DAILY LESSON LOG

APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

GRADE 11 TO 12 Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 12
DAILY LESSON LOGS Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: DISCIPLINE & IDEAS IN THE SOCIAL
SCIENCE
Teaching Dates and Time: October 7-11, 2019 Quarter: SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standard
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.
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Objectives/ Learning predict the social consequences of decision examine the constitutive nature of determine the relationship between analyze significance of data
making based on scarcity informal and formal institutions and their gender ideology and gender HUMSS_DIS 11-IVd-9
Competencies
HUMSS_DIS 11-IVa-6 actors and how it constrains social behaviour inequality
HUMSS_DIS 11-IVb-7 HUMSS_DIS 11-IVc-8
8. Hermeneutical
II. CONTENT 5. Rational Choice 6. Institutionalism 7. Feminist Theory
Phenomenology
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 Ask learners: The teacher will ask the following questions: Short Review about Institutionalism The teacher briefly asks some
lesson or presenting the new What is the difference among Id, Ego and * What is institutionalism? students concerning the link between
lesson Superego? gender inequality and gender
ideologies.
B. Establishing purpose of the lesson Ask: *How did institutionalism started? Activity: Guess Who? From the examples of optical illusions
1.Why did you take the track you are *Why is it important for us? The teacher will show pictures of women and/or ambiguous figures brought by
enrolled in? who became famous in their own field of the students, the teacher chooses
2.What are your desired goal or outcome, endeavor (e.g. Angelina Jolie; Mother some of them and invites the students

1|Page

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
2|Page
DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
alternatives and strategies?
Have the students read a scenario and
answer the questions that follow using the
worksheet (Under Pressure) provided.
Note: Scenario and Worksheet on a
separate sheet attached hereto.
Ask students to share their output. Ask the
Ask: What is the difference between formal
and informal institutions?
Ask students to form a group of 3 members.
Theresa; Corazon Aquino ; Alyssa Valdez)
The students are tasked to describe the
women and answer how these women
influence other people.
Activity: Picture Analysis
The students will analyze the pictures
given and somewhat relate to the new
topic which is Feminist Theory
The teacher will present a short video clip
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.
The teacher afterwards asks: “If it is
the same image, why is it that you are
giving different answers?” After
listening to the students’ replies, the
teacher says: “If in a small thing as
this, we are already disagreeing, is it
any surprise that we have difficulty
coming to agreement in bigger and
more important things?”
The teacher now asks: “What is data?
How can we define the word data?”
The teacher notes on the board the
definitions given by students. The
teacher further asks: “In the previous
activity, what can we consider as
data?” Expected answer would be the
optical illusion and/or ambiguous
figure. The teacher asks: “What is
hermeneutics? How is it defined?” The
teacher notes on the board the
definitions of hermeneutics given by
students. As follow-up, the teacher
asks: “In the previous activity, did we
do hermeneutics? How?” Expected
answer would be that since the
ambiguous figures were interpreted,
hermeneutics was done. The teacher
asks: “What is phenomenology?” The
teacher notes on the board the
definitions of phenomenology given by
the students.
Students will be grouped into four

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
3|Page
DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
following questions:
1. Did you make the same choice or
decision? Why or why not?
2. How was the whole experience of
assessing your options? Was it difficult?
Was it easy?
3. Would you say that you applied
rationality when making that final choice or
decision?
Cite the strengths and weaknesses of the
Rational Choice Theory through a Venn
diagram.
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?
Ask learners to enumerate the strengths
and weaknesses of the Rational Choice
Theory
What is your definition/ understanding of
formal and informal institution? Write their
answers on the board for further discussion.
Can you enumerate instances where an
institution can be destroyed and how about
instances where it can be strengthened?
*Presenting the strength and weaknesses of
the institutionalism.
Enumerate the given strength and
weaknesses.
Ask: What are the strengths and
weaknesses and how can you help to
strengthen our school as an institution?
Question:
*What will happen to the society if there is no
institutionalism?
*How can weaknesses help the institution?
and they will be given guided questions
1. What is the video all about?
2. How did the concept of Feminist Theory
started?
The teacher will discuss gender inequality.
Activity:
The teacher will present pictures depicting
the concept of Gender Ideology (men
fulfilling their family roles through
breadwinning activities
1. What is the importance of studying the
Feminist Theory?
2. The students are tasked to deliver in
what specific ways women can be
empowered?
As a student, how can you contribute in
promoting gender equality? In your own
family? In your society?
distinguishing what are the good and
bad ways on how humanenvironment
systems affect human beings in a
manila paper.
Application The teacher gives these
instructions: “Think of a concrete
situation involving someone you
dislike or have difficulty understanding
in your immediate family, among your
schoolmates / teachers, or among
public figures. What if you were this
person trying to explain him/herself to
people who don’t understand him/her?
What would you say? You are given
three minutes to deliver a monologue
or write a letter.” After the activity, ask
the students the following questions:
Why is data important in the sciences,
especially the social sciences?
What does [hermeneutic]
 DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

phenomenology as an approach
contribute to the social sciences?
Why is it important to consider one’s
context and perspective when
interpreting one’s experiences?
I. Evaluation/Assessment Students are grouped according to their Choose one scenario from the list below and Editorial Cartooning Performance.
intended mode of presentation (multiple share your personal and social experience or Create an editorial cartoon showing the (poster making theme; Be a hero save
intelligences) for their performance task knowledge of them using one of the theories relationship of Gender Ideology and the mother earth.
which would show their interpretation of discussed. Write a reflection paper about it. Gender inequality
personal and social experiences using the a. Being a member of a particular religious
Rational Choice Theory. organization;
b. Deciding where to eat during lunch break
c. Role of your family in sharing your norms
and values.
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

4|Page
 DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

Prepared by: Checked by:

HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ
Subject Teacher Teacher In-Charge

5|Page