LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

Learning Area Disciplines and Ideas in the Social Sciences (DISS)

Learning Delivery Modality Limited Face-to-face Modality

School Balian Integrated NHS Grade Level Grade 11

Teacher RHEYJHEN M. CADAWAS Learning Area Specialized (HUMSS)
LESSON DISS
EXEMPLA Teaching Date Week 8 Quarter First Quarter
R
Teaching Time 8:15 – 9:15 No. of Days 8 days
(see PIVOT 4A BOW for the number of
days)

I.OBJECTIVES At the end of week, the learners are expected to:

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies(MELC)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Page
d. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURE
A. Introduction (I)
 Demonstrate an understanding of the emergence of the Social
Sciences and the different disciplines.
 Value the importance of social science in the society
 Connect the disciplines with their historical and social
foundations.
The learners demonstrate an understanding of Key concepts and
approaches in the Social Sciences.
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.
analyze the basic concepts and principles of the major
social science ideas:
2. Critical Social Science Approaches
a. Feminist Theory
b. Marxism
c. Psychoanalysis
d. Human-Environment System
The Approaches of Social Sciences CRITICAL SOCIAL
SCIENCE APPROACH
JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in
the Social Sciences.” Quezon City. Vibal Group, Inc. 2016.”
Learning Activity Sheets, Manila Paper
What I Need to Know?
Preliminaries:
Prayer, Greetings and Checking of Attendance, Classroom Rules
A. Bridging Intervention Program: BIP! BIP! “NUMERACY”
 Are you familiar with these symbols?
  Roman numerals are the symbolic representation of
numbers that do not follow a place value system. They
comprise Latin alphabets.


 Let’s Try This.

1=I 99 = XCIX
Review:
5=V 49 = XLIX
The
FREEDOM 10 = X 4 = IV
BOARD 50 = L 499 = CDXCIX
100 = C 1999 = MCMXCIX
Write 500 = D 2022 = MMXXII
on the 1000= M
board “any
words/sentences” WHAT HAVE YOU LEARNED ABOUT INTERPRETIVE
SOCIAL SCIENCE?

What’s New?

Group Discussion

The class will be divided into 4 Groups! Each group must think of a
specific social problem or social inequality. Discuss how the issue should
be studied and solved. A representative will present.

Processing:
a. Share your answers.

B. Development ( D) What I know?

Teacher will proceed to Discussion Proper:

Understanding Critical Social Science Approach

o It is an analytical method of investigation that attempts to expose
surface illusions to uncover the real structures in the material world in
order to help people understand their situation and ten transform for
the better world. (Neuman, 1997).
o Its goal is not only to discover laws that explain human behavior and
social phenomena but to help people understand why inequalities exist
so that they can do something to address the said problem.
o It aims to evaluate and alter social relations.
o Its ultimate aim is to change the world.
o It rejects the idea of alienation or giving the creations of your own
activity a detached existence.
o It argues that people ideologies are shaped by their material
environment.
o It tries to bridge the object-subject gap.
o It is often adopted by people’s organizations, political associations, and
even social movements (Neuman, 1997).

GROUP TASK (4 groups):

CREATIVE - SPIDER WEB MAP MAKING

The Class will be divided into 4 groups. Each group is expected to create
and make a creative SPIDER WEB MAP about the 4 Theories under
Critical Social Science. Each map shall contain the following:

• Definition and historical context

• Key concepts
• Thinkers and their contributors
• Strengths and criticisms

Then, groups are expected to share their output.

C. Engagement What I can do?

Write-Up
Learners will write important information about the topic based on the
presentation posted on the board.

Theory Definition Contributors Strengths Criticisms Examples

Feminist
Theory
Marxism

Psychoan
alysis
Human-
environm
ent
System


D. Assimilation (A) What I have learned?

Part 1. Directions. Identify what theoretical approach has the following

objective.
_________1. Aims to understand the relationship between gender
ideology and gender inequality.
_________2. Aims to treat mental disorders by investigating the
interaction of the conscious and subconscious elements in the mind.
_________3. Aims to show interaction of human systems with
corresponding environmental and technological systems.
_________4. Aims to eliminate class conflict through class struggle.
_________5. Aims to modify institutions through policy thus to mitigate
global change or increase adoptive capability.
_________6. Aims to liberate women from impression.
_________7. Aims to dismantle capitalism as the root cause of social
inequality.
_________8. Aims to make individuals aware of the factors that
determine their emotions and behavior.
_________9. Aims to make individuals understand roles and
responsibilities they play in environmental sustainability.
_________10. Aims to understand human behavior by making
unconscious conscious.

Remediation:
V. REFLECTIONS As a reflection on what they have learned in module 1, Learners
will do Learning Task 5: “T-M-L Phrase.”
The Topic was about _______________________
It Matters because _________________________
I’ve Learned today that _____________________

VI. Additional Activities Home-Based Activity:

Complete the following concept map.

CRITICAL SOCIAL SCINCE

Defined:

Prepared by: Checked by:

RHEYJHEN M. CADAWAS DINA G. PULIAN
Teacher II Master Teacher II