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DISS
DISS

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

DISS

Disciplines and Ideas in the Social Sciences

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG

Grades 1 to

12

DAILY

LESSON LOG

School

Teacher

Teaching Dates and Time

Grade Level

Learning Area

Quarter

DISS

 

DAY 1

DAY 2

DAY 3

DAY 4

 

I. OBJECTIVES

 
 

A.

Content

The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines

 

Standards

 

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

       

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

Resource (LR)

       

portal

B.

Other Learning

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.

Resources

 

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:

REVIEW: (5 minutes) Ask the learners to give a recap about what we discussed yesterday.

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.

(15 minutes) Ask the learners to introduce themselves and let the learners complete this

 

sentence upon introducing themselves.

 

Definition of Social Sciences.

   

“Hello, my name is The object that best represent me is a because

 

Example:

“Hello, my name is GERONIMO T. SAMPILO. The object that best represent me is a POCKET WI-FI because I CAN GIVE AND SHARE THE KNOWLEDGE AND INFORMATION THAT THE USERS WANT TO KNOW.”

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

B. Establishing a purpose for the lesson

Teacher says: “Today, we are going to begin our lesson in Discipline and Ideas in Social Sciences.”

Ask the learners to give their ideas/concept when they heard the word Social Sciences?

PICTURES

INDIVIDUAL ACTIVITY WORD IDENTIFICATION (10minutes): The teacher will ask the students to identify if the word related to social science or natural science.

KWL Chart Completion (5 minutes) Directions: Ask the learners to complete the KWL Chart about the definition of social science and natural science.

CONCEPTUALIZATION:

(5 minutes) Ask the learners to give an idea about the pictures projected on wall.

 
  Biology History

Biology

History

 

Economics

Anthropology

What I

What I

What

Psychology

Chemistry

Physics

Political Sci

Already

Want to

Learn

Know

Know

     
 

Mathematics

Zoology

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.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

D. Discussing new

GROUP ACTIVITY: (15 minutes) Directions: Divide the class into 4 groups and choose a leader to explain what their presentation all about, each group will do a role play showing the different behaviors they noticed in the community. (see attached rubrics) Processing of the activity, Let the learners give their ideas and concepts about the activity.

POWERPOINT PRESENTATION: (15 minutes) Discuss Social Science as study of society. Ask the learners to answer the following HOTS questions:

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

concepts and

practicing new

skills #1

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.

How does social science

related to society?

2.

What are the roles of social

science in the society?

 

1. What are the different cultures and traditions in the Philippines?

Discuss the concept of Social Science.

 

2. Are cultures and traditions related to people? If yes, how?

E. Discussing new

       

concepts and

practicing new

skills #2

F. Developing

DYAD ACTIVITY: (5 minutes) Directions: Choose a partner and make a slogan showing the relation of Social Science in the community.

CONCEPT MAPPING:

VENN DIAGRAM COMPLETION (10 minutes):

(5 minutes) Ask the learners to define Humanities.

mastery (leads

(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.

to Formative

Assessment 3)

The teacher will instruct the learners to complete the diagram.

 

Processing of output.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

   
    SIMILARITIES NATURAL SOCIAL SCIENCES SCIENCES  
SIMILARITIES NATURAL SOCIAL SCIENCES SCIENCES
SIMILARITIES
NATURAL
SOCIAL
SCIENCES
SCIENCES
 
SOCIETY
SOCIETY
SOCIETY
SOCIETY

G. Finding practical applications of concepts and skills in daily living

(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?

H. Making generalizations and abstractions about the lesson

(5 minutes) Ask the learners on how to define Social Science as study of society.

(5 minutes) Ask the learners to differentiate social science and natural science.

(5 minutes) Ask the learners to distinguish between Social and Humanities.

I. Evaluating

INDIVIDUAL ACTIVITY:

(5 minutes) PENCIL AND PAPER TEST:

(5 minutes) Ask the learners to define the natural science?

DIORAMA MAKING (10 minutes):

learning

SENTENCE COMPLETION (5 minutes) Directions: The learners will complete the sentence:

The Social

Write True if the statement is correct and False if not. 1. Social science can be used to study and understand society. 2. Socialization affects the overall cultural practices of a society, but it does not shape one’s self-image. 3. Most social scientists believe heredity is the most important factor influencing human development.

The learners will be asked to turn the classroom into mini museum. (See the attached rubric for this activity)

Science

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

   

4. Social sciences perspective can be used to address issue or problem. 5. Society refers to a group of people who share a culture and a territory.

J.

Additional

ASSIGNMENT:

 

activities

for

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.

application

or

remediation

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to School Grade Level 12 Teacher Learning Area DISS DAILY Teaching Dates and
Grades 1 to
School
Grade Level
12
Teacher
Learning Area
DISS
DAILY
Teaching Dates and Time
Quarter
LESSON LOG
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
Compare and contrast the various Social Science disciplines and their fields, main areas of
inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)
Define Anthropology,
identify the fields, areas
of inquiry and methods
of Anthropology.
Describe Economics,
identify the fields,
areas of inquiry and
methods of Economics.
Interpret Geography,
identify the fields, areas
of inquiry and methods of
Geography.
Interpret History, identify the
fields, areas of inquiry and
methods of History.
Introducing the disciplines within the Social Sciences:
II. CONTENT
1. Anthropology
2. Economics
3. Geography
4. History
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

4. Additional Materials from Learning Resource (LR) portal

       

B.

Other Learning Resources

Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37

IV. PROCEDURES

       

A. Reviewing previous lesson or presenting the new lesson

Ask the learners:

 

Ask the learners:

Ask the learners:

 

Ask the learners:

1.

What are the

1. What are your insights about yesterday’s lesson? Establish the relevance of anthropology as a social science

 

1.

How do you find your

1. What is Geography?

differences among Social Science and Natural Science and Humanities?

 

budget for today? Have you already planned how to manage it wisely?

 

2. What are the fields of

 

Geography?

3.

Give a practical

application of Geography?

(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:

 

GROUP ACTIVITY:

GROUP ACTIVITY:

 

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.

SOUNDS LIKE

 

Group the class into five

 

(5).

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.

 

1.

Are you familiar with

the picture?

 

List down 10 things which you can’t live without. The groups will present

 

2.

What element/s of the

picture captured your attention?

 

3.

What branch of social

to the class.

 

science is responsible for this picture?

 

(7 minutes)

(3 minutes)

 

Set of words

(5 minutes)

 

1.

Mt. Everest= Mouth-

 

Eve- Rey- East

 

2.

Sahara Desert= Saw-

Hour- Add- East- Earth

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 
    3. Pacific Ocean= Pass-  
 

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:

SMALL GROUP DISCUSSION:

GROUP DISCUSSION:

PROCESSING

QUESTIONS:

SOCSCI PUZZLE The learners will supply the letters to reveal the meaning of Anthropology.

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.

Each group will describe the completed set of words Mt. Everest, Sahara Desert …) then present it to the class

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.

(5 minutes)

(10 minutes)

(8 minutes)

3. Which branch of Social Science does our activity represents?

4. Define history?

(15 minutes)

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

D.

Discussing new concepts and practicing new skills #1

GROUP ACTIVITY:

The teacher will ask the learners:

Based from the learners’ analysis of the activity, learners will be asked. 1. What is your idea about Geography?

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

 

SOCSCI SORT The learners will sort the pictures into the three branches of Anthropology (5 minutes)

SOCSCI SORT The learners will sort the pictures into the three branches of Anthropology (5 minutes)

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)

Elicit as many ideas as possible from the students

Teacher then clarifies what Geography is.

(10 minutes) = History

(10 minutes)

=

History

Different fields: Diplomatic, Economic, Asian, World,

European, Environment, Military, Legal, Cultural, Modern, Women (10 minutes)

European, Environment, Military, Legal, Cultural, Modern, Women (10 minutes)

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

E.

Discussing new concepts and practicing new skills #2

The teacher will discuss the methods used in studying Anthropology

(10 minutes)

The teacher will present a graphic organizer that shows the relationship of Microeconomics and Macroeconomics. (10 minutes)

The teacher will use power point presentation for the discussion about physical and human geography. (Presentation contains pictures of different land forms and bodies of water such as, Mt. Everest, Cordillera, Bohol, Baguio, Tagaytay, Sahara Desert, Bodies of water such as Pacific Ocean, coastal areas, rivers, lakes etc.)

COMPLETE THE ANALOGY:

 

Scientist: test tube Teacher: chalk Historian:

 

Processing Questions:

 

1.

What is the connection

between word-pairs?

2.

What is the tool of a

historian?

3.

Why is a historian like a

detective?

4. What is Historiography?

5. Differentiate primary

sources from secondary

sources.
sources.

sources.

(5 minutes)

a detective? 4. What is Historiography? 5. Differentiate primary sources from secondary sources. (5 minutes) (10

(10 minutes)

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

F. Developing mastery (leads to Formative Assessment

3)

GROUP ACTIVITY:

CLASS ACTIVITY:

GROUP ACTIVITY:

The teacher will require learners to accomplish a worksheet. (See attachment)

(3 minutes)

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.

PICK N STICK The learners will classify words written on meta cards and post it on its corresponding field of Economics.

(5 minutes)

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.

 
 

(15 minutes)

   

(8 minutes)

G. Finding practical applications of concepts and skills in daily living

The teacher will present another scenario to the learners: “If you are an anthropologist, what specific Filipino tradition will you be interested into?

(5 minutes)

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?

Do you find History useful to your daily lives? Why did you say so? (5 minutes)

(3 minutes)

 

H. Making generalizations and abstractions about the lesson

The teacher will ask the learners about the definition, branches and methods used in studying Anthropology

The teacher will ask the 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?

(10 minutes)

Answers:

Answers:

Answers:

1.

Anthropology is the

Economics seeks to understand people’s activities concerning production, distribution and consumption of goods and services.

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

study of humankind

2.

3 branches: Physical

or Biological, Cultural, and Archaeology

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

3. Methods:

 

Physical Geography and Human Geography.

(3 minutes)

 

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)

 
 

I.

Evaluating learning

The teacher will ask the learners to accomplish the 5-3-1 Chart (5-Methods, 3-Braches,

CONCEPT MAPPING:

Paper and Pencil Test (10-item quiz)

Final Complete the sentence prompts.

 

ECONOMICS

Expected output:

Definition, Etymology, Branches of Geography

1-Definition)

(Needs, Wants, Microeconomics, Macroeconomics)

History is the study of

(5 minutes)

(7 minutes)

(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

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

J.

Additional

application or remediation

activities

for

(10 minutes)

The teacher will ask the learners to search the internet for a significant event that happened during the day of their birth.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to School Grade Level 12 Teacher Learning Area DISS DAILY Teaching Dates and
Grades 1 to
School
Grade Level
12
Teacher
Learning Area
DISS
DAILY
Teaching Dates and Time
Quarter
LESSON LOG
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
Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and
methods. (HUMSS_DISS11-IIIb-d-3)
Define Linguistics,
identify the fields, areas
of inquiry and methods
of Linguistics.
Describe Political
Science, identify the
fields, areas of inquiry
and methods of Political
Science.
Interpret Psychology,
identify the fields, areas
of inquiry and methods
of Psychology.
Interpret Sociology,
identify the fields, areas of
inquiry and methods of
Sociology.
Introducing the disciplines within the Social Sciences:
II. CONTENT
5. Linguistics
6. Political Science
7. Psychology
8. Demography
III. LEARNING RESOURCES
A.
References
2.
Teacher’s Guide pages
2.
Learner’s Materials pages
3.
Textbook pages
4.
Additional Materials from
Learning Resource (LR)
portal

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

B.

Other Learning Resources

Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37.

IV. PROCEDURES

       

A. Reviewing previous lesson or presenting the new lesson

Ask the learners:

Ask the learners:

Ask the learners:

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)

1.

What are the different

1. What have we discussed yesterday?

(3 minutes)

1. Where do you think the word Psychology came from?

disciplines of social science that have been discussed last week?

   

(3 minutes)

(3 minutes)

   

PINOY HENYO:

In a ¼ sheet of paper, learners will write their answers for the following:

1.

Give 3 descriptive

words of:

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

B. Establishing a purpose for the lesson

Group Activity Group the learners into five (5). Each group will pick a

strip of paper with a statement written on it. Representative of each group will read what is written. The teacher will ask the following questions:

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.

a. LION

it into the board where

b. EAGLE

they categorized

 

c. OCEAN

(Sociological or Demographic)

(10 minutes)

Processing:

1.

pertains to how the person sees himself/herself

2.

him/her.

3.

Answer to the first

How others see

Perspective in life

(5 minutes)

1.

Do you understand

what is written on the strips?

2.

the language used in the

statement

What do you think is

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

3.

What do you think is

 

(10 minutes)

 

the reason why we have many languages?

4.

Where does language

came from?

(10 minutes)

C. Presenting examples/instances of the new lesson

Group Activity:

WEB MAPPING Form a word map using the word LIGUISTICS. From the words, they formed the definition of Linguistics will then be derived.

Guide Question:

Who are those personalities? What is common among them?

The teacher will deliver a lesson that will tackle the goals and key concepts of psychology

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.

(5 minutes)

At the same time, learners will be introduced to the branches of Psychology.

(12 minutes)

(10 minutes)

 

D. Discussing new concepts and practicing new skills #1

Group Activity Evolution of Language From the previous

groupings. The learners will be asked to:

Group Activity Directions: Each group doing a role playing showing the political scenario of the

Recitation:

5 learners will be selected to answer the following questions:

Presentation of the lesson: Teacher will discuss the discipline and fields of the latter. Base on the above activity.

1.

Cite 5 Filipino words

Philippines. (See attached rubric for the evaluation). Processing of the activity, Let the learners give their ideas and concepts about the activity.

(10 minutes)

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

and determine their corresponding translations into Hippie, jejemon, gay lingo, and text language. Ex.

Nanay- Ermats (Hippie),

nHanayhhzz(Jejemon)-

   

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

mudra (Gay Lingo)- nnay (Text) 2. Use the 5 Filipino words into a sentence using the Hippie, jejemon, gay lingo, text language

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)

 

can proceed to the next activity.

 

(15 minutes)

(15 minutes)

E. Discussing new concepts and practicing new skills #2

     

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:

VIDEO CLIP:

The learners will analyze demographic data prepared by the teacher and its effect on the society.

Learners will be presented a video clip that exhibits the different perspectives of people from all walks of life with regards to Psychology

 

Political Science in the Philippines; A history of a discipline by: Remegio E. Agpalo

(17 minutes)

(10 minutes)

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

(Morphology, Syntax, and Phonology) The class will check if the given answers are correct.

     

(5 minutes)

G. Finding practical

Questions to be asked:

The learners will choose

Learners will write 2-3 sentences in their notebook about the importance of studying Psychology.

From what they have learned, learners will be asked to write an essay on how they will apply these in their daily lives.

1.

How do you use

any Government position the wish to hold someday. As a Government official, what would be your priority project?

applications of concepts and skills in daily living

language appropriately in your daily communication? (5 minutes)

(5 minutes)

 

(5 minutes)

H. Making generalizations and abstractions about the lesson

Recitation

Recitation:

Learners will give a brief but precise explanation on the quotation:

In their own words, learners will differentiate Sociology from Demography.

The following questions will be asked:

What is Political Science all about? How does it

 

1.

What is Linguistics all

influence our society? Political Science deals with the systems of the government, and the analysis of political activities, political thoughts and political behaviors.

(5 minutes)

“We know what we are but not what we may be.” –Ophelia in Hamlet

about?

 

2.

What are the three

fields of Linguistics?

 

(7 minutes)

(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 CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

if

the statements are

whether the picture / scenarios concern

correct or not by raising

thumbs-up and thumbs- down.

a

political science.

(5 minutes)

(5 minutes)

J.

Additional

activities

for

   

application or remediation

V. REMARKS

     

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG

Grades 1 to

12

DAILY

LESSON LOG

School

Teacher

Teaching Dates and Time

Grade Level

Learning Area

Quarter

DISS

 

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

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-

The learners race the historical foundation and social context that lead to the development of each discipline

(HUMSS_DISS11-IIIb-d-4)

 

d-3)

 

II. CONTENT

 

Historical context of the emergence of each discipline

 
 

III. LEARNING

       

RESOURCES

 

A.

References

       
 

3.

Teacher’s Guide pages

       
 

2.

Learner’s Materials

       

ges

 

3.

Textbook pages

       
 

4.

Additional Materials from Learning Resource (LR) portal

       

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

B.

Other Learning

1. Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp.

Resources

 

20-37.

 

2. https://m.youtube.com/watch?v=DSIdaTSG2Gg

 

IV. PROCEDURES

       

A. Reviewing previous lesson or presenting the new lesson

Ask the learners:

 

COMPARE AND CONTRAST:

Matching type:

1.

Enumerate the

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.

different disciplines of

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.

 

Social Science

(5minutes)

B. Establishing a purpose for the lesson

Think- Pair- Share Direction

 

Short Video presentation:

Teacher will present the short video entitled " An Animated Introduction to Social Science" (4:35 minutes)

The teacher play a dialectical song (e.g Manang Biday) Student will be asked 1. What is message of the song? 2. Where the song came from? 3. Who are the Government officials in

1.

Student will look for a

 

partner.

2.

They will be

instructed to ask each other about their

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

similarities and differences. 3. The teacher will ask volunteers to share their output.

(10 minutes)

https://m.youtube.com/watch?

that particular province? 4. Upon hearing the song, what do you think is the way of life of the people leaving in that place?

v=DSIdaTSG2Gg

 

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:

Word mapping: (e.g. Waray - Linguistic, Governor Umali- Political Science, Farming- Sociology/ demography.

C. Presenting examples/instances of the new lesson

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.

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 concepts and practicing new skills

#1

The class will be grouped into Eight (8). Each group will be collaborating on a specific discipline. (e.g. group 1

Presentation of the lesson:

Open discussion of the word mapping

Teacher discusses the historical foundation and social context that led to the development of the latter

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

.) and will be given meta cards to write the following definition and branches. (35 minutes)

 

discipline through power point presentation.

 

E. Discussing new concepts and practicing new skills

#2

 

The teacher will post a Compare and Contrast

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.

 

Template on the board for students to accomplish.

Each group will discuss their output on the class.

(20 minutes)

   

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.

Ask student randomly with the following questions:

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)

1.

Who is the father of

 

Anthropology?

2.

Why was anthropology

developed?

 

3.

What is the two main parts

(20 minutes)

of History of Geography?

4.

What is meant by history?

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

G. Finding practical applications of concepts and skills in daily living

Recitation:

Think-Pair-Share:

Reflection: Imagine Life without language, leaders, laws, family.

Ask the learners:

What are the anthropological,

1.

Among all the

economic, geographical and historical activities at home?

5mins.

disciplines of Social Science, what do you think would be the most

useful discipline?

 
   

(10 minutes)

H. Making generalizations and abstractions about the lesson

 

Sentence Completion:

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?

Ask the students:

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.

 

1.

What is the significance

of studying Social

Science?

(5 minutes)

I. Evaluating learning

 

Complete the table:

Essay:

10 item quiz Accomplish the template.

(5 minutes)

There will be 5 columns and 6 rows to be completed. Columns: Criteria, Anthropology, Economics, Geography, and History. Rows: Criteria, Etymological

Student will be asked to do a three- sentence essay expressing and explaining how the development of each

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

name, Time/Date, Place, People, and Event.

discipline occur from the perspective of history.

J.

Additional

activities

   

for

application

or

remediation

V. REMARKS

     

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG School Grade Level Teacher Learning Area DISS Teaching
Grades 1 to 12
DAILY LESSON
LOG
School
Grade Level
Teacher
Learning Area
DISS
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
The learners shall be able to:
E. Performance
1. interpret personal and social experiences using relevant approaches in the Social Sciences.
Standards
2. Evaluate the strength and weaknesses of the approach.
F. Learning
Competencies/
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

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

4. Additional Materials from Learning Resource (LR) portal

D.

Other Learning

Resources

IV. PROCEDURES

K. Reviewing previous lesson or presenting the new lesson

L. Establishing a purpose for the lesson

Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,

and Ideas in the Social Sciences , Vibal Group, Inc., The Teacher will ask the students

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. (5 minutes)

The Teacher will write the word CONSENSUS on the board and each student will write with his/her own idea about CONSENSUS. (concept map)

Group Activity. Paper Tower Group the learners into 5. Give each group an equal number of papers. Ask them to erect a tower. The highest paper tower is the winner of the game.

Processing Questions:

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)

The Teacher will ask the students What are your Strengths and Weaknesses? And the students will

write their answer on the board. (5 minutes)

CONSENSUS
CONSENSUS

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

(5 minutes)

(Possible answer: The members have to cooperate in order to achieve a common goal.) (10 minutes)

   

M. Presenting

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

 

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)

examples/instances of the new lesson

1. FAMILY

2. CHURCH

3. SCHOOL

4. GOVERNMENT

5. MEDIA

(20 minutes)

N. Discussing new concepts and practicing new skills

#1

Processing questions.

(Brainstorming)

Processing questions.

Processing

1.

How does each institution

The class will be asked to share with their groups their personal experiences about the principles of structural functionalism on the assign institution.

2.

What have you realized

questions.

work in society according to structural-functionalism

from the activity?

1.

What are the

3.

Why are social structures

strengths and

 

based on the activity?

and social functions important in structural functionalism?

weaknesses of a functionalist theory of socialization?

2.

social functions of social structure to the stability of society?

How important are the

1. FAMILY

4.

How do you differentiate

2.

What is the

2. CHURCH

social functions from social

defining factors that

 

3. SCHOOL

dysfunctions?

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

   

4. GOVERNMENT

5. What are the differences between manifest and latent functions? (5 minutes)

separate strength & weakness?

5. MEDIA

3.

What are the

strengths and weaknesses of this theory?

 

(5 minutes)

O. Discussing new concepts and practicing new skills

 

One representative in each group will give the GIST of their discussion. After every presentation, the teacher will give his/her input.

   

#2

P. Developing mastery (leads to Formative Assessment 3)

Video Analysis https://www.youtube.com/w

atch?v=BKl6HSnlaIk

Group Activity

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 into five groups each group will present their personal experiences of structural functionalism in the assign institution.

1. role playing

The class will be divided in to five groups each group will present the strength and weaknesses of structural functionalism.

 

(7 minutes)

 

2. poster making

3. Tableau

1. role playing

4. talk show

2. poster making

5. jingle

3. Tableau

(20 minutes)

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.

Teacher will ask the Following questions.

Teacher will ask the Following questions.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

2.

What specific scene

How did structural functionalism help you interpret some personal experiences? (2 minutes)

How will you explain the social function/dysfunction, manifest and latent function? (5 minutes)

1.

Do you

struck you the most? Why?

concentrate on your strengths or your weaknesses? Why?

2.

What new

3.

As a student and a

member of the society, how will you promote solidarity and stability?

   

realizations do you

(5 minutes)

have about the topic?

3.

What new

connections have

you made for yourself? (5 minutes)

R. Making

The teacher will ask the students. Why are the social structures and social functions important in structural functionalism? (4 Minutes)

Why is there’s a need to interpret personal experiences

The teacher will ask the students to answer the

The teacher will ask the students to answer the following Question. What are the strengths and weaknesses of the functionalist theory? (5 minutes)

generalizations and

abstractions about

 

the lesson

using structural functionalism? (5 minutes)

following questions. 1.Why do we need to

explain the social function/dysfunction, manifest and latent function

 

2.

How do you differentiate

social functions from social dysfunctions?

3.

What are the differences

 

between manifest and latent functions? (5 minutes)

S. Evaluating learning

Define Structural functionalism (4 minutes)

Reflection Paper The learners will reflect on the question below. How important is structural functionalism in understanding

The teacher will ask the students to explain the following.

Using Venn Diagram. The students will give at

1. SOCIAL FUNCTION

least 5 Strength and 5 Weaknesses of

2. SOCIAL DYSFUNCTION

 

3. MANIFEST FUNCTION

 

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

the different institutions in society?

4. LATENT FUNCTION

structural-

5. SOCIAL EQUILIBRIUM

functionalism.

 

(5 minutes)

(5 minutes)

T.

Additional

activities

Research on the following:

   

for

application

or

1. SOCIAL FUNCTION

remediation

2. SOCIAL DYSFUNCTION

 

3. MANIFEST FUNCTION

4. LATENT FUNCTION

5. SOCIAL EQUILIBRIUM

Write/paste them down on your journal.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG

Grades 1

to 12

DAILY

LESSON

LOG

School

Teacher

Teaching Dates and Time

Grade Level

Learning Area

Quarter

DISS

 

Session 1

Session 2

Session 3

Session 4

I. OBJECTIVES

 

G. Content Standards

Key concepts and approaches in the Social Sciences

 
 

Interpret personal and social experiences using relevant approaches in the Social Science.

H. Performance Standards

Evaluate the strengths and weaknesses of the approaches

 

I. Learning Competencies/ Objectives

Psychoanalysis Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego

 

Write the LC code for each

Identify the three level of awareness.

The learners analyze the

Interpret personal and social experiences using Structures of personality in relation with Defense Mechanism.

The learners present the Structure of Personality through Social Experiment

HUMSS_DIS11-IIIi-4

 

The learners recognize the proponent of the Psychoanalysis.

person’s personality in terms of Id, Ego, and Superego.

HUMSS_DIS11-IIIi-2

HUMSS_DIS11-IIIi-1

HUMSS_DIS11-IIIi-3

 

II. CONTENT

PSYCHOANALYSIS

III. LEARNING RESOURCES

       

E.

References

       

3.

Teacher’s Guide pages

       

2. Learner’s Materials pages

       

3. Textbook pages

       

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

4. Additional Materials from Learning Resource (LR) portal

       

F.

Other Learning

Disciplines and Ideas in the Social Sciences by Carlos Peña Tatel, pages 44-46

 

Resources

Compiled Lecture Notes in Theories of Personality by Benny S. Soliman, pages 10-12

 

http//www.Psychodynamic.20Approaches_simply.20Psychology.html

 

IV. PROCEDURES

       

A. Reviewing previous

Ask the students to give examples of symbolic- interactionism. (3 minutes).

Short review on the past

Ask the students to briefly explain the “Iceberg

Teacher will review

lesson. Ask the students:

lesson or presenting the new lesson

1. Who is the proponent of psychoanalysis?

2. Define psychoanalysis? (3 minutes)

Model”. Guide question:

1. What is the difference of the three structure of personality (Id, Ego, and Superego)? (3 minutes)

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”

Situation Analysis A girl/boy went to the mall to buy school shoes. Upon entering the shoes section, a

Before moving further to the discussion, the teacher will ask the leaners:

 

Teacher will ask question

 

after the video presentation.

1. What is the video all about?

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)

What do you usually do whenever you are upset in a particular situation?

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

Example:

 

You are not allowed by your parents to attend a party?

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

     

How about your classmates do not allow you to copy their answer? (5 minutes)

C. Presenting

Group Activity: Map Construction:

Questioning:

From the responses of

Guide Question:

examples/instances of the new lesson

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)

1. What was the situation all the about?

2. If you are in the same situation, what will you choose?

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.

Group the students according to their shoes preference.

Teacher will ask the learners:

 

A. Group School Shoes

From our discussion what do you think is the connection of structure of personality to Defense Mechanism? (3 minutes)

   

B. Group Ragged Shoes

From the given pictures, leaners will be asked to say “MINE” if it represents them otherwise say “NOT”.

Guide Question:

1.

Why did you choose school shoes? Ragged shoes?

Pictures will be group according to the three level of awareness.

   

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

Students with the same answers will be grouped together and explain the level of awareness where they belong. (10 minutes)

(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

 

Group Activity:

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.

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

 

Psychoanalysis. (5 minutes)

3. Students will justify their answers.

4. Rubric Attached

the Id, ego, and superego in that situation given by the students. (9 minutes)

G. Finding practical applications of concepts and skills in daily living

Are there any instances that you have experience either one of these three levels of awareness?

Give certain situations wherein Id, Ego, and Superego are evident?

 

In what particular situation did you experience these levels of awareness?

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

(5 minutes)

   

H.

Guide Question:

   
 

Making generalizations and abstractions about the lesson

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

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.

(Learners will be given five (5) minutes review for the summative test).

 

wanted

to

do

“neurophysiologic research”. He had a private practice in nervous and brain disorders. He is the founding father of psychoanalysis.

SUPEREGO- the moral arm of the personality, it corresponds to one’s conscience.

Psychoanalytic theory is a framework for understanding the impact of the unconscious on thoughts, feelings, and behavior.

Conscious- contains those thoughts of which you are currently aware.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

Preconscious- stores all the thoughts of which you could bring into consciousness fairly easily if you wanted to; thoughts that can be easily recall without special techniques.

     

Unconscious- the material that we have no immediate access to, and we cannot bring into consciousness except under certain extreme situations. (10 minutes)

I. Evaluating learning

Individual Activity:

Group Activity: Role Playing

40 items summative test Pointers:

Individual Activity:

Construct/ draw your own representation of the level of awareness creatively. Briefly explain on your own words.

Group the learners into three (3) groups.

Write a reflection about the Social experiment presented by your

The group will pick what particular structure of personality they will perform/ present. (Id, Ego, Superego).

10

items structural

functionalism

10

items Marxism

group.

(10 minutes)

10

items symbolic

interactionism

Rubrics will be provided to evaluate performance.

10

items psychoanalysis

(30 minutes)

J. activities

Additional

for

 

Create five groups and prepare a social experiment showing the three structures of personality.

(e.g. Intentional dropping of wallet in the public to

Remind the class about the presentation of the Social Experiment for the next day.

 

application

or

remediation

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

GRA DES School Grade Level  

GRA DES

School

Grade Level

 

1 to12DAILY

Teacher

Learning Area

DISS

LESSONLOG

Teaching Dates and

Sem/Quarter

 

dsd

     
 

Session 1

Session 2

Session 3

Session 4

I. OBJECTIVES

 

J. Content Standards

The learners demonstrate key concepts and approaches in the social sciences.

 
 

The learner shall be able to:

K. Performance Standards

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)

The learners to determine manifest and latent functions and dysfunctions of socio cultural phenomena

(HUMSS_DIS11-IIIe-f-1)

The learners to determine 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)

(HUMSS_DIS11-IIIe-

f-1)

II. CONTENT

STRUCTURAL FUNCTIONALISM

 

III. LEARNING RESOURCES

       

G.

References

Curriculum Guide in DISS page 1

Curriculum Guide DISS page

Curriculum Guide in DISS page 1

Curriculum Guide in DISS page 1

 

1

4.

Teacher’s Guide pages

       

2.

Learner’s Materials pages

       

3.

Textbook pages

       

4.

Additional Materials from Learning Resource (LR) portal

       

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

H.

Other Learning

Disciplines and Ideas in the Social Sciences by Arleigh Ross D. dela Cruz, et.al. page 63,

 

Resources

https://www.reference.com/world-

 
 

https://www.youtube.com/watch?v=2jvpu_DFOEs)

view/functionalist-theory-1f5dfda945fd3cd1

 

www.philstar.com

 

IV. PROCEDURES

       

A. Reviewing previous lesson or presenting the new lesson

The teacher will review the class regarding strengths and weaknesses of structural functionalism through showing emotions – If it is strength the students will smile if it is weakness the students will show sad face. (5 min)

(5 minutes)

The teacher will review about manifest function in structural functionalism. Students will be asked to read what they have written on their journal.

Manifest Functions- the beneficial consequences of people’s actions Latent Dysfunctions- the consequences that harm a society

Asks

volunteer

student to

give

a

recap

of

the

 

previous

lesson

about

Manifest

Dysfunction.

 

(5 minutes)

   
 

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…

Heart

Concept Mapping:

 

B. Establishing a purpose for the lesson

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?

The teacher will ask a question Why does the country experiencing increase in number of unemployed and underemployed?

Brain

Family School Government Church/Religion Mass Media

 
 

Liver

The teacher will show through power point presentation the objective of the lesson regarding

Kidney

Lungs

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

manifest function in structural functionalism

The teacher will write through the use of blackboard and chalk the objective of the lesson regarding latent function in structural functionalism

Processing Questions:

 

1.

what is the function of

 

the

heart? Worse thing

(5 min)

that

will happen if the

heart malfunctions?

(5min)

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/instances of the new lesson

Then, the teacher will show pictures to analyzed:

The teacher will present a

MD

are anticipated,

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

video

clip

regarding latent

intended disruptions of

(College student reading books, Typical classroom setting)

function

in

structural

social life.

 

functionalism (https://www.youtube.com/w

Manifests Dysfunctions of

cell

phone relates to

1. How do you see the first picture and the second picture presented?

atch?v=2jvpu_DFOEs)

drivers who become

distracted

Guided Questions:

 

1. What are the things that

e.g. (fiesta), disruptions of transportation and excessive production of garbage.

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 video presented?

2. What is your common understanding regarding latent function in structural functionalism?

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

 

may

acquire

(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.

knowledge.

(5 minutes)

D.

Discussing new

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”.

     
 

Any intended disruptions of the harmony of social order can be considered social dysfunctions.

Can you cite specific examples of manifest dysfunctions?

Short activity:

 

concepts and practicing new skills #1

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)

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.

 

There will be a direct discussion regarding the concept.

 

(10min)

Rubric will be posted or written on the blackboard

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

   

(10 min)

 

Family School Government Church/Religion Mass Media

E. Discussing new

BRAIN STORMING The class is divided into four (4). The class is asked to do a small classroom discussion on how manifest function affect us.

(10min)

Group Activity:

   

The students will be

concepts and practicing new skills #2

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)

F. Developing mastery (leads to Formative Assessment 3)

Each group will share their insights based on the small group discussion. The Teacher will give emphasis toward structural functionalism

Teacher will clarify all misconception of the students regarding latent function. Every student will list down latent functions they heard

Role playing; group students into 5. leader will pick one among the given topic. they will show how manifest dysfunctions happen in different

Activity: Group Dynamics The learners will be group according to the given Institutions. After which they will

(10min)

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

   

from the group activity, then 5 students will present it to class. (10 min)

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?

G. Finding practical applications of concepts and skills in daily living

The teacher will ask three students: Does manifest function in structural functionalism affect your life as students? Why? (5 minutes)

In what way does l latent function in structural functionalism affect our live (5 minutes)

Ask

some

students

The learners will be tasked to write 100 words essay. It should be a first- hand experience of latent dysfunction and how it affects their respective community.

how

manifest

dysfunction happen in

 

the

society

or

 

community

they

belong.

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:

Ask three or four students to make a generalization of the said topic: Manifest Dysfunction Guide Questions;

Ask three or four students to make a generalization of the said topic: Latent Dysfunction Guide Questions;

What is latent function in structural functionalism?

What is manifest dysfunction?

 

What is latent dysfunction?

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

     

Expected answer:

 

Expected answer:

(5 min)

Deviant behaviors committed within the community that are intentional

Deviant behaviors in the society which has unintended effect

I. Evaluating learning

Formative Assessment:

Formative Assessment:

In not more than 3 sentences answer the given query.

Answer the question on a one-half sheet of paper.

(with prepared rubric) Write a one paragraph learning regarding manifest function in social-structuralism. (5 min)

Explain the following questions

1.

Can latent function bring

   

people together of similar background?

What is the most beneficial lesson of

What is the most beneficial lesson of latent dysfunction vis-à-vis understanding social equilibrium?

Or Latent Dysfunction is beneficial in balancing social order because

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

manifest dysfunction vis- à-vis understanding social equilibrium?

Or Manifest Dysfunction is beneficial in balancing social order because

J. activities

Additional

for

Find a research paper through Google scholar on latent function in social structuralism.

Write it on your learning journal.

     

application

or

Journal Writing:

remediation

Give your personal experiences regarding the topic that has been discussed.

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG   School     Grade Level  

Grades 1 to 12 DAILY LESSON LOG

 

School

   

Grade Level

 
 

Teacher

   

Learning Area

DISS

Teaching Dates and Time

   

Quarter

 
 

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

 

The learners analyze the social inequalities in terms of class conflict

 

Write the LC code for each

 

HUMSS_DIS11-IIIg-2

 
     

Marxism as an Approach

 

Strength and

Conflict Perspective

Karl Marx

weaknesses of

Marxism

II. CONTENT

         

III. LEARNING RESOURCES

         

a.

References

       

5.

Teacher’s Guide pages

       

2.

Learner’s Materials pages

       

3.

Textbook pages

       

4.

Additional Materials from Learning Resource (LR) portal

         

b.

Other Learning Resources

Disciplines and Ideas in the Social Sciences by Tatel Jr, Carlos Peña

 

IV. PROCEDURES

         

A.

Reviewing previous lesson or presenting the new lesson

 

Differentiate consensus and conflict theories (2 minutes)

Differentiate manifest from latent functions. (2 minutes)

Give the details about the life of Karl Marx