LHS

LABORATORY HIGH SCHOOL

A DETAILED LESSON PLAN IN DISCIPLINES AND IDEAS IN SOCIAL SCIENCE

Grade and Section: HUMSS 11 Date: March 08, 2024

Topic: Symbolic Interactionism Time: 7:30– 9:30 am

I. OBJECTIVES

A. Content Standard

The learner will be able to demonstrate an understanding of the key concepts and approaches in
Social Sciences.

B. Performance Standard

The learner will be able to interpret personal and social experiences using relevant approaches in
Social Sciences.

C. Learning Competency
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
a. Appraise the meanings that people attach to everyday forms of interaction in order to explain
social behavior. (HUMSS_DIS11-IIIh-1)

D. Lesson Objectives
At the end of the lesson, students should be able to:
1. explain Symbolic Interactionism and its basic principles.
2. interpret an event or scenario and share your interpretation to the class.
3. create an output (song, poem, slogan, etc.) based on a scenario or problem in the society.

II. CONTENTS

Learning Resources

A. References
Department of Education. (2020). Concepts and Principles of the Major Social Sciences
Theories: Structural – Functionalism, Marxism, and Symbolic Interactionism. Disciplines
and Ideas in the Social Sciences Module 5. DepEd Philippines, page 6.

B. Other Learning Resources

Department of Education. (2020). Marxism and Symbol Interactionism and its importance in
examining socio-cultural, economic, and political condition. Discipline and Ideas in the
Social Sciences Quarter 1- Module 1. DepEd Philippines, page 9.

III.
PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
BEFORE THE LESSON

A. PRELIMINARY ACTIVITIES

i. Prayer
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Kindly stand up everyone for our short prayer so that we

will have the guidance of our Almighty God in today’s
lesson.
Marianne, please lead the prayer. Lord, as we begin this class, we seek your guidance
and wisdom. Grant us clear minds and open hearts to
absorb the knowledge before us. Bless us with
diligence and attentiveness in our studies. Amen
ii. Greetings
Good morning, class.
Good morning, Ma’am.
Face your classmates and tell them “You look good
today!!” “You look good today!”

Alright. I glad to see you today, looking ready to learn new

things.

iii. Putting the Class in Order

Before you take your seat, kindly look around you and
pick up the pieces of litter, if there are any, and make sure
that your seats are properly aligned.
(The teacher will roam around to check the orderliness of (Students will pick-up the trash.)
the classroom.)

You may now take your seats.

Thank you, Ma’am.

Class, just a few reminders. As we proceed with our
discussion, please do not forget to follow these class rules.

Classroom Rules
 Listen to the teacher attentively.
 Avoid talking with your seatmates; and
 Participate actively.
 Learn and have fun!
Understood?
Yes, Ma’am!
Very good.

iv. Checking of Attendance

Ms. Class Secretary, is everybody present?

Excellent, it’s good to know that all of you are here, ready Yes, Ma’am.
and willing to learn new things today.

v. Checking of Assignment

Have you been given an assignment from your previous

meeting?
No, Ma’am.
vi. Motivation

Before we proceed to a new topic, please stand up.

Let us do the “I’m alive, alert awake, enthusiastic” song in
a modernize version.

A. Reviewing previous lesson
Before moving on to the new topic, let us have a short
recap of what have been discussed last meeting.
And to do this, I have here a magic box which contains
strips of papers. I’ll let everyone get one piece and let’s see
who among you picked the paper with the questions
written on it. Of course, if you got the question, you have
to answer it. Understand?
(The activity will proceed until all questions have been
answered.)
Alright. Do you have questions regarding the past lesson?
I’m glad that you really understood our past lesson.
B. Establishing a purpose for the lesson
For now, let me first present the objectives that we need to
achieve as we go through our lesson.
Are you guys ready and willing to accomplish that?
Very good!
C. Presenting examples/instances of the new lesson
For now, let us have an activity. This is called “Forda
Emote”.
Please read the following instructions, Axel.
Alright. Are the instructions clear?
Okay. Let’s all emote!
LHS
LABORATORY HIGH SCHOOL
https://www.tiktok.com/@japzmoros/video/
7330240437116095750?q=ako%27y%20gising%20hindi
%20tulog&t=1709266688735
Recap Questions
1. What is Marxism?
2. They are those people who controls the
production, also known as the capitalists.
3. They are the working force who exchange labor
for salary.
4. In your own words, define social inequality.
5. Define social class conflict.
None.
At the end of the lesson, students should be able to:
1. explain Symbolic Interactionism and its
basic principles.
2. create an output (song, poem, slogan,
etc.) based on ones’ own meaning to an
object; and,
3. analyze why an action is done by a
person based on the meaning given to an
object.
Yes, Ma’am.
1. The class will be grouped into five.
2. Each group will be given one set of different
emojis that may signify double meanings or
interpretation.
3. The teacher will say different situations, and on
the cue “Forda Emote’, the students will raise the
emoji that will show how will they feel of react on
the situation.
Yes, Ma’am.
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Set of Emojis:

D. Analysis

So, in this activity, you were able to determine which

emoji symbolizes your feelings or reaction towards a
situation.
Most of the time, all groups raised the same emoji, but
there are times that you have contradicting idea. Why do
you think so?
Yes, Edcel?

Okay. Very good. Ma’am, as humans, we all have different feelings

Now, there are times that the emoji you raised doesn’t and emotions. Doesn’t mean that most people feel
really means that specific feeling. For example, - this this way, I will feel the same way too.
emoji, if you would like at it, it looks like it is smiling, but
you also raised when I say “sarcastic”. Do you think there
is a reason behind this? What is it?
Yes, Julian?

Ma’am, I think the reason for that is the fact that

Alright. That’s a nice reason. How about the others? even there is an evident meaning for a specific
Yes, Kevin? emoji, people may use based on how they interpret
the emoji.

Okay. Those reasons have something to do with what we I agree with him, Ma’am. Because sometimes we
are going to discuss today. feel a different vibe from the emoji and think that it
suits a situation even though it is not the definite
meaning for that emoji.
DURING THE LESSON

A. Discussing New Concepts and Practicing New

Skills #1

Just like those emojis that can have multiple meanings,

there are still some things in our society that may have
different meanings for different persons.
For example, this purple heart, what does it mean for you?
Does it mean something for you?
Yes, Edcel?

For me, Ma’am, it just means a simple purple heart.

Okay. For Edcel, it is just another color of the heart, but
for me, as a fan of BTS, (do you know them?), this means
“I purple you” or “I love you” because this is our fandom
color.
So, it means, anything in the society may have different
meanings or symbolism for every person depending on his
experiences or situation. Did you get it?
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Yes, Ma’am.
So, can you please give other examples of things in our
society that may have a different meaning? Or anything in
which you think that other people look at that thing the
same way, but for you it’s different?
Yes, Sofia. For me, Ma’am, is a dog. Because everyone thinks
of it as a man’s bestfriend, but for me, it is my
enemy because I was bitten by a dog before.

Good example. Another one? Yes, Van?

Ma’am, the sunset. It means both the end of the day
and symbolizes that I survived another day.

Very good. That is the main idea of our topic for today
which is, kindly read.
Symbolic Interactionism
Alright, so based on our sharing of ideas, can you please
define symbolic interactionism in your words?
Yes, Rhynne? I believe Symbolic Interactionism is an idea in
which things or objects can have different meanings
based on the experience of the person interpreting it.
Alright. Symbolic interactionism is a social theory
focusing on how people assign meanings to objects and
how they interact based on that meaning.
For more information, kindly read the definition. Angel? Symbolic interactionism is a theory introduced by
George Herbert Mead. It pertains to the idea that
people behaved based on what they believe and they
act based on the meaning that they give to certain
things.
Alright, every object, perspective and events in our society
can have different meanings and because of those
meanings, people find ways to interact with each other.
Additionally, the action that they will make will also
depend on that meaning. Understood?
Yes, Ma’am.

Now, take a look at this example:

If you are riding a vehicle while raining, and you see this
sign, what will be your interpretation for this?
Yes, Mara?
The road is slippery when it’s wet.
Okay. So based on that interpretation, what will you do?
I will slowdown the speed of my vehicle so that I
can ensure my safety.
Alright. Very good. Because of the meaning you attached
to this sign, you were able to decide a specific action that
is appropriate for the situation.
Understood?
Yes, Ma’am.
Another example is in our society, for us, Gen Zs, wearing
a cropped top is a trend in fashion. Cropped top for us is a
fashion statement. But for the older generation, wearing
cropped top is indecent. With that, each generation will act
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differently. Say the older generation, if they someone

wearing a cropped top, they will try to call out that person
because they have a negative meaning for that object.

Is that clear?

B. Discussing New Concepts and Practicing Yes, Ma’am.

New Skills #2

Now, there are three basic principles of symbolic

interactionism based on Herbert Blumer. For this part,
please read and analyze the following information.

Blumer introduced these three basic principles or premises

of symbolic interactionism. So, based on this, can you
please pick one and explain them in your own words? You
may also cite examples for each principle.

Who wants to go first?

Yes, Edcel?

Ma’am the first one which is “Humans act toward

things based on the meanings they ascribe to those
things.”. This means that a person decides an action
that he will do based on the meaning that he gives to
an object. For example, a person saw a sign saying
“Beware. Dogs inside.” Because for him, the sign
Okay. Very Good. means “danger”, the action that he will he is that he
How about on the second principle which states that will not go there anymore.
meanings are derived from social interaction.
Yes, Van?

Ma’am, I can say that as humans interact, they can

Alright. As I say, humans interact with one another form meanings of different objects and they also
because they may share the same meaning for an object, or interact because of the meanings they attached to
they may have different meaning for that object. Just like different things.
in our example earlier, when a Gen Z and a Millennial saw
a girl wearing a cropped top, they have different reaction,
and they would do different things because they have
different meaning for a girl wearing a cropped top.
Understood?

Okay. How about the last one?

Yes, Mara?
Yes, Ma’am.

“These meanings are handled in, modified through

an interpretative process used by the person in
dealing with the things he/she encounters.”
For me this means that even though we already have
a meaning for a certain object, it doesn’t mean that it
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will not change. It can still be modified according to

Okay. Very well said. It just means that the meaning given the situation.
to an object is dynamic. It is not fixed but rather, it
changes based on a situation.

Did you now understand the basic premises of symbolic

interactionism?
How about the symbolic interactionism?
Do you have any question? Yes, Ma’am.
Yes, Ma’am.
None.

A. Developing Mastery

Now, let us have this activity, it is called “What’s in a

box?”  The teacher prepared a mystery box for the
class.
 Inside it are pictures of different objects that
are part of our daily lives as members of the
society.
 Each student will pick something from the
mystery box.
 Within 15 minutes, each student should
make an output about the item that they pick
based on how they interpret its meaning.
 They may choose from the following:
- Short Song - Poster
- Poem -Comics
- Slogan

Thank you, Marian. Are the instructions clear?

Okay. Your 15 minutes starts now.

(After 15 minutes, the teacher will let some students

present their works.)
You will be based on the following criteria:

AFTER THE LESSON

B. Making generalizations & abstractions about

the lesson

To test your learnings, kindly accomplish this task.

Activity: Hashtag of the day

DIRECTIONS: In a 1/4th sheet of paper, write a short but

creative hashtag to summarize your learnings from today’s (Students will do so.)
lesson. Then write a short explanation for your hashtag.

Valuing

Now, since you did a good job, I am going to give you a

prize with a surprise.
None, Ma’am.
Some of the prize have the question:

“ How can your understanding of how symbols and shared

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meanings work help us avoid misunderstandings in our

interactions with others?”

(The activity will proceed.)

Do you have any question regarding our lesson?

C. Evaluating Learning
If none, let’s evaluate your learning.

Direction: Write T if the statement is correct and F if not. Answer Key:

1 Symbolic interactionism emphasizes that people's actions

are primarily driven by their biology. 1. F
2. According to symbolic interactionism, the meaning we 2. T
give to symbols is developed through social interaction 3. F
with others. 4. F
3.Symbolic interactionism suggests that the meaning of 5. F
objects and events is fixed and unchanging.
4.The ability to imagine oneself in different situations is
not relevant to symbolic interactionism.
5. Symbolic interactionism proposes that social structures
have no influence on individual behavior.

D. Additional activities for application or remedial

Write an 8-10 sentence reflective journal about Symbolic

Interactionism. Do it in a ½ sheet of paper.

Are there still any questions, clarifications or concerns you

would like to raise? /t
None at all.
If there’s none, let’s call it a day.
A day!
Goodbye, class.
Goodbye, Ma’am. Thank you for teaching us.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80p% in the evaluation: ________
B. No. of learners who require additional activities for remediation who score below 80%: ________
C. Did the remedial lesson work? No. of learners who caught up with the lesson: ______
D. No. of learners who continue to require remediation: ________
E. Which of my teaching strategies worked well? Why did this work?
a. ________________________________________________________________________
________________________________________________________________________
______________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
a. ________________________________________________________________________
________________________________________________________________________
______________________
G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers?
a. ________________________________________________________________________
________________________________________________________________________
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Prepared: Checked:

ALEXIES JANE OLA HERBERT CHAVEZ

Pre-Service Teacher Cooperating Teacher

Noted:

ASST. PROF. LANNIE LIWANAG ENRIQUEZ

Principal, Laboratory High S