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 5

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences.
The learners shall be able to:
1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and
2. Evaluate the strength and weaknesses of the approach.
1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism as dominant approach)
(HUMSS_DIS11 -IIIe-f-1)
The learners define Structural The learners interpret personal and social The learners explain the social The learners evaluate the
Functionalism experiences using relevant approaches in function/dysfunction, manifest and latent strength and weaknesses of structural
the Social Sciences function functionalism.

II. CONTENT Structural-Functionalism

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
Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,
The Teacher will ask the students to give Teacher will ask the following. The Teacher will ask the students The teacher will write the manifest
the different fields study under the social 1. Defined structural functionalism What was the lesson yesterday? function and latent
sciences. 1. What keeps societies together? How was the lesson discussed? function on the board and the
(5 minutes) 2. What other institutions can you consider (5 minutes) students will give some examples of
as having particular function in the society? these two functions and they will write
(5 minutes) their answer on the board.

1

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
The Teacher will write the word Group Activity: Paper Tower
CONSENSUS on the board and each Group the learners into 5.
student will write with his/her own idea Give each group an equal number of
about CONSENSUS. papers. Ask them to erect a tower. The
(concept map) highest paper tower is the winner of the
(5 minutes) game.
Processing Questions:
1. How were you able to build the tower
appropriately?
2. How does the activity relate to structural
functionalism?
(Possible answer: The members have to
cooperate in order to achieve a common
goal.)
(10 minutes)
The class will be divided into 5 groups.
Each group will present role playing that
shows the role or function of the following
in society
1. FAMILY
2. CHURCH
3. SCHOOL
4. GOVERNMENT
5. MEDIA
(20 minutes)
Processing questions. (Brainstorming)
1. How does each institution work in The class will be asked to share with their
society according to structural- groups their personal experiences about
functionalism based on the activity? the principles of structural functionalism on
2. How important are the social functions the assign institution.
of social structure to the stability of 1. FAMILY
society? 2. CHURCH
3. SCHOOL
4. GOVERNMENT
5. MEDIA
One representative in each group will give
the GIST of their discussion. After every
The teacher will post jumbled letters on the
board and some student will arrange the
jumbled letters to make it right.
(JUMBLED LETTERS)
1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
3. MANIFEST FUNCTION
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
(10 minutes)
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.
(20 minutes)
Processing questions.
1. What have you realized from the
activity?
2. Why are social structures and social
functions important in structural
functionalism?
3. How do you differentiate social functions
from social dysfunctions?
4. What are the differences between
manifest and latent functions?
(5 minutes)
(5 minutes)
The Teacher will ask the students
What are your Strengths and
Weaknesses?
And the students will write their answer
on the board.
(5 minutes)
Group Activity.
The class will be divided in to five
groups and each will share their idea
about the Strength and weaknesses of
Structural functionalism using
“KWL approach” after the group
discussion they will write their output or
idea in manila paper or cartolina.
(10 minutes)
Processing questions.
1. What are the strengths and
weaknesses of a functionalist theory of
socialization?
2. What is the defining factors that
separate strength & weakness?
3. What are the strengths and
weaknesses of this theory?
(5 minutes)
2
 presentation, the teacher will give his/her
input.
Video Analysis Group Activity Using the T-chart the students will Group Activity
https://www.youtube.com/watch? The class will be divided into five groups enumerate the social function/ dysfunction, The class will be divided in to five
v=BKl6HSnlaIk each group will present their personal manifest and latent function. groups each group
(7 minutes) experiences of structural functionalism in (5 minutes) will present the strength and
the assign institution. weaknesses of structural functionalism.
F. Developing mastery 1. role playing 1. role playing
(leads to Formative Assessment 3) 2. poster making 2. poster making
3. Tableau 3. Tableau
4. talk show 4. talk show
5. jingle 5. jingle
(20 minutes) (20 minutes)

G. Finding practical application of
concepts and skills in daily living
Teacher will ask the Teacher will ask the following Teacher will ask the following question Teacher will ask the
Following questions. question How will you explain the social Following questions.
1. What GIST of the video? How did structural functionalism help you function/dysfunction, manifest and latent 1. Do you concentrate on your
2. What specific scene struck you the interpret some personal experiences? function? strengths or your weaknesses? Why?
most? Why? (2 minutes) (5 minutes) 2. What new realizations do you have
3. As a student and a member of the about the topic?
society, how will you promote solidarity 3. What new connections have you
and stability? made for yourself?
(5 minutes) (5 minutes)

The teacher will ask the students.
Why are the social structures and social
functions important in structural
functionalism?
(4 Minutes)
H. Making generalizations and
abstractions about the lesson
Why is there’s a need to interpret personal
experiences using structural functionalism?
(5 minutes)
The teacher will ask the students to answer The teacher will ask the students to
the following questions. answer the following question.
1.Why do we need to explain the social What are the strengths and
function/dysfunction, weaknesses of the functionalist theory?
manifest and latent function (5 minutes)
2. How do you differentiate social functions
from social dysfunctions?
3. What are the differences
between manifest and latent functions?
(5 minutes)

I. Evaluating learning Define Structural functionalism Reflection Paper The teacher will ask the students to explain Using Venn Diagram.
(4 minutes) The learners will reflect on the question the following. The students will give at least 5
below. 1. SOCIAL FUNCTION Strength and structural functionalism.
How important is structural 2. SOCIAL DYSFUNCTION (5 minutes)
functionalism in understanding the different 3. MANIFEST FUNCTION
institutions in society? 4. LATENT FUNCTION

3
 5. SOCIAL EQUILIBRIUM
(5 minutes)

Research on the following:

1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
J. Additional activities for
3. MANIFEST FUNCTION
application or remediation
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
Write/paste them down on your journal.
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?