Shs-Daily-Lesson-In-DISS JMG W 4 and 5

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
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DISS Teacher Joseph M. Gutierrez Grade Level Grade 11/12

Daily Teaching Dates Week 4/5 Learning Area DISS
Lesson Log
Teaching Time Quarter 2nd Quarter
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of:
 key concepts and approaches in the Social Sciences
The learners shall be able to:
B. Performance Standards  interpret personal and social experiences using relevant approaches in the Social Sciences
 evaluate the strengths and weaknesses of the approach
The learners shall:
*Apply the social science ideas and its importance in
examining socio-cultural, economic, and political
conditions.
*Analyze the basic concepts and principles of the major
C. Learning Competencies/ social science ideas:
Objectives (L.C. Code) a. Psychoanalysis
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
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At the end of the module, you should be able to:

Knowledge: Identify the strengths and weaknesses of each approach.
Specific (Daily) Objective/s Skills: Compare and contrast the three approaches.
Attitude: Assess personal and social experiences using relevant approaches in
social sciences.
Quarter 2 – Module 12:
II. Learning Content Key Concepts and Approaches in Social
Sciences
III. Learning Resources
A. References 609-610 609-610 609-610
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR
portal
B. Other Learning Resources
IV.
PROCED
URE
A. Elicit: Completion
Reviewi (The activities in this https://slideplayer.com/slide/13631498/ and
ng section will evoke or Watch slide player and draw out prior knowledge in the past lesson or if you have encountered or experienced some of submission
previous draw out prior concepts the concepts in the presentation. of
lesson or prior experiences Assigned
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or
presenti
learning
ng the from the students)
Task
new
lesson
B. Completion
Establis and
hing a submission
purpose Engage: of
for the (The activities in this Assigned
lesson section will stimulate learning
C. their thinking and help Task
Presenti them access and
ng connect prior
example knowledge as a
s/ jumpstart to the present
instance lesson.)
s of the
new
lesson
D. Explore: What is It Completion
Discussi (In this section, Feminist Theory and
ng new students will be given Feminism studies gender and its relation to power, and the dynamics these two concepts play out in economics, politics, submission
concept time to think, plan, sexuality, race, and nationality, among others. It is both a sociological perspective and a philosophy which aims to promote gender of
s& investigate, and equality, social justice, and women’s rights. However, the primary concern that feminism tries to address is the oppression of Assigned
practicin organize collected learning

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g new information; or the women in society and the patriarchal structure of most societies. Patriarchy, in its most basic sense, is a social organization Task
skills #1 performance of the wherein the father or eldest male heads a society or government. To illustrate this, one only has to look at the traditional Filipino
E. planned/prepared family structure or of most societies for that matter. The head of the family is the father, and the mother is subordinate to the Completion
Discussi activities from the decisions of the father. In labor and economics, for example, the father goes to his job every day while the mother is left at home and
ng new students’ manual with to take care of the children. In the past, women did find the opportunity to leave the house and gain employment but the jobs submission
concept data gathering with offered to them were limited to being a secretary or nurse. This is but one struggle that feminism undertook in its advocacy for of
s& Guide Questions) women. Feminism developed in three waves. Each movement addressed a particular issue, which women struggled with at that Assigned
practicin learning
time, and these are as follows: 1. The first wave of feminism took place during the 19th and 20th centuries, which challenged the
g new Task
legal issues concerning women. Women at that time surrendered their properties to their husbands, were not allowed to hold
skills #2
public office, and were not given the rights to suffrage. It was only in the 1920s that women first voted in America. Women also
advocated their right to choose their own profession. When World War I went in full swing, men were sent to battlefields leaving
women to take on factory jobs. This development showed that women were productive as men in the workforce. 2. The second
wave of feminism began during 1960s up to the 1990s and was born out of the civil rights’ movement. The primary issues that this
movement tried to address was of sexual equality and reproductive rights. This movement saw “feminine” objects such as bras,
lipsticks, and high heels as forms of male oppression and an objectification of women. 3. The third wave of feminism began in the
late 1980s and continues until today. Feminists from the third wave do not consider “feminine” objects as artifacts of What is It
Feminist Theory 7 male oppression, but as tools to enrich their femininity. This advocacy rules the blame-the-victim practice in
which sexually harassed women are treated as sex objects and are actually blamed because of what they wear and because they
put on makeup. Key Concepts in Feminism Gender Ideology Gender ideology is a social belief that supports gender inequality. It is
a social divide that establishes perceived roles for men and women, and relegating them to specific roles. Some gender ideologies
include women staying at home while men go to work, and women being more delicate, emotional, and nurturing compared to
men who are more aggressive, assertive, and dominant. Gender inequality is the actualization or realization of gender ideology.
There is gender inequality when the perceived role of women subordination to men reflects hiring procedures and requirements;
for example, a secretarial post accepting only female applicants. Salaries are also unequal when it comes to men and women. For
instance, a research on gender pay gap revealed that women in the U.S. receive less than men even if they have the same position
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and title. Gender ideology is also actualized in how toys are determined for children. Typically, action figures are supposed to be
played by boys and dolls are to be played by girls. A boy playing with a doll is ridiculed as being gay, while a girl playing action
figures is teased as a lesbian. It is evident that at this early stage of development, children’s perception of gender roles is already
being established and affirmed. The gender ideology in children’s play evolves in adulthood as gender bias and prejudices, which
further support inequality. Criticisms and Limitations During the first wave of feminism, anti-feminism was already present, which
opposed the granting of women’s right to vote, hold to public office, and attain higher education. Anti-feminism also argued that
traditional values, beliefs, and established religious norms be upheld, and that divorce is considered taboo. Feminists claim that
history has provided the roles by which society has come about and that should be the way it is. Women are to be relegated to
their homes while their husbands go to earn for the family. Other critics of feminism are feminists themselves, who see feminism
as an attempt to make women’s rights and power more than or in supervision of men. Yet, they argue that feminism must
advocate for equality and not create a new form of oppression. 8 ESSENTIAL LEARNING As the capacity of humans to reason and
make sense of their world became complex, we were able to look closely at issues that are often seen as non-issues merely
because they have been practiced traditionally. The issue of gender equality is one of these neglected issues that have been finally
addressed by scholars and activists alike. Today, women and other sectors of society who are prey to the dissociating and selective
systems instituted by powerful classes are still fighting for their rights, which allows the rebirth of a new form of feminist
movement.
Hermeneutical Phenomenology
Hermeneutical phenomenology is a philosophy of and a method for interpreting human experiences as a means to
understand the question of what it is to be human. This philosophy was developed by Martin Heidegger (1889–1976) as a
continuation and divergence from phenomenology, the philosophy developed by his mentor and colleague, Edmund Husserl
(1859–1938). Hermeneutical Phenomenology is sometimes referred to as interpretative phenomenology or existential
phenomenology, while the phenomenology developed by Husserl is sometimes referred to as descriptive phenomenology or pure
phenomenology. In order to understand the fundamental similarities and differences of both ideas, let us first examine Husserl’s
phenomenology. Phenomenology, as developed by Husserl is an inquiry on how the human mind can grasp the nature of things as
experienced in the world. It is a question of how a thorough examination of experiences of the world can provide deeper insight
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and perception of the world. In order to answer this inquiry, Husserl’s ideas revolved around descriptions-by how descriptions are
formed and how descriptions can form truths about experiences. Husserl suggested that prejudgments, prejudice, and biases must
first be removed in order to grasp the essential nature of things. Heidegger’s phenomenological approach attempts to interpret
experiences of the world to find truths, which can be used to learn about human existence or being. Heidegger states that humans
are born in a particular historical period, country, community, and background. Rather than description, hermeneutical
phenomenology is more concerned with how experiences are interpreted and how they generate meaning. The question of
hermeneutical phenomenology is what the revelation of the thing means for you. Hermeneutical Phenomenology 9 The reflections
made from experiences are affected by worldviews, which in turn would be constitutive of future experiences. This is what
Heidegger calls hermeneutic circle, or the process wherein one’s influences affect his or her experiences of the world, which would
then create other influences that would affect experiencing the world, and so on. Criticisms and Limitations The primary criticism
against phenomenology is that it lacks the application of the scientific method. However, the absence of such is intentional since
the scientific method is even criticized by Merleau-Ponty as contrary to perception that holds no preconceived judgments. The lack
of an actual method is another criticism against phenomenology. While there might be techniques such as phenomenological and
eidetic reduction, these are not the methods per se, but are ways by which consciousness derives meaning from. The meaning
derived from phenomenological reduction is also relative to the perceiver. The creation of meanings and perception of things,
therefore, are subjective in nature and cannot be duplicated or lend itself to falsifiability. ESSENTIAL LEARNING The field of
hermeneutical phenomenology allows for a critical evaluation of the nature of being. Unlike its counterparts, this field relies
heavily on context and content analysis, which others claim as its weakness due to the lack of scientific rigor that such process
entails. Today, this field remains relevant in the practice of literary criticism, cognitive science, and qualitative research.
Human-Environment Systems
One of the major scientific challenges of our time is investigating the impact of human activity to our natural environment
and how each system affects one another. Human-environment systems are the interdisciplinary approaches which study the
complex interactions among human and environment systems. Human systems are the various institutions and activities humans
created in society. These systems include government policies, industrial waste management, agriculture, urbanization, culture,
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and tradition. On the other hand, environment systems include the biodiversity of Earth, global weather systems, landscapes, and
animal and plant life, among others. Human-Environment Systems 10 The idea of human-environment systems holds that society
shapes nature and that nature shapes society. What we do to the environment affects and changes us. One could see how human
systems affect environment systems by looking at our laws and policies. Key Concepts in Human-Environment Systems Sense of
Place A sense of place refers to the development of meaning or association with a given location. A sense of place is a sense of
belonging or identity, which is developed through the community that occupies it, its landscape features, and the emotions it
brings. Mental Map A mental map of a place refers to the mental representation of things and people of a given location. A mental
map is formed by the memory’s identification of the physical characteristics and features of a particular place. Over time, mental
maps change as new experiences of the place are acquired directly or indirectly from how others would describe a place or by
watching travel shows. A better focus of the mental map is also reached when objects and people are associated to the place. For
example, you and your best friend met in a store; hence, you are reminded of the attached feeling and memory whenever you visit
that place, either physically or in your mind, Primary Landscape The place where we grew up is what human geographers consider
as our primary landscape and is the basis for our experience of new places. It is from the primary landscape that we compare the
new places we visit, and the memories and emotions we attach to it will be transposed to the new environment and bring a new
sense of place. Spatial Distribution and Spatial Process Spatial distribution refers to the distribution of anything that exists on Earth
that can be mapped out and is observable through spatial processes. Spatial distribution maps out natural and physical aspects
such as temperature, weather, and cities. It observes cultural aspects such as language, nationality, gender, and religion. It also
studies the distribution of how human systems affect environmental systems such as soil erosion, animal and plant extinction due
to deforestation, and air pollution due to factory fumes. Spatial Process is the underlying structure responsible for the spatial
distribution of things. For example, the physical distribution of mountain ranges can be attributed to tectonic shifts, while their
cultural distribution can be attributed to technological systems affecting human needs. 11 Criticisms and Limitations The human-
environment systems theory is criticized because of its deterministic approach in understanding social phenomena. This
determinism could be seen in Hardin’s work, which highlighted population as the main cause of social issues. ESSENTIAL LEARNING
The interrelationship between humans and their environment is a vital point in the pursuit of understanding human nature and
the populations that they form. The human-environment systems approach provides a diverse source of interplay between
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humans and their environment. Today, this theory remains relevant in addressing environmental issues that are either created by
human populations or affecting their existence.
Explain: Completion
(In this section, and
students will be submission
involved in an analysis of
of their exploration. Assigned
Their understanding is learning
clarified and modified Task
because of reflective
F. activities)/Analysis of
Developi the gathered data and
ng results and be able to
mastery answer the Guide
Questions leading to
the focus concept or
topic for the day.)
G. Finding Elaborate: Completion

practical (This section will give and
applicati students the submission
ons of opportunity to expand of
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concept Assigned
s and learning
skills in Task
daily
living and solidify/concretize
their understanding of Completion
H. Making the concept and/or and
generali apply it to a real-world submissio
zations situation) n of
and Assigned
abstracti learning
on Task

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I. Evaluation: Assessment

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Evaluati (This section will Multiple Choice. Read each item carefully and write the letter of the correct
ng provide opportunities answer in your notebook.
Learning for concept check test 1. This refers to the study of gender and its relation to power.
items and answer key A. Feminism B. Hermeneutical
which are aligned to the C. Human-Environment D. Sikolohiyang Pilipino
learning objectives – 2. A method of interpreting human experiences as a means to understand the
content and question of what it is to be human.
performance standards A. Rational Choice B. Hermeneutical
and address C. Institutionalism D. Psychoanalysis
misconceptions- if any) 3. An approach that refers to the study of the complex interactions among
human and environment systems.
A. Human or Environment B. Human/Environment
C. Human and Environment D. Human-Environment
Assessment
What I Can Do
HERMENEUTICAL
PHENOMENOLOGY
HUMANENVIRONMENT
FEMINISM
13
4. A social belief that supports gender inequality
A. Gender sensitive B. Gender inequality
C. Gender ideology D. Gender biased
5. Refers to the development of meaning or association with a given location.
A. Mental Map B. Sense of Place
C. Primary Landscape D. Spatial Distribution

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II. True or False. Write T if the statement is true and F is the statement is false.
Write your answers directly in your activity notebook.
6. The human-environment systems theory is criticized because of its
deterministic approach in understanding social phenomena.
7. Critics of meninism see feminism as an attempt to make women’s rights and
power more than or in supervision of men.
8. The primary criticism against phenomenology is that it lacks the application of
the scientific method.
9. Environment systems are the various institutions and activities humans
created in society.
10.Primary landscape is the underlying structure responsible for the spatial
distribution of things.
J. Extend: Completion
Addition (This section gives and
al situation that explains submission
activities the topic in a new of Assigned
for context, or integrate it learning
applicati to another Task
on and discipline/societal
remediat concern)
ion
V.
REMARK
S
VI. REFLECTION
A. No. of learners who earned 80%
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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 these work?
F. What difficulties did I encounter
which my principal or 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: Noted:
Joseph M. Gutierrez MaEd. Joseph M. Gutierrez MaEd. Donny Aris C. Malvar EdD.
SHS Teacher SHS Coordinator School Head

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Republic of the Philippines

DISS Teacher Joseph M. Gutierrez Grade Level Grade 11/12

At the end of the module, you should be able to:

Brgy. San Cristobal, San Pablo City, Laguna 4000

G. Finding Elaborate: Completion

Brgy. San Cristobal, San Pablo City, Laguna 4000

Brgy. San Cristobal, San Pablo City, Laguna 4000

Brgy. San Cristobal, San Pablo City, Laguna 4000

on the formative assessment

Prepared by: Checked by: Noted:

Brgy. San Cristobal, San Pablo City, Laguna 4000

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