GRADE 1 to 12 School Grade Level Grade 11

DAILY LESSON LOG Teacher Learning Area DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES (DISS)
Teaching Dates and Time Quarter FIRST QUARTER : WEEK 6

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences.
A. Content Standard
The learners shall be able to:
1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and
B. Performance Standard
2. Evaluate the strength and weaknesses of the approach.
Psychoanalysis :Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
C. Learning
 Identify the three level of awareness. The learners analyze the person’s Interpret personal and social experiences The learners present the Structure of
Competency/Objectives
 The learners recognize the proponent of personality in terms of Id, Ego, and using Structures of personality in relation Personality through Social Experiment
Write the LC code for each.
the Psychoanalysis. Superego. with Defense Mechanism. HUMSS_DIS11-IIIi-4
HUMSS_DIS11-IIIi-1 HUMSS_DIS11-IIIi-2 HUMSS_DIS11-IIIi-3

II. CONTENT PSYCHOANALYSIS

III. LEARNING RESOURCES

Deped Module Deped Module Deped Module Deped Module
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 Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
●Disciplines and Ideas in the Social Sciences by Carlos Peña Tatel, pages 44-46 , Compiled Lecture Notes in Theories of Personality by Benny S. Soliman, pages 10-12
 http//www.Psychodynamic.20Approaches_simply.20Psychology.html
Ask the students to give examples of Short review on the past lesson. Ask the Ask the students to briefly explain the Teacher will review the rubrics to be
symbolicinteractionism. students: “Iceberg Model”. used in grading the presentation of
(3 minutes). 1. Who is the proponent of Guide question: Social Experiment.
psychoanalysis? 1. What is the difference of the three Video Presentation of the learner’s
2. Define psychoanalysis? structure of personality (Id, Ego, and Social Experiment.

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
Teaser Video: “Titanic”
Teacher will ask question after the video
presentation.
1. What is the video all about?
2. What causes the titanic to sunk?
3. Why titanic was collided to the iceberg?
(7 minutes)
http://www.youtube.com/watch?
v=7=Ff5CS27-Y
Group Activity: Map Construction:
 Learners will be group into five.
 Learners will divide and plot the three
level of awareness using the picture of
Iceberg.
 Instruct the learners to discuss among
their group mates regarding the division of
the iceberg.
 Learners will present their output in the
class.
(10 minutes)
Teacher will show pictures that illustrate
the three parts of the mind. From the
given pictures,
leaners will be asked to say
“MINE” if it represents them otherwise say
“NOT”.
Pictures will be group according to the
three level of awareness. Students with
the same answers will be grouped
together and explain the level of
awareness where they belong.
(10 minutes)
Teacher will inject and further discuss the
concept of the three level of awareness
as part of the psychoanalysis.
Discuss brief background of the
(3 minutes) Superego)?
(3 minutes)
Situation Analysis Before moving further to the discussion,
A girl/boy went to the mall to buy school the teacher will ask the leaners:
shoes. Upon entering the shoes section, a What do you usually do whenever you are
pair of ragged shoes caught her/his upset in a particular situation?
attention. The girl/boy was having a hard Example:
time to choose between school shoes or  You are not allowed by your parents to
ragged shoes. attend a party?
(5 minutes)  How about your classmates do not allow
you to copy their answer?
(5 minutes)
Questioning: From the responses of the students,
Guide Question: teachers will inject that those has specific
1. What was the situation all the about? terms called
2. If you are in the same situation, what will Defense Mechanism.
you choose? Teacher will discuss some of the Defense
Mechanism.
a. Projection
b. Displacement
c. Reaction
Formation
d. Sublimation
(5 minutes)
Group the students according to their Teacher will ask the learners:
shoes preference. From our discussion what do you think is
A. Group School Shoes the connection of structure of personality to
B. Group Ragged Shoes Defense Mechanism?
Guide Question: (3 minutes)
1. Why did you choose school shoes?
Ragged shoes?
(Responses will be written on the board)
analyze the answers per group. Discuss
the Psychoanalysis by Sigmund Freud
particularly the Id, Ego, and Superego.
(20 minutes)
Group Activity: Picture Analysis Group Activity:
1. Group the students into three (3) groups.  Group the student into five groups.
2. Each group will be assigned to classify  Ask them to cite one (1) situation
the different pictures according to Id, Ego, happened in their life wherein they used

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
proponent of Psychoanalysis. and Superego. defense mechanism.
(5 minutes) 3. Students will justify their answers.  Let the groups identify the Id, ego, and
4. Rubric Attached superego in that situation given by the
students.
(9 minutes)
Are there any instances that you have Give certain situations wherein Id, Ego,
experience either one of these three and Superego are evident?
levels of awareness?
 In what particular situation did you
experience these levels of awareness?
(5 minutes)
Guide Question: 3. What are the three (3) structure of (Learners will be given five (5) minutes
1. Who is the proponent of personality? review for the summative test).
Psychoanalysis? ID- is concerned only with satisfying
2. What are the three level of awareness? personal desires.
Briefly explain. The actions taken by the id
Sigmund Freud (1856- are based on the Pleasure principle.
1939)- Jewish background, though EGO- the primary job of the
avowed atheist. ego is to mediate/ balanced the demands
Lived in Vienna until Nazi occupation in of the Id and the outer forces of reality.
1938. He had SUPEREGO- the moral arm of the
a medical background wanted to do personality, it corresponds to one’s
“neurophysiologic research”. conscience.
He had a private practice in nervous and
brain disorders.
He is the founding father of
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.
 (10 minutes)
Individual Activity: Group Activity: Role Playing 40 items summative test Individual Activity:
Construct/ draw your own representation  Group the learners into three (3) groups. Pointers: Write a reflection about the Social
of the level of awareness creatively.  The group will pick what particular 10 items structural functionalism experiment presented by your group.
I. Evaluating learning Briefly explain on your own words. structure of personality they will perform/ 10 items Marxism
(10 minutes) present. (Id, Ego, Superego). 10 items symbolic interactionism
 Rubrics will be provided to evaluate 10 items psychoanalysis
performance. (30 minutes)
Create five groups and prepare a social Remind the class about the presentation of
experiment showing the three structures of the Social Experiment for the next day.
J. Additional activities for
personality.
application or remediation
(e.g. Intentional dropping of
wallet in the public)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
Encouraging students not to hesitate
in asking the part of the lesson that
Supervise the students on their activity.
Processing students’ questions and they do not understand and
Praising students when doing their Knowing that the teacher is concern on
E. Which of my teaching strategies answers help them in understanding encouraging them to share their
worked well? Why did these work? designated task pushed them to excel what they are doing, this made them do
their know-hows in the lesson. ideas as well. This made the teacher
more. their best to come up with their best
confident that 100% of the students
output.
understand their lesson.

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?