Science in the community. social science as a study of
Processing of output. society.
SIMILARITIES
SOCIAL NATURAL
SOCIETY SCIENCES SCIENCES
G. Finding practical (5 minutes) (5 minutes) Ask the learners (5 (5 minutes)

applications of As Senior High School Ask the learner: What is minutes): How natural Ask the learners
concepts and learners, how do you use social sciences and how can science can be used in how can humanities
skills in daily the social science in your it be used to study and our daily lives? be applied to our
living daily living? understand 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
I. Evaluating INDIVIDUAL ACTIVITY: (5 minutes) (5 minutes) DIORAMA
learning SENTENCE COMPLETION (5 PENCIL AND PAPER TEST: Ask the learners to define MAKING (10
minutes) Write True if the statement is the natural science? The learners will be
minutes):
Directions: The learners will correct and False if not. asked to turn the
complete the sentence: ______ 1. Social science can classroom into mini
The Social be used to study and museum.
Science__________________ understand society.
______________________. ______ 2. Socialization (See the attached
affects the overall cultural rubric for this activity)
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
J. 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
Grades 1 to School Grade Level
12 Teacher Learning Area DISS
DAILY
Teaching Dates and Time Quarter
LESSON LOG

I. OBJECTIVES
The learners demonstrate an understanding of the emergence of the Social Sciences and the
A. Content Standards
different disciplines.
B. Performance Standards The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning Competencies/ Compare and contrast the various Social Science disciplines and their fields, main areas
Objectives
of 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, identify the fields, identify the fields, areas fields, areas of inquiry and
areas of inquiry and areas of inquiry and of inquiry and methods methods of History.
methods of methods of of Geography.
Introducing the disciplines within the Social Sciences:
II. CONTENT 1. Anthropology
2. Economics
3. Geography
4. History
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials 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
A. Reviewing previous lesson Ask the learners: Ask the learners: Ask the learners: Ask the learners:
or presenting the new 1. What are the 1. What are your 1. How do you find your 1. What is Geography?
lesson differences among insights about budget for today? Have 2. What are the fields
Social Science and yesterday’s lesson? you already planned of Geography?
Natural Science Establish the relevance how to manage it 3. Give a practical
and Humanities? of anthropology as a wisely? application of
social science
(5 minutes) (3 minutes) Geography? (5 minutes)
(5 minutes)
B. Establishing a purpose for Teacher will present a GROUP ACTIVITY: GROUP ACTIVITY: From the assignment, the
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 which you can’t live a chance to pick a set birthdates. Then, the
the picture captured without. of words that sound learners will post it in the
your attention? The groups will like specific blackboard.
3. What branch of present to the class. geographic
social science is features through their (3 minutes)
responsible for this (7 minutes) group representative.
picture?
Set of words
(5 minutes) 1. Mt. Everest= Mouth-
Eve- Rey- East
2. Sahara Desert=
3. Pacific Ocean= Pass-
Safe- Pick- Oust- Sun
4. Bermuda Triangle=
Bear- Mode- At- Try-
Angle
5. Palawan= Foul- Awe-
Won
(6 minutes)
C. Presenting CLASS ACTIVITY: SMALL GROUP GROUP DISCUSSION: PROCESSING
examples/instances of the DISCUSSION: QUESTIONS:
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 about your
(5 minutes) present it to the class (10 minutes) birthday headline.
by group. 3. Which branch of Social
Science does our
(8 minutes) activity represents?
4. Define
history? (15
D. Discussing new concepts GROUP ACTIVITY: The teacher will ask Based from the learners’ The teacher will discuss.
and practicing new skills #1 the 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 ideas regarding 1. What is your idea Graphic Organizer by
the pictures into the about Geography? identifying the various
Economics?
three branches of branches of History that
The keywords that may Elicit as many ideas
Anthropology deals with the given
(5 minutes) arise will be written by as possible from the themes, examples, or
the teacher on the students interests. Write at the
board to come up with center your answer.
Teacher then clarifies Example: Islam,
a definition of what Geography is. Christianity, Buddhism,
Economics. (10 Zoroastrianism, Hinduism
minutes) (10 minutes) = _____________ History
Different fields: Diplomatic,
Economic, Asian, World,
European, Environment,
Military, Legal, Cultural,
Modern, Women
(10 minutes)
E. Discussing new concepts The teacher will The teacher will The teacher will use COMPLETE THE
and practicing new skills #2 discuss the methods present a graphic power point presentation ANALOGY:
used in studying organizer that shows for the discussion about Scientist: test tube
Anthropology the relationship of physical and human Teacher: chalk
Microeconomics and geography. Historian:
(10 minutes) Macroeconomics. (Presentation contains ______________________
(10 minutes) 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,
coastal areas, rivers, 4. What is Historiography?
lakes etc.) 5. Differentiate primary
sources from secondary
sources.
(5 minutes)
(10 minutes)
F. Developing mastery (leads GROUP ACTIVITY: CLASS ACTIVITY: GROUP ACTIVITY: The teacher will require
to Formative Assessment Group Scenario PICK N STICK HUMAN TABLEAU learners to accomplish
3) The teacher will assign The learners will classify In groups, learners will a worksheet. (See
each group to the words written on meta perform human activities attachment)
different branches and cards and post it on its referring to a certain
let the learners relate it corresponding field of place such as hilly, (3 minutes)
to the different Economics. mountainous, coastal,
methods used in rivers, lakes to show
Anthropology. (5 minutes) their way of life.
(15 minutes) (8 minutes)

G. Finding practical The teacher will Cite specific situation Teacher will ask “How Do you find History useful
applications of concepts present another in your life where you does your environment to your daily lives? Why
and skills in daily living scenario to the can apply the affect your way of did you say so?
learners: “If you are an principles of Macro living? (5 minutes)
anthropologist, what and
specific Filipino tradition Microeconomics. (3 minutes)
will you be interested (5 minutes)
into?
H. 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 is were the hottest issues that
lesson definition, branches definition and fields of your understanding the different fields of
and methods used in Economics. about Geography? History examined?
studying Anthropology
(10 minutes)
Answers: Answers: Answers:
1. Anthropology is the Economics seeks to Geography is the study
study of humankind understand people’s of the features of the
2. 3 branches: activities concerning earth and the location
Physical or Biological, production, distribution of living things on the
Cultural, and and consumption of planet. It is divided into
Archaeology goods and services. two main branches- the
3. Methods: Physical Geography
Ethnography, The two fields of and Human
Participant Economics are Geography.
Observation, Interview, Microeconomics and
Focused group Macroeconomics. (3 minutes)
discussion, life history
method, ocular (5 minutes)
inspection.
(5 minutes)
I. Evaluating learning The teacher will ask CONCEPT MAPPING: Paper and Pencil Final
the learners to ECONOMICS Test (10-item quiz) Complete the sentence
accomplish the 5-3-1 prompts.
Chart (5- Expected output: Definition, Etymology,
Methods, 3-Braches, (Needs, Wants, Branches of History is the study of
1-Definition) Microeconomics, Geography ________.
Macroeconomics)
(5 minutes) (7 minutes) Among the fields of
(5 minutes) History, 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
application or remediation the learners to search
the internet for a
significant event that
happened during
the day of their birth.
School CBEST Grade Level
Teacher JANET C. PAGGAO Learning Area DISS

I. OBJECTIVES
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 Competencies/ Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry,
Objectives and methods. (HUMSS_DISS11-IIIb-d-3)
Write the LC code for each Define Linguistics, Describe Political Interpret Psychology, Interpret Sociology,
identify the fields, Science, identify the identify the fields, identify the fields, areas
areas of inquiry and fields, areas of inquiry areas of inquiry and of inquiry and methods of
methods of and methods of methods of Sociology.
Linguistics. Political Science. Psychology.
Introducing the disciplines within the Social Sciences:
II. CONTENT 5. Linguistics
6. Political Science
7. Psychology
8. Demography
A. References
3. Textbook pages
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
A. Reviewing previous lesson Ask the learners: Ask the learners: Ask the learners: Review on their
or presenting the new 1. What are the different 1. What have we 1. Where do you knowledge of the previous
lesson disciplines of social discussed yesterday? think the word lesson (Psychology).
Psychology came Guide question:
science that have been (3 minutes) from? 1. In your own words, how
discussed last week? will you define
(3 minutes) (3 minutes) Psychology?
2 Is Psychology
important in our daily
life? How?
B. Establishing a purpose for PINOY HENYO: In a ¼ sheet of paper, Teacher put meta cards
Group Activity
the lesson
Group the learners into Teacher group learners learners will write their (with respective fields or
into five (5); each will answers for the areas of discipline) in
five (5).
Each group will pick a have two representatives following: one specific table; then
to guess a word 1. Give 3 descriptive ask learners randomly
strip of paper with a
particularly political icon. words of: to pick the meta cards
statement written on it.
E.g. Pres. Duterte, a. LION and paste it into the
Representative of each
Governor Umali, etc. b. EAGLE board where they
group will read what is
c. OCEAN categorized
written. (10 minutes) Processing: (Sociological or
The teacher will ask Demographic)
1. Answer to the
the following
first pertains to how
questions: 1. Do (5 minutes)
the person sees
you understand what
himself/herself
is written on the
2. How others
strips?
see him/her.
2. What do you think is
3. Perspective in life
the language used in
the statement
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
3. What do you think is (10 minutes)
the reason why we
have many languages?
4. Where does language
came from?
(10 minutes)
C. Presenting Guide Question: The teacher will deliver Group the learners into 2
Group Activity:
examples/instances of the Who are those a lesson that will tackle and with the aid of
WEB MAPPING
new lesson
Form a word map personalities? What is the goals and key Concept Pattern
common among concepts of psychology Organizer, each group
using the word
them? will identify the
LIGUISTICS. From At the same time, similarities and
the words, they (5 minutes) learners will be differences between
formed the definition of
introduced to the Sociology and
Linguistics will then be Demography.
branches of
derived.
Psychology.
D. Discussing new concepts

(12 minutes)
Group Activity Group Activity Recitation: Presentation of the
and practicing new skills #1 Evolution of Language Directions: Each group 5 learners will be lesson: Teacher will
From the previous doing a role playing selected to answer the discuss the discipline
groupings. The learners showing the political following questions: and fields of the latter.
will be asked to: scenario of the 1. How are the goals of Base on the above
1. Cite 5 Filipino words Philippines. Psychology related to activity.
and determine their (See attached rubric for varying interests of
corresponding branches of Psychology
the evaluation).
translations into Hippie,
Processing of the activity, The teacher will ask for
jejemon, gay lingo, and
Let the learners give their volunteers after the 5
text language.
ideas and concepts selected learners. If
Ex.
Nanay- Ermats about the activity. there are no more
(Hippie), (10 minutes) volunteers, the teacher
nHanayhhzz(Jejemon)-
mudra (Gay can proceed to the
Lingo)- nnay next activity.
(Text)
2. Use the 5 Filipino (15 minutes)
words into a sentence
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)
E. Discussing new concepts Discuss the importance of

and practicing new skills #2 the two fields and the
main areas of inquiry and
methods.
F. Developing mastery (leads Class recitation in a Teacher will discuss the VIDEO CLIP: The learners will
to Formative Assessment form of Board Work disciplines of the social Learners will be analyze demographic
3) The teacher will sciences (references: presented a video clip data prepared by
randomly distribute 9 Political Science in the that exhibits the the teacher and its
words/phrases to the Philippines; A history of a different perspectives of effect on the
class. The assigned discipline by: Remegio E. people from all walks society.
student will post it on Agpalo of life with regards to
the board according to Psychology
its classification. (17 minutes)
(Morphology, Syntax,
and Phonology)
The class will check if
the given answers
are correct.
(5 minutes)
G. Finding practical Questions to be The learners will choose Learners will write 2-3 From what they have
applications of concepts asked: 1. How do you any Government position sentences in their learned, learners will be
and skills in daily living use 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 Government official, what studying Psychology. these in their daily
communication? would be your priority lives.
(5 minutes) project? (5 minutes)
(5 minutes)
H. Making generalizations and Recitation Recitation: Learners will give a In their own words,
abstractions about the The following questions What is Political brief but precise learners will
lesson will be asked: Science all about? How explanation on the differentiate Sociology
1. What is Linguistics all does it influence our quotation: “We from
about? society? Political know what we are but Demography.
2. What are the Science deals with not what we may
the systems of the be.” –Ophelia in Hamlet
three fields of
government, and the
Linguistics? (5 analysis of political (7 minutes)
minutes) activities, political
thoughts and political
behaviors.
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/
and learners will scenarios. The learners
if the statements are whether the picture
correct or not by / scenarios concern
raising a thumbs-up political science.
and thumbs-
down. (5 minutes)
J. Additional activities for

application or remediation
V. REMARKS
12 Teacher Learning Area DISS
DAILY
LESSON LOG

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

that just like an
Identical Twins, the
different
disciplines of social
science have
similarities despite their
differences.
D. 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 skills Each group will be historical foundation and
#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
meta cards to write point presentation.
the following
definition and
branches.
E. 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 skills Template on the board a free style creative group will fill-up an info
#2 for students to presentation (e.g. Rap, Song, sheet and will be asked
accomplish. Poem, Tableau, etc.) of each to create a tabular task
discipline that will show the sheet.
Each group will discuss emergence of each
their output on the discipline.
class.
F. 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
Assessment 3) and contrast their 1. Who is the father of for 2 minutes and
assigned discipline to Anthropology? afterwards will pass to
other disciplines of social 2. Why was the next group.
science. anthropology The activity will
developed? continue and end until all
(20 minutes) 3. What is the two main groups has discussed the
parts of History of entire info sheet. Task
Geography? sheet are expected to be
4. What is meant by history? accomplished after ten
(10) minutes: Discussion:
The teacher will elicit

responses from student
based on the
accomplished task sheet.
(10 minutes)
G. Finding practical Recitation: Think-Pair-Share: Reflection: Imagine Life
applications of Ask the learners: What are the anthropological, without language, leaders,
concepts and skills in 1. Among all the economic, geographical and 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)
H. Making Sentence Completion: Teacher ask student
generalizations and The teacher will ask the class randomly with the
abstractions about to complete the sentence, following question: 1. Is
the lesson Anthropology/Economics/Geo linguistic is a science?
graphy/History started during Explain? Is Politics a
Ask the students: ________________ in Science? Who first used
____________ because the term politics? Who
1. What is the ___________. Example: created the term
significance of studying Economics started even Psychology? How did
Social Science? 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.
I. Evaluating learning 10 item quiz Complete the table: Essay:

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

I. OBJECTIVES
D. Content Standards The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences
E. Performance
The learners shall be able to:
1. interpret personal and social experiences using relevant approaches in the Social Sciences.
Standards
2. Evaluate the strength and weaknesses of the approach.
F. Learning 1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism
Competencies/
as dominant approach) HUMSS_DIS11 -IIIe-f-1
Objectives
Write the LC code
The learners interpret The learners explain the The learners
personal and social social function/dysfunction, evaluate the
for each
The learners define experiences using relevant manifest and latent strength and
Structural approaches in the Social function weaknesses of
Functionalism Sciences structural
functionalism.
II. CONTENT STRUCTURAL-FUNCTIONALISM

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

concepts and group will give the GIST of
practicing new skills their discussion. After every
#2 presentation, the teacher will
give his/her input.
P. 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
1. role playing structural
2. poster making functionalism.
3. Tableau 1. role playing
4. talk show 2. poster making
5. jingle 3. Tableau
(20 minutes) 4. talk show
5. jingle
(20 minutes)
Q. Finding practical Teacher will ask the Teacher will ask the Teacher will ask the Teacher will ask
applications of Following questions. Following questions. Following questions. the Following
concepts and skills 1. What GIST of the video? questions.
in daily living
2. What specific scene How did structural How will you explain the 1. Do you
struck you the most? Why? functionalism help you interpret social function/dysfunction, concentrate on your
3. As a student and a some personal experiences? manifest and latent strengths or your
member of the society, (2 minutes) function? (5 minutes) weaknesses? Why?
how will you promote 2. What new
solidarity and stability? realizations do you
(5 minutes) have about the
topic?
3. What new
connections have
you made for
yourself?
(5 minutes)
R. Making The teacher will ask the Why is there’s a need to The teacher will ask the The teacher will ask
generalizations and students. interpret personal experiences students to answer the the students to
abstractions about Why are the social using structural following questions. answer the
the lesson structures and social functionalism? 1.Why do we need to following Question.
functions important in (5 minutes) explain the social What are the
structural functionalism? function/dysfunction, strengths and
(4 Minutes) manifest and latent function weaknesses of the
2. How do you differentiate functionalist theory?
social functions from social (5 minutes)
dysfunctions?
3. What are the differences
between manifest and latent
functions?
(5 minutes)
S. Evaluating learning Define Structural Reflection Paper The teacher will ask Using Venn
functionalism The learners will reflect on the the students to explain Diagram. The
(4 minutes) question below. the following. students will give at
How important is structural 1. SOCIAL FUNCTION least 5 Strength
functionalism in understanding 2. SOCIAL DYSFUNCTION and 5 Weaknesses
3. MANIFEST FUNCTION of
the different institutions 4. LATENT FUNCTION structural-
in society? 5. SOCIAL functionalism.
EQUILIBRIUM (5 (5 minutes)
T. Additional activities Research on the following:
for application or 1. SOCIAL FUNCTION
remediation 2. SOCIAL DYSFUNCTION
3. MANIFEST FUNCTION
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
Write/paste them down on

your journal.
Grades School Grade Level
1 to Teacher Learning Area DISS
12
DAILY Teaching Dates and Time Quarter
LESSON

I. OBJECTIVES
G. Content Standards Key concepts and approaches in the Social Sciences
Interpret personal and social experiences using relevant approaches in the Social
H. Performance Standards
Science. 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
each Identify the three level of Interpret personal and
The learners
awareness. The learners analyze the social experiences
The learners recognize present the
person’s personality in using Structures of
the proponent of Structure of
terms of Id, Ego, and personality in relation
the Personality through
Superego. with Defense
Psychoanalysis. Social Experiment
HUMSS_DIS11-IIIi-2 Mechanism.
HUMSS_DIS11-IIIi-1 HUMSS_DIS11-IIIi-4
II. CONTENT PSYCHOANALYSIS

E. References
3. Textbook pages
portal
F. 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
A. Reviewing previous Ask the students to Short review on the past Ask the students to Teacher will
lesson or presenting the give examples of lesson. Ask the briefly explain the review the rubrics
new lesson symbolic- 1. Who is the proponent
students: “Iceberg Model”. to be used in
interactionism. of psychoanalysis? Guide question: grading the
(3 minutes). 2. Define 1. What is the difference presentation of
psychoanalysis? of the three structure Social Experiment.
(3 minutes) of
personality (Id, of the learner’s
Ego, and
Superego)? (3 Video Presentation
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 entering the shoes section, a leaners:
presentation. pair of ragged shoes caught
1. What is the video her/his attention. The What do you usually do
all about? girl/boy was having a hard whenever you are upset
2. What causes the titanic time to choose between in a particular situation?
to sunk? school shoes or
3. Why titanic was ragged shoes. Example:
collided to the (5 minutes) You are not allowed
iceberg? by your parents to
(7 minutes) attend a party?
How about your
classmates do not
allow you to copy
their answer?
(5 minutes)
C. Presenting Group Activity: Questioning: From the responses of
examples/instances of Map Construction: Guide the students, teachers
the new lesson Learners will be group Question: will inject that those
into five. 1. What was the situation all has specific terms
Learners will divide the about? called Defense
and plot the three 2. If you are in the same Mechanism.
level of awareness situation, what will
using the picture of you choose? Teacher will discuss
Iceberg. some of the
Instruct the learners to Defense
discuss among their Mechanism.
group mates
a. Projection
regarding the division
b. Displacement
of the iceberg.
c. Reaction
Learners will present Formation
their output in the class.
d. Sublimation
(10 minutes)
D. Discussing new Teacher will show pictures Group the students Teacher(5 will
minutes)
ask the
concepts and practicing that illustrate the three according to their shoes learners:
new skills #1 parts of the mind. preference. From our discussion
A. Group School Shoes what do you think is the
From the given pictures, B. Group Ragged Shoes connection of structure of
leaners will be asked to say personality to Defense
“MINE” if it represents them Guide Question: Mechanism?
otherwise say “NOT”. 1. Why did you choose (3 minutes)
school shoes?
Pictures will be group Ragged shoes?
according to the three
level of awareness.
(Responses will be written on
Students with the same 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 particularly
(10 minutes) the Id,
Ego, and Superego.
(20 minutes)
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Teacher will inject and Group Activity: Picture Group Activity:
(leads to Formative further discuss the concept Analysis Group the student
Assessment 3) of the three level of 1. Group the students into into five groups.
awareness as part of the three (3) groups. Ask them to cite one
psychoanalysis. 2. Each group will be (1) situation happened
assigned to classify the in their life wherein
Discuss brief background of different pictures according they used defense
the proponent of to Id, Ego, and Superego. mechanism.
Psychoanalysis. 3. Students will justify their Let the groups identify
(5 minutes) answers. the Id, ego, and
4. Rubric Attached superego in that
situation given by
the students.
(9 minutes)
G. Finding practical Are there any instances Give certain situations
applications of concepts that you have experience wherein Id, Ego, and
and skills in 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)
H. Making generalizations Guide Question: 3. What are the three (3) (Learners will be given
and abstractions about 1.Who is the proponent of structure of five (5) minutes review
the lesson Psychoanalysis? personality? for the summative test).
2.What are the three level
of awareness? ID- is concerned only with
Briefly explain. satisfying personal desires.
The actions taken by the id
Sigmund Freud (1856- are based on the Pleasure
1939)- Jewish background, principle.
though avowed atheist.
Lived in Vienna until Nazi EGO- the primary job of the
occupation in 1938. He had ego is to mediate/ balanced
a medical background the demands of the Id and
wanted to do the outer forces of reality.
“neurophysiologic research”.
He had a private practice in SUPEREGO- the moral arm
nervous and brain of the personality, it
disorders. He is the corresponds to one’s
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.
I. Evaluating learning Individual Activity: Group Activity: Role Playing 40 items summative Individual Activity:
Construct/ draw your own Group the learners into test Write a reflection
representation of the level of three (3) groups. Pointers: about the Social
awareness creatively. The group will pick what 10 items structural 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 10 items psychoanalysis
to evaluate performance. (30 minutes)
J. 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 Social Experiment for
structures of personality. the next day.
(e.g. Intentional dropping of

wallet in the public to
GRA DES School Grade Level
1 to12DAILY Teacher Learning Area DISS
LESSONLOG Teaching Dates and Sem/Quarter
dsd
Time
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
1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. Evaluate the strengths and weaknesses of the approach.
L. Learning Competencies/ The learners to
Objectives The learners to determine manifest
The learners to determine The learners to determine
Write the LC code for determine manifest and and latent functions
manifest and latent manifest and latent
each latent functions and dysfunctions of
functions and dysfunctions functions and dysfunctions
and socio cultural
of socio-cultural of socio cultural
dysfunctions of socio- phenomena
phenomena phenomena (HUMSS_DIS11-IIIe-
cultural phenomena
(HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-f-1) f-1)
(HUMSS_DIS11-IIIe-f-1)
II. CONTENT STRUCTURAL FUNCTIONALISM

G. References Curriculum Guide in Curriculum Guide DISS Curriculum Guide in Curriculum Guide
DISS page 1 page 1 DISS page 1 in DISS page 1
3. Textbook pages
portal
H. Other Learning Disciplines and Ideas in the Social Sciences by Arleigh
Resources Ross 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
A. Reviewing previous The teacher will review the The teacher will review Manifest Functions- the Asks volunteer
lesson or presenting the class regarding strengths about manifest function in beneficial consequences student to give a
new lesson and weaknesses of structural functionalism. of people’s actions recap of the
structural functionalism Students will be asked to Latent Dysfunctions- the previous lesson
through showing emotions read what they have consequences that harm about Manifest
– If it is strength the written 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)
B. Establishing a purpose The teacher will ask The teacher will show Video presentation of the Concept Mapping:
for the lesson questions: current news important functions of the The students will be
regarding major organs to a asked or cite
Who among you want to unemployment and human body and examples of Latent
finish a college underemployment. possible dysfunctions from the
education? (www.philstar.com) consequences if it following institutions
malfunctions…
What are the reasons The teacher will ask a Family
why we want to finish our question Heart School
college degree someday? Why does the country Brain Government
experiencing increase Liver Church/Religion
The teacher will show in number of Kidney Mass Media
through power point unemployed and Lungs
presentation the objective underemployed?
manifest function in The teacher will write Processing Questions:
structural functionalism through the use of 1. what is the function
blackboard and chalk the of the heart? Worse
(5 min) objective of the lesson thing that will happen
regarding latent function in
if the heart
structural functionalism
malfunctions?
(5min) 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
C. Presenting Then, the teacher will The teacher will present a MD are anticipated, LD are unintended
examples/instances of show pictures to analyzed: video clip regarding latent intended disruptions of and unanticipated
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
1. How do you see the atch?v=2jvpu_DFOEs) drivers who become social system,
first picture and the distracted particularly latent
second picture Guided Questions: dysfunctions with
presented? 1. What are the things that e.g. (fiesta), disruptions of their unforeseen
2. Do you see any social the video presented? transportation and negative
pattern/action that excessive production of consequences, place
manifested in the 2. 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 functionalism? it can be used to
may acquire (5 min) report on and
knowledge. document events as
(5 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
D. Discussing new Picture Analysis
concepts and practicing With the given pictures, Any intended Short activity:
new skills #1 the teacher will discuss Using the guided questions disruptions of the Photo Analysis of
the manifest function in the teacher will guide the harmony of social order Latent Dysfunction
structural functionalism as students on the discussion can be considered students will identify
stated by Robert Merton phase on the latent function social dysfunctions. from what group
“The recognized and in structural functionalism these LD belong
intended consequences of as cited by Robert Merton Can you cite specific from the given
an social pattern”. “The unrecognized examples of manifest Institutions. They will
and unintended dysfunctions? choose leader of
There will be a direct consequences of all social their group to
discussion regarding the pattern” and cite examples present their work.
concept. regarding the matter and
(10min) ask the following Rubric will be
questions.” (by using power posted or written on
point presentation and the blackboard
direct method)
(10 min)
Family
School
Government
Church/Religion
Mass Media
E. Discussing new BRAIN STORMING Group Activity:
concepts and practicing The class is divided into The students will be
new skills #2 four (4). The class is grouped and will task to
asked to do a small identify three latent
classroom discussion on function (unrecognized
how manifest function and unintended
affect us. consequences) functions
(10min) 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
F. 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 Dynamics
The Teacher will give students regarding latent will pick one among the The learners will be
emphasis toward function. given topic. they will group according to
structural functionalism Every student will list down show how manifest the given Institutions.
(10min) latent functions they heard dysfunctions happen After which they will
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
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 Process Questions;
soliciting money from a 1. what do you think
failing 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?
G. Finding practical The teacher will ask In what way does l latent Ask some students The learners will
applications of concepts three students: Does function in structural how manifest be tasked to write
and skills in daily living manifest function in functionalism affect our live dysfunction happen in 100 words essay.
structural functionalism (5 minutes) the society or It should be a
affect your life as community they first- hand
students? Why? (5 belong. experience of
minutes) latent dysfunction
and how it affects
their respective
H. Making generalizations Ask three or four Ask three or four
and abstractions about students to make a students to make a
the lesson The teacher will select The teacher will select generalization of the generalization of the
students to generalize the three students generalize said topic: Manifest said topic: Latent
topic regarding function in the discussion: Dysfunction Dysfunction
structural functionalism as Guide Questions; Guide Questions;
stated by Robert Merton What is latent function in
structural functionalism? What is What is
(5min) manifest latent
Expected answer:
______________________ Expected answer:
______________________ Deviant behaviors
______________________ committed within Deviant behaviors in
(5 min) the community that the society which
are intentional has unintended
I. 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 1. Can latent function bring
manifest function in people together of similar What is the most What is the most
social-structuralism. background? beneficial lesson of beneficial lesson of
(5 min) 2. Does the effect of latent manifest dysfunction vis- latent dysfunction
function do necessarily à-vis understanding vis-à-vis
good and not necessarily social equilibrium? understanding social
equilibrium?
good for everyone? (5 min)
(Rubric)
Or
15-Explain the two question
Manifest Dysfunction is Or
comprehensively
10-Explain the two question beneficial in balancing Latent Dysfunction is
with correction social order beneficial in
5-Explain one question only because_____________ balancing social
____________. order
because__________
_______________.
J. Additional activities for Find a research paper
application or through Google scholar
Journal Writing:
remediation on latent function in Give your personal
social structuralism. experiences regarding the
Write it on your learning topic that has been
discussed.
journal.
Grades 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Area DISS
Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. 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
B. Performance Standards
Sciences
The learner shall be able to evealuate the strenghts and weaknesses of the approach
C. Learning Competencies/Objectives The learners analyze the social inequalities in terms of class conflict
Write the LC code for each HUMSS_DIS11-IIIg-2
Marxism as an Strength and
Conflict Perspective Karl Marx weaknesses of
Approach
Marxism
II. CONTENT

a. References
3. Textbook pages
4. Additional Materials from Learning
b. Other Learning Resources Disciplines and Ideas in the Social Sciences by Tatel Jr, Carlos Peña
IV. PROCEDURES
A. Reviewing previous lesson or presenting Differentiate consensus Differentiate manifest Give the details Explain Marxism as
the new lesson and conflict theories (2 from latent functions. about the life of Karl one of the dominant
minutes) (2 minutes) Marx
approach in
Social Science
B. Establishing a purpose for the lesson The teacher will show Song Analysis: Picture Perfect: Song: “Upuan” by
the class a real object “TATSULOK” by The class will be Gloc 9
(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 by the teacher. Group
two reporters who who got the correct
will discuss the answer in the least
message of the time gets the point.
song. (10
C. 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)
3. What did you realize that we have (10 minutes)
after doing the activity? analyzed? How did
4. 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)
D. Discussing new concepts and practicing Conflict perspective Class Discussion Class Discussion
new skills #1 Envisions society as an Class Discussion about Marxism about the strength
arena of inequality that about the life of and weaknesses
generates conflict and Karl Marx of Marxism
change.
(8 minutes)
E. Discussing new concepts and practicing Class
new skills #2 Discussion (5
minutes)
F. Developing mastery (leads to Formative Picture Analysis: Show (5 minutes) Ask the Debate: Group the A 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. 1. What are the Philippine government group will provide the
How can our personal details of Karl increase the daily strength and
and social experiences Marx life that led minimum wage in the weaknesses of
about social inequality him to formulate country? Marxism
help us understand his theory? (Rubrics is provided)
others and our society 2. Was there a
as a whole? (3 social
minutes) phenomenon that
happened during
Karl Marx lifetime
that motivated him
to formulate his
G. Finding practical applications of concepts What do you think are How can our Is Marxism still relevant Why do you think the
and skills in daily living the reasons why personal and social in today’s world? importance of
social inequalities experiences about Support your answer. assessing Marxism
exist in the society? social inequality help in terms of its
(3 minutes) us understand others Strength and
and our society as a Weaknesses?
whole? (3 minutes)
H. Making generalizations and abstractions How can you relate What do you think Why did Marxism exist What are the
about the lesson conflict theory to are the reasons why as one of the positive points of
Karl Marx? (3 social inequalities dominant approaches Marxism? What
minutes) exist in the society? in Social Science? are the
(5 minutes) negative points of
Marxism?
I. 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 influence or affect an Each group will make present an advocacy
result from the individual’s principle? a poster with the campaign supporting
existence of social (10 minutes) theme” Marxism in or antagonizing the
inequalities. (14 today’s society” usefulness of
Marxism in the
Philippine society
J. Additional activities for application or Read about Karl Marx Research
remediation about
Psychoanalysis
DAILY LESSON LOG Teacher Learning Area DISS

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key concepts and approaches in the
social sciences.
1. interpret personal and social experiences using relevant approaches in the Social
Sciences, and
2. 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 The learners interpret
personal and social
C. Learning Competencies/Objectives explain approaches
The learners interpret experiences using
and
Write the LC code for each The learners define scenario/everyday Symbolic
understanding of
symbolic interactionism. forms of interactions Interactionism; and
Symbolic
as a symbolic evaluate the
Interactionism of
meaning. strengths and
various sociologists
weaknesses.
and advocates.
II. CONTENT

c. References
3. Textbook pages
d. Other Learning Resources Disciplines and Ideas in the Social Sciences curriculum guide and various websites.
IV. PROCEDURES
A. Reviewing previous lesson or presenting Photo Analysis on The class reviews The teacher Say/Ask:
the 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 them and shortly What are possible
the following guide five (5) learners explain their symbols that affect
questions: will be called contributions. human actions?
1. What is the picture as the teacher
shown? asks why and (5 minutes) (5 minutes)
2. What does the expounds learners’
picture depict? answer.
B. Establishing a purpose for the lesson A video presentation The learners will Social Experiment. The teacher now
on people’s be grouped into Learners will be conducts draw lots
perspectives on life two (2) and grouped into five (5) whose group or
symbols will be play a charade and go out of the who performs first.
presented via LCD game. The first to room to take
projector. acquire the higher pictures at least five Painting,
1. How do you feel score shall be (5) of any day-to- photography,
about the the winning day school collage, and
presentation? team. scenarios/everyday diorama require
2. What is the video The teacher throws forms of interactions, defense/explanatio
all about? these questions: individually. They n as part of the
3. What do you think 1. Did everyone may use cellphone criteria.
the video tries to enjoy the camera to capture
imply? game? Why? each scenario they Each group shall be
Suggested 2. In which part of will select five (5) given five minutes
video:(http://www.you the game you among the collected each to
felt most and captured 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)
a. Apolinario
Mabini;
b. Gabriela
Silang;
c. Melchora
Aquino;
d. Gregorio Del
Pilar;
e. Antonio Luna.
(10 minutes)
C. 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 this approach?
in 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)
D. 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 experience outside
(5). Each group the class among
shall be assigned their group for 5
one symbolic minutes answering
interactionist. They these guide
will be given ten questions:
(10) minutes to 1. What went well
make a graphic and not?
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
materials in 5 images to
presenting their be presented
work. One or two
representatives will (15 minutes)
explain their output
shortly.
E. Discussing new concepts and practicing
new skills #2
F. 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 consider these
The teacher then scenarios/ever
Aspect. (10
asks the learners: yday forms of
1. Based from the minutes) interactions as
graphic organizer, portrayal of
how will you symbolic
define symbolic interactionism?
interactionism? 3. What symbols
triggered you
(15 minutes) in interpreting
the scenario?
(15 minutes)
G. Finding practical applications of concepts Does symbolic
and skills in daily living interactionism affect
our daily life? Why?
(5 minutes)
H. 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
by answering these salient points “How can we
questions: (particularly the interpret symbols in
1. Did you enjoy the common concern) day-to-day
activities? of various interactions in our
2. What is the most sociologists and society?”
significant proponents of
learning in today’s symbolic (at least three (3)
activity? interactionism. students shall
3. Given the inputs 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.
(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’
interactionism in your Concept: his own scenario in performance and
journal. A=Mead the society which the output utilizing
B= Blumer students identify how rubrics.
(5 minutes) C= Cooley symbolic
D=Goffman interactionism
E= Hochschild approach is used.
The teacher
throws a statement (5 minutes)
as the student
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
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 theanalysis
Otel Pampanga,
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.
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

1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and
2. Evaluate the strengths and weaknesses of the approach
C. Learning Competencies/ Objectives The learners predict the social consequences of decision making based on
Write the LC code for each scarcity (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 d. Learners cite Choice Theory personal and
the positivist Rational Choice social
paradigm Theory thinkers experiences
b. Learners cite the and their using the
historical context of contributions rational choice
Rational Choice theory
RATIONAL CHOICE
II. CONTENT

A. References
3. Textbook pages
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
2) Dela Cruz, Arleigh Ross D., PhD., et.al.,Disciplines and Ideas in the Social Sciences,
Phoenix Publishing House, Inc., pp. 55 – 60
3) http://www.investopedia.com/terms/r/rational-choice-theory.asp
4) http://privatewww.essex.ac.uk/~scottj/socscot7.htm
5) 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
6) 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
7) https://www.youtube.com/watch?v=H0hk_5Plv5U
8) https://www.britannica.com/topic/positivism
IV. PROCEDURES
A. Reviewing previous lesson or Ask learners: What is Ask learners: What is Recall previous Written Work: 10-
presenting the new lesson the difference among Id, Rational Choice session’s lesson item quiz (multiple
Ego and Superego? Theory? through matching type. choice) covering the
(2 minutes) (2 minutes) (5 items) topic on Rational
(2 minutes) Choice Theory
(5 minutes)
B. Establishing a purpose for the Ask: Activity: Loop-A-Word Activity: FACT or
lesson 1.Why did you take the where some of the key BLUFF which would
track you are enrolled concepts can be found. dwell on facts
in? 2.What are your Write the formed pertaining to social
desired goal or words on the board sciences in general. (3
outcome, for later discussion. to 4 facts)
alternatives and (8 minutes) (3 minutes)
strategies?
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
using the worksheet which includes utility weaknesses of the to prepare for their
(Under Pressure) maximization, structure Rational Choice Theory presentation.
provided. of preferences, will be depicted. (20 minutes)
decision- making under (2 minutes)
conditions of
Note: Scenario and centrality of
Worksheet on a individuals in the
separate sheet attached explanation of
hereto. collective outcomes.
D. Discussing new concepts and Ask students to Let students answer the As processing
practicing new skills #1 share their output. following processing questions, ask
Ask the following questions: the students:
questions: 1. What did the 1. What did the
1. Did you make the video tell video/picture tell
same choice or you? you?
decision? Why or 2. What do you think 2. What do you think
why not? prompted the prompted the
2. How was the (subject) to do as (subject) to do as
whole experience he/she did? he/she did?
of assessing your 3. Finding yourself 3. Finding yourself
options? Was it in that in that
difficult? Was it situation/instance, situation/instance,
easy? would you do the would you do the
3. Would you say same? Why or same? Why or
that you applied why not? why not?
rationality when (5 minutes) (5 minutes)
making that final
choice or
decision?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to Discuss using LCD Have learners utilize the Cite the strengths and
Formative Assessment 3) and projector: K-W-L to arouse their weaknesses of the
1) Positivist interest on the topic but Rational Choice Theory
Paradigm only up to the K and W, through a Venn
2) Rational with the L to be diagram.
Choice as one of the completed during the
approaches under the evaluation. Strengths:
Positivist Paradigm Weaknesses:
Generality
Heretics’ critique
3) The From the entries given Parsimony
by the students, add the Sociologists’ critique
historical context of the Predictive
Rational Choice key concepts and the Psychologists’ critique
Theory thinkers with their
(25 minutes) contributions to the W Political Science’s
column. critique
(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
answer by giving not only conscience dictates it, their own interest” Time for the learners
your choice and the he/she is a loved one explain rational to present their
option/s available but or a relative, and choice? interpretations of their
also the reason for your *he/she was (3 minutes) personal and social
choice. Do this on your rewarded for experiences using the
journals. helping someone in the rational choice theory
(4 minutes) past) approach.
(3 minutes) (24 minutes - 8
(Expected answers: go groups @ 3 minutes
straight home after class *Homans’ Exchange each)
vs. playing Theory
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.
H. Making generalizations and Ask learners to answer Guide learners in Ask learners to
abstractions about the lesson orally: answering the enumerate the
(1) What is following questions: strengths and
rational choice 1. What are the key weaknesses of the
theory? concepts in Rational Choice Theory.
Rational choice refers Rational Choice
to the idea that social Theory? Strengths of the
interaction can be 2. Give the major Rational Choice Theory
considered as social contributors and include: generality,
exchange, which is their contributions parsimony and
patterned on economic to the rational predictive.
action that people are choice theory. After each
motivated by the rewards Whereas, weaknesses
presentation, ask the
and costs of actions and Key concepts in consist of the critiques
group: How does
by the profits that they Rational Choice Theory forwarded by the
rational choice theory
can make at the lowest include: heretics, sociologists,
explain human
possible costs. (1) utility maximization; psychologists, and
behavior?
(2) structure of political scientists.
or (4 minutes)
preferences; (3) (2 minutes)
decision-making under
How do people make conditions of
decisions according uncertainty; and
to rational choice? (4) centrality of
According to rational individuals in the
choice, people make explanation of
decisions according to collective outcomes.
what would give them the
greatest satisfaction at Gary Becker
the lowest costs investigated human
possible. behavior and
(2) What gave rise to discrimination, crime
Rational Choice Theory and punishment,
as a dominant approach human capital,
in explaining human families, and organ
behavior? market.
The beginnings of
rational choice can be George Homans
traced back to the age espoused the Exchange
of reason. Theory.
I. Evaluating learning A five-item quiz on the Guided by the teacher, Ask students to draw a Use rubric to evaluate
meaning and the students write in the concept map of each presentation.
historical context of L column of the K-W-L Rational Choice Criteria for the rubric
Rational Choice chart. Entries should Theory: should have been
Theory. include, but not limited meaning, concepts, explained and
(7 minutes) to, the key concepts description of concepts discussed at the start
and thinkers. (10 minutes) 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 Learning Area
Time

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

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 & Strength & Performance Task
II. CONTENT Definition & Historical formal
Weaknesses *written
context Institutionalism
* Thinkers & work
A. References
3. Textbook pages
B. 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 teacher will ask Recapitulation of the Ask: Can you give
presenting the new lesson the following the following yesterday’s lesson. some strengths and
questions: * What questions: * What Ask: What is the weaknesses of
is Rational is difference between institutions?
* How did Rational *How did formal and
Choice Theory institutionalism started? informal
develop? *Why do *Why is it important for institutions?
people make us? (5minutes) (5minutes)
decisions based on
different circumstances?
B. Establishing a purpose for the Ask the students to Ask the students: Ask: Can you
lesson group themselves Can you give enumerate instances
according to their practices/policies that where an institution can
interest are unique to a be destroyed and how
(technology/hobbies, particular place/ about instances where
etc). They will discuss culture/country? it can be
within the group why they (5minutes) strengthened?
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 group of 3 members. one presenter to the performance and
to discuss their output. Ask: what is your discuss what are the let learners group
(5minutes) definition/ understanding listed possibilities. themselves according
of formal and informal (5minutes) 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 *Presenting the
practicing new skills #1 “Why are you informal and formal strength and
interested in that institution base from weaknesses of the
technology, sharing of the students institutionalism.
hobby, etc.? and give a short (10minutes)
explanation. (15minutes)
F. Developing mastery (leads to *Institutionalism In the context of the Enumerate the given
Formative Assessment 3) *Historical Context Philippines, give strength and
/enumerate some formal weaknesses.
and informal institution. (10minutes)
(15minutes)
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 strengths and
timeline on how given institutions in weaknesses and how
Intuitionalism developed. your personal can you help to
(15minutes) lives? strengthen our school
(10minutes) as an institution?
(10minutes)
H. Making generalizations and Ask: What are your Questions: Question:
abstractions about the lesson considerations in *What will happen to *How can
choosing your the society if there is weaknesses help the
friends/barkadas? no institutionalism? institution?
I. Evaluating learning Questions: ½ sheet of paper Concept Map Choose one scenario
*What is *What are your from the list below
institutionalism? *How it roles from this Complete the following and share your
was started? *Why institutionalism? concept map based on personal and social
it is important for us (5minutes) your understanding of experience or
to study this theory? the lesson. knowledge of them
(5minutes) (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.
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.

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 Gender Ideology Gender Inequality Performance:
II. CONTENT its 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
A. References
3. Textbook pages
B. Other Learning Resources -Disciplines and Ideas -Poem “I Stay at Home”
in 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
-The teacher will play a “Two Truths and One regarding the
music, and when the Lie”. assigned poem.
music stops, they will The teacher will present
recite to the class what three statements (3 minutes)
they have learned regarding Feminism.
about 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
negative and
stereotypical way.
3. Feminism advocates
superiority of women.
(3 minutes)
B. Establishing a purpose for the Activity: Guess Who? Activity: Students will Activity: “The Who”
lesson The teacher will show be divided into two Names will be posted
pictures of women who (One group for Male on the board:
became famous in their and the other for the 1) Heidilyn Diaz
own field of endeavor 2) Jang Geum
Female students)
(e.g. Angelina Jolie; 3) Amelia Earheart
The students will work
Mother Theresa; 4) Florence Nightangle
as a group and identify Then, the teacher will
Corazon Aquino ; their respective roles as
Alyssa Valdez ) ask the students what
a Male and as a are the similarities/
The students are tasked
Female individual. characteristics among
to describe the women
(6 minutes) the given names.
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 Activity: Video Clip
the new lesson The students will the students report in Analysis
front of the class their (Excerpted from the
analyze the pictures movie “300” that shows
work.
given and somewhat how men treat women
during ancient times)
relate to the new topic
The students will
which is Feminist analyze the video,
Theory (2 (5 minutes) keeping in mind the
guided questions
minutes)
1. What is the video
all about?
2. 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
practicing new skills #1 a short video clip and the students into 5 discuss gender
they will be given and will perform a inequality.
guided questions tableau.
The teacher will also
1. What is the video Each tableau must show cite some trends
all about? the roles of men and regarding gender
2. How did the concept women in the society inequality in
of Feminist Theory different parts of the
(10 minutes) world.
started? “Animated
Examples:
Infographic: Feminist
Theory” 1. During the Spanish
1 occupation, women are
not allowed to have
(7 minutes) formal education
2. Genital Mutilation
in Africa
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
known- feminists and (men fulfilling their of draw lots.
their significant family roles through
breadwinning activities
contributions will and women fulfilling Students are expected
be discussed their roles through to cite instances of
homemaker and gender inequality in
(20 minutes) parenting activities etc.) their assigned area.
1.Family
The teacher will 2. School
discuss the concept of 3. Market
Gender Ideology 4. Church
5. Government
(15 minutes) (15minutes)

G. Finding practical applications of 1. 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.
2. The students are Afterwards, students are
tasked to deliver in what (3 minutes) expected to answer the
specific ways women question:
can be 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
(5 minutes) society?
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
(5 minutes) will you pass to
promote gender
(10 minutes)
(7 minutes)
J. Additional activities for application Assignment: The teacher will pre-
or remediation Read the poem about group the student for
Gender Inequality the performance task.
entitled “I Stay at
Home” by Guy Farmer Simulation – The
and answer these students will simulate
questions: 1. What did scenarios in their
you feel after family and in the
reading the poem? society that shows
gender
2. Give the meaning inequality. Then, they
behind the poem “I will show how to
Stay alleviate gender
at Home” inequality in their own
(5 minutes) perspective.
The teacher will

provide the rubric in
judging the
LOG Teaching Dates and Time Quarter

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

1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. 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 interactions shape the analysis of
changes and an
data. (HUMSS_DIS11- cultural and natural spatial distributions
individual’s sense of
IVd-9) landscapes. and spatial
place. HUMSS_DIS11- processes.
HUMSS_DIS11-IVd-
IVd-10 HUMSS_DIS11-IVd-
10
Data
II. CONTENT Hermeneutics
Phenomenology
Hermeneutic
phenomenology
A. References
3. Textbook pages
B. Other Learning Resources Friesen, N., Henriksson,
C., & Saevi, T.
(eds.).
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 Reviewing the Reviewing the ways Reviewing mental
presenting the new lesson asks some students concept. (5minutes) on how and thematic maps
concerning the link hermeneutical human environment of human-
between gender phenomenology by interactions shape environment
inequality and gender calling a student to cultural and natural system. (5 mins. )
ideologies. (5 minutes) discuss its concept landscapes. (5 mins. )
in a nutshell.
B. Establishing a purpose for the From the examples of Students will be The teacher throws Students will be
lesson optical illusions and/or presented a video series of questions shown a video
ambiguous figures presentation on ways where students will presentation of
brought by the students, by which answer: (15 minutes) environmental and
the teacher chooses human environment a. How does your social issues.
some of them and invites interactions shape environment (5 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 See attach rubrics; phenomenon
will 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 the rubrics of the
teacher notes on the (power point
board the definitions environment. (5 presentation) (15 shown video
given by students. The minutes) minutes)
teacher further asks: “In The students will
the previous activity, (with the use of respond through
what can we consider graphic organizer) graded recitation
as data?” Expected a. Land about their knowledge
answer would be the
optical illusion and/or pollution on thematic MAPS.
ambiguous figure. b. Water See attach rubrics;
The teacher asks: pollution
“What is c. Air pollution
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

practicing new skills #2 called 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?
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 interactions shape Contextualization of the
not tasting “exotic” food thematic maps based on
or riding “extreme” student’s environment
carnival rides.] by sharing their personal
Human-environment
Hermeneutic experience
cultural and natural
phenomenology is “the
landscapes?
study of experience
(5 mins. )
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 A 20-item A 20-item modified Their performance
modified true or true or false and will be graded in
false and identification quiz will accordance to the
identification quiz will follow. (5 mins. ) rubric passed upon
follow. by the class. (5
(10 mins. ) mins. )
J. Additional activities for application
or remediation
V. REMARKS
12 DAILY Teacher Learning Area DISS
LESSON Teaching Dates and Time Quarter
LOG

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
The learners examine the social ideas of Filipino
Competencies/ Value the role of interpersonal relations in
thinkers starting from Isabelo de los Reyes, Jose Rizal,
Objectives Philippine culture. (HUMSS_DIS11-IVe-2)
and other Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
Write the LC code for each
II. CONTENT
Institute of Philippine Culture’s Study on
Filipino Social Thinkers
Philippine Values
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
Resources
IV. PROCEDURES
A. Reviewing previous 1. 4-pics One Word: Ask the learners to Charade What are the
lesson or presenting Present at least four recapitulate the lesson Select students will domains of
the new lesson associated pictures of 6 yesterday through the perform the pakikipagkapwa
Filipino thinkers (e.g. activity “Call a Friend” in significant role of the according to
Jose Rizal, Isabelo de los which the teacher will call social thinkers and Sikilohiyang
Reyes, Pedro Paterno, someone to start the their classmates will Pilipino?
Andres Bonifacio, Zeus review. After that learner guess who. Why do you
A. Salazar, and Virgilio finished his review he will (5minutes) think these are
Enriquez) to the learners call someone to continue important and
and ask them to identify the recap and so on. considered as
their names. (e.g. cover distinct Filipino
of Noli Me Tangere, Review questions: What is values?
outline of Rizal’s face, our lesson yesterday? (5minutes)
cover of El How was the lesson
Filibusterismo, Luneta discussed? What did you
Park) discover?
(5 minutes)
(5 minutes)
(Note: If possible,
contextualize or localize
the Filipino thinkers that
you will include in the
activity and the lesson.)
2. Ask: What
B. Establishing a specificallytoare
Questions they
Ponder:
purpose for the
How do interpersonal
(These questions may
relations affect
lesson be answered as the
Philippine culture?
class goes through
the discussions Or
and activities.)
How were
1. How significant are the
interpersonal relations
social ideas of the
practiced in
presented Filipino
Philippine culture?
Thinkers?
(5minutes)
2. Why is there a need
for us to understand
their ideas? (2
C. Presenting 1. Provide the learners . Discussion:
examples/instances with handouts containing . Pakikipagkapwa
of the new lesson the biographies of the according to
presented Filipino Sikolohiyang Pilipino
thinkers and lessons (p.188)
about social ideas. (7 . 1. Kapwa as ibang tao
minutes) . 2. Kapwa as hindi ibang
tao
2. Think-Pair-Share:
Ask the learners to Domains of
work in pairs. Instruct interpersonal relations
the learners to with kapwa as ibang
read or scan the given tao: (p.189)
materials. (3 minutes) 1. Pakikitungo;
2. Pakikisalamuha:
3. Ask the learners to 3. Pakikilahok
share the part/s in the 4. Pakikibagay
handouts that strike them 5. Pakikisama
the most. (5 minutes) .
. Domains of interpersonal
relations with kapwa as
hindi ibang tao (p. 189)
. 1. Pakikipag-palagayang
D. 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 skills read the text again, (5 given Filipino thinkers in the 2. Pakikipagkaisa presentation showing
#1 minutes) Ask the learners society through pictures. that you value the
to give the gist of the (e.g. El Filibusterismo, El (20minutes) role of interpersonal
material’s content about Folk-lore Filipino, etc.) relations in
the social ideas of each Philippine culture.
Filipino thinker. (7 2. Ask: What is/ are the You may
minutes) relations of their social choose from the
ideas to their contributions? following for your
(Recitation) presentation:
(8 minutes) b. talk show
c. panel discussion
d. tableau
e. drawing
e. song/rap
f. poem
(15minutes)
E. Discussing new The students will narrate
concepts and actual situations or
practicing new skills experiences wherein they Presentation proper
#2 manifested the domains of
(30minutes)
pakikipagkapwa.
(5minutes)
F. Developing mastery Group Activity Differentiated Task How do interpersonal
(leads to Formative 1. Group the learners into 1. Group the learners into relations affect
Assessment 3) 3 (or 6 if the time 3 Philippine culture?
permits). Assign two (or six if the time is still
Filipino thinkers for each sufficient) and assign OR
group. Ask them to each with 2 Filipino
complete a graphic thinkers. How were
organizer that 2. Instruct the learners to interpersonal relations
summarizes their make an analysis or practiced in
ideologies and the social examination of the Philippine culture?
ideas. (10 minutes) practicality and acceptability (5minutes)
of the social ideas of these
2. Ask the learners to thinkers in the past and in
present their work in the present
front (3 mins. per group) community. The following will
be the assignment.
Group 1: (Rizal & Bonifacio)

Present through a debate.
Group 2: (Reyes & Paterno)
Share the details through a
Present through a
panel discussion.
(simulation)
(Give them 7 mins. prep.

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

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

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of 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 evaluate the person’s personality using the core values of Sikolohiyang Pilipino.
Objectives
(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 of personality using the
nature Sikolohiyang and social
Sikolohiyang Pilipino core values of
Pilipino. experiences using
Sikolohiyang Pilipino.
indigenous
C. References
pages
pages
3. Textbook pages
4. Additional Materials https://tl.m.Wikipedia.org. Jose, M.D. & Ong, J.
from Learning ,/ Discipline and Ideas in A. (2016). Disciplines
https://m.youtube.com/watch? https://m.youtube.com/filipino
Resource (LR) Social Sciences by Jose and Ideas in the
v=qopg54dkjdo values
portal Ong Social Sciences.
https://www.slideshare.ne QC: Vibal Group,
t>mobiole>Sikolohiyang>
Pilipino
D. Other Learning
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
Resources
IV. PROCEDURES
A. Reviewing previous Review: Call a Friend Learners recapitulate Ask this question: What Picture Presentation
lesson or presenting The teacher will call yesterday’s lesson through an is the core value of 1. 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 represent
someone to continue in 3 and will ask leader to Activity 1: Knowing the 8 pakikipagkapwa,
the recap and so on. pick from 3 countries Manners of Pakikipag- kagandahang-asal at
1. Name distinguished (America, Spain and kapuwa pagtulong as kapwa.)
Filipino social thinkers. Japan) students should The class will be divided into 2. Ask the learners (at
4. What are their identify their influence in our 5 groups. Each group will least 3) to make a
respective social ideas? country in a continuous choose 2 members to recapitulation of the
(5 minutes) manner. Next, Students will represent their group in lesson using the 3
be asked to identify the doing the first activity. In this photos. (Based on the
characteristic which are activity, the teacher will post photos, review the
considered truly Pinoy “tatak several Filipino manners on lessons discussed
Pinoy”. Students will be asked the board. The students’ yesterday.)
again to give their idea in a task is to identify which (5 minutes)
continuous manner by group. among of these words are
(5 minutes) 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
B. Establishing a 1.Pictograph: 4pics 1 Ask the students: What are manner2:
Activity in Fact
your
or own
Bluff
purpose for the word the characteristics that pre- The class will be divided Video Presentation
lesson existed even before the into 5 groups. Each group
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 From the identified task is to identify if the 1. Share your personal
would represent them characteristics, what are following situations are in experience where you
all. the characteristics that are accordance with the core see the strength of
considered truly Filipino? value of Sikolohiyang Pilipino Filipino values.
(Spain, American, In what sense they are or not. They can raise the 2. I want you to share
Japanese) considered positive or FACT if the answer is your personal
(10minutes) negative? correct while BLUFF if it is experiences where you
Give examples to not. Situations: see the weakness of
2. What are the justify your 1. Pagtulong sa Filipino values.
influences of these answer. (5 matanda habang tumatawid
countries to the minutes) sa daan. FACT
attitudes and behaviors 2. Paggawa ng aksyon
of the Filipinos? hinggil sa paglawak ng
suliranin sa pinagbabawal na
a. Spain- Religiousness, droga. FACT
Eating habits, forms of 3. Paglaban sa sariling
entertainment, manner of karapatan sa pamamagitan
dressing ng dahas. BLUFF
b. American- open, 4. Pagsunod sa Anti-
free, education, Mendicancy Law bilang
independent, religious isang masunuring
freedom, English, mamamayan. BLUFF
eating habits 5. Hindi pakikialam sa
c. Japan-Work ethics, usapin ng RH Law. BLUFF
C. Presenting Picture Analysis about
examples/instances Filipino Traits
of the new lesson The teacher will show
pictures for students to Picture Analysis: Mirror
analyze.
1. 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)
D. Discussing new Discuss the meaning of Activity 3: Documentary
concepts and
Core Values Word Pool and T-chart
Sikolohiyang Pilipino. Analysis 1. Provide a word pool
practicing new skills The class will watch the
Kapwa that contains the
#1 1. Sikolohiyang Pilipino - The concept of kapwa documentary film entitled indigenous concepts in
or Indigenous Filipino (shared identity) is the core “Pobreng Mayaman.” Sikolohiyang Pilipino:
Psychology is also known of Sikolohiyang Pilipino and Individually, they are task to (i.e. hiya, utang na loob,
as Kapwa Psychology. heart of the structure of answer the following guided pakikisama,
Kapwa Psychology draws Filipino values. questions: pakikisalamuha, amor
from folk practices as 1. What are the qualities
Pakikipagkapwa means propio, pagaabuloy,
much as from modern treating the other person of Aling Eli? bayanihan,
theory. It perceives no as kapwa or fellow human 2. What are the qualities pagdadamayan,
contradiction between being. of people around Aling Eli? palaksan, etc.)
indigenous folk beliefs Two Categories, 8 levels After doing their individual 2. Ask the learners to
and modern of interaction. task, the students need to post each word in the
psychological concepts Ibang Tao (outsider) group themselves into 4, appropriate part of the
and scientific norms. Pakikitungo: then, they will make 2 T- T-chart. (Left: Strength,
It includes in its study the civility charts (for Aling Eli and the middle: both weakness
IKSP of healing from the Pakikisalamuha act People around her). Using T-
and strength, right:
Babaylan and Albolaryos of mixing chart, they can list on the left weakness.)
(native shamans and side all qualities which
healers) as well as the Pakikilahok act correspond with the core 3. Ask the learners to
religio-political of joining value or the 8 manners of explain their
approaches of the Pakikibagay: Filipino social interaction, responses. 4. The
Filipino mystics and folk conformity while, on the right side, they facilitator gives
heroes and other Pakikisama: can list all the qualities which his/her input on the
ancestral ways of Being united with not correspond to the core activity.
knowing. Kapwa the group value. They will be given 2 (10 minutes)
psychology implies a call Hindi Ibang Tao (“one-of- minutes to finish this task
for social action. us”) and after that, 1 per each
Scholars and students Pakikipagpalagayang-loob: group will report their
are encouraged Act of mutual activity.
to go to the villages to trust
learn from the people Pakikisangkot:
and in turn serve them Act of joining
with the gain others
knowledge. Pakikipagkaisa:
being one with
(15 minutes) others
(10 minutes)
E. Discussing new Discussing new concepts
concepts and and practicing new 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)
F. 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
Scenarios will be given group with
you, for you to analyze.
indigenous
You will be given 30 Activity 4: HuLarawan
seconds to process the concepts.
The teacher will show 6 a. group 1: utang na
scenario.
pictures. Using their loob
Once the time ends,
understanding and learning b. group 2: pakikisama
students will freeze
projecting the scenario from the discussion, the and pakikisalamuha
given. students’ task is to evaluate c. group 3: bayanihan
Activity: Video clip if following pictures show
1. Identify the Filipino One group will act as d. group 4: hiya
the critic in each the core value of e. group 5: pagdamay
traits that you scenario. Sikolohiyang Pilipino. In
observed? 2. Why do doing this, per group, 3. Instruct the learners
we need to study 1. During your celebration of they can say AHA if it is an to carry out an
Sikolohiyang barangay feast, your example of core value, and exploration of these
Pilipino? relatives from another AHU if it is not. indigenous concepts by
(10 minutes) place came to celebrate presenting personal or
with you. What will you social experiences of
do? these terms in their
2. A son/daughter taking most artistic way.
care of his/her parent as (spoken poetry) (7-10
a sign of giving back for minutes)
the sacrifices they’ve 4. Present the
made. learners the scoring
3. Picture that depicts rubric/s.
“BAHALA NA” Filipino 5. Ask the learners to
values. present their output in
G. Finding practical Activity: Recitation (10 minutes) Think this Over
applications of 1. As a student how • How will it be
Ask the students: When
concepts and skills would you apply or use when there is
does a Filipino Value
in daily living Sikolohiyang Filipino for Activity 5: Pick-a-Pic awareness of the
become positive or
the betterment of your strengths and
negative. (5
daily life? weaknesses in Filipino
(5 minutes) 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
picture on the teacher’s minutes)
table. Afterwards,
they will share
their experiences
on how they possessed the
8 manners or the core value
in the same event or
situation.
H. Making What is Sikolohiyang Filipino Core Values Activity 6: KAPUWA Wrapping Up

generalizations and Filipino? Kapwa - concept of kapwa The teacher will post the • Why is there a
abstractions about Why is Sikolohiyang (shared identity) is the blank man named need to determine the
the lesson Filipino considered a core of Sikolohiyang KAPUWA. By this time, strengths and
Filipino social Pilipino and heart of the every student is free to weaknesses of Filipino
science structure of Filipino write everything values? (2 minutes)
perspective? values. they’ve learned from the
(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
Bahala na – fatalism or
determination and being
risk taker. Bahala na ang
Diyos (God will take care
of us)
(5 minutes)
I. Evaluating learning
for application or
remediation
Grades 1 to School Grade Level GRADE 11
12 DAILY Teacher Group 4 Learning Area Disciplines and Ideas in the Social Sciences
LOG
Time Fourth

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

E. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
F. 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
A. Reviewing previous Picture Presentation Ask the learners to
lesson or presenting Provide some pictures recapitulate the lesson Dominant Filipino
the new lesson that will show several yesterday through the FILIPINO
SS
Perspectives
activity “Call a Friend” in Approaches
Filipino values that LANGUAGE
have been shown last which the teacher will call

meeting. someone to start the
review. After that learner Comparing
Processing Questions: The Importance of My
finished his review he will Perspectives: The class
1. What do the pictures Language: The teacher will
call someone to continue will work collaboratively
post this graphic organizer
represent? the recap and so on. by comparing the
on the board. Each
2. Why are these perspectives presented
Review questions: What is student is free to write
Filipino values essential in dominant approaches
our lesson yesterday? their own
as a Filipino? and Filipino
How was the lesson understanding about the
significance of Filipino perspectives. They will
(5 minutes) discussed? What did you
language in Filipino also write the
discover? similarities of these
discourse and society.
perspectives at the
(5 minutes) center of this diagram.
(5 minutes)
(5 minutes)
B. Establishing a Pass the Message. The class will be divided into Ask the following
purpose for the 1. Group the learners into 6 groups. Each group will questions:
lesson 4 groups. be assigned to reconstruct Q1: What makes
2. Ask each group to fall the image of their Filipino perspectives
into a line then give the assigned puzzle. differ from the
person at the end of the dominant 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 Q1: What is the message of
the board. this image?
Q2: What social science/
Guide Questions: Filipino perspective is
1. How did you find related to this image? Why?
the activity? (15 minutes)
2. What makes the
activity difficult/easy?
(7 minutes)
C. Presenting Video Presentation: Graffiti Wall The class will then be The teacher will
examples/instances 1. Share to the learners 1. Group the learners into 3. divided into 2 groups. The discuss the needs for
of the new lesson the guide questions; 2. Ask the learners to first group will be assigned critiquing the
enumerate their ideas to the dominant social dominant
2. Have the learners about the following science perspectives (e.g approaches based on
watch a 2-minute video informal languages: Structural- functionalism, Filipino perspectives for
in order for them to see conflict perspective, the students to realize
how language can be a a. gaylingo symbolic the following:
hindrance or a bridge for b. jejemon interactionism, The Filipino society
understanding when c. salitang kalye psychoanalysis, ect) while should be analyzed
communicating with the second group will be from the eyes of
another person. 3. Ask the learners to assigned to Filipino Filipino perspectives
(3 minutes) present their answer in front. perspectives like or any dominant
Sikolohiyang Pilipino, approaches related
3. Processing Questions: Pantayong Pananaw, to Filipino
a. What are the Pilipinolohiya, and etc. The perspectives.
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 The individual and
of understanding when Perspecti Major Idea social behavior of
communicating with ve Filipinos are
another person?
c. Based on the different from the
video, what does Westerners.
discourse mean?
(10 minutes)
(25 minutes)
(5 minutes)
D. Discussing new Processing Questions: Ask the following Identify the related
concepts and 1. Share with the learners 1. Why do we consider questions: Q1: What are Filipino perspective to
practicing new skills some personal these languages as means the major ideas the following
#1 experiences that was for discourse? presented in the dominant
affected by the language 2. Are these languages dominant perspectives? approaches:
barrier. recommended for everyday Q2: What are the major Approa Related
use? Why yes or not? ideas presented in the ches Filipino
2. Have the learners Filipino Perspectives? perspe
share some experiences Q3: Do they have ctive
they have encountered similarities? And what are Structur
where language has those similarities? al-
become a hindrance function
when speaking (10 minutes) alism
with another Conflict
person. (5 perspec
minutes) tive
Symboli
c
interacti
onism
Psycho
analysis
Rationa
l choice
theory
Instituti
onalism
Feminis
t theory
Hermen
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)
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery 1. Group the learners into 1. Group the learners into 4. Answer this question: There are two stations,
(leads to Formative 4. The groups will The groups will perform a 3- 1. 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. approaches? perspectives of each
make a discourse (The teacher will choose the dominant
successful on the words) (5 minutes) approaches and each
following context. student will choose if it
can be applied to
a. business Filipino society or not
b. school by choosing from the
c. church LIKE and DISLIKE
d. stations.
government
(7 minutes)
2. Provide the learners
a scoring rubric before
1. Structural
3. Ask the learners to functionalism sees
present the society as a
complex whose
performance. (3 mins parts work together
each group) to promote
solidarity and
stability.
2. Conflict perspective
or Marxism sees
society as an arena
of two conflicting
forces.
3. Symbolic
interactionism
depends on the
symbolic meaning
developed by
people in the
process of
interaction.
4. 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.
5. Feminism promotes
the belief that
women and men
should be treated
steps have to be
taken to realize
the goal of gender
equality.
(2 minutes)
G. Finding practical Think this Over Think this Over Ask this question: The teacher will
applications of Q1: As a social science present 5 pictures of
concepts and skills How significant is the How significant is the use student, what social issues. The
in daily living use of a particular of formal language for approaches/perspectives will student’s task is to
language for discourse? you use by analyzing and choose 1 from these
discourse? (2 minutes) examining the society? pictures and they will
(2 minutes) Why? try to analyze using
the most appropriate
(5 minutes) dominant approach
suited to this issue.
H. Making Wrapping Up Wrapping Up Ask the following
generalizations and questions:
abstractions about Why is there a need to Why is there a need to Q1: What is the
the lesson be very particular when think of a proper language importance of
it comes to the for discourse? examining dominant
choice of words in (2 minutes) approaches from the
discourse? eyes of Filipino
(2 minutes) context?
(3 minutes)
I. Evaluating learning Ask the learners to Reflection Paper Read the article
enumerate the entitled: Group
hindrances in Ask the learners to compose Kadamay shifts
communication and the a reflection paper for the campaign to take over
possible solution for question below: idle units to housing
those problems. project in Bocaue
How does our language town from
Language affect the message that we INQUIRER.NET.
Hindrances Solution want to express? Why is Analyze this article
1 the use of specific using one or two social
2 language significant? science dominant
3 approaches by
4 answering the following
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
A. Content Standards The Role of Social Science in the real World.

Illustrate situations and context in which Social Science can be applied.
B. Performance
Standards
C. Learning Determine how Social Science can be used to Recognize multidisciplinary and/or
Competencies/ address social concerns. interdisciplinarity as an approach to looking
Objectives HUMSS_DIS11-IVh-6 at society.
Write the LC code for HUMSS_DIS11-IVh-7
each Determine how a certain Understand how Social
profession addresses social Science helps to
concern/s. analyze social
1. Professions.
II. CONTENT 2. Applications and Intersections of the approaches in addressing social problems.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning Sociology: Basic Concepts https://www.youtubejnm Sociology: Basic Arleigh Ross D. dela
Resources and Perspectives Manuel p4.com/downloadphp?v? Concepts and Cruz, Cecile D.
B. Garcia =eli15zfoyVxoHW2AprH Perspectives Manuel B. Fadrigon, and Diana
12ed. Garcia J. 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 Sciences
Addressing Social (Quezon City,
Problems”, in Disciplines Philippines: Phoenix
and Ideas in the Social Publishing House,
Sciences (Quezon City, Inc., 2016), pp. 205-
Philippines: Phoenix 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 Ask the learners: Review of the past lesson After reminding the
lesson or presenting explain the significance of *Give the different about all the disciplines students to arrange
the new lesson knowing how to critique professions that we within the Social Science. their seats and tidy
dominant approaches discussed yesterday? up their immediate
using Filipino (2 minutes) Name the disciplines of surroundings, the
perspectives. the Social Science. teacher checks
What is the (5 minutes) attendance. S/he
importance of using briefly asks some
your Mother tongue students concerning
in any discourse? their understanding of
What is the multidisciplinary in
importance of the social sciences.
using Filipino (5 minutes)
language in any
discourse?
B. Establishing a Activity: “Gusto Kong A minute video Group Activity: - A 5-minute video
purpose for the lesson Maging…” entitled, “Social Metaphor-make introducing the issue
The learners will be asked of Problems in the Meaning(MMM) will be shown:
their dream profession and Philippines” will be Have the students unlock
share before the class. The shown in class. the social science by https://www.youtube.
following guide questions https://www.youtubejnm identifying the symbol com/watch?v=UNLQ
will be asked: p4.com/downloadphp?v behind the pictures. NgjOr08
1. What profession do ?=eli15zfoyVxoHW2Apr Sample pictures
you want to pursue H12ed.
five (5) years from (5 minutes)
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?
C. Presenting A video presentation of Video analysis: “Word within a Word” Activity: Symposium
examples/instances of different societal problems (6 minutes) (WWW Activity) / Panel Discussion
Have the students
the new lesson will be presented/flashed 1. Based on the enumerate words that A group of students
via LCD projector. video, what are start with the words multi will serve as a panel
*personally, made by the the existing social and inter. Then, have a
teacher concerns/problem of experts
generalization.
(5 minutes) s in the [anthropologist,
Processing Question:
Philippines? economist, historian,
Processing Question: Based on the list of
2. What do you political scientist,
words you’ve given,
What is the video all about? think are the psychologist, &
what is the meaning of
underlying causes sociologist] analyzing
multi and inter?
of the problems the issue of the
(7 minutes)
shown from the perceived indolence
video? of the Filipinos.
3. In your own idea,
(30 minutes)
how can these
problems be
solved?
(6 minutes)
D. Discussing new The learners will be Discussion on the roles Teacher will flash the
concepts and grouped 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
Examples:
in the society or community underline the keywords
where they belong in a from the given
manila paper and marker definition to distill the
using a concept map in the essence of the word.
manila paper provided. Multidisciplinary
Approach – The world
Sample Venn Diagram has many different
disciplines each of
which attempts to
Social explain “the same”
Issue phenomena from their
respective
disciplinary viewpoints.
Interdisciplinary
*Learners will choose one Approach – Looking at
to two representatives in “the same” issue/s from
explaining their work and multiple disciplinary
elaborate what they have perspectives, in a way
listed. that tries to integrate or
make holistic sense of
(10 minutes) the various explanations
of “the same”
each of the
disciplinary
perspectives.
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery Each group will be given two Create an The teacher asks
(leads to Formative (2) minutes to choose a authentic Discussion using Venn the students: “Were
presentation Diagram. you able to see the
Assessment 3) social concern and differences in the
based on the Sample Venn diagram
discuss its causes and perspectives of the
identified social various social
effects among the concerns from the sciences?” (5
group and another previous meeting: minutes)
two (2) minute in IM
1. Ask each group to
presenting their work. make an artistic (10minutes)
The teacher will give presentation (role
additional inputs regarding playing, poster
making, dance,
the causes and effects of song
different social concerns. interpretation,
(10 minutes) etc.) on a
particular social
concern that has
been observed by
each group in
class for 3-4
minutes.
2. 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 be applied in your life?
short talk show role they have identified. 2. Between the 2
playing of the chosen The learners will approaches, which do
profession (15 minutes) also suggest you find more useful in
possible your daily life? Why?
solutions to the (7 minutes)
problems.
H. Making Ask: In your opinion, Based on the Create a flowchart using The teacher
generalizations and assuming you already discussions, in what popsicle sticks and shape elaborates on the
abstractions about the practice such profession ways can Social cut-outs to illustrate the following points
lesson today, what would be your Science help in solving distinction between the 2 (10 minutes):
role in solving these social the social concerns in approaches. Social analysis
concerns? the country? *The Note: Circles- Social makes use of the
“Social problems can be teacher will show an Science Discipline tools of the various
addressed and solved by illustration to Squares- Insights/ social sciences to
simple citizens especially summarize the lesson Solution Popsicle – Lines look at historical
(variation: use rubber and structural
those who have
bands) causes of an issue
institutionalized professions. (7 minutes) involving social
So, everyone is encouraged Use the 8 popsicle sticks
and the shape cut-outs to inequality.
to dream big, pursue those The various social
show your
dreams and participate in sciences serve as
understanding. You don’t
nation-building and solving need to use all 8. different “lenses” to
the unending problems in provide a
(Sample output: see
the society.” multifaceted view of
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 Make an essay on
Society”. Assign one social chart. (9 minutes) “Social Sciences:
concern for each group Different
This may also be considered and causes, effects, Perspectives”.
as an additional activity for and possible solutions
application if not finished. of the 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 the different Social
remediation and Issues being observed at
interdisciplinarity. the present time.
Time
I. OBJECTIVES
A. Content
The role of Social Science in the real world.
Standards
B. Performance
Illustrate situations and contexts in which Social Science can be applied.
Standards
C. Learning Generate an analysis of a social phenomenon using at least two approaches from the Social Sciences.
Competencies/ (HUMSS- DIS 11-IVi-8)
Objectives Generate an analysis of a social phenomenon Generate an analysis of a social phenomenon using
Write the LC code using one approach from the Social Sciences. another approach or other approaches from the
for each Social Sciences.
II. CONTENT Applications and Intersections of the approaches in addressing social problems
III. LEARNING
RESOURCES
A. References
11. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing What is the role of Recapitulate by Recap the previous - How did Groups 1 and 2
previous lesson Social Science in answering the lesson: analyze the social
or presenting the addressing social KWL Chart. phenomena presented
concerns? - How do the through different
new lesson
(5 minutes) What What different perspectives/approaches?
I I do approaches help
Know not an individual (5 minutes)
know analyzing 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
lesson grouped into four. They group. Each group will groups. Each group Phenomena assigned to them
will take view on a be given a news will be asked to (5 minutes)
short video-clip about clip/article about social arrange the jumbled
the different social issues. letters to decipher the
phenomena in the social issues currently
Philippines. Ask: What does happening in our
(5 minutes) that picture show? country.
C. Presenting Apart from the short Students will be asked The learners will
examples/instanc video clips presented, to give other social be presented
the issues different
es of the students will be asked related to what the social phenomena
new lesson to 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
concepts and Each group will identify the articles given by using of the group will
practicing new one social phenomenon at least two Social pick a topic and
skills #1 and analyze it by Science approaches. perform an
applying Social Science analysis using 2 or
approaches. (15minutes)
e.g. * Twist in analyzing: more social
science approaches.
Answers will be made (5 minutes)
Social Issue through “Collage artwork
and be presented to the
class by each group’s
Analysis Approach/es representative.
(15 minutes)
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Presentation of the Presentation of output. Each of the groups Presentation of Groups 3 and
mastery (leads to learners’ output. (scores will be will perform their 4.
Formative obtained through the analyses through the (20 minutes)
Assessment 3) use of Rubrics) following activities:
Reporting of each group’s (20 minutes) - Infomercial
output will be delivered - Role-playing
by 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 select their activities
approaches. (15 through “fish bowl”
minutes)
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 student do the encourage the also asked from the
concepts and ways do these social following: students to deal with students: How can these
skills in daily phenomena (presented) the question: How approaches help you in
affect individuals (if Select one social issue can these means of dealing with your
living
applicable)? the society? discussed by the group analyses (of different interpersonal relations/daily
(5 minutes) and cite possible approaches) help you experiences?
solutions that will help in dealing with your *Note: Based on the
alleviate/eradicate it. interpersonal presentation of groups 3 and
(5 minutes) relations? 4.
*Note: Based on the (5 minutes)
presentation of
groups 1 and 2.
(5 minutes)
H. Making What is the relevance How do the different (Note: generalization How do the different
generalizations of the social science approaches help an and evaluation will approaches help an
and abstractions approaches in individual to analyze be done next individual to analyze a social
about the lesson analyzing the social a social meeting) phenomenon?
phenomena taking phenomenon? (5 (10 minutes)
place in the minutes)
society? Different approaches in Social
(5 minutes) 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
of the topic including
strengths and strengths and
Quality of Content
weaknesses weaknesses
appropriate and
class appropriate and
Scenario was
Quality of Scenario
realistic and class
appropriate
Scenario was
flow of the transition well-
Presentation was fairly Presentation was not
Organization
well- organized well organized
Presentation fully Presentation engaged Presentation failed to

Impact
engaged the the audience engage the audience
audience eye contact, gestures
All presenters spoke Most presenters
Presentation Skills with appropriate eye spoke with
contact, gestures etc. appropriate eye
contact, gestures etc.
TOTAL SCORE
RUBRIC FOR THE SIMULATION
5 - Excellent 3 – Good 1 - Fair Score
strengths and strengths and strengths and
Quality of Content
weaknesses weaknesses weaknesses

class appropriate and class appropriate and
Scenario was realistic
Quality of Scenario
and class
appropriate
Scenario was Scenario was not
Presentation was well
Presentation was fairly Presentation was not
Organization organized. Smooth flow
well- organized well organized
of the transition was
evident
Presentation fully Presentation engaged the Presentation failed to
Impact
engaged the audience engage the audience
audience
appropriate eye contact, Most presenters spoke with appropriate
Presentation Skills spoke with
appropriate eye
All presenters spoke contact, gestures etc. None of the presenters
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:
1. Share your output with your classmates. Did you
Proceed Not Proceed make the same choice or decision? Why or why not?
to the Job to the Interview 2. How was the whole experience of assessing
Interview your options? Was it difficult? Was it easy?
A B 3. Would you say that you applied rationality
when making that final choice or decision?
Rush to your brother/sister
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
Analysis lesson. was clear and concise based on the
Analysis 6
data presented.
Organization The paper was well-written with ideas easily 4
conveyed 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.
Analysis Analysis was clear and concise based on the 6
data presented.
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 5
the documentary is well understood.
Presentation The presentation was clear with the use of 5
effective audio-visual effects.
Total 20
RUBRIC FOR CLASS PRESENTATION

HUMSS_DIS11-IVg-4
POINTS
Content The content was well-founded with facts lifted from 10

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

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

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

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

present 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 6
the 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 10

and analyze them using the assigned social science
approaches
data presented.
Total 20
Attachment Number 1: POPSICLE FLOWCHART
HUMSS_DIS11-IVh-6
MULTIDISCIPLINARY APPROACH: Hunger
Economics SS 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
Political subsidy
Science
Rubric for Differentiated Task: (HUMSS- DIS 11-IVi-8)
Criteria Poor (5pts) Fair (10 pts) Good (15pts)

Quality of Content Content is not Adequate coverage of the topic. Complete coverage of the topic.
accurately portrayed
Quality of Scenario Scenario was not realistic, Scenario was realistic and Scenario was realistic, class-
inappropriate for class or class- appropriate, concepts appropriate, well-developed. It
poorly developed. could be 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, appropriate eye contact, volume,
volume, tone, use of pauses, volume, tone, use of pauses, tone, use of pauses, and
gestures, etc. None of the and gestures. Most gestures. All presenters were
presenters appeared prepared or presenters were well-prepared well-prepared and spoke with
confident. and spoke with confidence. confidence.
Rubric for Collage Artwork: (HUMSS- DIS 11-IVi-8)
Category 20 15 10 5
Creativity Several of the graphics or One or two of the graphics One or two graphics or The student did not make
objects used in the collage or objects used in the objects were made or or customize any of the
reflect an exceptional collage reflect creativity in customized by the items on the collage.
degree of student their creation and/or student, but the ideas
creativity in their creation display. were typical rather than
and/or display. creative.
Design Graphics are trimmed to an Graphics are trimmed to an Graphics have been Graphics are untrimmed or
appropriate size and appropriate size and trimmed to an appropriate of inappropriate size
interesting shape and are interesting shape and are size and interesting shape, and/or shape. It appears
arranged well, some in front arranged with some items in but the arrangement of little attention was
and some behind. Care has front and others behind. items is not very effective. given to designing
been taken to balance the The canvass, however, It appears there was not a the collage.
pictures across the does not appear balanced. lot of planning of the item
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 assigned theme. For many assigned theme. theme.
most items, the of the items, the
relationship is clear relationship is clear without
Number of Items The collage includes 15 or The collage includes 10-14 The collage includes The collage contains
more items, each different items. 9 different items. fewer than 9 different
Titles and Text Titles and text were Titles and text were written Titles and text were Titles/and or text are hard
written clearly and were clearly and were easy to written clearly and were to read, even when the
easy to read from a read close-up. Text varied easy to read close-up. reader is close.
distance. Text varied in in color, size, and/or style There was little variation
color, size and/or style for for different text in the appearance
different text elements. of text.
(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

Disciplines and Ideas in The Social DLP HUMMS MA'AM JANET

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Disciplines and Ideas in The Social DLP HUMMS MA'AM JANET

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DISS

DAY 1 DAY 2 DAY 3 DAY 4

C. 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

(15 minutes) (8 minutes)

DAY 1 DAY 2 DAY 3 DAY 4

D. Discussing new concepts

The teacher will

E. Discussing new concepts Discuss the importance of

J. Additional activities for

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

I. Evaluating learning 10 item quiz Complete the table: Essay:

Session 1 Session 2 Session 3 Session 4

II. CONTENT STRUCTURAL-FUNCTIONALISM

III. LEARNING RESOURCES

O. Discussing new One representative in each

Write/paste them down on

Session 1 Session 2 Session 3 Session 4

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

I. Learning Competencies/ Psychoanalysis

III. LEARNING RESOURCES

Conscious- contains those

Unconscious- the material

(e.g. Intentional dropping of

The learner shall be able to:

III. LEARNING RESOURCES

2. what are the

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

(Key concepts were

Monday Tuesday Wednesday Thursday

The learners shall be able to:

Monday Tuesday Wednesday Thursday

The learners shall be able to:

(15 minutes) (15minutes)

I. Evaluating learning Activity: Matching Type Editorial Cartooning Essay

The teacher will

Monday Tuesday Wednesday Thursday

The learner shall be able to:

Van Manen, M. (2002).

D. Discussing new concepts and Students will be Students will be

E. Discussing new concepts and Students will be

Session 1 Session 2 Session 3 Session 4

Group 1: (Rizal & Bonifacio)

(Give them 7 mins. prep.

3. Provide a scoring rubric

Session 1 Session 2 Session 3 Session 4

Ask this question: Can

1. Ask the students about

H. Making What is Sikolohiyang Filipino Core Values Activity 6: KAPUWA Wrapping Up

Session 1 Session 2 Session 3 Session 4

III. LEARNING RESOURCES