3. Disciplines and Ideas in the Social DLP2.docx

DISS
Disciplines and Ideas in the
Social Sciences

Grades 1 to
12
DAILY
LESSON LOG
School ESPERANZA NHS Grade Level 12
Teacher MA. CATHERINE M. HOCAMIS Learning Area DISS
Teaching Dates and Time THURSDAY / FRIDAY
1:00 – 4:00 / 1:00-2:00
Quarter 1
DAY 1 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)
The learner distinguishes Social and Natural
Sciences and Humanities (HUMSS_DIS 11- IIIa-2
II. CONTENT Defining Social Sciences as the study of society
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
aterials pages
3. Textbook pages
4. Additional
Materials from
Learning

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.”

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?
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
KWL Chart
Completion
(5 minutes)
Directions: Ask the
learners to complete
the KWL Chart about
the definition of social
science and natural
science.
Anthropology
Psychology Physics
Chemistry Political Sci
Mathematics Zoology
What I
Already
Know
What I
Want to
Know
What
Learn
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.
(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?
(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.

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.
Discuss the concept of Social
Science.
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.
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?
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.
(5 minutes)
Ask the learners to
define Humanities.
Processing of output.

NA
SCI
SOCIETY
SIMILARITIES
SOCIAL TURAL
SCIENCES ENCES
G. Finding practical (5 minutes)
As Senior High School
learners, how do you use the
social science in your daily
living?
(5 minutes)
Ask the learner: What is social
sciences and how can it be
used to study and understand
society?
Ask the learners (5
minutes): How natural
science can be used in our
daily lives?
(5 minutes)
Ask the learners how
can humanities be
applied to our daily
living?
applications of
concepts and
skills in daily
living
H. Making (5 minutes) (5 minutes) (5 minutes)
generalizations
and abstractions
about the lesson
Ask the learners on how to define Social Science as study of
society.
Ask the learners to
differentiate social science
and natural science.
Ask the learners to
distinguish between
Social and Humanities.
I. Evaluating INDIVIDUAL ACTIVITY: (5 minutes) (5 minutes) DIORAMA MAKING
learning SENTENCE COMPLETION (5 PENCIL AND PAPER TEST: Ask the learners to define (10 minutes):
minutes) Write True if the statement is the natural science? The learners will be
Directions: The learners will correct and False if not. asked to turn the
complete the sentence: 1. Social science can classroom into mini
The Social be used to study and museum.
Science understand society. (See the attached
. 2. Socialization affects rubric for this activity)
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.

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 ASSIGNMENT:
activities for
application or
remediation
Teacher will ask students to
bring any indigenous or
recycled materials or art
materials about the
community to be used in their
diorama activity for day 4.
Prepared by:
Ma. Catherine M. Hocamis
DISS - Subject Teacher
Checked by:
JOY L. OGUES
Academic Coordinator
Approved by:
LATREIA E. ESTABILLO
Principal-I

Grades 1 to
12
DAILY
LESSON LOG
School Grade Level
Teacher Learning Area DISS
Teaching Dates and Time Quarter
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 Anthropology, Describe Economics, Interpret Geography, Interpret History, identify the
identify the fields, areas identify the fields, identify the fields, areas fields, areas of inquiry and
of inquiry and methods areas of inquiry and of inquiry and methods of methods of History.
of Anthropology. methods of Economics. Geography.
II. CONTENT
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

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 Ask the learners: Ask the learners: Ask the learners: Ask the learners:
or presenting the new
lesson
1. What are the
differences among
1. What are your
insights about
1. How do you find your
budget for today? Have
1. What is Geography?
2. What are the fields of
Social Science and yesterday’s lesson? you already planned Geography?
Natural Science and Establish the relevance how to manage it 3. Give a practical
Humanities? of anthropology as a wisely? application of Geography?
social science
(5 minutes) (3 minutes) (5 minutes)
(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?
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.
(7 minutes)
GROUP ACTIVITY:
SOUNDS LIKE
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.
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.
(3 minutes)
(5 minutes)
Set of words
1. Mt. Everest= Mouth-
Eve- Rey- East
2. Sahara Desert= Saw-
Hour- Add- East- Earth

3. Pacific Ocean= Pass-
Safe- Pick- Oust- Sun
4. Bermuda Triangle=
Bear- Mode- At- Try-
Angle
5. Palawan= Foul- Awe-
Won
(6 minutes)
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.
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)
(8 minutes)

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?
The keywords that may
arise will be written by
the teacher on the board
to come up with a
definition of Economics.
(10 minutes)
Based from the learners’
analysis of the activity,
learners will be asked.
1. What is your idea
about Geography?
Elicit as many ideas as
possible from the
students
Teacher then clarifies
what Geography is.
(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)

E. Discussing new concepts
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)

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.
(15 minutes)
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.
(8 minutes)
The teacher will require
learners to accomplish a
worksheet. (See
attachment)
(3 minutes)
G. Finding practical
applications of concepts
and skills in daily living
another scenario to the
learners: “If you are an
anthropologist, what
specific Filipino tradition
will you be interested
into?
Cite specific situation in
your life where you can
apply the principles of
Macro and
Microeconomics.
(5 minutes)
Teacher will ask “How
does your environment
affect your way of living?
(3 minutes)
Do you find History useful
to your daily lives? Why did
you say so?
(5 minutes)
(5 minutes)
H. Making generalizations and
abstractions about the
lesson
learners about the
definition, branches and
methods used in
studying Anthropology
learners about the
definition and fields of
Economics.
From all of the
aforementioned, what is
your understanding
about Geography?
During this past week, what
were the hottest issues that
the different fields of
History examined?
Answers:
1. Anthropology is the
study of humankind
2. 3 branches: Physical
or Biological, Cultural,
and Archaeology
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
(10 minutes)

3. Methods:
Ethnography,
Participant
Observation, Interview,
Focused group
discussion, life history
method, ocular
inspection.
(5 minutes)
The two fields of
Economics are
Microeconomics and
Macroeconomics.
(5 minutes)
Physical Geography and
Human Geography.
(3 minutes)
I. Evaluating learning The teacher will ask the
learners to accomplish
the 5-3-1 Chart
(5-Methods, 3-Braches,
1-Definition)
(5 minutes)
CONCEPT MAPPING:
ECONOMICS
Expected output:
(Needs, Wants,
Microeconomics,
Macroeconomics)
Paper and Pencil Test
(10-item quiz)
Definition, Etymology,
Branches of Geography
(7 minutes)
Final
Complete the sentence
prompts.
History is the study of
.
(5 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 .

(10 minutes)
J. Additional activities for
application or remediation
learners to search the
internet for a significant
event that happened
during the day of their
birth.
Prepared by:
Checked by:
JOY L. OGUES
Approved by:
Principal-I

Grades 1 to
12
DAILY
LESSON LOG
School Grade Level
I. OBJECTIVES
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/ Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and
Objectives
Write the LC code for each
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
Science.
of Psychology. Sociology.
II. CONTENT
Introducing the disciplines within the Social Sciences:
5. Linguistics
6. Political Science
7. Psychology
8. Demography
A. References
3. Textbook pages
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 different
disciplines of social
science that have been
discussed last week?
(3 minutes)
Ask the learners:
1. What have we
discussed yesterday?
(3 minutes)
Ask the learners:
1. Where do you think
the word Psychology
came from?
(3 minutes)
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)
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.
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
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)

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
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.
Guide Question:
Who are those
personalities? What is
common among them?
(5 minutes)
The teacher will deliver
a lesson that will tackle
the goals and key
concepts of psychology
At the same time,
learners will be
introduced to the
branches of Psychology.
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.
(12 minutes)
(10 minutes)
D. Discussing new concepts
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)-
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
ideas and concepts
about the activity.
(10 minutes)
Recitation:
5 learners will be
selected to answer the
1. How are the goals of
Psychology related to
varying interests of
branches of Psychology
The teacher will ask for
volunteers after the 5
selected learners. If
there are no more
volunteers, the teacher
Presentation of the
lesson: Teacher will
discuss the discipline and
fields of the latter. Base
on the above activity.

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, Syntax-
study of how words are
being formed into a
phrase, Phonology-study
of sounds of language)
(15 minutes)
E. Discussing new concepts
Discuss the importance of
the two fields and the
main areas of inquiry and
methods.
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
(17 minutes)
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
(10 minutes)
The learners will analyze
demographic data
prepared by the teacher
and its effect on the
society.

(Morphology, Syntax,
and Phonology)
The class will check if
the given answers are
correct.
(5 minutes)
Questions to be asked:
1. How do you use
language appropriately
in your daily
communication?
(5 minutes)
The learners will choose
any Government position
the wish to hold
someday. As a
Government official, what
would be your priority
project?
Learners will write 2-3
sentences in their
notebook about the
importance of studying
Psychology.
(5 minutes)
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)
abstractions about the
lesson
Recitation
The following questions
will be asked:
1. What is Linguistics all
about?
2. What are the three
fields of Linguistics?
(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.
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
(7 minutes)
In their own words,
learners will differentiate
Sociology from
Demography.
(5 minutes)
I. Evaluating learning Like or Unlike
Teacher will read
statements to the class
and learners will identify
Five items quiz: True or
False The teacher will
show pictures/ scenarios.
The learners will identify
Short Quiz

Prepared by:
Checked by:
JOY L. OGUES
Approved by:
Principal-I
if the statements are
correct or not by raising
a thumbs-up and
thumbs- down.
(5 minutes)
whether the picture /
scenarios concern
political science.
(5 minutes)
V. REMARKS

Grades 1 to
12
DAILY
LESSON LOG
School Grade Level
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.
The learners compare and contrast the various
Social Science disciplines and their fields, main
areas of inquiry, and methods (HUMSS_DISS11-IIIb-
d-3)
The learners race the historical foundation and social
context that lead to the development of each discipline
(HUMSS_DISS11-IIIb-d-4)
II. CONTENT Historical context of the emergence of each discipline
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials
ges
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

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)
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.
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.
B. Establishing a Think- Pair- Share Short Video presentation: The teacher play a
purpose for the
lesson
Direction
1. Student will look for a
Teacher will present the short
video entitled " An Animated
dialectical song (e.g
Manang Biday) Student
partner. Introduction to Social will be asked 1. What is
2. They will be Science" message of the song? 2.
instructed to ask each (4:35 minutes) Where the song came
other about their from? 3. Who are the
Government officials in

similarities and
differences.
3. The teacher will ask
volunteers to share
their output.
(10 minutes)
https://m.youtube.com/watch?
v=DSIdaTSG2Gg
that particular province? 4.
Upon hearing the song,
what do you think is the
way of life of the people
leaving in that place?
C. Presenting
examples/instances
of the new lesson
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, Farming-
Sociology/ demography.
The teacher will explain
that just like an Identical
Twins, the different
disciplines of social
science have
similarities despite their
differences.
(10 minutes)
D. Discussing new The class will be Presentation of the lesson: Open discussion of the
concepts and
practicing new skills
#1
grouped into Eight (8).
Each group will be
collaborating on a
Teacher discusses the
historical foundation and
social context that led to the
word mapping
specific discipline. (e.g. development of the latter
group 1 Anthropology. .

.) and will be given
meta cards to write the
following definition and
branches.
(35 minutes)
discipline through power point
presentation.
E. Discussing new
concepts and
practicing new skills
#2
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.
(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.
F. Developing mastery
(leads to Formative
Assessment 3)
Each group will choose a
representative to compare
and contrast their
assigned discipline to
other disciplines of social
science.
(20 minutes)
Ask student randomly with the
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)

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?
(10 minutes)
Think-Pair-Share:
What are the anthropological,
economic, geographical and
historical activities at home?
5mins.
Reflection: Imagine Life
without language, leaders,
laws, family.
H. Making
generalizations and
abstractions about
the lesson
Ask the students:
1. What is the significance
of studying Social
Science?
(5 minutes)
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?
I. Evaluating learning 10 item quiz
Accomplish the template.
(5 minutes)
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

name, Time/Date, Place,
People, and Event.
discipline occur from the
perspective of history.
J. Additional activities
for application or
remediation
V. REMARKS

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level
Teaching Dates and
Time
Quarter
Session 1 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
Competenci
es/
Objectives
Write the LC
code for each
1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism as
dominant approach) HUMSS_DIS11 -IIIe-f-1
The learners define
Structural Functionalism
The learners interpret personal
and social experiences using
relevant approaches in the
Social Sciences
The learners explain the
social function/dysfunction,
manifest and latent function
The learners
evaluate the
strength and
weaknesses of
structural
functionalism.
II. CONTENT STRUCTURAL-FUNCTIONALISM
III. LEARNING
RESOURCES
C. References
2. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning
Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,
Resources
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)
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.
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)
CONSENSUS
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.
1. How were you able to build
the tower appropriately?
2. How does the activity relate
to structural functionalism?
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)
(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)

(5 minutes)
(Possible answer: The
members have to cooperate in
order to achieve a common
goal.)
(10 minutes)
M. Presenting
examples/instan
ces of the new
lesson
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)
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)
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)
N. Discussing new
concepts and
practicing new
skills #1
Processing questions.
1. How does each institution
work in society according to
structural-functionalism
(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
Processing
questions.
1. What are the
strengths and
based on the activity? and social functions weaknesses of a
2. How important are the important in structural functionalist theory
social functions of social functionalism? of socialization?
structure to the stability of 4. How do you differentiate 2. What is the
society? social functions from social defining factors that
dysfunctions?

4. GOVERNMENT
5. MEDIA
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)
O. Discussing new One representative in each
group will give the GIST of their
discussion. After every
presentation, the teacher will
concepts and
practicing new
skills
#2
give his/her input.
P. Developing
mastery (leads
to Formative
Assessment 3)
Video Analysis
https://www.youtube.com/w
atch?v=BKl6HSnlaIk
(7 minutes)
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)
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)
Q. Finding practical
applications of
concepts and
skills in daily
living
Teacher will ask the
Following questions.
1. What GIST of the video?
Teacher will ask the Following
questions.
Following questions.
Following
questions.

2. What specific scene How did structural How will you explain the 1. Do you
struck you the most? Why? functionalism help you interpret social function/dysfunction, concentrate on your
3. As a student and a some personal experiences? manifest and latent function? strengths or your
member of the society, how (2 minutes) (5 minutes) weaknesses? Why?
will you promote solidarity 2. What new
and stability? realizations do you
(5 minutes) have about the
topic?
3. What new
connections have
you made for
yourself?
(5 minutes)
R. Making
generalizations
and
abstractions
about the
lesson
students.
Why are the social
structures and social
Why is there’s a need to
interpret personal experiences
using structural functionalism?
(5 minutes)
students to answer the
following questions.
1.Why do we need to
The teacher will ask
the students to
answer the
following Question.
functions important in explain the social What are the
structural functionalism? function/dysfunction, strengths and
(4 Minutes) manifest and latent function weaknesses of the
2. How do you differentiate functionalist theory?
social functions from social (5 minutes)
dysfunctions?
3. What are the differences
between manifest and latent
functions?
(5 minutes)
S. Evaluating
learning
Define Structural Reflection Paper The teacher will ask the Using Venn
functionalism The learners will reflect on the students to explain the Diagram. The
(4 minutes) question below. following. students will give at
How important is structural 1. SOCIAL FUNCTION least 5 Strength and
functionalism in understanding 2. SOCIAL DYSFUNCTION 5 Weaknesses of

the different institutions in
society?
4. LATENT FUNCTION
(5 minutes)
structural-
functionalism.
(5 minutes)
T. Additional
activities for
application or
remediation
Research on the following:
1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
4. LATENT FUNCTION
Write/paste them down on your
journal.
Prepared by:
Coordinator
Checked by:
JOY L. OGUES
Academic
Approved by:
Principal-I

Grades 1 School Grade Level
to 12 Teacher Learning Area DISS
DAILY
LESSON Teaching Dates and Time Quarter
LOG
I. OBJECTIVES
G. Content Standards Key concepts and approaches in the Social Sciences
H. Performance
Standards
 Interpret personal and social experiences using relevant approaches in the Social Science.
 Evaluate the strengths and weaknesses of the approaches
I. Learning
Competencies/
Objectives
Write the LC code for
Psychoanalysis
Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
each
 Identify the three level of
awareness.
 The learners recognize
the proponent of the
Psychoanalysis.
HUMSS_DIS11-IIIi-1
Interpret personal and
The learners present
the Structure of
Personality through
Social Experiment
HUMSS_DIS11-IIIi-4
The learners analyze the social experiences using
person’s personality in terms Structures of personality
of Id, Ego, and Superego. in relation with Defense
HUMSS_DIS11-IIIi-2 Mechanism.
HUMSS_DIS11-IIIi-3
II. CONTENT
PSYCHOANALYSIS
III. LEARNING
RESOURCES
E. References
pages
pages

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
lesson or
presenting the new
lesson
Ask the students to give
examples of symbolic-
interactionism.
(3 minutes).
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)
Teacher will review
the rubrics to be
used in grading the
presentation of
Social Experiment.
Video Presentation
of the learner’s
Social Experiment.
B. Establishing a
purpose for the
lesson
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
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:
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?

 How about your
classmates do not
allow you to copy their
answer?
(5 minutes)
C. Presenting
examples/instanc
es of the new
lesson
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)
Questioning:
Guide Question:
1. What was the situation all
the about?
2. If you are in the same
situation, what will you
choose?
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)
D. Discussing new
concepts and
practicing new
skills #1
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”.
Pictures will be group
according to the three level
of awareness.
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?
learners:
From our discussion what
do you think is the
connection of structure of
personality to Defense
Mechanism?
(3 minutes)

Students with the same
answers will be grouped
together and explain the
level of awareness where
they belong.
(10 minutes)
(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)
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)
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)
applications of
concepts and skills
in daily living
 Are there any instances
that you have experience
either one of these three
levels of awareness?
 In what particular situation
did you experience these
levels of awareness?
Give certain situations
wherein Id, Ego, and
Superego are evident?

(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.
Sigmund Freud (1856-
1939)- Jewish background,
though avowed atheist.
Lived in Vienna until Nazi
occupation in 1938. He had
a medical background
wanted to do
“neurophysiologic research”.
He had a private practice in
nervous and brain disorders.
He is the founding father of
psychoanalysis.
3. What are the three (3)
structure of personality?
ID- is concerned only with
satisfying personal desires.
The actions taken by the id
are based on the Pleasure
principle.
EGO- the primary job of the
ego is to mediate/ balanced
the demands of the Id and the
outer forces of reality.
SUPEREGO- the moral arm
of the personality, it
corresponds to one’s
conscience.
(Learners will be given
five (5) minutes review for
the summative test).
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.

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:
Construct/ draw your own
representation of the level of
awareness creatively.
Briefly explain on your own
words.
(10 minutes)
Group Activity: Role Playing
 Group the learners into
three (3) groups.
 The group will pick what
particular structure of
personality they will
perform/ present. (Id, Ego,
Superego).
 Rubrics will be provided to
evaluate performance.
40 items summative
test
Pointers:
10 items structural
functionalism
10 items Marxism
10 items symbolic
interactionism
10 items psychoanalysis
(30 minutes)
Individual Activity:
Write a reflection
about the Social
experiment
presented by your
group.
for application
o
r remediation
Create five groups and
prepare a social experiment
showing the three structures
of personality.
Remind the class about
the presentation of the
Social Experiment for the
next day.
(e.g. Intentional dropping of
wallet in the public to

GRA DES
1to12DAILY
LESSONLOG
School Grade Level
Teaching Dates and Sem/Quarter
d
s
d
I. OBJECTIVES
J. Content Standards The learners demonstrate key concepts and approaches in the social sciences.
K. Performance
Standards
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.
L. Learning
Competencies/
Objectives
Write the LC
code for each
The learners to determine
manifest and latent
functions and dysfunctions
of socio-cultural phenomena
(HUMSS_DIS11-IIIe-f-1)
manifest and latent functions
and dysfunctions of socio
cultural phenomena
manifest and latent
functions and
dysfunctions of socio-
cultural phenomena
The learners to
determine manifest
and latent functions
and dysfunctions of
socio cultural
phenomena
(HUMSS_DIS11-IIIe-
f-1)
II. CONTENT STRUCTURAL FUNCTIONALISM
III. LEARNING
RESOURCES
G. References Curriculum Guide in DISS
page 1
Curriculum Guide DISS page
1
Curriculum Guide in DISS
page 1
Curriculum Guide in
DISS page 1
pages
pages
3. Textbook pages
from Learning
Resource (LR)

H. Other Learning
Resources
Disciplines and Ideas in the Social Sciences by Arleigh Ross
D. dela Cruz, et.al. page 63,
https://www.youtube.com/watch?v=2jvpu_DFOEs)
www.philstar.com
https://www.reference.com/world-
view/functionalist-theory-1f5dfda945fd3cd1
IV. PROCEDURES
lesson or
presenting the new
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)
The teacher will review
about manifest function in
structural functionalism.
Students will be asked to
read what they have written
on their journal.
(5 minutes)
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.
(5 minutes)
B. Establishing a
purpose for the
lesson
The teacher will ask
questions:
Who among you want to
finish a college education?
The teacher will show
current news regarding
unemployment and
underemployment.
(www.philstar.com)
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
What are the reasons why
we want to finish our
college degree someday?
through power point
presentation the objective
of the lesson regarding
The teacher will ask a
question
Why does the country
experiencing increase in
number of unemployed
and underemployed?
Heart
Brain
Liver
Kidney
Lungs
Family
School
Government
Church/Religion
Mass Media

manifest function in
(5 min)
The teacher will write
through the use of
blackboard and chalk the
objective of the lesson
regarding latent function in
(5min)
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?
C. Presenting
examples/instanc
es 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?
MD are anticipated,
intended disruptions of
social life.
Manifests Dysfunctions of
cell phone relates to
drivers who become
distracted
e.g. (fiesta), disruptions of
transportation and
excessive production of
garbage.
LD are unintended
and unanticipated
disruptions of order
and stability.
Dysfunctions within a
social system,
particularly latent
dysfunctions with
their unforeseen
negative
consequences, place
pressure on the
system to change.
2. Latent dysfunction
it can be used to

may acquire
knowledge.
(5 minutes)
(5 min) 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.
D. Discussing new
concepts and
practicing new
skills #1
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)
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)
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

(10 min)
Family
School
Government
Church/Religion
Mass Media
E. Discussing new
concepts and
practicing new
skills #2
BRAIN STORMING
The class is divided into
four (4). The class is
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)
asked to do a small
classroom discussion on
how manifest function
affect us.
(10min)
F. Developing
mastery (leads
to Formative
Assessment 3)
Each group will share their
insights based on the
small group discussion.
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
Activity: Group
Dynamics
The Teacher will give pick one among the given The learners will be
emphasis toward topic. they will show how group according to
structural functionalism manifest dysfunctions the given Institutions.
(10min) happen in different After which they will

from the group activity, then
5 students will present it to
class. (10 min)
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?
applications of
concepts and skills
in daily living
The teacher will ask three
students: Does manifest
In what way does l latent
functionalism affect our live
Ask some students
how manifest
dysfunction happen in
tasked to write 100
words essay. It
functionalism affect your (5 minutes) the society or should be a first-
life as students? Why? community they hand experience of
(5 minutes) belong. latent dysfunction
and how it affects
their respective
community.
H. Making
generalizations
and abstractions
about the lesson
The teacher will select
students to generalize the
topic regarding function in
structural functionalism as
stated by Robert Merton
(5min)
The teacher will select
three students generalize
the discussion:
What is latent function in
structural functionalism?
Ask three or four students
to make a generalization
of the said topic: Manifest
Dysfunction
Guide Questions;
What is manifest
dysfunction?
Ask three or four
students to make a
generalization of the
said topic: Latent
Dysfunction
Guide Questions;
What is latent
dysfunction?

(5 min)
Expected answer:
Deviant behaviors
committed within the
community that are
intentional
Expected answer:
Deviant behaviors in
the society which has
unintended effect
I. Evaluating learning Formative Assessment:
(with prepared rubric)
Write a one paragraph
learning regarding
manifest function in
social-structuralism.
(5 min)
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
In not more than 3
sentences answer the
given query.
What is the most
beneficial lesson of
manifest dysfunction vis-
à-vis understanding
social equilibrium?
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
Manifest Dysfunction is
beneficial in balancing
social order
because
.
Or
Latent Dysfunction is
beneficial in
balancing social
order
because
.
for application
o
r remediation
Find a research paper
through Google scholar on
latent function in social
structuralism.
Write it on your learning
journal.
Journal Writing:
Give your personal
experiences regarding the
topic that has been
discussed.

Grades 1 to 12
DAILY LESSON LOG
School Grade Level
Monday 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
a. References
3. Textbook pages
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

approach in Social
Science
B. Establishing a purpose for the lesson 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)
Picture Perfect:
The class will be
divided into 3. A
particular information
and question about
Karl Marx will be read
by the teacher. Group
who got the correct
answer in the least time
gets the point.
Song: “Upuan” by
Gloc 9
1. The tile of the
song
symbolizes
what?
C. Presenting examples/instances of
the new lesson
1.How would you
describe the situation?
Do you have a
personal experience
Marxism
(PowerPoint
Marxism: Strength
and Weaknesses
2.Why do you think this that is similar to the Presentation) (PowerPoint
scenario occurred? message of the song (10 minutes) Presentation)
3. What did you realize that we have (10 minutes)
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)
D. Discussing new concepts and
practicing new skills #1
Conflict perspective
Envisions society as an
arena of inequality that
generates conflict and
change.
Class Discussion
about the life of Karl
Marx
Class Discussion about
Marxism
Class Discussion
about the strength
and weaknesses of
Marxism
(8 minutes)

E. Discussing new concepts and
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)
(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?
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
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)
How can our personal
and social
experiences about
social inequality help
us understand others
and our society as a
whole? (3 minutes)
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?
abstractions about the lesson
How can you relate
conflict theory to Karl
Marx? (3 minutes)
What do you think are
the reasons why
social inequalities
exist in the society?
(5 minutes)
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?
I. Evaluating learning Write a one-paragraph
essay about the
problems that may
result from the existence
of social inequalities.
(14 minutes)
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

Marxism in the
Philippine society
Read about Karl Marx Research about
Psychoanalysis

Grades 1 to 12
DAILY LESSON LOG
School Grade Level
I. OBJECTIVES
The learners demonstrate an understanding of key concepts and approaches in the social
sciences.
1. interpret personal and social experiences using relevant approaches in the Social Sciences,
and
2. evaluate the strengths and weaknesses of the approach
C. Learning
Competencies/Objectives Write
the LC code for each
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 define
symbolic interactionism.
The learners explain
approaches and
understanding of
Symbolic
Interactionism of
various sociologists
and advocates.
The learners interpret
scenario/everyday
forms of interactions as
a symbolic meaning.
The learners interpret
personal and social
experiences using
Symbolic
Interactionism; and
evaluate the
strengths and
weaknesses.
II. CONTENT
c. References
3. Textbook pages
portal
d. Other Learning Resources Disciplines and Ideas in the Social Sciences curriculum guide and various websites.

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?
(5 minutes)
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.
(5 minutes)
The teacher
presents the
pictures of various
sociologists and
proponents of
Symbolic
Interactionism. The
learners
categorically identify
them and shortly
explain their
contributions.
(5 minutes)
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)
B. Establishing a purpose for the lesson 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
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?
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.
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

tube.com/watch?v=Ql
0XPwtfFGY)
(10 minutes)
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)
With the learners are
their journal for write
ups and reflective
entries as well as the
details of the conduct
of the social
experiment.
(15 minutes)
their performance
or output after the
allotted 20 minutes’
time practice.
(5 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
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
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)

things/images/icon
s give meanings in
our life?
will be the lesson
for this day? (The
teacher reveals the
lesson)
(10 minutes)
perspective on
this approach?
3. Cite some of
their personal
information or
biography?
(5 minutes)
D. Discussing new concepts and
Brainstorming and
Graphic Organizer.
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)

E. Discussing new concepts and
F. Developing mastery (leads to
Formative Assessment 3)
The teacher collects
inputs from the
learners using meta-
cards and marker.
Learners right down
their ideas in one
phrase about the
activities and post it
on the board. (The
teacher uses a tarp-
designed graphic
organizer [semantic
web], if applicable).
The teacher then
asks the learners:
1. Based from the
graphic organizer,
how will you
define symbolic
interactionism?
(15 minutes)
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)
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
Does symbolic
interactionism affect
our daily life? Why?
(5 minutes)
abstractions about the lesson
The teacher calls a
volunteer learner to
recap their learning
The teacher asks
the learners to
generalize all the
The teacher throws
this question:

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)
“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)
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
Formative
assessment.
The teacher presents
his own scenario in
the society which the
students identify how
symbolic
interactionism
approach is used.
(5 minutes)
Performance Task.
The teacher
assesses learners’
performance and
output utilizing
rubrics.

who among the
sociologists
described symbolic
interactionism.
Research on the
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

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
remediati
on
activitie
s
for applicatio
n
or Performance task
may be introduced a
Failure to
perform/explain due
week before to time constraints
depending on shall be done and
teacher’s standards. finished during on
Learners have the Day 1 next week.
freedom to take their Execution of
performance performance will be
individually. 30 minutes.

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level
Teaching Dates and
Time
Quarter
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key concepts and approaches in the Social Sciences
1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and
2. Evaluate the strengths and weaknesses of the approach
Objectives Write the LC
code for each
The learners predict the social consequences of decision making based on scarcity
(HUMSS_DIS11-IVa-6)
a. Learners identify
Rational Choice as
one of the
approaches under the
positivist paradigm
b. Learners cite the
historical context of
Rational Choice
Theory
c. Learners explain key
concepts in Rational
Choice Theory
d. Learners cite
Rational Choice
Theory thinkers and
their contributions
e. Strengths and
weaknesses of
the Rational
Choice Theory
f. Learners
present their
interpretation of
personal and
social
experiences
using the
rational choice
theory
II. CONTENT
RATIONAL CHOICE
A. References
3. Textbook pages
portal

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
the new lesson
Ask learners: What is the
difference among Id, Ego
Ask learners: What is
Rational Choice Theory?
Recall previous
session’s lesson through
Written Work: 10-item
quiz (multiple choice)
and Superego? (2 minutes) matching type. (5 items) covering the topic on
(2 minutes) (2 minutes) Rational Choice
Theory
(5 minutes)
B. Establishing a purpose
for the lesson
Ask:
1.Why did you take the
Activity: Loop-A-Word
where some of the key
Activity: FACT or BLUFF
which would dwell on
track you are enrolled in? concepts can be found. facts pertaining to social
2.What are your desired Write the formed words sciences in general. (3
goal or outcome, on the board for later to 4 facts)
alternatives and discussion. (3 minutes)
strategies? (8 minutes)
(5 minutes)
C. Presenting
new lesson
Have the students read a
scenario and answer the
Video presentation on
any key concept in
Picture analyses of
situations/instances
questions that follow Rational Choice Theory where strengths and Learners regroup to
using the worksheet which includes utility weaknesses of the prepare for their
(Under Pressure) maximization, structure Rational Choice Theory presentation.
provided. of preferences, decision- will be depicted. (20 minutes)
making under conditions (2 minutes)

Note: Scenario and
Worksheet on a separate
sheet attached hereto.
(7 minutes)
centrality of individuals
in the explanation of
collective outcomes.
(5 minutes)
D. Discussing new
concepts and practicing
new skills #1
Ask students to share
their output. Ask the
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
following processing
questions:
1. What did the
video tell you?
prompted the
(subject) to do as
he/she did?
3. Finding yourself
in that
situation/instance,
would you do the
same? Why or
why not?
(5 minutes)
As processing
questions, ask the
students:
1. What did the
video/picture tell
you?
prompted the
(subject) to do as
he/she did?
3. Finding yourself
in that
situation/instance,
would you do the
same? Why or
why not?
(5 minutes)
E. Discussing new
new skills #2
(leads to Formative
Assessment 3)
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.
Cite the strengths and
weaknesses of the
Rational Choice Theory
through a Venn diagram.
Strengths:
Weaknesses:
Generality
Heretics’ critique

3) The historical
context of the Rational
Choice Theory
(25 minutes)
From the entries given
by the students, add the
key concepts and the
thinkers with their
contributions to the W
column.
(25 minutes)
Parsimony
Sociologists’ critique
Predictive
Psychologists’ critique
Political Science’s
critique
(25 minutes)
(Key concepts were
enumerated above and
thinkers include Gary
Becker and George
Homans.)
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)
(Expected answers: go
straight home after class
vs. playing
basketball/skateboarding,
doing household chores
vs. doing the homework,
attending church on
Sunday vs. visiting
relatives)
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)
*Homans’ Exchange
Theory
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)

Allow learners to share
their answers with the
class before collecting
their notebooks for
recording.
(4 minutes)
H. Making generalizations
and abstractions about
the lesson
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
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
the lowest costs possible.
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.
Key concepts in Rational
Choice Theory include:
(1) utility maximization;
(2) structure of
preferences; (3)
decision-making under
conditions of
uncertainty; and
(4) centrality of
individuals in the
explanation of collective
outcomes.
Gary Becker
investigated human
behavior and
interactions such as
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
heretics, sociologists,
psychologists, and
political scientists.
(2 minutes)
After each
presentation, ask the
group: How does
rational choice theory
explain human
behavior?
(4 minutes)

(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)
discrimination, crime
and punishment, human
capital, families, and
organ market.
George Homans
espoused the Exchange
Theory.
(5 minutes)
I. Evaluating learning A five-item quiz on the Guided by the teacher, Ask students to draw a Use rubric to evaluate
meaning and historical the students write in the concept map of Rational each presentation.
context of Rational L column of the K-W-L Choice Theory: Criteria for the rubric
Choice Theory. chart. Entries should meaning, concepts, should have been
(7 minutes) include, but not limited description of concepts explained and
to, the key concepts and (10 minutes) discussed at the start
thinkers. of the session. (7
(7 minutes) 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)

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level
Teacher Learning Area
Teaching Dates and
Time
Quarter
I. OBJECTIVES
The learners demonstrate an understanding of key concepts and approaches in the social Sciences
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
code for each
Institutionalism: examine the constitutive nature of informal and formal institutions and their actors and
how it constrains social behavior
(HUMSS_DISS11-IVb-7)
II. CONTENT
Institutionalism:
Definition & Historical
context
*Informal & formal
Institutionalism
* Thinkers &
Contributors
Strength & Weaknesses
*written work
Performance Task
A. References
3. Textbook pages
portal
B. Other Learning Resources Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., (pp.202-
206; 102-105)
IV. PROCEDURES
the new lesson
the teacher will ask the
* What is Rational
Choice?
the teacher will ask the
* 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?

* How did Rational
Choice Theory develop?
*Why do people make
decisions based on
different circumstances?
(5minutes)
*How did institutionalism
started?
*Why is it important for
us? (5minutes)
formal and informal
institutions?
(5minutes)
for the lesson
Ask the students to group
themselves according to
their interest
(technology/hobbies,
etc). They will discuss
within the group why they
choose it. (5minutes)
Ask the students:
Can you give
practices/policies that
are unique to a
particular place/
culture/country?
(5minutes)
Ask: Can you
enumerate instances
where an institution can
be destroyed and how
about instances where it
can be strengthened?
(5minutes)
C. Presenting
new lesson
Each group will choose
at least one presenter to
discuss their output.
(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)
Each group will assign
one presenter to discuss
what are the listed
possibilities. (5minutes)
Give instructions for
the performance and
let learners group
themselves according
to their means of
presentation (role play,
sing, dance, poetry,
etc.)
(15minutes)
D. Discussing new
new skills #1
Processing Question:
“Why are you interested
in that technology,
hobby, etc.?
* Differentiate the
informal and formal
institution base from
sharing of the students
and give a short
explanation. (15minutes)
*Presenting the strength
and weaknesses of the
institutionalism.
(10minutes)
E. Discussing new
new skills #2
(leads to Formative
Assessment 3)
*Institutionalism
*Historical Context
In the context of the
Philippines, give
Enumerate the given
strength and
/enumerate some formal weaknesses.
and informal institution. (10minutes)
(15minutes)

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)
Ask: What are the
strengths and
weaknesses and how
can you help to
strengthen our school as
an institution?
(10minutes)
the lesson
Ask: What are your
considerations in
choosing your
friends/barkadas?
Questions:
*What will happen to the
society if there is no
institutionalism?
Question:
*How can weaknesses
help the institution?
(5minutes)
I. Evaluating learning Questions:
*What is institutionalism?
*How it was started?
*Why it is important for
us to study this theory?
(5minutes)
½ sheet of paper
*What are your roles
from this
institutionalism?
(5minutes)
Concept Map
Complete the following
concept map based on
your understanding of
the lesson. (10minutes)
Choose one scenario
from the list below and
share your personal
and social experience
or knowledge of them
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)

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the key concepts and approaches in the Social Sciences.
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strengths and weaknesses of the approaches.
code for each
Determine the relationship between Gender Ideology and Gender Inequality.
(HUMSS-DIS11-IVc-8)
II. CONTENT
Feminist Theory and its
Background
Gender Ideology Gender Inequality Performance:
Simulation
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.
A. References
3. Textbook pages
portal

B. Other Learning Resources -Disciplines and Ideas in
the Social Sciences
-Poem “I Stay at Home”

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
EwjVr4z67-
LTAhVOQLwKHaqmCUo
Qxa8BCBgwAA&usg=AF
QjCNF1sHlk2z9Qlx28jtvf
nGP_UlkiA&sig2=RsQNo
sdaM9R8CeJlrGhTEQ
IV. PROCEDURES
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”.
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)

negative and
stereotypical way.
3. Feminism advocates
superiority of women.
(3 minutes)
for the lesson
Activity: Guess Who?
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)
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)
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.
After that, the teacher
will emphasize that the
names given were
women who made an
impact in their time and
society.
(5 minutes)
C. Presenting
new lesson
Activity: Picture Analysis
The students will analyze
the pictures given and
somewhat relate to the
new topic which is
Feminist Theory
(2 minutes)
The teacher will let the
students report in front
of the class their work.
(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

about?
2. What are your
reactions regarding the
video presented?
(5 minutes)
D. Discussing new
new skills #1
a short video clip and
they will be given guided
questions
The teacher will group
the students into 5 and
will perform a tableau.
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
(10 minutes)
about?
2. How did the concept of
Feminist Theory started?
Each tableau must show
the roles of men and
women in the society
(10 minutes)
“Animated Infographic:
Feminist Theory”
1
(7 minutes)
E. Discussing new
new skills #2
(leads to Formative
Assessment 3)
1. The teacher and the
student will give the
Activity: Picture Analysis
The teacher will divide
the class into 5 groups.
definition of Feminist pictures depicting the Each group will have an
Theory. concept of Gender assigned task to
2.Using a chart, well Ideology accomplish by means of
known- feminists and (men fulfilling their draw lots.
their significant family roles through
breadwinning activities

contributions will be
discussed
(20 minutes)
and women fulfilling
their roles through
homemaker and
parenting activities etc.)
the concept of Gender
Ideology
Students are expected
to cite instances of
gender inequality in their
assigned area.
1.Family
2. School
3. Market
4. Church
5. Government
(15 minutes) (15minutes)
1. What is the
importance of studying
the Feminist Theory?
The teacher will ask how
Gender Ideology is
observed in home or in
school.
Students will report and
explain to the class their
output.
2. The students are
tasked to deliver in what
specific ways women can
be empowered?
(10 minutes)
(3 minutes)
Afterwards, students are
expected to answer the
question:
How does gender
inequality affect our
society?
(10 minutes)
the lesson
How did the feminists
create an impact in
society?
(5 minutes)
How does Gender
Ideology affect our
society?
(5 minutes)
As a student, how can
you contribute in
promoting gender
equality? in your own
family? in your society?
(5 minutes)
I. Evaluating learning Activity: Matching Type Editorial Cartooning Essay
Match the feminists and
their significant
contributions in society
(5 minutes)
Create an editorial
cartoon showing Gender
Ideology
If you will be given a
chance to be a
lawmaker, what bill will
you pass to promote
gender equality?

(10 minutes)
(7 minutes)
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)
The teacher will pre-
group 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)

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level
I. OBJECTIVES
A. Content Standards The learners demonstrate key concepts and approaches in the social sciences.
1. Interpret personal and social experiences using relevant approaches in the social sciences.
2. Evaluate the strengths and weaknesses of the approach.
code for each The learners analyze
the significance of
data. (HUMSS_DIS11-
IVd-9)
Distinguish the ways
by which human-
environment
interactions shape
cultural and natural
landscapes.
HUMSS_DIS11-IVd-
10
Interpret thematic and
mental maps to
understand landscape
changes and an
individual’s sense of
place. HUMSS_DIS11-
IVd-10
Explain
environmental and
social issues through
the analysis of spatial
distributions and
spatial processes.
HUMSS_DIS11-IVd-
10
II. CONTENT
Data
Hermeneutics
Phenomenology
Hermeneutic
phenomenology
A. References
3. Textbook pages
portal

B. Other Learning Resources Friesen, N., Henriksson,
C., & Saevi, T. (eds.).
(2012). Hermeneutic

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
the new lesson
The teacher briefly asks
some students
concerning the link
between gender
inequality and gender
ideologies. (5 minutes)
Reviewing the
concept. (5minutes)
hermeneutical
phenomenology by
calling a student to
discuss its concept in
a nutshell.
Reviewing the wayson
how human
environment
interactions shape
landscapes. (5 mins. )
Reviewing mental
and thematic maps of
human-environment
system. (5 mins. )
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.
Students will be
presented a video
presentation on waysby
which human
environment
interactions shape
landscapes.
(song analysis; title
KAPALIGIRAN by; Asin
(5 minutes)
See attach rubrics;
http://www.phenomen
ologyonline.com/inqui
ry/.
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;

3. Disciplines and Ideas in the Social DLP2.docx

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