GRADE 12 School JEAGMHS Grade Level 11

DAILY Teacher DELSON C. PEREZ Learning Area Discipline and Ideas in the Social Sciences
LESSON LOG Teaching Dates and Time November 27-Dec. , 2023 (Week 4) Quarter 2nd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learners demonstrate The learners demonstrate an understanding of key concepts in the Social Sciences rooted in Filipino language/s
an understanding of the and experiences.
emergence of the Social
Sciences and the different
disciplines.
B. Performance Standard The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
C. Learning Competency/ The learners evaluate the person’s personality using the core values of Sikolohiyang Pilipino. (HUMSS-DIS 11-IVf-3)
Objectives The learners examine the social ideas of Filipino thinkers Value the role of interpersonal relations in Philippine culture.
Write the LC code for each. starting from Isabelo de los Reyes, Jose Rizal, and other (HUMSS_DIS11-IVe-2)
Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
II. CONTENT Subtask: Define the nature Identify the core values of Evaluate the person’s personality Carry out an exploration of
Sikolohiyang Pilipino. Sikolohiyang Pilipino using the core values of personal and social experiences
Sikolohiyang Pilipino. using indigenous concepts.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous Review: Call a Friend The Learners recapitulate yesterday’s Ask this question: What is the core Picture Presentation
lesson or presenting teacher will call someone to lesson through an activity: value of Sikolohiyang Pilipino? 1. Present the learners
the new lesson start the review, then he will FOREIGNOY. Teacher will group with 3 photos that will
call someone to continue the class in 3 and will ask leader Activity 1: Knowing the 8 Manners of represent pakikipagkapwa,
to pick from 3 countries (America,
 the recap and so on.
1. Name distinguished
Filipino social thinkers.
4. What are their respective
social ideas?
B. Establishing a purpose 1.Pictograph: 4pics 1 word
for the lesson The teacher will show group
of pictures; learners will
figure out their relationship
to come up with a word that
would represent them all.
(Spain, American,
Japanese)
2.What are the influences of
these countries to the
attitudes and behaviors of
the Filipinos?
a.Spain- Religiousness,
Eating habits, forms of
entertainment, manner of
dressing
b.American- open, free,
education, independent,
religious freedom,
English, eating habits
c.Japan-Work ethics,
Spain and Japan) students should
identify their influence in our
country in a continuous manner.
Next, Students will be asked to
identify the characteristic which
are considered truly Pinoy “tatak
Pinoy”. Students will be asked
again to give their idea in a
continuous manner by group.
Ask the students: What are the
characteristics that pre- existed
even before the colonization of
other countries?
Processing question:
□From the identified
characteristics, what are the
characteristics that are
considered truly Filipino?
□In what sense they are
considered positive or
negative?
□Give examples to justify your
answer.
(5 minutes)
Pakikipag- kapuwa kagandahang-asal at
The class will be divided into 5 pagtulong as kapwa.)
groups. Each group will choose 2 2. Ask the learners (at
members to represent their group in least 3) to make a
doing the first activity. In this activity, recapitulation of the lesson
the teacher will post several Filipino using the 3 photos. (Based
manners on the board. The students’ on the photos, review the
task is to identify which among of lessons discussed
these words are the 8 manners of yesterday.)
social interaction (pakikipagkapuwa)
based on Sikolohiyang Pilipino core
value. After identifying, they will post
it on the concept map then 2
representatives will discuss their
answer.
Activity 2: Fact or Bluff Video Presentation
The class will be divided into 5 1 minute in the Philippines by Nas
groups. Each group will be given Daily
FACT and BLUFF papers. The Processing Question:
teacher will then present several 1.Share your personal experience
situations in the society and the where you see the strength of
students’ task is to identify if the Filipino values.
following situations are in 2I want you to share your personal
accordance with the core value of experiences where you see the
Sikolohiyang Pilipino or not. They weakness of Filipino values.
can raise the FACT if the answer is
correct while BLUFF if it is not.
Situations:
1.Pagtulong sa matanda habang
tumatawid sa daan. FACT
2.Paggawa ng aksyon hinggil sa
paglawak ng suliranin sa
pinagbabawal na droga. FACT
3.Paglaban sa sariling karapatan sa
pamamagitan ng dahas. BLUFF
4.Pagsunod sa Anti- Mendicancy
 Patriotism, nationalism
C. Presenting Picture Analysis about
examples/Instances of Filipino Traits
the new lesson The teacher will show
pictures for students to
analyze.
1. Ask the students about
the characteristic of
Filipinos?
Answer: Hospitality or
Magandang
pakikitungo, courtesy
(Po at Opo), Close
family ties etc.
D. Discussing new Discuss the meaning of
concepts and Sikolohiyang Pilipino.
practicing new skills #
1 1. Sikolohiyang Pilipino or
Indigenous Filipino
Psychology is also known
as Kapwa Psychology.
Kapwa Psychology draws
from folk practices as much
as from modern theory. It
perceives no contradiction
between indigenous folk
beliefs and modern
psychological concepts and
Picture Analysis: Mirror
Processing questions:
 What do you see from the
picture?
 What does the picture try to
depict?
 What is common with all the
pictures shown?
Core Values
Kapwa
-The concept of kapwa
(shared identity) is the core of
Sikolohiyang Pilipino and
heart of the structure of
Filipino values.
Pakikipagkapwa means
treating the other person as
kapwa or fellow human being.
Two Categories, 8 levels of
interaction.
•Ibang Tao (outsider)
Pakikitungo:
Law bilang isang masunuring
mamamayan. BLUFF
5.Hindi pakikialam sa usapin ng RH
Law. BLUFF
Activity 3: Documentary Analysis
The class will watch the
documentary film entitled “Pobreng
Mayaman.” Individually, they are
task to answer the following guided
questions:
1.What are the qualities of Aling Eli?
2.What are the qualities of people
around Aling Eli? After doing their
individual task, the students need to
group themselves into 4, then, they
will make 2 T- charts (for Aling Eli
and the People around her). Using
T- chart, they can list on the left
Word Pool and T-chart
1.Provide a word pool that
contains the indigenous concepts
in Sikolohiyang Pilipino: (i.e. hiya,
utang na loob, pakikisama,
pakikisalamuha, amor propio,
pagaabuloy, bayanihan,
pagdadamayan, palaksan, etc.)
2.Ask the learners to post each
word in the appropriate part of the
T-chart. (Left: Strength, middle:
both weakness and strength, right:
weakness.)
3.Ask the learners to explain their
 scientific norms.
It includes in its study the
IKSP of healing from the
Babaylan and Albolaryos
(native shamans and
healers) as well as the
religio-political approaches
of the Filipino mystics and
folk heroes and other
ancestral ways of knowing.
Kapwa psychology implies a
call for social action.
Scholars and students are
encouraged to go to the
villages to learn from the
people and in turn serve
them with the gain
knowledge.
E. Discussing new
concepts and
practicing new skills #
2 Hospitality - the friendly and
F. Developing mastery Activity: Video clip
(leads to Formative 1.Identify the Filipino traits
Assessment 3) that you observed?
2.Why do we need to study
Sikolohiyang Pilipino?
civility side all qualities which correspond responses.
Pakikisalamuha act of mixing with the core value or the 8 manners 4.The facilitator gives his/her input
Pakikilahok act of joining of Filipino social interaction, while, on the activity.
Pakikibagay: conformity on the right side, they can list all the
Pakikisama: Being united with qualities which not correspond to the
the group core value. They will be given 2
•Hindi Ibang Tao (“one-of- us”) minutes to finish this task and after
Pakikipagpalagayang-loob: that, 1 per each group will report
Act of mutual trust their activity
Pakikisangkot:
Act of joining others
Pakikipagkaisa: being one
with others
Discussing new concepts and
practicing new skills #2
Examples of Filipino Values:
generous reception and
entertainment of guests,
visitors, or strangers
Utang na loob – debt of
gratitude.
Bahala na – fatalism or
determination and being risk
taker. Bahala na ang Diyos
(God will take care of us)
Picture Perfect Activity 4: HuLarawan The teacher Spoken Poetry
will show 6 pictures. Using their 1.Group the students into 5.
 Group the class into 5 understanding and learning from 2.Assign each group with
groups. the discussion, the students’ task indigenous concepts.
 Scenarios will be given you, is to evaluate if following pictures a.group 1: utang na loob

G. Finding practical Activity: Recitation
application of concepts 1. As a student how would
and skills in daily living you apply or use
Sikolohiyang Filipino for the
betterment of your daily life?
for you to analyze.
 You will be given 30
seconds to process the
scenario.
 Once the time ends,
students will freeze
projecting the scenario
given.
 One group will act as the
critic in each scenario.
1.During your celebration of
barangay feast, your
relatives from another place
came to celebrate with you.
What will you do?
2.A son/daughter taking care
of his/her parent as a sign of
giving back for the sacrifices
they’ve made.
3.Picture that depicts
“BAHALA NA” Filipino
values.
Ask the students: When does a
Filipino Value become positive
or negative.
show the core value of
Sikolohiyang Pilipino. In doing
this, per group, they can say AHA
if it is an example of core value,
and AHU if it is not.
Activity 5: Pick-a-Pic
Each table will choose 1
representative and their task is to
pick or choose one picture on the
teacher’s table. Afterwards,
they will share their experiences
on how they possessed the 8
manners or the core value in the
same event or situation
b.group 2: pakikisama and
pakikisalamuha
c.group 3: bayanihan
d.group 4: hiya
e.group 5: pagdamay
3.Instruct the learners to carry out
an exploration of these
indigenous concepts by
presenting personal or social
experiences of these terms in
their most artistic way. (spoken
poetry) (7-10 minutes)
4.Present the learners the scoring
rubric/s.
5.Ask the learners to present their
output in class (3 mins for each
presentation).
Think this Over
•How will it be when there is
awareness of the strengths and
weaknesses in Filipino values?
How these values help you as a
senior high school?
 H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTIONS
What is Sikolohiyang
Filipino?
Why is Sikolohiyang Filipino
considered a Filipino social
science perspective?
Filipino Core Values Activity 6: KAPUWA Wrapping Up
Kapwa - concept of kapwa The teacher will post the blank man • Why is there a need to
(shared identity) is the core of named KAPUWA. By this time, every determine the strengths and
Sikolohiyang Pilipino and heart student is free to write everything weaknesses of Filipino values?
of the structure of Filipino they’ve learned from the discussion
values. either manner, definition, or the likes.
Pakikipagkapwa means
treating the other person as
kapwa or fellow human being.
Hospitality - the friendly and KAPUWA
generous reception and
entertainment of guests,
visitors, or strangers
Utang na loob – debt of
gratitude.
Bahala na – fatalism or
determination and being risk
taker. Bahala na ang Diyos
(God will take care of us)

A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
PRUDENCE _________
FORTITUDE _________
PRUDENCE _________
FORTITUDE _________
PRUDENCE _________
FORTITUDE _________
PRUDENCE _________
FORTITUDE _________
PRUDENCE _________ FORTITUDE PRUDENCE _________
_________ FORTITUDE _________
PRUDENCE _________
PRUDENCE _________ FORTITUDE FORTITUDE _________
_________
 scored below 80%
C. Did the remedial lessons PRUDENCE _________ PRUDENCE _________
FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE FORTITUDE _________
work? No. of learners who
FORTITUDE _________ _________
have caught up with the
lesson
D. No. of learners who PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE PRUDENCE _________
continue to require FORTITUDE _________ FORTITUDE _________ _________ FORTITUDE _________
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 materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

DELSON C. PEREZ ARNEL S. AQUE ANGELO R. BASILIO, EdD
Subject Teacher SHS Coordinator/Head Teacher III School Principal III