GRADE 12 School JEAGMHS Grade Level 11

DAILY Teacher DELSON C. PEREZ Learning Area Discipline and Ideas in the Social Sciences
LESSON LOG Teaching Dates and Time December 11-15, 2023 (Week 6) Quarter 2nd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
B. Performance The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
Standard
C. Learning The learners evaluate the person’s personality using the core values of Sikolohiyang Pilipino. (HUMSS-DIS 11-IVf-3)
Competency/ The learners examine the social ideas of Filipino thinkers Value the role of interpersonal relations in Philippine culture. (HUMSS_DIS11-
Objectives starting from Isabelo de los Reyes, Jose Rizal, and other IVe-2)
Write the LC code for each. Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
II. CONTENT Subtask: Define the nature Identify the core values of Evaluate the person’s personality Carry out an exploration of personal and
Sikolohiyang Pilipino. Sikolohiyang Pilipino using the core values of social experiences using indigenous
Sikolohiyang Pilipino. concepts.
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
Resource
IV. PROCEDURES
A. Reviewing previous Review: Call a Friend The Learners recapitulate Ask this question: What is the core Picture Presentation
lesson or presenting teacher will call someone yesterday’s lesson through an value of Sikolohiyang Pilipino? 1. Present the learners with 3
the new lesson to start the review, then he activity: FOREIGNOY. Teacher photos that will represent
will call someone to will group the class in 3 and will Activity 1: Knowing the 8 Manners pakikipagkapwa, kagandahang-asal
continue the recap and so ask leader to pick from 3 of Pakikipag- kapuwa at pagtulong as kapwa.)
countries (America, Spain and
 on.
1. Name distinguished
Filipino social thinkers.
4. What are their
respective social ideas?
B. Establishing a 1.Pictograph: 4pics 1 word
purpose for the The teacher will show
lesson group of pictures; learners
will figure out their
relationship to come up
with a word that would
represent them all.
(Spain, American,
Japanese)
2.What are the influences
of these countries to the
attitudes and behaviors of
the Filipinos?
a.Spain- Religiousness,
Eating habits, forms of
entertainment, manner of
dressing
b.American- open, free,
education, independent,
religious freedom,
English, eating habits
Japan) students should identify
their influence in our country in a
continuous manner. Next,
Students will be asked to identify
the characteristic which are
considered truly Pinoy “tatak
Pinoy”. Students will be asked
again to give their idea in a
continuous manner by group.
Ask the students: What are
the characteristics that pre-
existed even before the
colonization of other
countries?
Processing question:
□From the identified
characteristics, what are the
characteristics that are
considered truly Filipino?
□In what sense they are
considered positive or
negative?
□Give examples to justify
your answer.
(5 minutes)
The class will be divided into 5 2. Ask the learners (at least 3) to
groups. Each group will choose 2 make a recapitulation of the lesson
members to represent their group using the 3 photos. (Based on the
in doing the first activity. In this photos, review the lessons discussed
activity, the teacher will post yesterday.)
several Filipino manners on the
board. The students’ task is to
identify which among of these
words are 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.
Activity 2: Fact or Bluff Video Presentation
The class will be divided into 5 1 minute in the Philippines by Nas Daily
groups. Each group will be given Processing Question:
FACT and BLUFF papers. The 1.Share your personal experience where
teacher will then present several you see the strength of Filipino values.
situations in the society and the 2I want you to share your personal
students’ task is to identify if the experiences where you see the weakness
following situations are in of Filipino values.
accordance with the core value of
Sikolohiyang Pilipino or not. They
can raise the FACT if the answer is
correct while BLUFF if it is not.
Situations:
1.Pagtulong sa matanda habang
tumatawid sa daan. FACT
2.Paggawa ng aksyon hinggil sa
paglawak ng suliranin sa
pinagbabawal na droga. FACT
3.Paglaban sa sariling karapatan
sa pamamagitan ng dahas. BLUFF
4.Pagsunod sa Anti- Mendicancy
 c.Japan-Work ethics,
Patriotism, nationalism
C. Presenting Picture Analysis about
examples/Instances Filipino Traits
of the new lesson The teacher will show
pictures for students to
analyze.
1. Ask the students about
the characteristic of
Filipinos?
Answer: Hospitality or
Magandang
pakikitungo, courtesy
(Po at Opo), Close
family ties etc.
D. Discussing new Discuss the meaning of
concepts and Sikolohiyang Pilipino.
practicing new skills #
1 1. Sikolohiyang Pilipino or
Indigenous Filipino
Psychology is also known
as Kapwa Psychology.
Kapwa Psychology draws
from folk practices as
much as from modern
theory. It perceives no
contradiction between
indigenous folk beliefs and
modern psychological
Picture Analysis: Mirror
Processing questions:
 What do you see from the
picture?
 What does the picture try to
depict?
 What is common with all the
pictures shown?
Core Values
Kapwa
-The concept of kapwa
(shared identity) is the core
of Sikolohiyang Pilipino and
heart of the structure of
Filipino values.
Pakikipagkapwa means
treating the other person as
kapwa or fellow human
being.
Two Categories, 8 levels of
interaction.
•Ibang Tao (outsider)
Law bilang isang masunuring
mamamayan. BLUFF
5.Hindi pakikialam sa usapin ng
RH Law. BLUFF
Activity 3: Documentary Analysis
The class will watch the
documentary film entitled “Pobreng
Mayaman.” Individually, they are
task to answer the following guided
questions:
1.What are the qualities of Aling
Eli?
2.What are the qualities of people
around Aling Eli? After doing their
individual task, the students need
to group themselves into 4, then,
they will make 2 T- charts (for Aling
Eli and the People around her).
Word Pool and T-chart
1.Provide a word pool that contains the
indigenous concepts in Sikolohiyang
Pilipino: (i.e. hiya, utang na loob,
pakikisama, pakikisalamuha, amor propio,
pagaabuloy, bayanihan, pagdadamayan,
palaksan, etc.)
2.Ask the learners to post each word in the
appropriate part of the T-chart. (Left:
Strength, middle: both weakness and
strength, right: weakness.)
3.Ask the learners to explain their
responses.
4.The facilitator gives his/her input on the
 concepts and scientific
norms.
It includes in its study the
IKSP of healing from the
Babaylan and Albolaryos
(native shamans and
healers) as well as the
religio-political approaches
of the Filipino mystics and
folk heroes and other
ancestral ways of knowing.
Kapwa psychology implies
a call for social action.
Scholars and students are
encouraged to go to the
villages to learn from the
people and in turn serve
them with the gain
knowledge.
E. Discussing new
concepts and
practicing new skills #
2 Hospitality - the friendly and
F. Developing mastery Activity: Video clip
(leads to Formative 1.Identify the Filipino traits
Assessment 3) that you observed?
2.Why do we need to
Pakikitungo: Using T- chart, they can list on the activity.
civility left
Pakikisalamuha act of side all qualities which correspond
mixing Pakikilahok act with the core value or the 8
of joining manners of Filipino social
Pakikibagay: conformity interaction, while, on the right side,
Pakikisama: Being united they can list all the qualities which
with the group not correspond to the core value.
•Hindi Ibang Tao (“one-of- They will be given 2 minutes to
us”) finish this task and after that, 1 per
Pakikipagpalagayang-loob: each group will report their activity
Act of mutual trust
Pakikisangkot:
Act of joining others
Pakikipagkaisa: being one
with others
Discussing new concepts and
practicing new skills #2
Examples of Filipino Values:
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)
Picture Perfect Activity 4: HuLarawan The Spoken Poetry
teacher will show 6 pictures. 1.Group the students into 5.
 Group the class into 5 Using their 2.Assign each group with indigenous
groups. understanding and learning from concepts.
 study Sikolohiyang  Scenarios will be given
Pilipino? you, for you to analyze.
 You will be given 30
seconds to process the
scenario.
 Once the time ends,
students will freeze
projecting the scenario
given.
 One group will act as the
critic in each scenario.
1.During your celebration
of barangay feast, your
relatives from another
place came to celebrate
with you. What will you do?
2.A son/daughter taking
care of his/her parent as a
sign of giving back for the
sacrifices they’ve made.
3.Picture that depicts
“BAHALA NA” Filipino
values.
G. Finding practical Activity: Recitation Ask the students: When does
application of 1. As a student how would a Filipino Value become
concepts and skills in you apply or use positive or negative.
daily living Sikolohiyang Filipino for
the betterment of your
daily life?
the discussion, the students’
task is to evaluate if following
pictures show the core value of
Sikolohiyang Pilipino. In doing
this, per group, they can say
AHA if it is an example of core
value, and AHU if it is not.
Activity 5: Pick-a-Pic
Each table will choose 1
representative and their task is to
pick or choose one picture on the
teacher’s table. Afterwards,
they will share their experiences
on how they possessed the 8
manners or the core value in the
same event or situation
a.group 1: utang na loob
b.group 2: pakikisama and pakikisalamuha
c.group 3: bayanihan
d.group 4: hiya
e.group 5: pagdamay
3.Instruct the learners to carry out an
exploration of these indigenous concepts
by presenting personal or social
experiences of these terms in their most
artistic way. (spoken poetry) (7-10
minutes)
4.Present the learners the scoring rubric/s.
5.Ask the learners to present their output in
class (3 mins for each presentation).
Think this Over
•How will it be when there is awareness of
the strengths and weaknesses in Filipino
values? How these values help you as a
senior high school?
 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 blank • Why is there a need to determine
abstractions about Why is Sikolohiyang (shared identity) is the core of man named KAPUWA. By this the strengths and weaknesses of Filipino
the lesson Filipino considered a Sikolohiyang Pilipino and time, every student is free to write values?
Filipino social science heart of the structure of everything they’ve learned from the
perspective? Filipino values. discussion either manner,
Pakikipagkapwa means definition, or the likes.
treating the other person as
kapwa or fellow human being.
Hospitality - the friendly and
generous reception and KAPUWA
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)
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTIONS

A. No. of learners who PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE PRUDENCE _________
earned 80% in the FORTITUDE _________ FORTITUDE _________ _________ FORTITUDE _________
evaluation
B. No. of learners who PRUDENCE _________ PRUDENCE _________
require additional FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE FORTITUDE _________
activities for remediation FORTITUDE _________ _________
who scored below 80%
C. Did the remedial lessons PRUDENCE _________ PRUDENCE _________
FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE FORTITUDE _________
work? No. of learners
FORTITUDE _________ _________
who have caught up with
the lesson
D. No. of learners who PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE PRUDENCE _________
continue to require FORTITUDE _________ FORTITUDE _________ _________ FORTITUDE _________
remediation

E. Which of my teaching
strategies worked well?
Why did this work?

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?

Prepared by: Checked by: Noted by:

DELSON C. PEREZ ARNEL S. AQUE ANGELO R. BASILIO, EdD
Subject Teacher SHS Coordinator/Head Teacher III School Principal III