--

Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School ISLER’S SUPERIOR HIGH INC. Grade Level & 11
LESSON Quarter
LOG Teacher AIZA M. RAZONADO SHS Track ISCIPLINE AND IDEAS IN THE
SENIOR HIGH SOCIAL SCIENCES (DISS)
SCHOOL Inclusive Dates November 13,14,15 and 16, 2023 Learning Area HUMANITIES AND
SOCIAL SCIENCES (HUMSS)
Scheduled Time 1:00 – 2:00pm Topic Key concepts and approaches
in the Social Sciences

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
The learner demonstrates an understanding of the key concepts and approaches in the Social Science
The learner shall be able to
interpret personal and
social experiences using
relevant approaches in the
Social Sciences and
evaluate the strengths and
weaknesses of the
approach.
Psychoanalysis
Analyze the psychodynamics of the personality in terms of the Id, Ego, and Superego
-Identify the three level of The learners analyze Interpret personal and The learner’s present the
awareness. the person’s social experiences using Structure of Personality
-The learners recognize the personality in terms of Structures of personality in through Social
proponent of the Id, Ego, and Superego. relation with Defense Experiment.
Psychoanalysis Mechanism.
HUMSS_DISS11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
 pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources Google Search
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students which you can
IV. PROCEDURES infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson Ask the students to give A short review of the Ask the students to explain The teacher will review
or presenting the new examples of symbolic past lesson. Ask the briefly. the rubrics to be used in
lesson interactionism. students. Guide questions: grading the presentation
1. Who is the 1. What is the of the social experiment.
proponent of difference of the
psychoanalysis? three structures of
2. Define personality (Id, Ego,
psychoanalysis. and Superego)?
B. Establishing a purpose for Teacher Video: “Titanic”. Situation Analysis: Before moving further to
the lesson Teacher will ask question A girl/boy went to the discussion, the teacher will
after the video mall to buy shoes. ask the learners:
presentation. Upon entering the
1. What is the video all shoes section, a pair of What do you usually do
about? ragged shoes caught whenever you are upset in a
2. What causes the her/his attention. The particular situation?
titanic was collided girl /boy was having a
to the iceberg? hard time to choose Example: You are not
between school shoes allowed by your parents to
or ragged shoes. attend in a party?
- How about your
classmates do not
allowing you to copy
their answers?
C. Presenting examples/ Group Activity: Map Questioning: From the response of the
instances of the new Construction: Guide Question: students, teachers will inject
lesson  Learners will be 1. What was that those have specific
grouped into three situation all terms called Defend
 Learners will divide about? Mechanism.
and plot the three 2. If you are the Teacher will discuss some
 levels of awareness
using the picture of
the iceberg.
 Instruct the learners
to discuss among
their group mates
regarding the
division of icebergs.
 Learners will
present their output
in the class.
D. Discussing new concepts Teacher will show pictures Group the students
and practicing new skills that illustrate the three
#1 parts of the mind.
Pictures will be group
according to the three level
of awareness.
Students with the same
answer will be grouped
together and explain the
level of awareness where
they belong.
E. Discussing concepts and
practicing new skills #2
F. Developing mastery Teacher will and further
(Leads to Formative discuss the concept of the
Assessment 3) three level of awareness as
part of the psychoanalysis.
Discuss brief background
of the proponent of
Psychoanalysis.
same situation, defense mechanism.
what will you  Projection
choose  Displacement
 Reaction formation
 Sublimation
Teacher will ask the
according to their learners:
shoe’s preference. From our discussion what
A. Group School do you think is the
Shoes connection of structure of
B. Group Ragged personality to defense
Shoes Mechanism?
Guide question
1. Why did you
choose school
shoes? Ragged
shoes?
(Response will be
written on the board)
analyze the answers.
Group Activity: Picture Group Activity:
Analysis  Group the students
1. Group the into five groups.
students into  Ask them to cite one
three (3) situation happened
groups. in their life wherein
2. Each group will they used defense
be assigned to mechanism.
classify the  Let the groups,

G. Finding practical Are there any instances
applications of concepts that you have experience
and skills in daily living either one of these three
levels of awareness?
different identify the Id, ego,
pictures and superego in that
according to Id, situation given by
Ego, and the students.
Superego.
3. Students will
justify their
answers.
4. Rubric attached
Give certain situations
Wherein Id, Ego, and
Superego is evident?

In what particular situation

did you experience these
levels of awareness?
H. Making generalizations Guide Question:
and abstractions about the 1. Who is the
lesson proponent of
psychoanalysis?
2. What are the three
level of awareness?
Briefly explain

Sigmund Freud (1856-

1939)- Jewish background,
though avowed atheist,
Lived in Vienna until Nazi
occupation in 1938. He had
a medical background
wanted to do
“neurophysiologic
research”. He had a private
practice in nervous and
brain disorders. He is the
founding father of
psychology.
 Psychoanalysis theory is
framework for
understanding the impact
of unconscious on
thoughts, feelings, and
behavior.
Conscious- contains those
thoughts of which you
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 Individual Activity:
Construct draw your own Playing Write Reflection about the
representation of the level  Group the Social experiment
of awareness creativity. learners into presented by your group.
Briefly explain on your three (3)
own. groups.
 The group will
pick what
particular
structure of
personality
they will
perform/
present. (Id,
Ego, Superego).
 Rubrics will be
 provided to
evaluate
performance.
J. Additional activities for Create five groups and Remind the class about the
application or remediation prepare a social presentation of the Social
experiment showing Experiment for the next day.
the three structures of
personality.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
VI. REFLECTION your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who
require additional
activities for remediation
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.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
 learners?

Prepared by:

Aiza M. Razonado
___________________________________________________ _______________________________
Printed Name & Signature of Teacher Date

Checked/Approved by:

LEO H. ABERION, Ph.D. ________________________________

School Principal Date