Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X- Northern Mindanao
Division of Lanao del Norte
LALA PROPER INTEGRATED SCHOOL
Lala Proper, Lala, Lanao del Norte
Senior High School Department

DAILY LESSON PLAN

School LALA PROPER INTEGRATED SCHOOL Grade Level GRADE 11 - HUMSS
Teacher MARK ANTHONY Y. RODRIGUEZ Learning DISCIPLINES AND IDEAS
Area IN SOCIAL SCIENCES
Time & Dates Quarter QUARTER 1

I.OBJECTIVES
The learners demonstrate an understanding of the key concepts and
A. Content Standard
approaches in the Social Sciences
The learners shall be able to interpret personal and social experiences
B. Performance Standard using relevant approaches in the Social Sciences and evaluate the
strengths and weaknesses of the approach
C. Learning
Competencies/ Objective Learning Competencies:
• By the end of the lesson, students will be able to define and understand the
(Write the LC code for Marxism Approach. HUMSS_DIS11-IIIg-2
each)
II.CONTENT
Marxism Approach
III.LEARNING
RESOURCES
A. References
Teaching Guide for Senior High School DISS
1. Teacher’s Guide
Self-Learning Module in DISS
2. Learner’s Material

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Laptop, LCD TV, Instructional Materials, Manila Paper, Marker
Resources
IV. PROCEDURES
Review:
Begin the lesson by briefly discussing the various theoretical
approaches in social sciences. Highlight the main points from the
previous lessons on structuralism, functionalism, and feminism to set a
A. Introductory context for today's lesson on Marxism.
Activity
Motivation:
To spark interest, share a short video or presentation that touches
upon the basic principles of Marxism and its impact on society. Ask the
students to take note of any terms or concepts that are new to them or
 that they find interesting.

Interactive Workshop: " Marxism Jigsaw Workshop "

Divide the class into small groups and assign each group a key
concept of Marxism (e.g., class struggle, means of production,
bourgeoisie vs proletariat). Each group will research their assigned
concept and prepare a brief presentation for the class. After the
presentations, reorganize the groups so that each new group has at
least one "expert" on each of the key concepts. The reformed groups
will then work together to create a comprehensive diagram that
connects all the key concepts.

B. Activity/Strategy Instructions:
1. Divide students into groups of 4-5.
2. Assign each group a different concept related to Marxism.
3. Give students access to resources such as textbooks, academic
articles, and reliable internet sources.
4. Allow 20 minutes for research and preparation.
5. Have each group present their findings to the class.
6. Reorganize groups and facilitate the creation of a
comprehensive diagram.
7. Each group presents their final diagram and explains the
connections between the concepts.
Engage the class in a discussion on how the principles of Marxism are
reflected in current societal structures. Ask probing questions to
C. Analysis encourage critical thinking, such as "How do you see class struggle
manifested in today's society?" and "What are the modern means of
production?"
Summarize the key points of Marxism, including the historical context in
which Karl Marx and Friedrich Engels developed their theories.
D. Abstraction
Emphasize the concepts of class struggle, the role of the state, and the
idea of historical materialism.
Real-life Problem:
Present a real-life scenario, such as a news article about labor disputes
E. Application
or wealth inequality. Ask the students to analyze the situation using the
Marxism approach and to discuss potential solutions from a Marxist
perspective.
F. Assessment QUIZ: MULTIPLE CHOICE

1. Which of the following best describes the concept of "class struggle"

in Marxist theory?
A) The competition between different economic classes for political
power.
B) The ongoing conflict between the bourgeoisie and the proletariat.
C) The struggle to achieve the highest level of education.
D) The battle between different political parties.
Answer: B

2. What does the term "means of production" refer to in the context of

Marxism?
A) The way products are marketed and sold.
B) The tools and techniques for producing goods.
C) The resources needed to produce goods and services, such as
 factories and land.
D) The production of media content.
Answer: C

3. According to Marxist theory, what role does the "superstructure" play

in society?
A) It refers to the country's infrastructure, such as roads and bridges.
B) It is the set of cultural and institutional structures built upon the
economic base.
C) It is the upper class that governs the rest of the society.
D) It is a form of government above all others.
Answer: B

4. Which of the following is NOT a component of the base-

superstructure relationship in Marxist theory?
A) Economic base
B) Family structures
C) Laws and government
D) Natural environment
Answer: D

5. What is the ultimate goal of a Marxist society?

A) To maintain the status quo between different social classes.

B) To create a classless society where the means of production are
communally owned.
C) To ensure the dominance of the proletariat over the bourgeoisie.
D) To promote free market principles and private property.
Answer: B

Write a reflective essay of approximately 200 words about your home

situation from a Marxist perspective. Consider the following prompts to
guide your reflection:

1.How does your family's socio-economic status affect your everyday

life and opportunities?
G. Assignment/
2. Reflect on how the dynamics in your household may represent the
Agreement
concepts of the bourgeoisie and proletariat.
3. Discuss any observations you have about class struggle or the
means of production within your community or home environment.

Remember to use the concepts and theories you've learned about

Marxism to inform your analysis. Your essay should demonstrate your
ability to apply Marxist theory to a personal context.
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 or supervisor can help me solve?
G. what innovation or localized material did I
use/discover which I wish to share with other
teachers?

Prepared by: Reviewed and Checked by :

MARK ANTHONY Y. RODRIGUEZ RODELYN E. RUEDAS, PhD

HUMSS Teacher SHS Coordinator