Republic of the Philippines
Department of Education
DAILY LESSON LOG School
Senior High School
Teacher
Inclusive Date and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Most Essential Learning
Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources
IV. PROCEDURES
A. Revising the previous lesson
or presenting the new lesson
Region II-Cagayan Valley
Schools Division of Quirino
Cabarroguis National School of Arts and Trades
Cabarroguis NSAT Grade Level Grade 11
MICHAEL JOE O. SARAGOSA Learning Area Disciplines and Ideas in Social Sciences
(October 3-7, 2022) Quarter Quarter 1
Gundaway, Cabarroguis, Quirino
Monday Tuesday Wednesday Thursday
The learners demonstrate an understanding of…
 Key concept and approaches in the Social Science.
The learners shall be able to…
Interpret personal and social experience using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approach.
*Analyze the basic concept and principle of major social science theories.
Dominant Approaches and Ideas in the Social Sciences:
1. Structural Functionalism
2. Marxism
3. Symbolic Interactionism
Discipline and Ideas in the Discipline and Ideas in the Discipline and Ideas in the Social Discipline and Ideas in the
Social Science by Myla M. Social Science by Myla M. Science by Myla M. Arcinas Social Science by Myla M.
Arcinas Arcinas Arcinas
Internet/Research-based Learning Resources, ADM Learning Activity Sheets
Asks volunteer Interactive Games: The teacher will review the The teacher will review the
student to give a The teacher will review the previous lesson on structural previous lesson on Marxism
recap of the previous lesson through functionalism.

B. Establishing a purpose for
the lesson
previous lesson
the class.
Mix and Match
Divide students into 5
groups. Each group will
identify and match their
corresponding pictures
based from the
definitions posted on the
board.
an interactive games to
Group discussion.
The students will be divided
in to four groups. A social
structure will be assign to
each group (family, social
hierarchy, politics and
sports) The group will
discuss the manifest and
latent function of the
structured assigned to
them. After the discussion,
the group leader will share
what they have discussed
within the group.
Song Analysis: A video presentation
“TATSULOK” by on people’s
Bamboo perspectives on life
Group the class into symbols will be
two groups. Assign presented via LCD
one facilitator and two projector.
reporters who will 1. How do you feel
discuss the message about the
of the song. presentation?
2. What is the video
all about?
3. What do you think
the video tries to
imply?

C. Presenting The teacher will present a
examples/instances of the new video clip regarding latent
lesson
function in structural
functionalism
(https://www.youtube.com/w
atch?v=2jvpu_DFOEs)
Guided Questions:
1. What are the things that
the video presented?
2. What is your common
understanding regarding
latent function in structural
functionalism?
The Teacher will ask the
students
What are your Strengths
and Weaknesses? And the
students will
write their answer on the
board.
the same situation?
Do you have a Series of images of
personal experience different
that is similar to the symbols/icon/things/e
message of the song vents will be shown
that we have before the learners
analyzed? How did (e.g. poison symbol,
you cope up with the diamonds, corporate
experience that you attire, black board).
encountered? Why do The following guide
you think that questions will be
situation happened to answered:
you? Do you think 1. What images did
other members of our you see?
society experienced 2. What were your
observations on
the pictures?
3. Do these things/images/icon
s give meanings in
our life?
4. What do you think
will be the lesson

D. Discussing new concepts
and practicing new skills #1
With the aid of a power DISCUSSION:
Discuss the following:
point presentation the
teacher will discuss the Elements of Structural
following: Functionalism
Definition of Structural - FUNCTIONAL- means
Functionalism
elements of the society
do their specific tasks or
- Is the perspective which jobs in order to
describes the society as contribute to the social
a social system that has equilibrium.
a social structure of its - DYSFUNCTIONAL-
means they disrupt the
own, made up of
balance in the society.
different parts which are
interconnected which Types of Function
works together in
harmony to achieve - MINIFEST
FUNCTION- are
balance or social consequences or
equilibrium. effects that are
intended and
recognized by the
norm.
- LATENT FUNCTION-
are consequences that
are unintended or
hidden.
DISCUSSION:
Discuss the following:
MARXISM
- Is a perspective that the world
is full of conflict.
- It states that society is
composed of different
groups with their own
interest to protect and each
group is competing for
power and resources.
for this day? (The
teacher reveals the
lesson)
DISCUSSION:
Discuss the following:
SYMBOLIC
INTERACTIONISM
- Emphasizes that human
behavior is influenced by
definitions and emanings
that are created and
maintained through
symbolic interaction with
others.
- Human interaction is
mediated by the use of
symbols, by
interpretation or
equivalent to inserting a
process of interpretation
between stimulus and
response in the case of
human behavior.
- Acting people are the
basic units of human
society.
Characteristic of SYMBOLIC
INTERACTIONISM
- Human Interaction
- Interpretation or
definition rather than
mere reaction
- Response based on
meaning
- Use of symbols
- Interpretation
between stimulus

E. Discussing new concepts
and practicing skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
and response
Different Social Institutions Strengths and Strengths and Weaknesses of Discuss the strengths and
- FAMILY- a basic unit Weaknesses of Structural Structural Functionalism weaknesses of symbolic
in the society Functionalism interactionism.
- GOVERNMENT- a - Societies are always in
group that is in charge - General consensus conflict with a battle over
of regulating and about the values and power to control the
enforcing rules in a norms of society by norms, values and
society. the majority. resources of a society.
- EDUCATION- giving - Society is made up of - Conflict and power
or receiving particular integrated parts. differentials are always
knowledge or skills - Society tends to seek present in the society as
through deliberate stability and avoid group pursue their
instruction. conflict. interest.
- ECONOMY- the
- Uses macrolevel - Conflict is a major
allocation, production
analysis in examining contribution to societal
and reproduction of
various resources and issues or problems in transformation and
products. society. social change.
- RELIGION- a set of - It uses macro level
beliefs, symbols and Weaknesses analysis in examining
practices that aims to - Do not see anything issues or social
answer or understand wrong with inequality problems in society.
various meanings of in a society based on Weaknesses
life. class, gender or race. - In the past the focus of
- Is not open to social the perspective was
change. based largely on class
- Does not look at the inequality
causes of social - There is little focus to
problems. social stability and
shared value.
Each group will share their Teacher will clarify all Debate: Group the The teacher throws
insights based on the misconception of the class into 2. the following
small group discussion. students regarding latent Resolved: Should the questions:
The Teacher will give function. Every student will Philippine government How can these
perspectives on
emphasis toward list down latent functions increase the daily
Symbolic
structural functionalism they heard from the group minimum wage in the
Interactionism be
activity, then 5 students will country? applied in daily
present it to class. living in the aspect
of:
a. Culture;

G. Finding practical
applications of concepts and
skills in daily living
H. Making Generalizations and
Abstractions about the lesson
I. Evaluating learning
Questions to be asked:
1. As a student, what is
the importnace of
structural functionalism in
this time of pandemic.
Processing questions.
1. How does each
institution
work in society according
to
structural-functionalism
based on the activity?
2. How important are the
social functions of social
structure to the stability of
society?
Identification:
1. It is the perspective
which describes the
society as a social
system that has a
social structure of its
own.
2. It is the basic unit of
society.
3. It means that elements
of the society do their
specific tasks or jobs
in order to contribute
to the social
equilibrium.
4. These are the pillar of
Ask some students
how manifest
dysfunction happen in
the society or
community they
belong.
The teacher will select
three students generalize
the discussion:
What is latent function in
structural functionalism?
What is the importance of
knowing the strength and
weaknesses of structural
functionalism?
Formative Assessment:
Explain the following
questions
1. Can latent function bring
people together of similar
background?
2. Does the effect of latent
function do necessarily
good and not necessarily
good for everyone? (5 min)
(Rubric)
15-Explain the two question
comprehensively
10-Explain the two question
with correction
5-Explain one question only
b. Social Classes;
c. Societal Aspect;
d. Political Aspect.
How can our personal Does symbolic
and social interactionism affect
experiences about our daily life? Why?
social inequality help
us understand others
and our society as a
whole?
What do you think are The teacher throws
the reasons why this question:
social inequalities “How can we
exist in the society? interpret symbols in
day-to-day
interactions in our
society?”
Poster Making: Paper and Pencil Test
Group the class into 5. (10-item quiz)
Each group will make a
poster with the theme”
Marxism in today’s
society”
 the human society.
J. Additional activities for
application and remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation

Prepared by: Checked by: Noted: Approved:

MICHAEL JOE O. SARAGOSA VILMA L. CARLOS DEONALYN D. JAMIAS, PhD VICENTE B. SACALAMITAO, PhD
Teacher III Master Teacher I Assistant School Principal II School Principal III