DISS
–
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
DISS
Disciplines and Ideas in the
Social Sciences
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to
12
DAILY
LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
DAY 1
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content
Standards
The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines
B. Performance
Standards
The learners shall be able to connect the disciplines with their historical and social foundations
C. Learning
Competencies/
Objectives
Write the LC
code for each
The learners define Social Sciences as the study of society
(HUMSS_DIS 11- IIIa-1)
II. CONTENT
The learner distinguishes Social and Natural
Sciences and Humanities (HUMSS_DIS 11- IIIa-2
Defining Social Sciences as the study of society
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Resource (LR)
portal
B. Other Learning
Resources
1. JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in the Social Sciences.” Quezon City.
Vibal Group, Inc. 2016. pp. 5 – 11.
2. DELA CRUZ, ARLEIGH ROSS D., FADRIGON, CECILE C., and MENDOZA, DIANA J. “Discipline and Ideas in the
Social Sciences.” Quezon City. Phoenix Publishing House, Inc.2016. pp. 1- 8.
3. Curriculum Guide, DISS. page 1 of 7
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
INTRODUCE YOURSELF:
(15 minutes)
Ask the learners to introduce
themselves and let the
learners complete this
sentence upon introducing
themselves.
REVIEW: (5 minutes)
Ask the learners to give a
recap about what we
discussed yesterday.
 Definition of Social
Sciences.
REVIEW: (5 minutes)
Ask the learners to define
social science as a study of
society.
REVIEW: (5 minutes)
Ask the learners to
define social science
and natural science.
“Hello, my name is
_________. The object that
best represent me is a
___________ because
_____________________.
Example:
“Hello, my name is
GERONIMO T. SAMPILO.
The object that best represent
me is a POCKET WI-FI
because I CAN GIVE AND
SHARE THE KNOWLEDGE
AND INFORMATION THAT
THE USERS WANT TO
KNOW.”
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
B. Establishing a
purpose for the
lesson
Teacher says: “Today, we are
going to begin our lesson in
Discipline and Ideas in Social
Sciences.”
Ask the learners to give their
ideas/concept when they
heard the word Social
Sciences?
C. Presenting
examples/instan
ces of the new
lesson
(5 minutes)
Teacher says: “What is the
relevance of the previous
activity to the lesson today?”
Sharing of ideas and concept.
PICTURES
CONCEPTUALIZATION:
(5 minutes)
Ask the learners to give an
idea about the pictures
projected on wall.
INDIVIDUAL ACTIVITY
WORD IDENTIFICATION
(10minutes): The teacher
will ask the students to
identify if the word related
to social science or natural
science.
Biology
History
Economics
Anthropology
Psychology Physics
Chemistry
Political Sci
Mathematics Zoology
(5 minutes)
Presenting the concept of
Society in connection to the
lesson for today.
(5 minutes)
What is the connection of
our previous activity in our
topic for today?
KWL Chart
Completion
(5 minutes)
Directions: Ask the
learners to complete
the KWL Chart about
the definition of social
science and natural
science.
What I
Already
Know
What I
Want to
Know
What I
Learned
(5 minutes)
Ask the learner to
relate the concept of
the activity in the KWL
to the present lesson.
Definition:
SOCIAL SCIENCES - are all
academic disciplines which
deal with the man in their
social context.
- A science which deals
with human behavior in
its social and cultural
aspects.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
D. Discussing new
concepts and
practicing new
skills #1
GROUP ACTIVITY: (15
minutes)
Directions: Divide the class
into 4 groups and choose a
leader to explain what their
presentation all about, each
group will do a role play
showing the different
behaviors they noticed in the
community.
(see attached rubrics)
Processing of the activity,
Let the learners give their
ideas and concepts about the
activity.
POWERPOINT
PRESENTATION: (15
minutes)
Discuss Social
Science as study of society.
Ask the learners to answer the
following HOTS questions:
1. How does social science
related to society?
2. What are the roles of social
science in the society?
GROUP ACTIVITY (15
minutes): The class will be
grouped into two. Each
group will perform
collaborative learning
(brainstorming) about the
words presented in the
previous activity. A leader
should be assigned for
each group to present their
work. The teacher will
serve as the facilitator
during their discussion.
Discuss the concept of Social
Science.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to Formative
Assessment 3)
DYAD ACTIVITY: (5
minutes)
Directions: Choose a partner
and make a slogan showing
the relation of Social Science
in the community.
CONCEPT MAPPING:
(10 minutes)
The learner will be group into
three. Then, they will ask to fill
out a concept map showing
the definition of social science
as a study of society.
VENN DIAGRAM
COMPLETION
(10 minutes):
The teacher will instruct the
learners to complete the
diagram.
VIDEO CLIPS
PRESENTATION (15
minutes):
Show different video
clips about the
different cultures and
traditions in the
Philippines. Then, let
the learners answer
the following
questions:
1. What are the
different cultures
and traditions in the
Philippines?
2. Are cultures and
traditions related to
people? If yes,
how?
(5 minutes)
Ask the learners to
define Humanities.
Processing of output.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
SIMILARITIES
SOCIETY
SOCIAL
SCIENCES
NATURAL
SCIENCES
G. Finding practical
applications of
concepts and
skills in daily
living
Ask the learners (5
minutes): How natural
science can be used in our
daily lives?
about the lesson
(5 minutes)
Ask the learners to
differentiate social science
and natural science.
(5 minutes)
Ask the learners to define
the natural science?
(5 minutes)
(5 minutes)
As Senior High School
Ask the learner: What is social
learners, how do you use the
sciences and how can it be
social science in your daily
used to study and understand
living?
society?
H. Making
(5 minutes)
generalizations
Ask the learners on how to define Social Science as study of
and abstractions society.
I.
Evaluating
learning
INDIVIDUAL ACTIVITY:
SENTENCE COMPLETION (5
minutes)
Directions: The learners will
complete the sentence:
The Social
Science__________________
______________________.
(5 minutes)
PENCIL AND PAPER TEST:
Write True if the statement is
correct and False if not.
______ 1. Social science can
be used to study and
understand society.
______ 2. Socialization affects
the overall cultural practices of
a society, but it does not
shape one’s self-image.
______ 3. Most social
scientists believe heredity is
the most important factor
influencing human
development.
(5 minutes)
Ask the learners how
can humanities be
applied to our daily
living?
(5 minutes)
Ask the learners to
distinguish between
Social and Humanities.
DIORAMA MAKING
(10 minutes):
The learners will be
asked to turn the
classroom into mini
museum.
(See the attached
rubric for this activity)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
______ 4. Social sciences
perspective can be used to
address issue or problem.
______ 5. Society refers to a
group of people who share a
culture and a territory.
J. Additional
activities
application
remediation
ASSIGNMENT:
for Teacher will ask students to
or bring any indigenous or
recycled materials or art
materials about the
community to be used in their
diorama activity for day 4.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to
12
DAILY
LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
DAY 1
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the emergence of the Social Sciences and the different
disciplines.
B. Performance Standards
The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning Competencies/
Objectives
Write the LC code for each
Compare and contrast the various Social Science disciplines and their fields, main areas of
inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)
II. CONTENT
Define Anthropology,
identify the fields, areas
of inquiry and methods
of Anthropology.
Describe Economics,
identify the fields,
areas of inquiry and
methods of Economics.
Interpret Geography,
identify the fields, areas
of inquiry and methods of
Geography.
Interpret History, identify the
fields, areas of inquiry and
methods of History.
Introducing the disciplines within the Social Sciences:
1. Anthropology
2. Economics
3. Geography
4. History
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc.,
pp. 20-37
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Ask the learners:
1. What are the
differences among
Social Science and
Natural Science and
Humanities?
Ask the learners:
1. What are your
insights about
yesterday’s lesson?
Establish the relevance
of anthropology as a
social science
(5 minutes)
B. Establishing a purpose for
the lesson
Teacher will present a
picture of man’s
evolution.
Process questions:
1. Are you familiar with
the picture?
2. What element/s of the
picture captured your
attention?
3. What branch of social
science is responsible
for this picture?
(5 minutes)
(5 minutes)
GROUP ACTIVITY:
Group the class into five
(5).
List down 10 things
which you can’t live
without.
The groups will present
to the class.
Ask the learners:
1. How do you find your
budget for today? Have
you already planned
how to manage it
wisely?
Ask the learners:
1. What is Geography?
2. What are the fields of
Geography?
3. Give a practical
application of Geography?
(3 minutes)
(5 minutes)
GROUP ACTIVITY:
SOUNDS LIKE
From the assignment, the
teacher will distribute paper
strips among learners and
require them to write the
news headlines that
happened on their
birthdates. Then, the
learners will post it in the
blackboard.
The learners will be
grouped into five.
Each group will be given
a chance to pick a set of
words that sound like
specific geographic
features through their
group representative.
(3 minutes)
(7 minutes)
Set of words
1. Mt. Everest= MouthEve- Rey- East
2. Sahara Desert= SawHour- Add- East- Earth
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
C. Presenting
examples/instances of the
new lesson
CLASS ACTIVITY:
SOCSCI PUZZLE
The learners will supply
the letters to reveal the
meaning of
Anthropology.
(5 minutes)
SMALL GROUP
DISCUSSION:
Each group will classify
what among the listed
things falls under the
needs or wants.
The learners will present
it to the class by group.
(8 minutes)
3. Pacific Ocean= PassSafe- Pick- Oust- Sun
4. Bermuda Triangle=
Bear- Mode- At- TryAngle
5. Palawan= Foul- AweWon
(6 minutes)
GROUP DISCUSSION:
Each group will describe
the completed set of
words Mt. Everest,
Sahara Desert …) then
present it to the class
(10 minutes)
PROCESSING
QUESTIONS:
1. What happened on your
birthday? or What was
happening on the day
that you were born?
2. Share your insights
about your birthday
headline.
3. Which branch of Social
Science does our
activity represents?
4. Define history?
(15 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
D. Discussing new concepts
and practicing new skills #1
GROUP ACTIVITY:
SOCSCI SORT
The learners will sort the
pictures into the three
branches of
Anthropology
(5 minutes)
The teacher will ask the
learners:
1. What is your own
ideas regarding
Economics?
Based from the learners’
analysis of the activity,
learners will be asked.
1. What is your idea
about Geography?
The keywords that may
arise will be written by
the teacher on the board
to come up with a
definition of Economics.
Elicit as many ideas as
possible from the
students
Teacher then clarifies
what Geography is.
(10 minutes)
(10 minutes)
The teacher will discuss.
History has different fields.
Accomplish the Wheel
Graphic Organizer by
identifying the various
branches of History that
deals with the given
themes, examples, or
interests. Write at the
center your answer.
Example: Islam,
Christianity, Buddhism,
Zoroastrianism, Hinduism
= _____________ History
Different fields: Diplomatic,
Economic, Asian, World,
European, Environment,
Military, Legal, Cultural,
Modern, Women
(10 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
E. Discussing new concepts
and practicing new skills #2
The teacher will discuss
the methods used in
studying Anthropology
(10 minutes)
The teacher will present
a graphic organizer that
shows the relationship
of Microeconomics and
Macroeconomics.
(10 minutes)
The teacher will use
power point presentation
for the discussion about
physical and human
geography.
(Presentation contains
pictures of different land
forms and bodies of
water such as, Mt.
Everest, Cordillera,
Bohol, Baguio,
Tagaytay, Sahara
Desert, Bodies of water
such as Pacific Ocean,
coastal areas, rivers,
lakes etc.)
COMPLETE THE
ANALOGY:
Scientist: test tube
Teacher: chalk
Historian:
______________________
Processing Questions:
1. What is the connection
between word-pairs?
2. What is the tool of a
historian?
3. Why is a historian like a
detective?
4. What is Historiography?
5. Differentiate primary
sources from secondary
sources.
(5 minutes)
(10 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
F. Developing mastery (leads
to Formative Assessment
3)
GROUP ACTIVITY:
Group Scenario
The teacher will assign
each group to the
different branches and
let the learners relate it
to the different methods
used in Anthropology.
CLASS ACTIVITY:
PICK N STICK
The learners will classify
words written on meta
cards and post it on its
corresponding field of
Economics.
(5 minutes)
GROUP ACTIVITY:
HUMAN TABLEAU
In groups, learners will
perform human activities
referring to a certain
place such as hilly,
mountainous, coastal,
rivers, lakes to show
their way of life.
The teacher will require
learners to accomplish a
worksheet. (See
attachment)
(3 minutes)
(15 minutes)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
The teacher will present
another scenario to the
learners: “If you are an
anthropologist, what
specific Filipino tradition
will you be interested
into?
(5 minutes)
The teacher will ask the
learners about the
definition, branches and
methods used in
studying Anthropology
Cite specific situation in
your life where you can
apply the principles of
Macro and
Microeconomics.
(5 minutes)
(8 minutes)
Teacher will ask “How
does your environment
affect your way of living?
Do you find History useful
to your daily lives? Why did
you say so?
(5 minutes)
(3 minutes)
The teacher will ask the
learners about the
definition and fields of
Economics.
From all of the
aforementioned, what is
your understanding
about Geography?
Answers:
Economics seeks to
understand people’s
activities concerning
production, distribution
and consumption of
goods and services.
Answers:
Geography is the study
of the features of the
earth and the location of
living things on the
planet. It is divided into
two main branches- the
During this past week, what
were the hottest issues that
the different fields of
History examined?
(10 minutes)
Answers:
1. Anthropology is the
study of humankind
2. 3 branches: Physical
or Biological, Cultural,
and Archaeology
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
3. Methods:
Ethnography,
Participant
Observation, Interview,
Focused group
discussion, life history
method, ocular
inspection.
I.
Evaluating learning
(5 minutes)
The teacher will ask the
learners to accomplish
the 5-3-1 Chart
(5-Methods, 3-Braches,
1-Definition)
(5 minutes)
The two fields of
Economics are
Microeconomics and
Macroeconomics.
Physical Geography and
Human Geography.
(3 minutes)
(5 minutes)
CONCEPT MAPPING:
ECONOMICS
Paper and Pencil Test
(10-item quiz)
Expected output:
(Needs, Wants,
Microeconomics,
Macroeconomics)
Definition, Etymology,
Branches of Geography
(5 minutes)
Final
Complete the sentence
prompts.
History is the study of
________.
(7 minutes)
Among the fields of History,
I am interested at _______
History because I’m
fascinated with
_______________.
An example of primary
sources that I will deal with
_____________ History
are ________________.
An example of secondary
source that I will deal with
_____________ History
are ________________.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(10 minutes)
J. Additional activities for
application or remediation
The teacher will ask the
learners to search the
internet for a significant
event that happened
during the day of their
birth.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to
12
DAILY
LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
DAY 1
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the emergence of the Social Sciences and the different
disciplines.
B. Performance Standards
The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning Competencies/
Objectives
Write the LC code for each
Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and
methods. (HUMSS_DISS11-IIIb-d-3)
Define Linguistics,
Describe Political
Interpret Psychology,
Interpret Sociology,
identify the fields, areas
Science, identify the
identify the fields, areas identify the fields, areas of
of inquiry and methods
fields, areas of inquiry
of inquiry and methods
inquiry and methods of
of Linguistics.
and methods of Political
of Psychology.
Sociology.
Science.
Introducing the disciplines within the Social Sciences:
5. Linguistics
6. Political Science
7. Psychology
8. Demography
II. CONTENT
III. LEARNING RESOURCES
A. References
2. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
B. Other Learning Resources
Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc.,
pp. 20-37.
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Ask the learners:
1. What are the different
disciplines of social
science that have been
discussed last week?
Ask the learners:
1. What have we
discussed yesterday?
Ask the learners:
1. Where do you think
the word Psychology
came from?
(3 minutes)
(3 minutes)
(3 minutes)
B. Establishing a purpose for
the lesson
Group Activity
Group the learners into
five (5).
Each group will pick a
strip of paper with a
statement written on it.
Representative of each
group will read what is
written.
The teacher will ask the
following questions:
1. Do you understand
what is written on the
strips?
2. What do you think is
the language used in the
statement
PINOY HENYO:
Teacher group learners
into five (5); each will
have two representatives
to guess a word
particularly political icon.
E.g. Pres. Duterte,
Governor Umali, etc.
(10 minutes)
In a ¼ sheet of paper,
learners will write their
answers for the
following:
1. Give 3 descriptive
words of:
a. LION
b. EAGLE
c. OCEAN
Processing:
1. Answer to the first
pertains to how the
person sees
himself/herself
2. How others see
him/her.
3. Perspective in life
Review on their
knowledge of the previous
lesson (Psychology).
Guide question:
1. In your own words, how
will you define
Psychology?
2 Is Psychology important
in our daily life? How?
(5 minutes)
Teacher put meta cards
(with respective fields or
areas of discipline) in one
specific table; then ask
learners randomly to pick
the meta cards and paste
it into the board where
they categorized
(Sociological or
Demographic)
(5 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
3. What do you think is
the reason why we have
many languages?
4. Where does language
came from?
(10 minutes)
(10 minutes)
C. Presenting
examples/instances of the
new lesson
Group Activity:
WEB MAPPING
Form a word map using
the word LIGUISTICS.
From the words, they
formed the definition of
Linguistics will then be
derived.
(12 minutes)
D. Discussing new concepts
and practicing new skills #1
Group Activity
Evolution of Language
From the previous
groupings. The learners
will be asked to:
1. Cite 5 Filipino words
and determine their
corresponding
translations into Hippie,
jejemon, gay lingo, and
text language.
Ex.

Nanay- Ermats
(Hippie),
nHanayhhzz(Jejemon)-
Guide Question:
Who are those
personalities? What is
common among them?
The teacher will deliver
a lesson that will tackle
the goals and key
concepts of psychology
(5 minutes)
At the same time,
learners will be
introduced to the
branches of Psychology.
(10 minutes)
Recitation:
5 learners will be
selected to answer the
following questions:
1. How are the goals of
Psychology related to
varying interests of
branches of Psychology
Group Activity
Directions: Each group
doing a role playing
showing the political
scenario of the
Philippines.
(See attached rubric for
the evaluation).
Processing of the activity,
Let the learners give their The teacher will ask for
ideas and concepts
volunteers after the 5
about the activity.
selected learners. If
there are no more
(10 minutes)
volunteers, the teacher
Group the learners into 2
and with the aid of
Concept Pattern
Organizer, each group will
identify the similarities
and differences between
Sociology and
Demography.
Presentation of the
lesson: Teacher will
discuss the discipline and
fields of the latter. Base
on the above activity.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
mudra (Gay Lingo)nnay (Text)
2. Use the 5 Filipino
words into a sentence
using the Hippie,
jejemon, gay lingo, text
language
can proceed to the next
activity.
(15 minutes)
The teacher will
introduce the different
fields of Linguistics
(Morphology-study of
language form, Syntaxstudy of how words are
being formed into a
phrase, Phonology-study
of sounds of language)
(15 minutes)
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
Class recitation in a
form of Board Work
The teacher will
randomly distribute 9
words/phrases to the
class. The assigned
student will post it on the
board according to its
classification.
Teacher will discuss the
disciplines of the social
sciences (references:
Political Science in the
Philippines; A history of a
discipline by: Remegio E.
Agpalo
VIDEO CLIP:
Learners will be
presented a video clip
that exhibits the different
perspectives of people
from all walks of life with
regards to Psychology
(17 minutes)
(10 minutes)
Discuss the importance of
the two fields and the
main areas of inquiry and
methods.
The learners will analyze
demographic data
prepared by the teacher
and its effect on the
society.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(Morphology, Syntax,
and Phonology)
The class will check if
the given answers are
correct.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
(5 minutes)
Questions to be asked:
1. How do you use
language appropriately
in your daily
communication?
(5 minutes)
Recitation
The following questions
will be asked:
1. What is Linguistics all
about?
2. What are the three
fields of Linguistics?
(5 minutes)
I.
Evaluating learning
Like or Unlike
Teacher will read
statements to the class
and learners will identify
The learners will choose
any Government position
the wish to hold
someday. As a
Government official, what
would be your priority
project?
(5 minutes)
Recitation:
What is Political Science
all about? How does it
influence our society?
Political Science deals
with the systems of the
government, and the
analysis of political
activities, political
thoughts and political
behaviors.
(5 minutes)
Five items quiz: True or
False The teacher will
show pictures/ scenarios.
The learners will identify
Learners will write 2-3
sentences in their
notebook about the
importance of studying
Psychology.
From what they have
learned, learners will be
asked to write an essay
on how they will apply
these in their daily lives.
(5 minutes)
Learners will give a brief
but precise explanation
on the quotation:
“We know what we are
but not what we may
be.” –Ophelia in Hamlet
In their own words,
learners will differentiate
Sociology from
Demography.
(7 minutes)
Short Quiz
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
if the statements are
correct or not by raising
a thumbs-up and
thumbs- down.
whether the picture /
scenarios concern
political science.
(5 minutes)
(5 minutes)
J. Additional
activities
for
application or remediation
V. REMARKS
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to
12
DAILY
LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
DAY 1
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
B. Performance
Standards
The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning
Competencies/
Objectives
Write the LC code for
each
II. CONTENT
Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods.
The learners compare and contrast the various
The learners race the historical foundation and social
Social Science disciplines and their fields, main
context that lead to the development of each discipline
areas of inquiry, and methods (HUMSS_DISS11-IIIb- (HUMSS_DISS11-IIIb-d-4)
d-3)
Historical context of the emergence of each discipline
III. LEARNING
RESOURCES
A. References
3. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
B. Other Learning
Resources
1. Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp.
20-37.
2. https://m.youtube.com/watch?v=DSIdaTSG2Gg
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Ask the learners:
1. Enumerate the
different disciplines of
Social Science
(5minutes)
B. Establishing a
purpose for the
lesson
Think- Pair- Share
Direction
1. Student will look for a
partner.
2. They will be
instructed to ask each
other about their
COMPARE AND
CONTRAST:
Compare and contrast the
various social science
disciplines and their fields,
main areas of inquiry, and
methods using a Venn
diagram. There will be four (4)
sets of Venn Diagram. The
class is divided into four (4)
groups; each will be given
metacards containing
descriptions of various
disciplines. Each group will
work on their assigned
diagram. Finished work will
be posted on the board and
group representatives will
explain it. This activity will last
for 10mins.
Short Video presentation:
Teacher will present the short
video entitled " An Animated
Introduction to Social
Science"
(4:35 minutes)
Matching type:
On the column A are the
social science disciplines
(Anthropology,
Economics, Geography,
and History). On the
column B are the historical
foundations of each
discipline (time, date,
place, event, and people).
The students will match
each description to what
discipline it belongs.
The teacher play a
dialectical song (e.g
Manang Biday) Student
will be asked 1. What is
message of the song? 2.
Where the song came
from? 3. Who are the
Government officials in
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
C. Presenting
examples/instances
of the new lesson
similarities and
differences.
3. The teacher will ask
volunteers to share
their output.
https://m.youtube.com/watch? that particular province? 4.
v=DSIdaTSG2Gg
Upon hearing the song,
what do you think is the
way of life of the people
leaving in that place?
(10 minutes)
Photo Analysis
The teacher will show a
photo of Identical
Twins. (Richard and
Raymond Gutierrez)
Question to be asked:
1. Do you think the
Gutierrez twins have
similarities and
differences?
Categorizing:
What are the different
disciplines shown on the
video? Picture analysis (old
and new ways). Example:
Barter system (old) and
Banking system (new).
The teacher will ask how
economics started.
Word mapping: (e.g.
Waray - Linguistic,
Governor Umali- Political
Science, FarmingSociology/ demography.
Presentation of the lesson:
Teacher discusses the
historical foundation and
social context that led to the
development of the latter
Open discussion of the
word mapping
The teacher will explain
that just like an Identical
Twins, the different
disciplines of social
science have
similarities despite their
differences.
D. Discussing new
concepts and
practicing new skills
#1
(10 minutes)
The class will be
grouped into Eight (8).
Each group will be
collaborating on a
specific discipline. (e.g.
group 1 Anthropology. .
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
.) and will be given
meta cards to write the
following definition and
branches.
(35 minutes)
E. Discussing new
concepts and
practicing new skills
#2
discipline through power point
presentation.
The teacher will post a
Compare and Contrast
Template on the board for
students to accomplish.
Each group will discuss
their output on the class.
F. Developing mastery
(leads to Formative
Assessment 3)
(20 minutes)
Each group will choose a
representative to compare
and contrast their
assigned discipline to
other disciplines of social
science.
(20 minutes)
The class will do their group
activity; Each group will show
a free style creative
presentation (e.g. Rap, Song,
Poem, Tableau, etc.) of each
discipline that will show the
emergence of each discipline.
The class will be divided
into five (5) groups; each
group will fill-up an info
sheet and will be asked to
create a tabular task
sheet.
Ask student randomly with the
following questions:
1. Who is the father of
Anthropology?
2. Why was anthropology
developed?
3. What is the two main parts
of History of Geography?
4. What is meant by history?
The info sheet will be
discussed in the group for
2 minutes and afterwards
will pass to the next
group. The activity will
continue and end until all
groups has discussed the
entire info sheet. Task
sheet are expected to be
accomplished after ten
(10) minutes: Discussion:
The teacher will elicit
responses from student
based on the
accomplished task sheet.
(10 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
G. Finding practical
applications of
concepts and skills in
daily living
Recitation:
Ask the learners:
1. Among all the
disciplines of Social
Science, what do you
think would be the most
useful discipline?
Think-Pair-Share:
What are the anthropological,
economic, geographical and
historical activities at home?
5mins.
Reflection: Imagine Life
without language, leaders,
laws, family.
Sentence Completion:
The teacher will ask the class
to complete the sentence,
Anthropology/Economics/Geo
graphy/History started during
________________ in
____________ because
___________. Example:
Economics started even
before the ancient time in
early civilizations because
during that time, people have
needs to be satisfied. They
started producing goods at
the same time, exchange
goods with others.
Teacher ask student
randomly with the
following question: 1. Is
linguistic is a science?
Explain? Is Politics a
Science? Who first used
the term politics? Who
created the term
Psychology? How did
psychology developed as
a science? Explain? What
sociology all about? Why
do we need study
demography? Explain?
Complete the table:
There will be 5 columns and 6
rows to be completed.
Columns: Criteria,
Anthropology, Economics,
Geography, and History.
Rows: Criteria, Etymological
Essay:
Student will be asked to
do a three- sentence
essay expressing and
explaining how the
development of each
(10 minutes)
H. Making
generalizations and
abstractions about
the lesson
Ask the students:
1. What is the significance
of studying Social
Science?
(5 minutes)
I.
Evaluating learning
10 item quiz
Accomplish the template.
(5 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
name, Time/Date, Place,
People, and Event.
discipline occur from the
perspective of history.
J. Additional activities
for application or
remediation
V. REMARKS
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and
Time
Session 1
Quarter
Session 2
Session 3
Session 4
I. OBJECTIVES
D. Content Standards
The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences
E. Performance
Standards
The learners shall be able to:
1. interpret personal and social experiences using relevant approaches in the Social Sciences.
2. Evaluate the strength and weaknesses of the approach.
F. Learning
Competencies/
Objectives
Write the LC code
for each
II. CONTENT
1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism as
dominant approach) HUMSS_DIS11 -IIIe-f-1
The learners interpret personal The learners explain the
The learners
and social experiences using
social function/dysfunction,
evaluate the
The learners define
relevant approaches in the
manifest and latent function strength and
Structural Functionalism
Social Sciences
weaknesses of
structural
functionalism.
STRUCTURAL-FUNCTIONALISM
III. LEARNING RESOURCES
C. References
2. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4. Additional Materials
from Learning
Resource (LR)
portal
D. Other Learning
Resources
Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,
IV. PROCEDURES
K. Reviewing previous
lesson or presenting
the new lesson
The Teacher will ask the
students to give the different
fields study under the social
sciences.
(5 minutes)
Teacher will ask the Following.
1. Defined structural
functionalism
1. What keeps societies
together?
2. What other institutions can
you consider as having
particular function in the
society?
(5 minutes)
The Teacher will ask the
students
What was the lesson
yesterday?
How was the lesson
discussed?
(5 minutes)
L. Establishing a
purpose for the
lesson
The Teacher will write the
word CONSENSUS on the
board and each student will
write with his/her own idea
about CONSENSUS.
(concept map)
Group Activity.
Paper Tower
Group the learners into 5. Give
each group an equal number of
papers. Ask them to erect a
tower. The highest paper tower
is the winner of the game.
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)
CONSENSUS
Processing Questions:
1. How were you able to build
the tower appropriately?
2. How does the activity relate
to structural functionalism?
The teacher will
write the manifest
function and latent
function on the
board and the
students will give
some examples of
these two functions
and they will write
their answer on the
board.
(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)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(5 minutes)
M. Presenting
examples/instances
of the new lesson
N. Discussing new
concepts and
practicing new skills
#1
(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.
1. How does each institution
work in society according to
structural-functionalism
based on the activity?
2. How important are the
social functions of social
structure to the stability of
society?
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)
(Brainstorming)
The class will be asked to
share with their groups their
personal experiences about the
principles of structural
functionalism on the assign
institution.
1. FAMILY
2. CHURCH
3. SCHOOL
Processing questions.
2. What have you realized
from the activity?
3. Why are social structures
and social functions
important in structural
functionalism?
4. How do you differentiate
social functions from social
dysfunctions?
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
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4. GOVERNMENT
5. MEDIA
O. Discussing new
concepts and
practicing new skills
#2
P. Developing mastery
(leads to Formative
Assessment 3)
Video Analysis
https://www.youtube.com/w
atch?v=BKl6HSnlaIk
(7 minutes)
Q. Finding practical
applications of
concepts and skills
in daily living
Teacher will ask the
Following questions.
1. What GIST of the video?
One representative in each
group will give the GIST of their
discussion. After every
presentation, the teacher will
give his/her input.
Group Activity
The class will be divided into
five groups each group will
present their personal
experiences of structural
functionalism in the assign
institution.
1. role playing
2. poster making
3. Tableau
4. talk show
5. jingle
(20 minutes)
Teacher will ask the Following
questions.
5. What are the differences
between manifest and latent
functions?
(5 minutes)
separate strength &
weakness?
3. What are the
strengths and
weaknesses of this
theory?
(5 minutes)
Using the T-chart the
students will enumerate the
social function/ dysfunction,
manifest and latent function.
(5 minutes)
Group Activity
The class will be
divided in to five
groups each group
will present the
strength and
weaknesses of
structural
functionalism.
1. role playing
2. poster making
3. Tableau
4. talk show
5. jingle
(20 minutes)
Teacher will ask the
Following
questions.
Teacher will ask the
Following questions.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
2. What specific scene
struck you the most? Why?
3. As a student and a
member of the society, how
will you promote solidarity
and stability?
(5 minutes)
How did structural
functionalism help you interpret
some personal experiences?
(2 minutes)
How will you explain the
social function/dysfunction,
manifest and latent function?
(5 minutes)
R. Making
generalizations and
abstractions about
the lesson
The teacher will ask the
students.
Why are the social
structures and social
functions important in
structural functionalism?
(4 Minutes)
Why is there’s a need to
interpret personal experiences
using structural functionalism?
(5 minutes)
S. Evaluating learning
Define Structural
functionalism
(4 minutes)
Reflection Paper
The learners will reflect on the
question below.
How important is structural
functionalism in understanding
The teacher will ask the
students to answer the
following questions.
1.Why do we need to
explain the social
function/dysfunction,
manifest and latent function
2. How do you differentiate
social functions from social
dysfunctions?
3. What are the differences
between manifest and latent
functions?
(5 minutes)
The teacher will ask the
students to explain the
following.
1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
3. MANIFEST FUNCTION
1. Do you
concentrate on your
strengths or your
weaknesses? Why?
2. What new
realizations do you
have about the
topic?
3. What new
connections have
you made for
yourself?
(5 minutes)
The teacher will ask
the students to
answer the
following Question.
What are the
strengths and
weaknesses of the
functionalist theory?
(5 minutes)
Using Venn
Diagram. The
students will give at
least 5 Strength and
5 Weaknesses of
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
the different institutions in
society?
T. Additional activities
for application or
remediation
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
(5 minutes)
structuralfunctionalism.
(5 minutes)
Research on the following:
1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
3. MANIFEST FUNCTION
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
Write/paste them down on your
journal.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1
to 12
DAILY
LESSON
LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
Session 1
Quarter
Session 2
Session 3
Session 4
I. OBJECTIVES
G. Content Standards
Key concepts and approaches in the Social Sciences
H. Performance Standards


I.
Learning Competencies/
Objectives
Write the LC code for
each
II. CONTENT
Interpret personal and social experiences using relevant approaches in the Social Science.
Evaluate the strengths and weaknesses of the approaches
Psychoanalysis
Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
 Identify the three level of
awareness.
 The learners recognize
the proponent of the
Psychoanalysis.
HUMSS_DIS11-IIIi-1
The learners analyze the
person’s personality in terms
of Id, Ego, and Superego.
HUMSS_DIS11-IIIi-2
Interpret personal and
social experiences using
Structures of personality
in relation with Defense
Mechanism.
HUMSS_DIS11-IIIi-3
The learners present
the Structure of
Personality through
Social Experiment
HUMSS_DIS11-IIIi-4
PSYCHOANALYSIS
III. LEARNING RESOURCES
E. References
3. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4. Additional Materials from
Learning Resource (LR)
portal
F. Other Learning
Resources



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
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
Ask the students to give
examples of symbolicinteractionism.
(3 minutes).
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/wat
ch?v=7=Ff5CS27-Y
Short review on the past
lesson. Ask the students:
1. Who is the proponent
of psychoanalysis?
2. Define
psychoanalysis?
(3 minutes)
Ask the students to briefly
explain the “Iceberg
Model”.
Guide question:
1. What is the difference
of the three structure of
personality (Id, Ego,
and Superego)?
(3 minutes)
Situation Analysis
A girl/boy went to the mall to
buy school shoes. Upon
entering the shoes section, a
pair of ragged shoes caught
her/his attention. The girl/boy
was having a hard time to
choose between school
shoes or ragged shoes.
(5 minutes)
Before moving further to
the discussion, the
teacher will ask the
leaners:
Teacher will review
the rubrics to be
used in grading the
presentation of
Social Experiment.
Video Presentation
of the learner’s
Social Experiment.
What do you usually do
whenever you are upset
in a particular situation?
Example:
 You are not allowed by
your parents to attend
a party?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
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”.
Questioning:
Guide Question:
1. What was the situation all
the about?
2. If you are in the same
situation, what will you
choose?
Group the students according
to their shoes preference.
A. Group School Shoes
B. Group Ragged Shoes
Guide Question:
1. Why did you choose
school shoes? Ragged
shoes?
 How about your
classmates do not
allow you to copy their
answer?
(5 minutes)
From the responses of
the students, teachers
will inject that those has
specific terms called
Defense Mechanism.
Teacher will discuss
some of the Defense
Mechanism.
a. Projection
b. Displacement
c. Reaction
Formation
d. Sublimation
(5 minutes)
Teacher will ask the
learners:
From our discussion what
do you think is the
connection of structure of
personality to Defense
Mechanism?
(3 minutes)
Pictures will be group
according to the three level
of awareness.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Students with the same
answers will be grouped
together and explain the
level of awareness where
they belong.
(10 minutes)
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
Teacher will inject and
further discuss the concept
of the three level of
awareness as part of the
psychoanalysis.
Discuss brief background of
the proponent of
Psychoanalysis.
(5 minutes)
G. Finding practical
applications of concepts
and skills in daily living
(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
1. Group the students into
three (3) groups.
2. Each group will be
assigned to classify the
different pictures according
to Id, Ego, and Superego.
3. Students will justify their
answers.
4. Rubric Attached
Group Activity:
 Group the student into
five groups.
 Ask them to cite one
(1) situation happened
in their life wherein
they used defense
mechanism.
 Let the groups identify
the Id, ego, and
superego in that
situation given by the
students.
(9 minutes)
Give certain situations
 Are there any instances
that you have experience wherein Id, Ego, and
Superego are evident?
either one of these three
levels of awareness?
 In what particular situation
did you experience these
levels of awareness?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(5 minutes)
H. Making generalizations
and abstractions about
the lesson
Guide Question:
1. Who is the proponent of
Psychoanalysis?
2. What are the three level of
awareness?
Briefly
explain.
3. What are the three (3)
structure of personality?
(Learners will be given
five (5) minutes review for
the summative test).
ID- is concerned only with
satisfying personal desires.
The actions taken by the id
are based on the Pleasure
Sigmund Freud (1856- principle.
1939)- Jewish background,
though avowed atheist. EGO- the primary job of the
Lived in Vienna until Nazi ego is to mediate/ balanced
occupation in 1938. He had the demands of the Id and the
a
medical
background outer forces of reality.
wanted
to
do
“neurophysiologic research”. SUPEREGO- the moral arm
He had a private practice in of the personality, it
nervous and brain disorders. corresponds to one’s
He is the founding father of conscience.
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.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
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)
I. Evaluating learning
Individual Activity:
Group Activity: Role Playing
Construct/ draw your own
 Group the learners into
representation of the level of
three (3) groups.
awareness creatively.
 The group will pick what
Briefly explain on your own
particular structure of
words.
personality they will
(10 minutes)
perform/ present. (Id, Ego,
Superego).
 Rubrics will be provided to
evaluate performance.
J. Additional activities for
Create five groups and
application
or
prepare a social experiment
remediation
showing the three structures
of personality.
40 items summative
test
Pointers:
10 items structural
functionalism
10 items Marxism
10 items symbolic
interactionism
10 items psychoanalysis
(30 minutes)
Remind the class about
the presentation of the
Social Experiment for the
next day.
Individual Activity:
Write a reflection
about the Social
experiment
presented by your
group.
(e.g. Intentional dropping of
wallet in the public to
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
GRA DES
1 to12DAILY
LESSONLOG
dsd
School
Teacher
Teaching Dates and
Time
Grade Level
Learning Area
Sem/Quarter
Session 1
Session 2
DISS
Session 3
Session 4
I. OBJECTIVES
J. Content Standards
K. Performance Standards
L. Learning Competencies/
Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
G. References
The learners demonstrate key concepts and approaches in the social sciences.
The learner shall be able to:
1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. Evaluate the strengths and weaknesses of the approach.
The learners to
The learners to determine determine manifest
The learners to determine
The learners to determine
manifest and latent
and latent functions
manifest and latent
manifest and latent functions
functions and
and dysfunctions of
functions and dysfunctions
and dysfunctions of socio
dysfunctions of sociosocio cultural
of socio-cultural phenomena cultural phenomena
cultural phenomena
phenomena
(HUMSS_DIS11-IIIe-f-1)
(HUMSS_DIS11-IIIe-f-1)
(HUMSS_DIS11-IIIe-f-1)
(HUMSS_DIS11-IIIef-1)
STRUCTURAL FUNCTIONALISM
Curriculum Guide in DISS
page 1
Curriculum Guide DISS page
1
Curriculum Guide in DISS Curriculum Guide in
page 1
DISS page 1
4. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
H. Other Learning
Resources
Disciplines and Ideas in the Social Sciences by Arleigh Ross
D. dela Cruz, et.al. page 63,
https://www.reference.com/worldhttps://www.youtube.com/watch?v=2jvpu_DFOEs)
view/functionalist-theory-1f5dfda945fd3cd1
www.philstar.com
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
The teacher will review the
class regarding strengths
and
weaknesses
of
structural
functionalism
through showing emotions
– If it is strength the
students will smile if it is
weakness the students will
show sad face.
(5 min)
(5 minutes)
The teacher will ask
questions:
Who among you want to
finish a college education?
What are the reasons why
we want to finish our
college degree someday?
The teacher will show
through power point
presentation the objective
of the lesson regarding
The teacher will review
about manifest function in
structural
functionalism.
Students will be asked to
read what they have written
on their journal.
Manifest Functions- the
beneficial consequences
of people’s actions
Latent Dysfunctions- the
consequences that harm
a society
Asks
volunteer
student to give a
recap
of
the
previous
lesson
about
Manifest
Dysfunction.
Video presentation of the
important functions of the
major organs to a human
body and possible
consequences if it
malfunctions…
Concept Mapping:
The students will be
asked or cite
examples of Latent
dysfunctions from the
following institutions
Heart
Brain
Liver
Kidney
Lungs
Family
School
Government
Church/Religion
Mass Media
(5 minutes)
The teacher will show
current news regarding
unemployment and
underemployment.
(www.philstar.com)
The teacher will ask a
question
Why does the country
experiencing increase in
number of unemployed
and underemployed?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
manifest function in
structural functionalism
(5 min)
The teacher will write
through the use of
blackboard and chalk the
objective of the lesson
regarding latent function in
structural functionalism
(5min)
C. Presenting
examples/instances of
the new lesson
Then, the teacher will show
pictures to analyzed:
(College student reading
books, Typical classroom
setting)
1. How do you see the
first picture and the
second
picture
presented?
2. Do you see any social
pattern/action
that
manifested in the
picture?
e.g. If a student is
reading a book he/she
The teacher will present a
video clip regarding latent
function
in
structural
functionalism
(https://www.youtube.com/w
atch?v=2jvpu_DFOEs)
Guided Questions:
1. What are the things that
the video presented?
2. What is your common
understanding
regarding
latent function in structural
functionalism?
Processing Questions:
1. what is the function of
the heart? Worse thing
that will happen if the
heart malfunctions?
Brain, Liver, Kidney and
Lungs
2. what are the
parts/institutions which
builds society?
3. what do you think they
are likened to human
organs?
4. can we relate this
video to Philippine
society?
MD are anticipated,
intended disruptions of
social life.
Manifests Dysfunctions of
cell phone relates to
drivers who become
distracted
LD are unintended
and unanticipated
disruptions of order
and stability.
Dysfunctions within a
social system,
particularly latent
dysfunctions with
e.g. (fiesta), disruptions of their unforeseen
transportation and
negative
excessive production of
consequences, place
garbage.
pressure on the
system to change.
2. Latent dysfunction
it can be used to
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
may
knowledge.
(5 minutes)
D. Discussing new
concepts and practicing
new skills #1
acquire
Picture Analysis
With the given pictures,
the teacher will discuss
the manifest function in
structural functionalism as
stated by Robert Merton
“The recognized and
intended consequences of
an social pattern”.
There will be a direct
discussion regarding the
concept.
(10min)
(5 min)
Using the guided questions
the teacher will guide the
students on the discussion
phase on the latent function
in structural functionalism as
cited by Robert Merton “The
unrecognized
and
unintended consequences
of all social pattern” and cite
examples regarding the
matter and ask the following
questions.” (by using power
point presentation and direct
method)
report on and
document events as
they happen. This
capability allows
people to disrupt the
existing order by
bypassing the news
media, government
censors, and others
who try to control or
suppress the flow of
information.
e.g. (fiesta)they
would be
represented by
people missing work
due to the traffic jam.
Any intended disruptions
of the harmony of social
order can be considered
social dysfunctions.
Can you cite specific
examples of manifest
dysfunctions?
Short activity:
Photo Analysis of
Latent Dysfunction
students will identify
from what group
these LD belong
from the given
Institutions. They will
choose leader of
their group to present
their work.
Rubric will be posted
or written on the
blackboard
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(10 min)
Family
School
Government
Church/Religion
Mass Media
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
BRAIN STORMING
The class is divided into
four (4). The class is
asked to do a small
classroom discussion on
how manifest function
affect us.
(10min)
Each group will share their
insights based on the
small group discussion.
The Teacher will give
emphasis toward
structural functionalism
(10min)
Group Activity:
The students will be
grouped and will task to
identify three latent function
(unrecognized
and
unintended consequences)
functions in the supreme
student government.
1. Campaigning for a
position in the SSG
2. Plan for Social Gathering
for Students
3. Assisting teachers during
school program/celebration
(10 min)
After writing the given task
one group member will
explain their answer. (10
min)
Teacher will clarify all
misconception
of
the
students regarding latent
function.
Every student will list down
latent functions they heard
Role playing; group
students into 5. leader will
pick one among the given
topic. they will show how
manifest dysfunctions
happen in different
Activity: Group
Dynamics
The learners will be
group according to
the given Institutions.
After which they will
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
from the group activity, then
5 students will present it to
class. (10 min)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
The teacher will ask three
students: Does manifest
function
in
structural
functionalism affect your
life as students? Why?
(5 minutes)
In what way does l latent
function
in
structural
functionalism affect our live
(5 minutes)
The teacher will select
students to generalize the
topic regarding function in
structural functionalism as
stated by Robert Merton
The teacher will select
three students generalize
the discussion:
(5min)
What is latent function in
structural functionalism?
Institutions. They can
think of their own
situations.
e.g.
Family: Divorce
School: Teacher soliciting
money from a failing
student
Government: Graft and
Corruption
Church/Religion: sex
scandal of a priest
Mass Media:
think of any values
this Institutions
contribute to the
society.
Process Questions;
1. what do you think
will happen if this
particular value is not
met in the society we
live in?
2. what are the
possible
consequences?
Ask some students
how
manifest
dysfunction happen in
the
society
or
community
they
belong.
The learners will be
tasked to write 100
words essay. It
should be a firsthand experience of
latent dysfunction
and how it affects
their respective
community.
Ask three or four students Ask three or four
to make a generalization
students to make a
of the said topic: Manifest generalization of the
Dysfunction
said topic: Latent
Guide Questions;
Dysfunction
Guide Questions;
What is manifest
dysfunction?
What is latent
dysfunction?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Expected answer:
______________________
______________________
______________________
(5 min)
I.
Evaluating learning
Formative Assessment:
(with prepared rubric)
Write a one paragraph
learning
regarding
manifest
function
in
social-structuralism.
(5 min)
J. Additional activities for Find a research paper
application
or through Google scholar on
remediation
latent function in social
structuralism.
Write it on your learning
journal.
Formative Assessment:
Explain the following
questions
1. Can latent function bring
people together of similar
background?
2. Does the effect of latent
function do necessarily
good and not necessarily
good for everyone? (5 min)
(Rubric)
15-Explain the two question
comprehensively
10-Explain the two question
with correction
5-Explain one question only
Expected answer:
Deviant behaviors
committed within the
community that are
intentional
In not more than 3
sentences answer the
given query.
What is the most
beneficial lesson of
manifest dysfunction visà-vis understanding
social equilibrium?
Or
Manifest Dysfunction is
beneficial in balancing
social order
because_____________
____________.
Deviant behaviors in
the society which has
unintended effect
Answer the question
on a one-half sheet
of paper.
What is the most
beneficial lesson of
latent dysfunction
vis-à-vis
understanding social
equilibrium?
Or
Latent Dysfunction is
beneficial in
balancing social
order
because__________
_______________.
Journal Writing:
Give your personal
experiences regarding the
topic that has been
discussed.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
Monday
Quarter
Tuesday
Wednesday
Thursday
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of key concepts and approaches in the Social
Sciences.
B. Performance Standards
The learner interpret personal and social experiences using relevant approaches in the Social
Sciences
The learner shall be able to evealuate the strenghts and weaknesses of the approach
C. Learning Competencies/Objectives
Write the LC code for each
The learners analyze the social inequalities in terms of class conflict
HUMSS_DIS11-IIIg-2
Conflict Perspective
Karl Marx
Marxism as an
Approach
Strength and
weaknesses of
Marxism
II. CONTENT
III. LEARNING RESOURCES
a. References
5. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
b. Other Learning Resources
Disciplines and Ideas in the Social Sciences by Tatel Jr, Carlos Peña
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Differentiate consensus
and conflict theories (2
minutes)
Differentiate manifest
from latent functions.
(2 minutes)
Give the details about
the life of Karl Marx
Explain Marxism as
one of the dominant
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
approach in Social
Science
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
The teacher will show
the class a real object
(e.g. bananas)
Expected scenario: the
class will a
(3 minutes)
Song Analysis:
“TATSULOK” by
Bamboo
Group the class into
two groups. Assign
one facilitator and two
reporters who will
discuss the message
of the song. (10
minutes)
1.How would you
Do you have a
describe the situation?
personal experience
2.Why do you think this that is similar to the
scenario occurred?
message of the song
3. What did you realize
that we have
after doing the activity?
analyzed? How did
4. Can you give other
you cope up with the
situations/circumstances experience that you
similar to this?
encountered? Why do
(5 minutes)
you think that
situation happened to
you? Do you think
other members of our
society experienced
the same situation?
(10 minutes)
Conflict perspective
Envisions society as an Class Discussion
arena of inequality that
about the life of Karl
generates conflict and
Marx
change.
Picture Perfect:
Song: “Upuan” by
The class will be
Gloc 9
divided into 3. A
1. The tile of the
particular information
song
and question about
symbolizes
Karl Marx will be read
what?
by the teacher. Group
who got the correct
answer in the least time
gets the point.
Marxism
(PowerPoint
Presentation)
(10 minutes)
Marxism: Strength
and Weaknesses
(PowerPoint
Presentation)
(10 minutes)
Class Discussion about
Marxism
Class Discussion
about the strength
and weaknesses of
Marxism
(8 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
E. Discussing new concepts and practicing
new skills #2
Class Discussion
(5 minutes)
F. Developing mastery (leads to Formative
Assessment 3)
Picture Analysis: Show
an editorial cartooning
about social
inequalities.
How can our personal
and social experiences
about social inequality
help us understand
others and our society
as a whole? (3 minutes)
G. Finding practical applications of concepts
and skills in daily living
What do you think are
the reasons why social
inequalities exist in the
society? (3 minutes)
H. Making generalizations and abstractions
about the lesson
How can you relate
conflict theory to Karl
Marx? (3 minutes)
I.
Write a one-paragraph
essay about the
problems that may
result from the existence
of social inequalities.
(14 minutes)
Evaluating learning
(5 minutes) Ask the
learners the following
questions:
1. What are the
details of Karl
Marx life that led
him to formulate
his theory?
2. Was there a social
phenomenon that
happened during
Karl Marx lifetime
that motivated him
to formulate his
theory?
How can our personal
and social
experiences about
social inequality help
us understand others
and our society as a
whole? (3 minutes)
What do you think are
the reasons why
social inequalities
exist in the society?
(5 minutes)
Debate: Group the
class into 2.
Resolved: Should the
Philippine government
increase the daily
minimum wage in the
country?
(Rubrics is provided)
A T-Chart or a Venn
Diagram is presented
in the class. Each
group will provide the
strength and
weaknesses of
Marxism
Is Marxism still relevant
in today’s world?
Support your answer.
Why do you think the
importance of
assessing Marxism in
terms of its Strength
and Weaknesses?
Why did Marxism exist
as one of the dominant
approaches in Social
Science?
What are the positive
points of Marxism?
What are the
negative points of
Marxism?
Reflection paper:
How our society
influence or affect an
individual’s principle?
(10 minutes)
Poster Making:
Group the class into 5.
Each group will make a
poster with the theme”
Marxism in today’s
society”
Advocacy Campaign.
Each group will
present an advocacy
campaign supporting
or antagonizing the
usefulness of
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
J. Additional activities for application or Read about Karl Marx
remediation
Marxism in the
Philippine society
Research about
Psychoanalysis
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level
Learning Area DISS
Teaching Dates and Time
Monday
Quarter
Tuesday
Wednesday
Thursday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
The learners demonstrate an understanding of key concepts and approaches in the social
sciences.
The learner shall be able to:
1. interpret personal and social experiences using relevant approaches in the Social Sciences,
and
2. evaluate the strengths and weaknesses of the approach
Symbolic Interactionism- The learners appraise the meanings that people attach to everyday
forms of interaction in order to explain social behavior. HUMSS_DIS11-IIIh-3.
The learners interpret
The learners explain
personal and social
approaches and
The learners interpret
experiences using
understanding of
The learners define
scenario/everyday
Symbolic
Symbolic
symbolic interactionism.
forms of interactions as Interactionism; and
Interactionism of
a symbolic meaning.
evaluate the
various sociologists
strengths and
and advocates.
weaknesses.
II. CONTENT
III. LEARNING RESOURCES
c. References
6. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
d. Other Learning Resources
Disciplines and Ideas in the Social Sciences curriculum guide and various websites.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Photo Analysis on
Marxism.
At least three images
(e.g. Caste System,
Social Inequality, etc.)
will be shown to be
depicted
and
explained
by
the
learners.
The learners answer
the following guide
questions:
1. What is the picture
shown?
2. What does the
picture depict?
The class reviews
the
concept
of
symbolic
interactionism
by
saying a word that
describes
or
characterizes it as
an approach in
understanding
society. At least five
(5) learners will be
called
as
the
teacher asks why
and
expounds
learners’ answer.
The teacher
presents the
pictures of various
sociologists and
proponents of
Symbolic
Interactionism. The
learners
categorically identify
them and shortly
explain their
contributions.
Say/Ask:
Yesterday,
we
interpreted different
scenarios/everyday
forms
of
interactions
in
which
symbolic
interactionism
approach is used.
What are possible
symbols that affect
human actions?
(5 minutes)
(5 minutes)
Social Experiment.
Learners will be
grouped into five (5)
and go out of the
room to take pictures
at least five (5) of any
day-to-day
school
scenarios/everyday
forms of interactions,
individually.
They
may use cellphone
camera to capture
each scenario they
will select five (5)
among the collected
and
captured
images.
The teacher now
conducts draw lots
whose group or who
performs first.
(5 minutes)
B. Establishing a purpose for the lesson
(5 minutes)
A video presentation
on
people’s
perspectives on life
symbols
will
be
presented via LCD
projector.
1. How do you feel
about
the
presentation?
2. What is the video
all about?
3. What do you think
the video tries to
imply?
Suggested
video:(http://www.you
The learners will be
grouped into two
(2) and play a
charade game. The
first to acquire the
higher score shall
be the winning
team.
The teacher throws
these questions:
1. Did
everyone
enjoy
the
game? Why?
2. In which part of
the game you
felt
most
excited?
Painting,
photography,
collage,
and
diorama
require
defense/explanatio
n as part of the
criteria.
Each group shall be
given five minutes
each
to
perform/explain
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
tube.com/watch?v=Ql
0XPwtfFGY)
(10 minutes)
C. Presenting examples/instances of the new
lesson
Series of images of
different
symbols/icon/things/e
vents will be shown
before the learners
(e.g. poison symbol,
diamonds, corporate
attire, black board).
The following guide
questions will be
answered:
1. What images did
you see?
2. What were your
observations on
the pictures?
3. Do these
3. What were your
difficulties with
the game?
4. What
made
them difficult?
The following will be
the
content
of
charade
game
(Philippine heroes):
a. Apolinario
Mabini;
b. Gabriela
Silang;
c. Melchora
Aquino;
d. Gregorio Del
Pilar;
e. Antonio Luna.
(10 minutes)
The teacher asks
the learners to bring
out the assigned
task yesterday. The
teacher
randomly
asks the learners
these questions:
1. Who among the
proponents
of
symbolic
interactionism is
easier
to
research
on?
Why?
2. Who
among
them has the
most
recent
With the learners are
their journal for write
ups and reflective
entries as well as the
details of the conduct
of
the
social
experiment.
their performance
or output after the
allotted 20 minutes’
time practice.
(5 minutes)
(15 minutes)
Practice
and
conduct of output
and performance.
*Note that each has
been given enough
time to practice and
make
necessary
preparation
prior
this day”.
(20 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
things/images/icon
s give meanings in
our life?
4. What do you think
will be the lesson
for this day? (The
teacher reveals the
lesson)
perspective on
this approach?
3. Cite some of
their
personal
information
or
biography?
(5 minutes)
(10 minutes)
D. Discussing new concepts and practicing
new skills #1
Brainstorming and
Graphic Organizer.
The learners will be
grouped into five (5).
Each group shall be
assigned
one
symbolic
interactionist. They
will be given ten (10)
minutes to make a
graphic organizer on
Symbolic
Interactionism of the
assigned proponent
to the group.
They will be given
cartolina/manila
paper
and
art
materials
in
presenting
their
work. One or two
representatives will
explain their output
shortly.
The learners (by
grouped) randomly
share their learning
experience outside
the class among their
group for 5 minutes
answering
these
guide questions:
1. What went well
and not?
2. What is your
symbolic
interpretation of
the scenario?
3. How
was
symbolic
interactionism
portrayed?
4. Vote for the first 5
images to be
presented
(15 minutes)
(20 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (leads to Formative
Assessment 3)
The teacher collects
inputs
from
the
learners using metacards and marker.
Learners right down
their ideas in one
phrase about the
activities and post it
on the board. (The
teacher uses a tarpdesigned
graphic
organizer [semantic
web], if applicable).
The teacher then
asks the learners:
1. Based from the
graphic organizer,
how
will
you
define
symbolic
interactionism?
The teacher throws
the
following
questions:
How can these
perspectives
on
Symbolic
Interactionism be
applied in daily
living in the aspect
of:
a. Culture;
b. Social Classes;
c. Societal Aspect;
d. Political Aspect.
(10 minutes)
(15 minutes)
Presentation
of
output.
One or two members
of the group will
share their work
randomly.
The following are the
guide questions:
1. Why did you
come up with
these images?
2. How do you
consider these
scenarios/ever
yday forms of
interactions as
portrayal
of
symbolic
interactionism?
3. What symbols
triggered you in
interpreting the
scenario?
(15 minutes)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Does
symbolic
interactionism affect
our daily life? Why?
(5 minutes)
The teacher calls a
volunteer learner to
recap their learning
The teacher asks
the learners to
generalize all the
The teacher throws
this question:
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
by answering these
questions:
1. Did you enjoy the
activities?
2. What is the most
significant
learning in today’s
activity?
3. Given the inputs
from
everyone,
what
considerations
were considered
in
defining
symbolic
interactionism?
salient
points
(particularly
the
common concern)
of
various
sociologists
and
proponents
of
symbolic
interactionism.
-
-
George Robert
Mead- People
cope with the
reality of things
according
to
their
comprehension
of the situation.
experience
in
given situations.
(5 minutes)
I.
Evaluating learning
Formative
Assessment.
Define
symbolic
interactionism in your
journal.
(5 minutes)
Formative
assessment
Pera o Bayong
Concept:
A=Mead
B= Blumer
C= Cooley
D=Goffman
E= Hochschild
The teacher throws
a statement as the
student chooses
“How
can
we
interpret symbols in
day-to-day
interactions in our
society?”
(at least three (3)
students
shall
answer the following
questions)
*Symbols
are
interpreted based on
the
primary
experience of an
individual. It can be
changed
through
subsequent
experiences. These
vary
from
an
individual’s
perception on these
symbols.
(5 minutes)
Formative
assessment.
The teacher presents
his own scenario in
the society which the
students identify how
symbolic
interactionism
approach is used.
Performance Task.
The teacher
assesses learners’
performance and
output utilizing
rubrics.
(5 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
who among the
sociologists
described symbolic
interactionism.
J. Additional activities for application or Research on the
remediation
following (with images):
1. Symbolic
interactionism
sociologist:
a. Robert Mead;
b. Herbert
Blumer;
c. Charles
Cooley;
d. Erving
Goffman;
e. Arlie Russell
Hochschild.
Write/paste them down
on your journal.
The teacher presents
and introduce learners
grouped performance
tasks stipulated in the
curriculum guide. The
learners will choose
among the following:
a. Dramatization/rol
e play/simulation;
b. Music Video;
c. Painting/Photogra
phy;
d. Collage;
e. Diorama;
f. Radio Drama;
g. Short Story;
(Note: Bring materials
necessary in carrying
out the performance
chosen. Learners will
also make their own
rubrics for grading
subject to teachers’
ratification. In the
absence of one, the
teacher uses his own
rubrics).
Log all your
records/photos/experi
ences in your journal
and portfolio
answering this guide
questions:
1. Did you enjoy
your
performance?
Why?
2. Did you properly
interpret personal
and social
experiences
using Symbolic
Interactionism?
How?
3. What are the
possible
strengths,
weaknesses,
opportunities,
and threats of
symbolic
interactionism?
(relate to the
second
performance task
below)
The learners will
make a SW analysis
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
of symbolic
interactionism to be
accomplished in an
A4-sized bond
paper. Rubrics will
be explained and
given. Make various
recommendations.
(The teacher may
consider discuss
how SW is done.)
K. Additional activities for application or
remediation
Performance task
may be introduced a
week before
depending on
teacher’s standards.
Learners have the
freedom to take their
performance
individually.
Failure to
perform/explain due
to time constraints
shall be done and
finished during on
Day 1 next week.
Execution of
performance will be
30 minutes.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and
Time
DAY 1
Grade Level
Learning Area DISS
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ 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 strengths and weaknesses of the approach
The learners predict the social consequences of decision making based on scarcity
(HUMSS_DIS11-IVa-6)
f. Learners
a. Learners identify
c. Learners explain key
e. Strengths and
Rational Choice as
concepts in Rational
weaknesses of
present their
one of the
Choice Theory
the Rational
interpretation of
approaches under the d. Learners cite
Choice Theory
personal and
positivist paradigm
Rational Choice
social
b. Learners cite the
Theory thinkers and
experiences
historical context of
their contributions
using the
Rational Choice
rational choice
Theory
theory
RATIONAL CHOICE
II. CONTENT
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
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
B. Other Learning Resources
1) Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., pp. 71
– 74
2) Dela Cruz, Arleigh Ross D., PhD., et.al.,Disciplines and Ideas in the Social Sciences, Phoenix
Publishing House, Inc., pp. 55 – 60
3) http://www.investopedia.com/terms/r/rational-choice-theory.asp
4) http://privatewww.essex.ac.uk/~scottj/socscot7.htm
5) Voss, T., Abraham, M., & Sales, A. (2000). Rational Choice Theory in Sociology: A Survey. In S. R.
Quah (Ed.), The International Handbook of Sociology (pp. 50-83). London, UK: Sage
6) Green, S. L. (2002). Rational Choice Theory: An Overview, A lecture on Rational Choice Theory,
Personal Collection of Green, S. L., Department of Economics, Baylor University, Waco, TX
7) https://www.youtube.com/watch?v=H0hk_5Plv5U
8) https://www.britannica.com/topic/positivism
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Ask learners: What is the
difference among Id, Ego
and Superego?
(2 minutes)
Ask learners: What is
Recall previous
Rational Choice Theory? session’s lesson through
(2 minutes)
matching type. (5 items)
(2 minutes)
B. Establishing a purpose for the
lesson
Ask:
1.Why did you take the
track you are enrolled in?
2.What are your desired
goal or outcome,
alternatives and
strategies?
(5 minutes)
Have the students read a
scenario and answer the
questions that follow
using the worksheet
(Under Pressure)
provided.
Activity: Loop-A-Word
where some of the key
concepts can be found.
Write the formed words
on the board for later
discussion.
(8 minutes)
Activity: FACT or BLUFF
which would dwell on
facts pertaining to social
sciences in general. (3
to 4 facts)
(3 minutes)
Video presentation on
any key concept in
Rational Choice Theory
which includes utility
maximization, structure
of preferences, decisionmaking under conditions
of uncertainty, and the
Picture analyses of
situations/instances
where strengths and
weaknesses of the
Rational Choice Theory
will be depicted.
(2 minutes)
C. Presenting examples/instances of
the new lesson
Written Work: 10-item
quiz (multiple choice)
covering the topic on
Rational Choice
Theory
(5 minutes)
Learners regroup to
prepare for their
presentation.
(20 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
D. Discussing new concepts and
practicing new skills #1
Note: Scenario and
Worksheet on a separate
sheet attached hereto.
(7 minutes)
centrality of individuals
in the explanation of
collective outcomes.
(5 minutes)
Ask students to share
their output. Ask the
following questions:
1. Did you make the
same choice or
decision? Why or
why not?
2. How was the
whole experience
of assessing your
options? Was it
difficult? Was it
easy?
3. Would you say
that you applied
rationality when
making that final
choice or
decision?
(3 minutes)
Let students answer the As processing
following processing
questions, ask the
questions:
students:
1. What did the
1. What did the
video tell you?
video/picture tell
2. What do you think
you?
prompted the
2. What do you think
(subject) to do as
prompted the
he/she did?
(subject) to do as
3. Finding yourself
he/she did?
in that
3. Finding yourself
situation/instance,
in that
would you do the
situation/instance,
same? Why or
would you do the
why not?
same? Why or
(5 minutes)
why not?
(5 minutes)
Discuss using LCD and
projector:
1) Positivist
Paradigm
2) Rational
Choice as one of the
approaches under the
Positivist Paradigm
Have learners utilize the
K-W-L to arouse their
interest on the topic but
only up to the K and W,
with the L to be
completed during the
evaluation.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
Cite the strengths and
weaknesses of the
Rational Choice Theory
through a Venn diagram.
Strengths:
Weaknesses:
Generality
Heretics’ critique
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
3) The historical
context of the Rational
Choice Theory
(25 minutes)
G. Finding practical applications of
concepts and skills in daily living
Ask: Aside from your
choice of which track to
enroll in, cite an instance
in your daily life wherein
you applied rationality in
making a final choice or
decision. Elaborate your
answer by giving not only
your choice and the
option/s available but
also the reason for your
choice. Do this on your
journals.
(4 minutes)
From the entries given
by the students, add the
key concepts and the
thinkers with their
contributions to the W
column.
(25 minutes)
(Key concepts were
enumerated above and
thinkers include Gary
Becker and George
Homans.)
Have learners answer
the question individually
and orally:
Why do you help
someone in need?
(Expected answers:
because of empathy,
conscience dictates it,
he/she is a loved one or
a relative, and *he/she
was rewarded for
helping someone in the
past)
(3 minutes)
(Expected answers: go
*Homans’ Exchange
straight home after class Theory
vs. playing
basketball/skateboarding,
doing household chores
vs. doing the homework,
attending church on
Sunday vs. visiting
relatives)
Parsimony
Sociologists’ critique
Predictive
Psychologists’ critique
Political Science’s
critique
(25 minutes)
Ask learners: How does
the statement “it is not
from the benevolence of
the butcher, the brewer,
or the baker, that we
expect our dinner, but
from their regard to their
own interest” explain
rational choice?
(3 minutes)
Time for the learners
to present their
interpretations of their
personal and social
experiences using the
rational choice theory
approach.
(24 minutes - 8
groups @ 3 minutes
each)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
H. Making generalizations and
abstractions about the lesson
Allow learners to share
their answers with the
class before collecting
their notebooks for
recording.
(4 minutes)
Ask learners to answer
orally:
(1) What is rational
choice theory?
Rational choice refers
to the idea that social
interaction can be
considered as social
exchange, which is
patterned on economic
action that people are
motivated by the rewards
and costs of actions and
by the profits that they
can make at the lowest
possible costs.
or
Guide learners in
answering the following
questions:
1. What are the key
concepts in
Rational Choice
Theory?
2. Give the major
contributors and
their contributions
to the rational
choice theory.
Ask learners to
enumerate the strengths
and weaknesses of the
Rational Choice Theory.
Strengths of the Rational
Choice Theory include:
generality, parsimony
and predictive.
Whereas, weaknesses
consist of the critiques
forwarded by the
Key concepts in Rational heretics, sociologists,
Choice Theory include:
psychologists, and
(1) utility maximization;
political scientists.
(2) structure of
(2 minutes)
preferences; (3)
decision-making under
conditions of
uncertainty; and
(4) centrality of
individuals in the
explanation of collective
outcomes.
After each
presentation, ask the
group: How does
rational choice theory
explain human
behavior?
(4 minutes)
How do people make
decisions according to
rational choice?
According to rational
choice, people make
decisions according to
what would give them the
greatest satisfaction at
Gary Becker
the lowest costs possible. investigated human
behavior and
interactions such as
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
I. Evaluating learning
J. Additional activities for application
or remediation
(2) What gave rise to
Rational Choice Theory
as a dominant approach
in explaining human
behavior?
The beginnings of
rational choice can be
traced back to the age of
reason.
(3 minutes)
A five-item quiz on the
meaning and historical
context of Rational
Choice Theory.
(7 minutes)
discrimination, crime
and punishment, human
capital, families, and
organ market.
George Homans
espoused the Exchange
Theory.
(5 minutes)
Guided by the teacher,
the students write in the
L column of the K-W-L
chart. Entries should
include, but not limited
to, the key concepts and
thinkers.
(7 minutes)
Ask students to draw a
concept map of Rational
Choice Theory:
meaning, concepts,
description of concepts
(10 minutes)
Use rubric to evaluate
each presentation.
Criteria for the rubric
should have been
explained and
discussed at the start
of the session. (7
minutes)
Students are grouped
according to their
intended mode of
presentation (multiple
intelligences) for their
performance task which
would show their
interpretation of
personal and social
experiences using the
Rational Choice Theory.
(8 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and
Time
Monday
Grade Level
Learning Area
Quarter
Tuesday
Wednesday
Thursday
I. OBJECTIVES
The learners demonstrate an understanding of key concepts and approaches in the social Sciences
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
2. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
The learners shall be able to:
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
Institutionalism: examine the constitutive nature of informal and formal institutions and their actors and
how it constrains social behavior
(HUMSS_DISS11-IVb-7)
Institutionalism:
*Informal & formal
Strength & Weaknesses Performance Task
Definition & Historical
Institutionalism
context
* Thinkers &
*written work
Contributors
Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., (pp.202206; 102-105)
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
the teacher will ask the
following questions:
* What is Rational
Choice?
the teacher will ask the
following questions:
* What is
institutionalism?
Recapitulation of the
yesterday’s lesson.
Ask: What is the
difference between
Ask: Can you give
some strengths and
weaknesses of
institutions?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
* How did Rational
Choice Theory develop?
*Why do people make
decisions based on
different circumstances?
(5minutes)
Ask the students to group
themselves according to
their interest
(technology/hobbies,
etc). They will discuss
within the group why they
choose it. (5minutes)
Each group will choose
at least one presenter to
discuss their output.
(5minutes)
Processing Question:
“Why are you interested
in that technology,
hobby, etc.?
*How did institutionalism
started?
*Why is it important for
us? (5minutes)
formal and informal
institutions?
(5minutes)
Ask the students:
Can you give
practices/policies that
are unique to a
particular place/
culture/country?
(5minutes)
Ask students to form a
group of 3 members.
Ask: what is your
definition/ understanding
of formal and informal
institution. Write their
answers on the board
for further discussion.
(5minutes)
* Differentiate the
informal and formal
institution base from
sharing of the students
and give a short
explanation. (15minutes)
Ask: Can you
enumerate instances
where an institution can
be destroyed and how
about instances where it
can be strengthened?
(5minutes)
Each group will assign
one presenter to discuss
what are the listed
possibilities. (5minutes)
In the context of the
Philippines, give
/enumerate some formal
and informal institution.
(15minutes)
Enumerate the given
strength and
weaknesses.
(10minutes)
Give instructions for
the performance and
let learners group
themselves according
to their means of
presentation (role play,
sing, dance, poetry,
etc.)
(15minutes)
*Presenting the strength
and weaknesses of the
institutionalism.
(10minutes)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
*Institutionalism
*Historical Context
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
G. Finding practical applications of
concepts and skills in daily living
The same group of
students will make a
timeline on how
Intuitionalism developed.
(15minutes)
Ask: What are the
benefits of this given
institutions in your
personal lives?
(10minutes)
H. Making generalizations and
abstractions about the lesson
Ask: What are your
considerations in
choosing your
friends/barkadas?
Questions:
*What is institutionalism?
*How it was started?
*Why it is important for
us to study this theory?
(5minutes)
Questions:
*What will happen to the
society if there is no
institutionalism?
½ sheet of paper
*What are your roles
from this
institutionalism?
(5minutes)
I. Evaluating learning
Ask: What are the
strengths and
weaknesses and how
can you help to
strengthen our school as
an institution?
(10minutes)
Question:
*How can weaknesses
help the institution?
(5minutes)
Concept Map
Choose one scenario
from the list below and
Complete the following
share your personal
concept map based on
and social experience
your understanding of
or knowledge of them
the lesson. (10minutes)
using one of the
theories discussed.
Write a reflection
paper about it.
a. Being a member of
a particular religious
organization;
b. Deciding where to
eat during lunch break
c. Role of your family
in sharing your norms
and values.
(40minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
Monday
Grade Level
Learning Area DISS
Quarter
Tuesday
Wednesday
Thursday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
The learner demonstrates an understanding of the key concepts and approaches in the Social Sciences.
The learners shall be able to:
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
Determine the relationship between Gender Ideology and Gender Inequality.
(HUMSS-DIS11-IVc-8)
Feminist Theory and its
Gender Ideology
Gender Inequality
Performance:
Simulation
Background
Simulation – The
students will simulate
scenarios in their
family and in the
society that shows
gender inequality.
Then, they will show
how to alleviate gender
inequality in their own
perspective.
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 Resources
-Disciplines and Ideas in
the Social Sciences
-Poem “I Stay at Home”
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Jose.Ong (pp.202-206;
102-105)
https://www.socialjustice
poetry.com
-Animated Infographic
Feminist Theory
https://www.google.com.
ph/url?sa=t&source=web
&rct=j&url=%23&ved=0ahUK
EwjVr4z67LTAhVOQLwKHaqmCUo
Qxa8BCBgwAA&usg=AF
QjCNF1sHlk2z9Qlx28jtvf
nGP_UlkiA&sig2=RsQNo
sdaM9R8CeJlrGhTEQ
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Short Review about
Institutionalism
Cabbage Roll will be
used as an activity.
-The teacher will play a
music, and when the
music stops, they will
recite to the class what
they have learned about
institutionalism
(3 minutes)
Short Review about
Feminist Theory.
The teacher will use the
strategy
“Two Truths and One
Lie”.
The teacher will present
three statements
regarding Feminism.
The students will
answer/ find the “One
Lie” statement.
1. Feminism is the belief
that women should have
equal rights to men.
2. Women are still
represented in a
Checking of
Assignment:
The students will share
their answers regarding
the assigned poem.
(3 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
negative and
stereotypical way.
3. Feminism advocates
superiority of women.
B. Establishing a purpose for the
lesson
Activity: Guess Who?
The teacher will show
pictures of women who
became famous in their
own field of endeavor
(e.g. Angelina Jolie;
Mother Theresa;
Corazon Aquino ; Alyssa
Valdez )
The students are tasked
to describe the women
and answer how these
women influence other
people.
(3 minutes)
C. Presenting examples/instances of
the new lesson
Activity: Picture Analysis
The students will analyze
the pictures given and
somewhat relate to the
new topic which is
Feminist Theory
(3 minutes)
Activity: Students will be
divided into two (One
group for Male and the
other for the Female
students)
The students will work
as a group and identify
their respective roles as
a Male and as a Female
individual.
(6 minutes)
After that, the teacher
will emphasize that the
names given were
women who made an
impact in their time and
society.
The teacher will let the
students report in front
of the class their work.
(5 minutes)
(2 minutes)
Activity: “The Who”
Names will be posted on
the board:
1) Heidilyn Diaz
2) Jang Geum
3) Amelia Earheart
4) Florence Nightangle
Then, the teacher will
ask the students what
are the similarities/
characteristics among
the given names.
(5 minutes)
Activity: Video Clip
Analysis
(Excerpted from the
movie “300” that shows
how men treat women
during ancient times)
The students will
analyze the video,
keeping in mind the
guided questions
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
1. What is the video all
about?
2. What are your
reactions regarding the
video presented?
D. Discussing new concepts and
practicing new skills #1
The teacher will present
a short video clip and
they will be given guided
questions
The teacher will group
the students into 5 and
will perform a tableau.
Each tableau must show
the roles of men and
women in the society
1. What is the video all
about?
2. How did the concept of
Feminist Theory started? (10 minutes)
“Animated Infographic:
Feminist Theory”
1
(5 minutes)
The teacher will discuss
gender inequality.
The teacher will also cite
some trends regarding
gender inequality in
different parts of the
world.
Examples:
1. During the Spanish
occupation, women are
not allowed to have
formal education
2. Genital Mutilation in
Africa
(7 minutes)
(10 minutes)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
1. The teacher and the
student will give the
definition of Feminist
Theory.
2.Using a chart, well
known- feminists and
their significant
Activity: Picture Analysis
The teacher will present
pictures depicting the
concept of Gender
Ideology
(men fulfilling their
family roles through
breadwinning activities
The teacher will divide
the class into 5 groups.
Each group will have an
assigned task to
accomplish by means of
draw lots.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
contributions will be
discussed
(20 minutes)
and women fulfilling
their roles through
homemaker and
parenting activities etc.)
The teacher will discuss
the concept of Gender
Ideology
G. Finding practical applications of
concepts and skills in daily living
1. What is the
importance of studying
the Feminist Theory?
(15 minutes)
The teacher will ask how
Gender Ideology is
observed in home or in
school.
2. The students are
(3 minutes)
tasked to deliver in what
specific ways women can
be empowered?
(10 minutes)
H. Making generalizations and
abstractions about the lesson
Students are expected
to cite instances of
gender inequality in their
assigned area.
1.Family
2. School
3. Market
4. Church
5. Government
(15minutes)
Students will report and
explain to the class their
output.
Afterwards, students are
expected to answer the
question:
How does gender
inequality affect our
society?
(5 minutes)
(10 minutes)
As a student, how can
you contribute in
promoting gender
equality? in your own
family? in your society?
Activity: Matching Type
Editorial Cartooning
(5 minutes)
Essay
Match the feminists and
their significant
contributions in society
(5 minutes)
Create an editorial
If you will be given a
cartoon showing Gender chance to be a
Ideology
lawmaker, what bill will
you pass to promote
gender equality?
How did the feminists
create an impact in
society?
How does Gender
Ideology affect our
society?
(5 minutes)
I. Evaluating learning
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(10 minutes)
J. Additional activities for application
or remediation
Assignment:
Read the poem about
Gender Inequality
entitled “I Stay at Home”
by Guy Farmer and
answer these questions:
1. What did you feel
after reading the poem?
2. Give the meaning
behind the poem “I Stay
at Home”
(5 minutes)
(7 minutes)
The teacher will pregroup the student for the
performance task.
Simulation – The
students will simulate
scenarios in their family
and in the society that
shows gender
inequality. Then, they
will show how to
alleviate gender
inequality in their own
perspective.
The teacher will provide
the rubric in judging the
Simulation
(3 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
Monday
Grade Level
Learning Area DISS
Quarter
Tuesday
Wednesday
Thursday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
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 Resources
The learners demonstrate key concepts and approaches in the social sciences.
The learner shall be able to:
1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. Evaluate the strengths and weaknesses of the approach.
Distinguish the ways
Explain
Interpret thematic and
by
which
humanenvironmental
and
mental
maps
to
The learners analyze
environment
social issues through
understand landscape
the significance of
interactions
shape
the analysis of spatial
changes
and
an
data. (HUMSS_DIS11cultural and natural
distributions
and
individual’s sense of
IVd-9)
landscapes.
spatial
processes.
place. HUMSS_DIS11HUMSS_DIS11-IVdHUMSS_DIS11-IVdIVd-10
10
10
Data
Hermeneutics
Phenomenology
Hermeneutic
phenomenology
Friesen, N., Henriksson,
C., & Saevi, T. (eds.).
(2012). Hermeneutic
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
phenomenology in
education: Method
and practice.
Rotterdam / Boston /
Taipei: Sense
Publishers.
Van Manen, M. (2002).
Phenomenology
online: Inquiry.
http://www.phenome
nologyonline.com/inq
uiry/.
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The teacher briefly asks
some students
concerning the link
between gender
inequality and gender
ideologies. (5 minutes)
B. Establishing a purpose for the
lesson
From the examples of
optical illusions and/or
ambiguous figures
brought by the students,
the teacher chooses
some of them and invites
the students to show
these to the rest of the
class. The teacher then
asks students to identify
what they see in the
images. The students will
likely give different
answers to the same
image.
Reviewing the
concept. (5minutes)
hermeneutical
phenomenology by
calling a student to
discuss its concept in
a nutshell.
Students
will
be
presented
a
video
presentation on ways by
which
human
environment
interactions
shape
cultural and natural
landscapes.
(song analysis; title
KAPALIGIRAN by; Asin
(5 minutes)
See attach rubrics;
http://www.phenomen
ologyonline.com/inqui
ry/.
Reviewing the ways on
how
human
environment
interactions
shape
cultural and natural
landscapes. (5 mins. )
Reviewing
mental
and thematic maps of
human-environment
system. (5 mins. )
The teacher throws
series of questions
where students will
answer: (15 minutes)
a. How does your
environment
affects your life?
b. In what way does
the
environment
affects your life?
c. Why
all
this
phenomenon
happens?
Students will be
shown
a
video
presentation
of
environmental and
social issues.
(5 minutes)
See attach rubrics;
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
C. Presenting examples/instances of
the new lesson
The teacher
afterwards asks: “If it is
the same image, why is it
that you are giving
different answers?” After
listening to the students’
replies, the teacher says:
“If in a small thing as this,
we are already
disagreeing, is it any
surprise that we have
difficulty coming to
agreement in bigger and
more important things?”
(5 minutes)
Analysis (10 minutes)
The teacher now
asks: “What is data?
How can we define the
word data?” The
teacher notes on the
board the definitions
given by students. The
teacher further asks: “In
the previous activity,
what can we consider
as data?” Expected
answer would be the
optical illusion and/or
ambiguous figure.
The teacher asks:
“What is
hermeneutics? How is
it defined?” The teacher
notes on the board the
definitions of
hermeneutics given by
The students will now
respond to the video
by
enumerating
several
ways
in
protecting
the
environment.
(5
minutes)
(with the use of
graphic organizer)
a. Land
pollution
b. Water
pollution
c. Air pollution
The facilitator will be
present a thematic
map
of
humanenvironment system.
(power
point
presentation)
(15
minutes)
The
students
will
respond
through
graded
recitation
about their knowledge
on thematic MAPS.
See attach rubrics;
Students will be
shown a video of
jingle-making.
(5
minutes) explaining
the rubrics of the
shown video
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
students. As follow-up,
the teacher asks: “In the
previous activity, did
we do hermeneutics?
How?” Expected answer
would be that since the
ambiguous figures were
interpreted, hermeneutics
was done.
The teacher asks:
“What is
phenomenology?” The
teacher notes on the
board the definitions of
phenomenology given by
the students.
D. Discussing new concepts and
practicing new skills #1
Students
will
be
grouped into four
distinguishing
what
are the good and bad
ways on how humanenvironment systems
affect human beings
in a manila paper.
(10 minutes)
see attach rubrics;
E. Discussing new concepts and
practicing new skills #2
Students will be called
to
share
their
experiences as they
do their task. (10
minutes)
At least one from the
group explains their
work. (5 mins. )
F. Developing mastery (leads to
Formative Assessment 3)
Students will be
grouped into four
and make their own
version of yell in
explaining
social
and environmental
issues that affect
people’s lives. (15
minutes. )
The students will
present tableau about
of thematic map in
human environment
Performance.
(poster
making
theme; Be a hero
save the mother
earth.) individual.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
system and its effect
to biosphere
(15 minutes. )
G. Finding practical applications of
concepts and skills in daily living
Application
The teacher gives
these instructions: “Think
of a concrete situation
involving someone you
dislike or have difficulty
understanding in your
immediate family, among
your schoolmates /
teachers, or among
public figures. What if
you were this person
trying to explain
him/herself to people
who don’t understand
him/her? What would you
say? You are given three
minutes to deliver a
monologue or write a
letter.”
After the activity,
ask the students the
following questions:
 Why is data important
in the sciences,
especially the social
sciences?
 What does
[hermeneutic]
phenomenology as an
approach contribute to
the social sciences?
 Why is it important to
consider one’s context
Distinguishing which
ways are good and
bad
in
humanenvironment systems.
(using Venn Diagram)
(5 minutes. )
(10 minutes. )
Performance.
(15 minutes.)
Interpreting and
synthesizing
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
H. Making generalizations and
abstractions about the lesson
and perspective when
interpreting one’s
experiences?
(20 minutes)
Abstraction
The teacher
elaborates on the
following points:
 Data is anything
“given”. [It includes
one’s experiences.]
 Hermeneutics is
interpreting data.
 Phenomenology invites
us to be open to the
variety of experiences.
[For example, one
refuses to go out of
one’s comfort zone by
not tasting “exotic” food
or riding “extreme”
carnival rides.]
Hermeneutic
phenomenology is “the
study of experience
together with its
meanings” (Friesen,
Henriksson, & Saevi,
2012, p. 1). It is
impossible to investigate
experience without at the
same time inquiring into
its meaning; it is likewise
impossible to analyze
meaning without being
grounded on experience.
As an approach,
Human-environment
interactions shape
cultural and natural
landscapes?
(5 mins. )
Contextualization of the
thematic maps based on
student’s environment
by sharing their personal
experience
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
hermeneutic
phenomenology
represents an “attitude or
disposition of sensitivity
and openness: it is a
matter of openness to
everyday, experienced
meanings as opposed to
theoretical ones” (van
Manen, 2002, n.p.).
(20 minutes)
I. Evaluating learning
A 20-item modified
true or false and
identification quiz will
follow.
(10 mins. )
A 20-item modified
true or false and
identification quiz will
follow. (5 mins. )
Their performance
will be graded in
accordance to the
rubric passed upon
by the class. (5
mins. )
J. Additional activities for application
or remediation
V. REMARKS
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area DISS
Quarter
Teaching Dates and Time
Session 1
Session 2
Session 3
Session 4
I. OBJECTIVES
A. Content Standards
The learner understands the key concepts in the Social Sciences rooted in Filipino language/s and experiences
B. Performance
Standards
The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
C. Learning
Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
7. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
The learners examine the social ideas of Filipino thinkers
starting from Isabelo de los Reyes, Jose Rizal, and other
Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
Value the role of interpersonal relations in Philippine
culture. (HUMSS_DIS11-IVe-2)
Filipino Social Thinkers
Institute of Philippine Culture’s Study on Philippine
Values
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
IV. PROCEDURES
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
A. Reviewing previous
lesson or presenting
the new lesson
1. 4-pics One Word:
Present at least four
associated pictures of 6
Filipino thinkers (e.g.
Jose Rizal, Isabelo de los
Reyes, Pedro Paterno,
Andres Bonifacio, Zeus
A. Salazar, and Virgilio
Enriquez) to the learners
and ask them to identify
their names. (e.g. cover
of Noli Me Tangere,
outline of Rizal’s face,
cover of El Filibusterismo,
Luneta Park)
(5 minutes)
Ask the learners to
recapitulate the lesson
yesterday through the activity
“Call a Friend” in which the
teacher will call someone to
start the review. After that
learner finished his review he
will call someone to continue
the recap and so on.
Charade
Select students will
perform
the
significant role of the
social thinkers and
their classmates will
guess who.
(5minutes)
Review questions: What is
our lesson yesterday? How
was the lesson discussed?
What did you discover?
What are the
domains of
pakikipagkapwa
according to
Sikilohiyang
Pilipino?
Why do you think
these are
important and
considered as
distinct Filipino
values?
(5minutes)
(5 minutes)
(Note: If possible,
contextualize or localize
the Filipino thinkers that
you will include in the
activity and the lesson.)
B. Establishing a
purpose for the
lesson
2. Ask: What specifically
are they known for?
Questions to Ponder:
(These questions may be
answered as the class
goes through the
discussions and
activities.)
1. How significant are the
social ideas of the
presented Filipino
Thinkers?
How do interpersonal
relations affect Philippine
culture?
Or
How were interpersonal
relations practiced in
Philippine culture?
(5minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
C. Presenting
examples/instances
of the new lesson
2. Why is there a need for
us to understand their
ideas? (2 minutes)
1. Provide the learners
with handouts containing
the biographies of the
presented Filipino
thinkers and lessons
about social ideas. (7
minutes)
1. Discussion:
2.
Pakikipagkapwa
according to Sikolohiyang
Pilipino (p.188)
3. 1. Kapwa as ibang tao
4. 2. Kapwa as hindi ibang
tao
2. Think-Pair-Share: Ask
the learners to work in
pairs. Instruct the
learners to read or scan
the given materials. (3
minutes)
Domains of interpersonal
relations with kapwa as
ibang tao: (p.189)
1. Pakikitungo;
2. Pakikisalamuha:
3. Pakikilahok
4. Pakikibagay
5. Pakikisama
3. Ask the learners to
share the part/s in the
handouts that strike them
the most. (5 minutes)
D. Discussing new
concepts and
practicing new skills
#1
Class Brainstorming:
After giving them time to
read the text again, (5
minutes) Ask the learners
to give the gist of the
material’s content about
the social ideas of each
Filipino thinker. (7
minutes)
5.
6. Domains of interpersonal
relations with kapwa as
hindi ibang tao (p. 189)
7. 1. Pakikipag-palagayang
loob
1. Show to the learners the
specific contribution of the
given Filipino thinkers in the
society through pictures. (e.g.
El Filibusterismo, El Folk-lore
Filipino, etc.)
2. Ask: What is/ are the
relations of their social ideas
to their contributions?
(Recitation)
1. Pakikisangkot
2. Pakikipagkaisa
(20minutes)
Group Activity:
Perform a creative
presentation showing
that you value the
role of interpersonal
relations in Philippine
culture. You may
choose from the
following for your
presentation:
a. role playing
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(8 minutes)
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
b. talk show
c. panel discussion
d. tableau
e. drawing
e. song/rap
f. poem
(15minutes)
The students will narrate
actual situations or
experiences wherein they
manifested the domains of
pakikipagkapwa.
Group Activity
1. Group the learners into
3 (or 6 if the time
permits). Assign two
Filipino thinkers for each
group. Ask them to
complete a graphic
organizer that
summarizes their
ideologies and the social
ideas. (10 minutes)
2. Ask the learners to
present their work in front
(3 mins. per group)
Differentiated Task
1. Group the learners into 3
(or six if the time is still
sufficient) and assign each
with 2 Filipino thinkers.
2. Instruct the learners to
make an analysis or
examination of the practicality
and acceptability of the social
ideas of these thinkers in the
past and in the present
community. The following will
be the assignment.
Presentation proper
(30minutes)
(5minutes)
How do interpersonal
relations affect Philippine
culture?
OR
How were interpersonal
relations practiced in
Philippine culture?
(5minutes)
Group 1: (Rizal & Bonifacio)
Present through a debate.
Group 2: (Reyes & Paterno)
Share the details through a
talk Show
Group 3: (Salazar &
Enriquez)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Present through a panel
discussion. (simulation)
(Give them 7 mins. prep.
Time and 3 mins. for their
presentation)
3. Provide a scoring rubric for
the activity.
G. Finding practical
applications of
concepts and skills
in daily living
Processing Question:
Ask: How can these
social ideas affect your
perspectives in life?
(2 minutes)
Processing Questions:
Ask: How will you apply some
of the striking social ideas of
our Filipino thinkers in your
life?
(2 minutes)
H. Making
generalizations and
abstractions about
the lesson
Wrapping Up:
Ask: Why is there a need
for us to determine the
social ideas of our own
thinkers? (2 minutes)
1. Reflection
Paper/Learning Log
Write: Compose a
reflection paper. Highlight
the Filipino thinker you
like the most and justify
at least 2 of his social
ideas you agree with. (5
minutes)
Wrapping Up:
Ask: Why do we need to
examine the social ideas of
our own thinkers? (2 minutes)
I.
Evaluating learning
2. Provide a scoring
rubric.
How will you apply the
domains of
pakikipagkapwa in your
daily life? Cite instances
wherein each domain of
pakikipagkapwa should be
applied.
(5minutes)
What are the roles of
interpersonal relations in
Philippine Culture?
(5minutes)
1. Essay
Explain the meaning of the
Write: Choose one among the domains of pakikipagkapwa
6 Filipino thinkers. Enumerate with its appropriate
at least 3 social ideas and
translation in the English
examine their significance
language.
1. Pakikitungo
based on the practicality and
2. Pakikisalamuha
acceptability of the social
3. Pakikilahok
ideas of these thinkers in the
4. Pakikibagay
past and in the present
5. pakikisama
community. (15 minutes)
6. pakikipagpalagayangloob
2. Provide a scoring rubric.
Individual Activity:
Journal Writing
Why is there a need
to value the role of
interpersonal relations
in Philippine culture?
(10minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
7. pakikisangkot
8. pakikipagkaisa
(10minutes)
J. Additional activities
for application or
remediation
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher Group 4
Teaching Dates and
Time
Session 1
Grade Level GRADE 11
Learning Area Disciplines and Ideas in the Social Sciences
Quarter
Fourth
Session 2
Session 3
Session 4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of key concepts in the Social Sciences rooted in Filipino language/s
and experiences.
B. Performance
Standards
The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
C. Learning
Competencies/
Objectives
Write the LC code for
each
The learners evaluate the person’s personality using the core values of Sikolohiyang Pilipino.
(HUMSS-DIS 11-IVf-3)
II. CONTENT
III. LEARNING RESOURCES
C. References
8. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
Subtask: Define the
nature Sikolohiyang
Pilipino.
Identify the core values of
Sikolohiyang Pilipino
Evaluate the person’s
personality using the core
values of Sikolohiyang
Pilipino.
https://tl.m.Wikipedia.org.
,/ Discipline and Ideas in
https://m.youtube.com/watch? https://m.youtube.com/filipino
Social Sciences by Jose
v=qopg54dkjdo
values
Ong
https://www.slideshare.ne
Carry out an
exploration of personal
and social experiences
using indigenous
concepts.
Jose, M.D. & Ong, J. A.
(2016). Disciplines and
Ideas in the Social
Sciences. QC: Vibal
Group, Inc.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
t>mobiole>Sikolohiyang>
Pilipino
D. Other Learning
Resources
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the
lesson
Review: Call a Friend
The teacher will call
someone to start the
review, then he will call
someone to continue the
recap and so on.
1. Name distinguished
Filipino social thinkers.
4. What are their
respective social ideas?
(5 minutes)
1.Pictograph: 4pics 1
word
Learners recapitulate
yesterday’s lesson through an
activity: FOREIGNOY.
Teacher will group the class
in 3 and will ask leader to pick
from 3 countries (America,
Spain and 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.
(5 minutes)
Ask the students: What are
the characteristics that preexisted even before the
Ask this question: What is
the core value of
Sikolohiyang Pilipino?
Picture Presentation
1. Present the learners
with 3 photos that will
represent
pakikipagkapwa,
Activity 1: Knowing the 8
Manners of Pakikipagkagandahang-asal at
kapuwa
pagtulong as kapwa.)
The class will be divided into 2. Ask the learners (at
5 groups. Each group will
least 3) to make a
choose 2 members to
recapitulation of the
represent their group in
lesson using the 3
doing the first activity. In this photos. (Based on the
activity, the teacher will post photos, review the
several Filipino manners on
lessons discussed
the board. The students’ task yesterday.)
is to identify which among of (5 minutes)
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.
Ask this question: Can you
describe each manner in
your own words?
Activity 2: Fact or Bluff
The class will be divided into
5 groups. Each group will be
Video Presentation
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
The teacher will show
group of pictures;
learners will figure out
their relationship to come
up with a word that would
represent them all.
(Spain, American,
Japanese)
(10minutes)
2. What are the
influences of these
countries to the attitudes
and behaviors of the
Filipinos?
C. Presenting
examples/instances
of the new lesson
a. Spain- Religiousness,
Eating habits, forms of
entertainment, manner of
dressing
b. American- open, free,
education, independent,
religious freedom,
English, eating habits
c. Japan-Work ethics,
Patriotism, nationalism
(10 minutes)
Picture Analysis about
Filipino Traits
The teacher will show
pictures for students to
analyze.
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)
given FACT and BLUFF
papers. The teacher will then
present several situations in
the society and the students’
task is to identify if the
following situations are in
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 AntiMendicancy Law bilang
isang masunuring
mamamayan. BLUFF
5.
Hindi pakikialam sa
usapin ng RH Law. BLUFF
1 minute in the
Philippines by Nas
Daily
Processing Question:
1. Share your personal
experience where you
see the strength of
Filipino values.
2. I want you to share
your personal
experiences where you
see the weakness of
Filipino values.
Picture Analysis: Mirror
1. Ask the students about
the characteristic of
Filipinos?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Answer: Hospitality or
Magandang pakikitungo,
courtesy (Po at Opo),
Close family ties etc.
(10 minutes)
Processing questions:
 What do you see from the
picture?
 What does the picture try to
depict?
 What is common with all the
pictures shown?
(5 minutes)
D. Discussing new
concepts and
practicing new skills
#1
Discuss the meaning of
Sikolohiyang Pilipino.
Activity 3: Documentary
Analysis
The class will watch the
 Kapwa
1. Sikolohiyang Pilipino
documentary film entitled
- The concept of kapwa
“Pobreng Mayaman.”
or Indigenous Filipino
(shared identity) is the core
Psychology is also known
Individually, they are task to
of Sikolohiyang Pilipino and
as Kapwa Psychology.
answer the following guided
heart of the structure of
Kapwa Psychology draws
questions:
Filipino values.
from folk practices as
1.
What are the qualities
 Pakikipagkapwa means
much as from modern
of Aling Eli?
treating the other person as
theory. It perceives no
2.
What are the qualities
kapwa or fellow human
of people around Aling Eli?
contradiction between
being.
indigenous folk beliefs
After doing their individual
Two Categories, 8 levels of
and modern
task, the students need to
interaction.
psychological concepts
group themselves into 4,
 Ibang Tao (outsider)
and scientific norms.
then, they will make 2 TPakikitungo:
charts (for Aling Eli and the
It includes in its study the
civility
IKSP of healing from the
People around her). Using TPakikisalamuha
act
Babaylan and Albolaryos
chart, they can list on the left
of mixing
(native shamans and
side all qualities which
Core Values
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.)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
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.
(15 minutes)
E. Discussing new
concepts and
practicing new skills
#2
Pakikilahok
act
of joining
Pakikibagay:
conformity
Pakikisama:
Being united with the
group
Hindi Ibang Tao (“one-ofus”)
Pakikipagpalagayang-loob:
Act of mutual
trust
Pakikisangkot:
Act of joining
others
Pakikipagkaisa:
being one with
others
(10 minutes)
Discussing new concepts
and practicing new skills
#2
Examples of Filipino
Values:
 Hospitality - the friendly
and 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)
(5 minutes)
correspond with the core
value or the 8 manners of
Filipino social interaction,
while, on the right side, they
can list all the qualities which
not correspond to the core
value. They will be given 2
minutes to finish this task
and after that, 1 per each
group will report their activity.
3. Ask the learners to
explain their responses.
4. The facilitator gives
his/her input on the
activity.
(10 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
F. Developing mastery
(leads to Formative
Assessment 3)
Picture Perfect
Activity: Video clip
1. Identify the Filipino
traits that you observed?
2. Why do we need to
study Sikolohiyang
Pilipino?
(10 minutes)
G. Finding practical
applications of
concepts and skills
in daily living
Activity: Recitation
1. As a student how
would you apply or use
Sikolohiyang Filipino for
the betterment of your
daily life?
(5 minutes)
 Group the class into 5
groups.
 Scenarios will be given
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.
(10 minutes)
Ask the students: When does
a Filipino Value become
positive or negative.
(5 minutes)
Activity 4: HuLarawan
The teacher will show 6
pictures. Using their
understanding and learning
from 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
Spoken Poetry
1. Group the students
into 5.
2. Assign each group
with indigenous
concepts.
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
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Each table will choose 1
values help you as a
representative and their task senior high school?
is to pick or choose one
(2 minutes)
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.
H. Making
generalizations and
abstractions about
the lesson
What is Sikolohiyang
Filipino?
Why is Sikolohiyang
Filipino considered a
Filipino social science
perspective?
(5minutes)
Filipino Core Values
 Kapwa - 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.
 Hospitality - the friendly
and generous reception
and entertainment of
guests, visitors, or
strangers
 Utang na loob – debt of
gratitude.
Activity 6: KAPUWA
The teacher will post the
blank man named KAPUWA.
By this time, every student is
free to write everything
they’ve learned from the
discussion either manner,
definition, or the likes.
Wrapping Up
•
Why is there a
need to determine the
strengths and
weaknesses of Filipino
values? (2 minutes)
KAPUWA
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
 Bahala na – fatalism or
determination and being
risk taker. Bahala na ang
Diyos (God will take care
of us)
(5 minutes)
I.
Evaluating learning
J. Additional activities
for application or
remediation
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher Group 4
Teaching Dates and
Time
Session 1
Grade Level GRADE 11
Learning Area Disciplines and Ideas in the Social Sciences
Quarter
Fourth
Session 2
Session 3
Session 4
I. OBJECTIVES
Key concepts in the Social Sciences rooted in Filipino language/s and experiences
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC code
for each
Carry out an exploration of personal and social experiences using indigenous concepts
The learners explain the significance of using a particular
language for discourse
HUMSS_DIS11-IVg-4
The learners critique dominant approaches using
Filipino perspectives.
HUMSS_DIS11-IVg-5
II. CONTENT
The Significance of a Particular Language for Discourse
Pantayong Pananaw
III. LEARNING RESOURCES
E. References
9. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
F. Other Learning
Resources
- Dela Cruz, et.al, (2016) Disciplines and Ideas in the Social Sciences, Phoenix, Quezon City
- Jose and Ong, (2016) Disciplines and Ideas in the Social Sciences, Vibal, Quezon City
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
- Estrope, Carmela R.(2016), Group Kadamay shifts campaign to take over idle units to housing project in
Bocaue town, INQUIRER.NEThttp://newsinfo.inquirer.net/881695/group-kadamay-shifts-campaign-to-take-overidle-units-to-housing-project-in-bocaue-town
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Picture Presentation
Provide some pictures
that will show several
Filipino values that have
been shown last
meeting.
Ask the learners to
recapitulate the lesson
yesterday through the activity
“Call a Friend” in which the
teacher will call someone to
start the review. After that
learner finished his review he
will call someone to continue
the recap and so on.
Processing Questions:
1. What do the pictures
represent?
2. Why are these Filipino Review questions: What is
values essential as a
our lesson yesterday? How
Filipino?
was the lesson discussed?
What did you discover?
(5 minutes)
(5 minutes)
FILIPINO
LANGUAGE
The Importance of My
Language: The teacher will
post this graphic organizer
on the board. Each student
is free to write their own
understanding about the
significance of Filipino
language in Filipino
discourse and society.
(5 minutes)
B. Establishing a
purpose for the
lesson
Pass the Message.
1. Group the learners into
4 groups.
2. Ask each group to fall
into a line then give the
person at the end of the
queue a message (the
message must be in
different regional
languages like
Hiligaynon, Cebuano,
Ilokano, Ilongo, etc.) that
he/she will pass to the
The class will be divided into
6 groups. Each group will be
assigned to reconstruct the
image of their assigned
puzzle.
1.
4.
2.
5.
3.
6.
Dominant
SS
Approaches
Filipino
Perspectives
Comparing
Perspectives: The class
will work collaboratively
by comparing the
perspectives presented
in dominant approaches
and Filipino
perspectives. They will
also write the
similarities of these
perspectives at the
center of this diagram.
(5 minutes)
Ask the following
questions:
Q1: What makes
Filipino perspectives
differ from the dominant
approaches?
Q2: Can we use the
various social science
approaches in dealing
with the social
happenings and
concerns all the times?
Why?
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
next student and then so
on until the message is
received by the last
student. The learner at
the end of the line will
write the response on the
board.
C. Presenting
examples/instances
of the new lesson
Guide Questions:
1. How did you find the
activity?
2. What makes the
activity difficult/easy?
(7 minutes)
Video Presentation:
1. Share to the learners
the guide questions;
2. Have the learners
watch a 2-minute video in
order for them to see how
language can be a
hindrance or a bridge for
understanding when
communicating with
another person.
(3 minutes)
3. Processing Questions:
a. What are the
hindrances to
understanding based on
the video?
b. What are the means of
understanding when
communicating with
another person?
After doing this activity, each
group will be presenting their (3 minutes)
work by answering these
following questions:
Q1: What is the message of
this image?
Q2: What social science/
Filipino perspective is related
to this image? Why?
(15 minutes)
Graffiti Wall
1. Group the learners into 3.
2. Ask the learners to
enumerate their ideas about
the following informal
languages:
a. gaylingo
b. jejemon
c. salitang kalye
3. Ask the learners to present
their answer in front.
The class will then be
divided into 2 groups. The
first group will be assigned to
the dominant social science
perspectives (e.g Structuralfunctionalism, conflict
perspective, symbolic
interactionism,
psychoanalysis, ect) while
the second group will be
assigned to Filipino
perspectives like
Sikolohiyang Pilipino,
Pantayong Pananaw,
Pilipinolohiya, and etc. The
groups are tasked to put the
major ideas presented from
each perspective using Data
Retrieval chart.
Perspecti Major Idea
ve
The teacher will discuss
the needs for critiquing
the dominant
approaches based on
Filipino perspectives for
the students to realize
the following:
 The Filipino society
should be analyzed
from the eyes of
Filipino perspectives
or any dominant
approaches related
to Filipino
perspectives.
 The dominant
approaches were
originated from the
West.
 The individual and
social behavior of
Filipinos are
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
c. Based on the video,
what does discourse
mean?
different from the
Westerners.
(25 minutes)
(10 minutes)
Ask the following questions:
Q1: What are the major
ideas presented in the
dominant perspectives?
Q2: What are the major
ideas presented in the
Filipino Perspectives?
Q3: Do they have
similarities? And what are
those similarities?
Identify the related
Filipino perspective to
the following dominant
approaches:
Approa Related
ches
Filipino
perspe
ctive
Structur
alfunction
alism
Conflict
perspec
tive
Symboli
c
interacti
onism
Psycho
analysis
Rationa
l choice
theory
Instituti
onalism
Feminis
t theory
Hermen
eutical
(5 minutes)
D. Discussing new
concepts and
practicing new skills
#1
1. Share with the learners
some personal
experiences that was
affected by the language
barrier.
2. Have the learners
share some experiences
they have encountered
where language has
become a hindrance
when speaking with
another person.
(5 minutes)
Processing Questions:
1. Why do we consider these
languages as means for
discourse?
2. Are these languages
recommended for everyday
use? Why yes or not?
(10 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
phenom
enology
Humanenviron
ment
system
s
Ask this question:
Q1: What are the
characteristics of these
approaches that make it
related to Filipino
perspectives?
(12 minutes)
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
1. Group the learners into
4. The groups will
perform a 3-minute skit
regarding on how
language help one to
make a discourse
successful on the
following context.
a. business
b. school
c. church
d. government
(7 minutes)
2. Provide the learners a
scoring rubric before the
presentation.
1. Group the learners into 4.
The groups will perform a 3minute skit. Each group will
apply some informal and
formal words in context. (The
teacher will choose the
words)
Answer this question:
1. In what ways do the
Filipino perspectives
differ from dominant
approaches?
(5 minutes)
There are two stations,
the LIKE and DISLIKE.
The teacher will present
some perspectives of
each dominant
approaches and each
student will choose if it
can be applied to
Filipino society or not
by choosing from the
LIKE and DISLIKE
stations.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
3. Ask the learners to
present the performance.
(3 mins each group)
1. Structural
functionalism sees
society as a
complex whose
parts work together
to promote solidarity
and stability.
2. Conflict perspective
or Marxism sees
society as an arena
of two conflicting
forces.
3. Symbolic
interactionism
depends on the
symbolic meaning
developed by
people in the
process of
interaction.
4. Human-environment
system deals with
broader studies into
the intricate nature
of mutual
interactions and
feedbacks between
humans on the
environment and the
effect of the
environment on
humans.
5. Feminism promotes
the belief that
women and men
should be treated
equally and that
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
steps have to be
taken to realize the
goal of gender
equality.
G. Finding practical
applications of
concepts and skills
in daily living
Think this Over
Think this Over
How significant is the use
of a particular language
for discourse?
(2 minutes)
How significant is the use of
formal language for
discourse?
(2 minutes)
Ask this question:
Q1: As a social science
student, what
approaches/perspectives will
you use by analyzing and
examining the society?
Why?
(5 minutes)
H. Making
generalizations and
abstractions about
the lesson
Wrapping Up
Wrapping Up
Why is there a need to be
very particular when it
comes to the choice of
words in discourse?
(2 minutes)
Why is there a need to think
of a proper language for
discourse?
(2 minutes)
I.
Ask the learners to
enumerate the
hindrances in
communication and the
possible solution for
those problems.
Reflection Paper
Evaluating learning
Language
Hindrances
1
2
3
Solution
Ask the learners to compose
a reflection paper for the
question below:
How does our language affect
the message that we want to
express? Why is the use of
specific language significant?
(2 minutes)
The teacher will present
5 pictures of social
issues. The student’s
task is to choose 1 from
these pictures and they
will try to analyze using
the most appropriate
dominant approach
suited to this issue.
(5 minutes)
Ask the following
questions:
Q1: What is the
importance of
examining dominant
approaches from the
eyes of Filipino
context?
(3 minutes)
Read the article
entitled: Group
Kadamay shifts
campaign to take over
idle units to housing
project in Bocaue
town from
INQUIRER.NET.
Analyze this article
using one or two social
science dominant
approaches by
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4
answering the following
questions:
Q1: How is this article
relevant to your chosen
approach/es?
Q2: Is your chosen
approach/es suited to
Filipino perspective?
Why?
(20 minutes)
Source:
http://newsinfo.inquirer.
net/881695/groupkadamay-shiftscampaign-to-take-overidle-units-to-housingproject-in-bocaue-town
J. Additional activities
for application or
remediation
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and
Time
DAY 1
Grade Level
Learning Area DISS
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
The Role of Social Science in the real World.
Illustrate situations and context in which Social Science can be applied.
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC code for
each
II. CONTENT
Determine how Social Science can be used to address
social concerns.
HUMSS_DIS11-IVh-6
Recognize multidisciplinary and/or
interdisciplinarity as an approach to looking at
society.
HUMSS_DIS11-IVh-7
Determine how a certain
Understand how Social
profession addresses social Science helps to analyze
concern/s.
social problems.
1. Professions.
2. Applications and Intersections of the approaches in addressing social problems.
III. LEARNING
RESOURCES
A. References
10. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
Sociology: Basic Concepts
and Perspectives Manuel B.
Garcia
https://www.youtubejnm
p4.com/downloadphp?v?
=eli15zfoyVxoHW2AprH
12ed.
Arleigh Ross D. dela
Cruz, Cecile D.
Fadrigon, and Diana J.
Mendoza, “Applications
and Intersections of the
Approaches in
Addressing Social
Problems”, in Disciplines
and Ideas in the Social
Sciences (Quezon City,
Philippines: Phoenix
Publishing House, Inc.,
2016), pp. 195-196.
Sociology: Basic
Concepts and
Perspectives Manuel B.
Garcia
Arleigh Ross D. dela
Cruz, Cecile D.
Fadrigon, and Diana
J. Mendoza,
“Applications and
www.arj.no/2012/03/12/d Intersections of the
isciplinarities-2/
Approaches in
Addressing Social
Problems”, in
Disciplines and Ideas
in the Social Sciences
(Quezon City,
Philippines: Phoenix
Publishing House,
Inc., 2016), pp. 205225.
Jose Rizal, “Sobre la
indolencia de los
Filipinos” (Madrid: La
Solidaridad, 1890).
http://www.gutenberg.
org/cache/epub/6885/
pg6885-images.html
Accessed on 12 May
2017.
https://www.youtube.c
om/watch?v=XWH2Cg
BeVcM
https://www.youtube.c
om/watch?v=UNLQN
gjOr08
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the lesson
Ask the students to explain
the significance of knowing
how to critique dominant
approaches using Filipino
perspectives.
 What is the
importance of using
your Mother tongue in
any discourse?
 What is the
importance of using
Filipino language in
any discourse?
(5 minutes)
Activity: “Gusto Kong
Maging…”
The learners will be asked of
their dream profession and
share before the class. The
following guide questions will
be asked:
1. What profession do
you want to pursue
five (5) years from
now?
2. Why do you want it?
3. How do you think it
will help the society?
(5 minutes)
Ask the learners:
*Give the different
professions that we
discussed yesterday?
(2 minutes)
Review of the past lesson
about all the disciplines
within the Social Science.
A minute video entitled,
“Social Problems in the
Philippines” will be
shown in class.
https://www.youtubejnm
p4.com/downloadphp?v
?=eli15zfoyVxoHW2Apr
H12ed.
(5 minutes)
Group Activity: Metaphor-make
Meaning(MMM)
Have the students unlock
the social science by
identifying the symbol
behind the pictures.
Sample pictures
Name the disciplines of
the Social Science.
(5 minutes)
After reminding the
students to arrange
their seats and tidy
up their immediate
surroundings, the
teacher checks
attendance. S/he
briefly asks some
students concerning
their understanding of
multidisciplinary in
the social sciences.
(5 minutes)
A 5-minute video
introducing the issue
will be shown:
https://www.youtube.
com/watch?v=UNLQ
NgjOr08
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Processing Questions:
1.Were you able to find
the connection?
2. In one word, what is
the concern of each
social science?
C. Presenting
examples/instances of
the new lesson
A video presentation of
different societal problems
will be presented/flashed via
LCD projector.
*personally, made by the
teacher
(5 minutes)
Processing Question:
What is the video all about?
(10 minutes)
Video analysis: (6
“Word within a Word”
minutes)
(WWW Activity)
1. Based on the
Have the students
video, what are
enumerate words that
the existing social start with the words multi
concerns/problem and inter. Then, have a
s in the
generalization.
Philippines?
Processing Question:
2. What do you
Based on the list of words
think are the
you’ve given, what is the
underlying causes meaning of multi and
of the problems
inter?
(7 minutes)
Activity: Symposium
/ Panel Discussion
A group of students
will serve as a panel
of experts
[anthropologist,
economist, historian,
political scientist,
psychologist, &
sociologist] analyzing
the issue of the
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
shown from the
video?
3. In your own idea,
how can these
problems be
solved?
(6 minutes)
D. Discussing new
concepts and
practicing new skills
#1
The learners will be grouped
into four (4).
Ask: List down maximum of
ten (10) social
concerns/issues that they
see, observe or experience
in the society or community
where they belong in a
manila paper and marker
using a concept map in the
manila paper provided.
Sample Venn Diagram
Social
Issue
*Learners will choose one to
two representatives in
explaining their work and
elaborate what they have
listed.
(10 minutes)
Discussion on the roles
of Social Sciences in
solving the social
concerns.
(10 minutes)
Examples:
perceived indolence
of the Filipinos.
(30 minutes)
Teacher will flash the
definition of the
multidisciplinary and
interdisciplinary
approach.
Have the students
underline the keywords
from the given definition
to distill the essence of
the word.
Multidisciplinary
Approach – The world
has many different
disciplines each of which
attempts to explain “the
same” phenomena from
their respective
disciplinary viewpoints.
Interdisciplinary
Approach – Looking at
“the same” issue/s from
multiple disciplinary
perspectives, in a way
that tries to integrate or
make holistic sense of the
various explanations of
“the same” phenomena
that are generated from
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
each of the disciplinary
perspectives.
(7 minutes)
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
Each group will be given two
(2) minutes to choose a
social concern and discuss
its causes and effects
among the group and
another two (2) minute in
presenting their work.
The teacher will give
additional inputs regarding
the causes and effects of
different social concerns.
(10 minutes)
Create an
authentic
presentation
based on the
identified social
concerns from the
previous meeting:
1. Ask each group to
make an artistic
presentation (role
playing, poster
making, dance,
song
interpretation,
etc.) on a
particular social
concern that has
been observed by
each group in
class for 3-4
minutes.
2. Each group must
highlight the roles
of Social
Sciences in
solving these
social concerns.
Discussion using Venn
Diagram.
Sample Venn diagram
IM
The teacher asks the
students: “Were you
able to see the
differences in the
perspectives of the
various social
sciences?” (5
minutes)
(10minutes)
(20 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
G. Finding practical
applications of
concepts and skills in
daily living
With the same group, they
will be asked to present
possible solutions to the
problem by presenting a
short talk show role playing
of the chosen profession
(15 minutes)
H. Making
generalizations and
abstractions about the
lesson
Ask: In your opinion,
assuming you already
practice such profession
today, what would be your
role in solving these social
concerns?
The learners will write a
letter to the President,
informing him about the
social concerns that they
have identified. The
learners will also
suggest possible
solutions to the
problems.
(5 minutes)
Based on the
discussions, in what
ways can Social Science
help in solving the social
concerns in the country?
*The teacher will show
an illustration to
summarize the lesson
“Social problems can be
addressed and solved by
simple citizens especially
those who have
(7 minutes)
institutionalized professions.
So, everyone is encouraged
to dream big, pursue those
dreams and participate in
nation-building and solving
the unending problems in the
society.”
(5 minutes)
Ask:
1.How inter/multidisciplinary approach can
be applied in your life?
2. Between the 2
approaches, which do
you find more useful in
your daily life? Why?
(7 minutes)
Create a flowchart using
popsicle sticks and shape
cut-outs to illustrate the
distinction between the 2
approaches.
Note: Circles- Social
Science Discipline
Squares- Insights/
Solution Popsicle – Lines
(variation: use rubber
bands)
Use the 8 popsicle sticks
and the shape cut-outs to
show your understanding.
You don’t need to use all
8.
(Sample output: see
attachments)
The teacher
elaborates on the
following points
(10 minutes):
 Social analysis
makes use of the
tools of the various
social sciences to
look at historical and
structural causes of
an issue involving
social inequality.
 The various social
sciences serve as
different “lenses” to
provide a
multifaceted view of
a single issue.
 Interdisciplinarity
involves multiple
disciplines [i.e.,
social sciences]
working together to
provide a richer
perspective of social
reality.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
I. Evaluating learning
Formative Assessment:
Make a reflective paper on
“My Profession and the
Society”.
This may also be considered
as an additional activity for
application if not finished.
Rubrics related will be given
and explained before.
(5 minutes)
(rubrics: see appendices)
J. Additional activities for
application
or
remediation
Formative
assessment:
(10 minutes)
Assign one social
concern for each group
and causes, effects, and
possible solutions of the
following social
concerns. Choose one
and identify three issues
involving the said
concern.
1. Economic
2. Political
3. Education
4. Environmental
5. Health and
Sanitation
6. Gender Inequality
Assignment: Define
multidisciplinary and
interdisciplinarity.
Formative Assessment:
Have the students
accomplish the flow chart.
(9 minutes)
Formative
Assessment:
Make an essay on
“Social Sciences:
Different
Perspectives”.
This may also be
considered as an
additional activity for
application if not
finished.
Assignment: Search for
the different Social Issues
being observed at the
present time.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and
Time
DAY 1
Grade Level
Learning Area DISS
Quarter
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content
Standards
The role of Social Science in the real world.
B. Performance
Standards
Illustrate situations and contexts in which Social Science can be applied.
C. Learning
Competencies/
Objectives
Write the LC code
for each
Generate an analysis of a social phenomenon using at least two approaches from the Social Sciences.
(HUMSS- DIS 11-IVi-8)
Generate an analysis of a social phenomenon using
Generate an analysis of a social phenomenon using
one approach from the Social Sciences.
another approach or other approaches from the Social
Sciences.
II. CONTENT
Applications and Intersections of the approaches in addressing social problems
III. LEARNING
RESOURCES
A. References
11. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
What is the role of Social
Science in addressing
social concerns?
(5 minutes)

Recapitulate by
answering the KWL
Chart.
What
I do
not
know
(*Based on the
responses, give
attention on the things
that are not yet
understood by the
learners*)
(10minutes)
C. Presenting
examples/instanc
Recap the previous
lesson:
What
I
Know
B. Establishing a
purpose for the
lesson

Video Analysis:
The learners will be
grouped into four. They
will take view on a short
video-clip about the
different social
phenomena in the
Philippines.
(5 minutes)
Learners will be asked to
sit according to their
group. Each group will be
given a news clip/article
about social issues.
Apart from the short video
clips presented, the
Students will be asked to
give other social issues
Ask: What does that
picture show?
(5 minutes)
How do the
different
approaches help an
individual analyzing
a social
phenomenon?
(5 minutes)
The learners will be
divided into four
groups. Each group
will be asked to
arrange the jumbled
letters to decipher the
social issues currently
happening in our
country.
(5 minutes)
The learners will be
presented different
-
How did Groups 1 and 2
analyze the social
phenomena presented
through different
perspectives/approaches?
(5 minutes)
How will the other groups
analyze the social Phenomena
assigned to them
(5 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
students will be asked to
think of other social
phenomenon/relevant
issues that are currently
happening?
(5 minutes)
related to what the
picture/image depicts?
* Fill-in the Chart:
Each group will identify
one social phenomenon
and analyze it by applying
Social Science
approaches. (15minutes)
e.g.
Let the students analyze
the articles given by using
at least two Social Science
approaches.
Social Issue
Analysis
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads to
Formative
Assessment 3)
Approach/es
Presentation of the
learners’ output.
(5 minutes)
* Twist in analyzing:
Answers will be made
through “Collage artwork
and be presented to the
class by each group’s
representative.
(15 minutes)
Presentation of output.
(scores will be obtained
through the use of
Rubrics)
social phenomena
such as:
1. Teenage
pregnancy
2. Anti-Drug
Campaign of
President Duterte
3. Extra-Judicial
Killings
4. Juvenile
Imprisonment
5. Territorial Disputes,
etc.
(5 minutes)
* The representative
of the group will pick
a topic and perform
an analysis using 2
or more social
science approaches.
(5 minutes)
Each of the groups
will perform their
analyses through the
following activities:
Presentation of Groups 3 and
4.
(20 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Reporting of each group’s
output will be delivered by
their
leader/representative.
(20 minutes)
Ask: What social
phenomena are
presented?
-
Then, let the learners
analyze the phenomena
using other approaches.
(15 minutes)
Infomercial
Role-playing
Pantomime
Rap/Fliptop
Poster/Slogan
Making
Newscasting
Etc.…
Representative of
each group would
select their activities
through “fish bowl”
technique.
Presentation of
Groups 1 and 2 only
G. Finding practical
applications of
concepts and
skills in daily
living
The teacher will ask from
the students: In what ways
do these social
phenomena (presented)
affect individuals (if
applicable)? the society?
(5 minutes)
The teacher will let the
student do the following:
Select one social issue
discussed by the group
and cite possible solutions
that will help
alleviate/eradicate it.
(5 minutes)
(40 minutes, including
the instruction,
preparation, and
presentation)
The teacher will
encourage the
students to deal with
the question: How
can these means of
analyses (of different
approaches) help you
in dealing with your
interpersonal
relations?
*Note: Based on the
presentation of
groups 1 and 2.
(5 minutes)
A follow-up question will be
also asked from the students:
How can these approaches
help you in dealing with your
interpersonal relations/daily
experiences?
*Note: Based on the
presentation of groups 3 and
4.
(5 minutes)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
J. Additional
activities
application
remediation
What is the relevance of
the social science
approaches in analyzing
the social phenomena
taking place in the
society?
(5 minutes)
Reflective type of
questions will be posted
on the board about the
issues tackled and give
own perspectives using
the approaches learned in
Social Science. (5
minutes)
How do the different
approaches help an
individual to analyze a
social phenomenon?
(5 minutes)
(Note: generalization
and evaluation will be
done next meeting)
How do the different
approaches help an individual
to analyze a social
phenomenon?
(10 minutes)
Different approaches in Social
Sciences help an individual
understand the underlying
causes and effects of social
issues and through this, he will
be able to find solutions on the
existing problems in the
society.
Summative Test
(15 minutes)
Homework:
for *Look for and bring an
or article about the current
social phenomena. Paste
it on your notebook.
Bring old magazines,
paste. Scissors, bond
papers, and other art
materials.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
APPENDIX
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RATIONAL CHOICE THEORY loop a word(HUMSS_DIS11-IVa-6)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Quality of Content
Quality of Scenario
Organization
Impact
Presentation Skills
RUBRIC FOR THE SIMULATION
RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)
5 - Excellent
3 - Good
1 - Fair
Content is not
Content is accurately
Content is accurately
accurately portrayed
portrayed as effective. portrayed as effective.
as effective.
Complete coverage of Adequate coverage of
Incomplete coverage
the topic including its
the topic including its
of the topic including
strengths and
strengths and
its strengths and
weaknesses
weaknesses
weaknesses
Scenario was not
Scenario was realistic,
Scenario was realistic
realistic, class
class appropriate and
and class appropriate
appropriate and wellwell-developed
developed
Presentation was well
organized. Smooth
Presentation was fairly
Presentation was not
flow of the transition
well- organized
well organized
was evident
Presentation fully
Presentation engaged
Presentation failed to
engaged the audience
the audience
engage the audience
None of the presenters
All presenters spoke
Most presenters spoke
spoke with appropriate
with appropriate eye
with appropriate eye
eye contact, gestures
contact, gestures etc.
contact, gestures etc.
etc.
Score
TOTAL SCORE
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR THE SIMULATION
RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)
5 - Excellent
3 – Good
1 - Fair
Quality of Content
Content is accurately
portrayed as effective.
Complete coverage of the
topic including its
strengths and
weaknesses
Content is accurately
portrayed as effective.
Adequate coverage of the
topic including its
strengths and
weaknesses
Content is not accurately
portrayed as effective.
Incomplete coverage of
the topic including its
strengths and
weaknesses
Quality of Scenario
Scenario was realistic,
class appropriate and
well-developed
Scenario was realistic and
class appropriate
Scenario was not realistic,
class appropriate and
well-developed
Organization
Presentation was well
organized. Smooth flow of
the transition was evident
Presentation was fairly
well- organized
Presentation was not well
organized
Impact
Presentation fully
engaged the audience
Presentation engaged the
audience
Presentation failed to
engage the audience
Presentation Skills
All presenters spoke with
appropriate eye contact,
gestures etc.
Most presenters spoke
with appropriate eye
contact, gestures etc.
None of the presenters
spoke with appropriate
eye contact, gestures etc.
Score
TOTAL SCORE
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Activity
RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)
Under Pressure
Instruction: Read the scenario below and answer the questions that follow using the worksheet (Under Pressure) provided.
Here is the scenario. You are on your way to an important job interview that is given only to shortlisted applicants which include you. You have waited long for
this job interview and prepared a lot for it. To miss the interview is to miss a very good chance at a job opportunity that you have dreamed of since you were a kid. You
are very excited and hopeful that you will get hired. You are on your way to the job interview when suddenly you receive a call from your younger brother/sister asking
for your help. Your brother/sister seems confused and sounds unintelligible over the phone, and you are worried! To add to your dilemma, your brother/sister is a person
with disability (PWD).
Your questions: What will you do? Would you rush to your brother/sister and forget about the job interview? Or would you ignore the distress call and proceed to
the interview and pretend you never received the call? Or do you have any options?
To help you answer the questions, please fill out the worksheet (Under Pressure) below. Each quadrant (A, B, C, and D) represents a situation wherein you need
to assess your options (strategies and alternatives) and make a choice or decision (action). Analyze and write the advantages (benefits) and disadvantages (risks or cost)
of each pair of options in each quadrant. Make sure that you also analyze the implications of each option to your preferences, and ultimately, to your goal. Once you
complete the table, you should be able to make a choice or decision.
Worksheet 1
Under Pressure
Proceed
to the Job Interview
Not Proceed
to the Interview
A
B
C
D
Rush to your brother/sister
Processing Questions:
1. Share your output with your classmates. Did you make
the same choice or decision? Why or why not?
2. How was the whole experience of assessing your
options? Was it difficult? Was it easy?
3. Would you say that you applied rationality when
making that final choice or decision?
To not rush to your
Brother/sister
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR REFLECTION PAPER
HUMSS_DIS11-IVg-4
CRITERIA
Content
Analysis
Organization
DESCRIPTION
POINTS
The student was able to choose one scenario and was
able to interpret personal and social experiences using
one of the three approaches discussed in this lesson.
Analysis was clear and concise based on the data
presented.
The paper was well-written with ideas easily conveyed
to readers.
Total
10
POINTS
OBTAINED
6
4
20
RUBRIC FOR RESEARCH PAPER
HUMSS_DIS11-IVg-4
CRITERIA
Content
Analysis
Organization
DESCRIPTION
POINTS
The student was able to give examples of positivist
researches and analyzed social problems using a theory
discussed in this lesson.
Analysis was clear and concise based on the data
presented.
The paper was well-written with ideas easily conveyed
to readers.
Total
10
POINTS
OBTAINED
6
4
20
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR DOCUMENTARY
HUMSS_DIS11-IVg-4
CRITERIA
Content
Organization
Presentation
DESCRIPTION
The documentary contained the required information
as specified in the instruction. The scientific method
can be observed in doing the documentary.
The work was well-organized and the message of the
documentary is well understood.
The presentation was clear with the use of effective
audio-visual effects.
Total
POINTS
POINTS
OBTAINED
10
5
5
20
RUBRIC FOR CLASS PRESENTATION
HUMSS_DIS11-IVg-4
CRITERIA
Content
Organization
Presentation
DESCRIPTION
POINTS
The content was well-founded with facts lifted from the
website
Work was well-organized starting from the 15th-18th
century alchemist work until the present-day
advancements in chemistry.
The presentation was clear with the use of effective
audio-visual effects.
Total
10
POINTS
OBTAINED
5
5
20
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR CLASS PRESENTATION2
HUMSS_DIS11-IVg-4
CRITERIA
Content
Organization
Presentation
DESCRIPTION
POINTS
The content was well-founded with facts coming from
the website.
Thoughts are well-organized with no deviation from the
topic.
The presentation was clear with the use of effective
audio-visual effects
Total
10
POINTS
OBTAINED
5
5
20
RUBRIC FOR SHORT PAPER
HUMSS_DIS11-IVg-4
CRITERIA
Content
Analysis
Organization
DESCRIPTION
POINTS
The activity was able to enlist 20 participants with their
corresponding response included in the paper.
Analysis was clear and concise based on the data
presented.
The paper was well-written with ideas easily conveyed
to readers.
Total
10
POINTS
OBTAINED
10
5
25
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR COSTUME PLAY
HUMSS_DIS11-IVg-4
CRITERIA
Accuracy of Costumes
Information on Relevance
of Character
Creativity of Presentation
DESCRIPTION
POINTS
The group was able to accurately present
assigned characters.
The group was able to correctly and sufficiently
explain the relevance of the characters in Rizal’s
society.
The group was able to creatively present the
characters.
Total
7
POINTS
OBTAINED
7
6
20
RUBRIC FOR CLASS PRESENTATION – SKIT
(HUMSS_DIS11-IVg-4)
CRITERIA
Content of Presentation
Clarity
Preparedness
DESCRIPTION
POINTS
The skit was able to effectively show how the
chosen profession helps in addressing a particular
societal issue.
The thought about the chosen societal issue and
the corresponding profession was well-conveyed
to the audience.
The group exhibited preparedness with no or
minor problems throughout the presentation.
Total
10
POINTS
OBTAINED
6
4
20
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
RUBRIC FOR ESSAY
HUMSS_DIS11-IVg-4
CRITERIA
Content
Analysis
Organization
DESCRIPTION
The student was able to explain the social issues and
analyze them using the assigned social science
approaches
Analysis was clear and concise based on the data
presented.
The paper was well-written with ideas easily conveyed
to readers.
Total
POINTS
POINTS
OBTAINED
10
6
4
20
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
HUMSS_DIS11-IVh-6
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Attachment Number 1: POPSICLE FLOWCHART
HUMSS_DIS11-IVh-6
MULTIDISCIPLINARY APPROACH: Hunger
Economics
SS 1’’s Insight/Solution
Employment opportunities to
alleviate hunger
SS 2’’s Insight/Solution
Conditional Cash Transfer
Political
Science
INTERDISCIPLINARY APPROACH: Hunger
Economics
Insight/solution
Political
Science
Aggressive
government
subsidy
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Rubric for Differentiated Task: (HUMSS- DIS 11-IVi-8)
Criteria
Quality of Content
Quality of Scenario
Organization
Impact
Presentation Skills
Poor (5pts)
Content is not accurately
portrayed
Scenario was not realistic,
inappropriate for class or poorly
developed.
Presentation was not wellorganized.
Presentation failed to engage the
student audience
None of the presenters spoke
with appropriate eye contact,
volume, tone, use of pauses,
gestures, etc. None of the
presenters appeared prepared or
confident.
Fair (10 pts)
Adequate coverage of the topic.
Good (15pts)
Complete coverage of the topic.
Scenario was realistic and classappropriate, concepts could be
identified.
Presentation was fairly wellorganized.
Presentation engaged the
student audience.
Most presenters spoke with
appropriate eye contact, volume,
tone, use of pauses, and
gestures. Most presenters were
well-prepared and spoke with
confidence.
Scenario was realistic, classappropriate, well-developed. It
clearly incorporated concepts.
Presentation was well-organized.
Presentation fully engaged the
student audience.
All presenters spoke with
appropriate eye contact, volume,
tone, use of pauses, and
gestures. All presenters were
well-prepared and spoke with
confidence.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
Rubric for Collage Artwork: (HUMSS- DIS 11-IVi-8)
Category
20
Several
of
the
graphics or
Creativity
Design
Attention to Theme
Number of Items
Titles and Text
objects used in the collage
reflect an exceptional
degree of student creativity
in their creation and/or
display.
Graphics are trimmed to an
appropriate size and
interesting shape and are
arranged well, some in front
and some behind. Care has
been taken to balance the
pictures across the canvass.
The group gives a
reasonable explanation of
how every item in the
collage is related to the
assigned theme. For most
items, the relationship is
clear without explanation.
The collage includes 15 or
more items, each different.
Titles and text were written
clearly and were easy to
read from a distance. Text
varied in color, size and/or
style for different text
elements.
15
10
5
One or two of the graphics
or objects used in the
collage reflect creativity in
their creation and/or display.
One or two graphics or
objects were made or
customized by the student,
but the ideas were typical
rather than creative.
The student did not make or
customize any of the items
on the collage.
Graphics are trimmed to an
appropriate size and
interesting shape and are
arranged with some items in
front and others behind. The
canvass, however, does not
appear balanced.
Graphics have been
trimmed to an appropriate
size and interesting shape,
but the arrangement of
items is not very effective. It
appears there was not a lot
of planning of the item
placement.
The group gives a fairly
reasonable explanation of
how most items in the
collage are related to the
assigned theme.
Graphics are untrimmed or
of inappropriate size and/or
shape. It appears little
attention was given to
designing the collage.
The collage includes 9
different items.
Titles and text were written
clearly and were easy to
read close-up. There was
little variation in the
appearance of text.
The collage contains fewer
than 9 different items.
Titles/and or text are hard to
read, even when the reader
is close.
The group gives a
reasonable explanation of
how most items in the
collage are related to the
assigned theme. For many
of the items, the relationship
is clear without explanation.
The collage includes 10-14
different items.
Titles and text were written
clearly and were easy to
read close-up. Text varied in
color, size, and/or style for
different text elements.
The group’s explanations are
weak and illustrate difficulty
in understanding how to
relate items to the assigned
theme.
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
(HUMSS- DIS 11-IVi-8)
Legend:
4 = 20 pts
3 = 15 pts
2= 10 pts
1 = 5 pts
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga
CLASS B MEMBERS
NAME
DIVISION
NAME
DIVISION
ALONZO, DARWIN C.
Science City of Muñoz
GRAFIL, NELITA A.
Bulacan
ANGELES, JUAN KRISTOPIER D.
Bataan
GREGORIO, MARJORIE DG.
Bulacan
ANTONIO, WILLY M.
Malolos City
LADAO, LAWTON O.
City of San Jose del Monte
AUSTRIA, EVELYN C.
Bulacan
LEPASANA, LUIS S
City of San Jose del Monte
BACARRO, MARIZEL E.
Tarlac
LINSANGAN, CHRISTIAN C.
Nueva Ecija
BATUL, JURYCAH CAMILLE O.
Mabalacat City
MADRIAGA, MARK ANTHONY A.
Tarlac
BULAONG, LEAH T.
Bulacan
MANALANG, JOANNA CHRISTIAN M.
Pampanga
CALMA, JOSE E.
Tarlac
MANALOTO, CHRISTIAN B.
Angeles City
CANDELARIA, ED ACE D.
Nueva Ecija
MENDOZA, ALLAN C.
Pampanga
CATALAN, ANA GRACIA G.
Tarlac
MENDOZA, JIM D.
City of San Fernando
CAYABYAB, REYNA ROSE B.
Tarlac
MINOR, WILHELMINA G.
City of San Jose del Monte
CRUZ, TROY B.
Bataan
NISAY, RUBY ANN S.
Bataan
DE CASTRO, JOCELYN L.
Pampanga
NOVESTERAS, BABYLEN V.
Tarlac
DE FRANCISCA, MARIA CORAZON N.
City of San Jose del Monte
ODFEMININA, ARTHUR M.
Nueva Ecija
DELA ROSA, JOHN ALBERT R.
Bataan
PAMINTUAN, FLORENCE IVY F.
Tarlac
DELARIARTE, MICHAEL S.
Bataan
RAMOS, JAY CHRISTIAN M.
Bulacan
DIONISIO, CECILIA M.
Bulacan
REYES, MYRA G.
Pampanga
DUYA, FERDINAND M.
Tarlac
ROLLS, ANN RACHEL T.
Zambales
ENRIQUEZ, MA. JOSEPH PATRICK M.
City of San Fernando
SALVADOR, ROGEL R.
Tarlac City
ESCOBAR, ERIC D.
Olongapo City
SAMANIEGO, ANN LORRAINE L.
Bulacan
ESTEBAN, MARIO C.
Nueva Ecija
SAMPILO, GERONIMO T.
San Jose City
ESTINOPO, RHODA J.
Olongapo City
SUNGA, MARVIN Z.
Pampanga
FERNANDO, GRACE ANNE C.
Bulacan
TABERDO, MA. ELENA N.
Tarlac
FRANQUIA, ROLLY B.
Baler
TALON, VICTORIA P.
City of San Jose del Monte
GARCIA, VIVIAN GRACE G.
Tarlac
VELARDE, SUNDAE SONNET MARICA L.
Zambales
GARCIA, ALDRIN NARCISO M.
Pampanga
VIDAR, MARK KEVIN A.
Cabanatuan City
GARCIA, MICHAEL M.
Zambales
VILLAROZA, HELEN F.
Nueva Ecija
GINGA, JONALYN A.
Meycauayan City
NOGOY, MARIA CRISTINA H., EPSI
Bulacan
ULALAN, ROWENA T., EPSII
Cabanatuan City
CLASS ADVISER
CLASS ADVISER
Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San
Fernando City, Pampanga