1. DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
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Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 12
Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: DISCIPLINE & IDEAS IN THE SOCIAL SCIENCE
Teaching Dates and Time: SEPTEMBER 23-27, 2019 Quarter: SECOND
SESSION 1
Tuesday 9:30-10-30 A.M.
SESSION 2
Wednesday 8:15-9:15 A.M.
SESSION 3
Thursday 9:30-10-30 A.M.
SESSION 4
Friday 1:00:2:00 A.M.
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of…
Key concepts and approaches in the Social Sciences
B. 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.
C. Objectives/ Learning
Competencies
Learners are expected to:
appraise the meanings that people attach to everyday forms of interaction in order to explain social behaviour
HUMSS_DIS11 –IIIh-3
II. CONTENT SYMBOLIC INTERACTIONISM
III. LEARNING RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources Disciplines and Ideas in the Social Sciences curriculum guide and various websites.
IV. PROCEDURES
A. Motivation/Reviewing previous
lesson or presenting the new
lesson
Photo Analysis on Marxism. At least three
images (e.g. Caste System, Social
Inequality, etc.) will be shown to be
depicted and explained by the learners.
The learners answer the following guide
questions:
1. What is the picture shown?
2. What does the picture depict?
The class reviews the concept of symbolic
interactionism by saying a word that describes
or characterizes it as an approach in
understanding society. At least five (5)
learners will be called as the teacher asks why
and expounds learners’ answer.
The teachers presents the pictures of
various sociologists and proponents of
Symbolic Interactionism. The learners
categorically identify them and shortly
explain their contributions.
Say/Ask: Yesterday, we interpreted
different scenarios/everyday forms of
interactions in which symbolic
interactionism approach is used. What
are possible symbols that affect
human actions?
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APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
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B. Establishing purpose of 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.youtube.com/watch?v=
Ql 0XPwtfFGY)
The learners will be grouped into two (2) and
play a charade game. The first to acquire the
higher score shall be the winning team. The
teacher throws these questions:
1. Did everyone enjoy the game? Why?
2. In which part of the game you felt most
excited?
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.
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.
With the learners are their journal for write
ups and reflective entries as well as the
details of the conduct of the social
experiment.
The teacher now conducts draw lots
whose group or who performs first.
Painting, photography, collage, and
diorama require defence /explanation
as part of the criteria.
Each group shall be given five
minutes each to perform/explain their
performance or output after the
allotted 20 minutes’ time practice
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 things/images/icon s give
meanings in our life?
4. What do you think will be the lesson for
this day? (The teacher reveals the lesson)
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
perspective on this approach?
3. Cite some of their personal information or
biography?
Practice and conduct of output and
performance.
*Note that each has been given
enough time to practice and make
necessary preparation prior this day”.
D. Discussing new concepts and
practicing new skills #1
Brainstorming and Graphic Organizer.
The learners will be grouped into five (5). Each
group shall be assigned one symbolic
interactionist. They will be given ten (10)
minutes to make a graphic organizer on
Symbolic Interactionism of the assigned
proponent to the group.
They will be given cartolina /manila paper and
art materials in presenting their work. One or
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?
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APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
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two representatives will explain their output
shortly.
4. Vote for the first 5 images to be
presented
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment)
The teacher collects inputs from the
learners using metacards and marker.
Learners right down their ideas in one
phrase about the activities and post it on
the board. (The teacher uses a
tarpdesigned graphic organizer [semantic
web], if applicable).
The teacher then asks the learners:
1. Based from the graphic organizer, how
will you define symb
The teachers throw 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
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/everyday forms of interactions
as portrayal of symbolic interactionism?
3. What symbols triggered you in
interpreting the scenario?
G. Finding practical applications of
concepts and skills in daily living
Does symbolic interactionism affect our
daily life? Why?
H. Making generalizations and
abstractions about the lesson
The teacher calls a volunteer learner to
recap their learning 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?
Ask the learners to generalize all the 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.
Teachers throws the following questions:
“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.
I. Evaluation/Assessment Define symbolic interactionism in your
journal.
Pera o Bayong Concept:
A= Mead
B= Blumer
C= Cooley
D=Goffman
E= Hochschild
The teacher throws a statement as the student
chooses who among the sociologists
described symbolic interactionism.
The teacher presents his own scenario in
the society which the students identify
how symbolic interactionism approach is
used.
The teacher assesses learners’
performance and output utilizing
rubrics.
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APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
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J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers
Prepared by: Checked by:
HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ
Subject Teacher Teacher In-Charge
