GRADE 1 to 12 School Grade Level Grade 11

DAILY LESSON LOG Teacher Learning Area DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES (DISS)
Teaching Dates and Time JANUARY 9-13, 2023 1:00-2:00 PM (MWTHF) Quarter SECOND QUARTER WEEK 8

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learner understands the key concepts in the Social Sciences rooted in Filipino language/s and experiences.
A. Content Standard

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
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 lesson or
presenting the new lesson
B. Establishing a purpose for the
The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.
The learners explain the significance of using a particular language for discourse The learners critique dominant approaches using Filipino perspectives.
HUMSS_DIS11-IVg-4 HUMSS_DIS11-IVg-5
The Significance of a Particular Language for Discourse Pantayong Pananaw
- Dela Cruz, et.al, (2016) Disciplines and Ideas in the Social Sciences, Phoenix, Quezon City
- Jose and Ong, (2016) Disciplines and Ideas in the Social Sciences, Vibal, Quezon City
- Estrope, Carmela R.(2016), Group Kadamay shifts campaign to take over idle units to housing project in Bocaue town, INQUIRER.NEThttp://newsinfo.inquirer.net/881695/group-kadamay-shifts-campaign-to-take-
overidle-units-to-housing-project-in-bocaue-town
Provide some pictures that will show Ask the learners to recapitulate the lesson The Importance of My Language: The Comparing Perspectives:
several Filipino values that have been yesterday through the activity “Call a teacher will post this graphic organizer on The class will work collaboratively by
shown last meeting. Friend” in which the teacher will call the board. Each student is free to write comparing the perspectives presented
Processing Questions: someone to start the review. After that their own understanding about the in dominant approaches and Filipino
1. What do the pictures represent? learner finished his review he will call significance of Filipino language in Filipino perspectives. They will also write the
2. Why are these Filipino values essential someone to continue the recap and so on. discourse and society. similarities of these perspectives at the
as a Filipino? Review questions: What is our lesson (5 minutes) center of this diagram.
(5 minutes) yesterday? How was the lesson (5 minutes)
discussed?
What did you discover?
(5 minutes)
Pass the Message. The class will be divided into Ask the following questions:

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lesson
C. Presenting examples/Instances
of the new lesson
1. Group the learners into 4 groups.
2. Ask each group to fall into a line then
give the person at the end of the queue a
message (the message must be in
different regional languages like
Hiligaynon, Cebuano, Ilokano, Ilongo,
etc.) that he/she will pass to the next
student and then so on until the message
is received by the last student. The
learner at the end of the line will write the
response on the board.
Guide Questions:
1. How did you find the activity?
2. What makes the activity difficult/easy?
(7 minutes)
1. Share to the learners the guide
questions;
2. Have the learners watch a 2-minute
video in order for them to see how
language can be a
hindrance or a bridge for understanding
when communicating with another
person.
(3 minutes)
3. Processing Questions:
a. What are the hindrances to
understanding based on the video?
b. What are the means of understanding
when communicating with another
person?
c. Based on the video, what does
6 groups. Each group will be assigned to
reconstruct the image of their assigned
puzzle.
1. 4.
2. 5.
3. 6.
After doing this activity, each group will be
presenting their work by answering these
following questions:
Q1: What is the message of this image?
Q2: What social science/
Filipino perspective is related to this
image? Why?
(15 minutes)
Graffiti Wall The class will then be divided into 2
1. Group the learners into 3. groups. The first group will be assigned to
2. Ask the learners to enumerate their the dominant social science perspectives
ideas about the following informal (e.g Structural-functionalism, conflict
languages: perspective, symbolic interactionism,
a. gaylingo psychoanalysis, ect) while the second
b. jejemon group will be assigned to Filipino
c. salitang kalye perspectives like Sikolohiyang Pilipino,
3. Ask the learners to present their answer Pantayong Pananaw,
in front. Pilipinolohiya, and etc. The
groups are tasked to put the
major ideas presented from each
perspective using Data
Retrieval chart.
Perspective Major Idea
Q1: What makes Filipino perspectives
differ from the dominant approaches?
Q2: Can we use the various social
science approaches in dealing with the
social happenings and concerns all the
times? Why?
(3 minutes)
The teacher will discuss the needs for
critiquing the dominant approaches
based on Filipino perspectives for the
students to realize the following:
The Filipino society should be
analyzed from the eyes of Filipino
perspectives or any dominant
approaches related to Filipino
perspectives.
The dominant approaches were
originated from the West.
The individual and social behavior of
Filipinos are different from the
Westerners.
(10 minutes)
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D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
discourse mean?
(5 minutes)
1. Share with the learners some
personal experiences that were
affected by the language barrier.
2. Have the learners share some
experiences they have encountered
where language has become a
hindrance when speaking with another
person.
(5 minutes)
1. Group the learners into 4. The groups will
perform a 3 minute skit regarding on how
language help one to make a discourse
successful on the following context.
a. business
b. school
c. church
d. government
(7 minutes)
2. Provide the learners a scoring rubric before
the presentation.
3. Ask the learners to present the
performance.
(3 mins each group)
(25 minutes)
Processing Questions: Ask the following questions: Identify the related Filipino
1. Why do we consider these Q1: What are the major ideas perspective to the following
languages as means for discourse? presented in the dominant dominant approaches:
2. Are these languages recommended perspectives? Approaches
Related
Filipino
for everyday use? Why yes or not? Q2: What are the major ideas Perspective
presented in the Filipino Perspectives? Structural-functionalism
Q3: Do they have similarities? And Conflict Perspective
what are those similarities? Psychoanalysis
(10 minutes) Rational Choice Theory
Institutionalism
Feminist theory
Hermeneutical
Phenomenology
Symbolic Interactionism
Human-Environment
Systems
Ask this question:
Q1: What are the characteristics of
these approaches that make it
related to Filipino perspectives?
(12 minutes)
1. Group the learners into 4. The groups will Answer this question: There are two stations, the LIKE and
perform a 3- minute skit. Each group will apply 1. In what ways do the Filipino perspectives DISLIKE.
some informal and formal words in context. differ from dominant approaches? The teacher will present some perspectives
(The teacher will choose the words) (5 minutes) of each dominant approaches and each
student will choose if it
can be applied to Filipino society or not by
choosing from the LIKE and DISLIKE
stations.
1. Structural functionalism sees society as a
complex whose parts work together to
promote solidarity and stability.
2. Conflict perspective or Marxism sees
society as an arena of two conflicting
forces.
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Think this Over
How significant is the use of a particular
language for discourse?
(2 minutes)
G. Finding practical application of
concepts and skills in daily living
3. Symbolic interactionism depends on
the symbolic meaning developed by
people in the process of interaction.
4. Human-environment system deals
with broader studies into the intricate
nature of mutual interactions and
feedbacks between humans on the
environment and the effect of the
environment on humans.
5. Feminism promotes the belief that
women and men should be treated
equally and that steps have to be taken
to realize the goal of gender equality.
(2 minutes)
Think this Over The teacher will present 5 pictures of
How significant is the use of formal language Ask this question: social issues. The student’s task is to
for discourse? Q1: As a social science student, what choose 1 from these pictures and they
(2 minutes) approaches/perspectives will you use by will try to analyze using the most
analyzing and examining the society? Why?
appropriate dominant approach suited
(5 minutes)
to this issue.
(5 minutes)

Wrapping Up Ask the following questions:

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Wrapping Up
Why is there a need to think of a proper Q1: What is the importance of
Why is there a need to be very particular
language for discourse?
when it comes to the choice of words in
(2 minutes)
examining dominant approaches from
discourse? the eyes of Filipino context?
(2 minutes) (3 minutes)
Ask the learners to enumerate the hindrances Reflection Paper Read the article entitled:
in communication and the possible solution for Ask the learners to compose a reflection paper Group Kadamay shifts campaign to
those problems. for the question below: take over idle units to housing project in
How does our language affect the message Bocaue town from INQUIRER.NET.
Language that we want to express? Why is the use of
Analyze this article using one or two
Hindrances Solution specific language significant?
social science dominant approaches by
answering the following
questions:
Q1: How is this article relevant to your
chosen approach/es?
Q2: Is your chosen approach/es suited
to Filipino perspective? Why?
(20 minutes)
Source:
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 http://newsinfo.inquirer.net/881695/
groupkadamay-shiftscampaign-to-take-
overidle-units-tohousingproject-in-
bocaue-town

J. Additional activities for application

or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%
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? Supervise the students on their activity. Knowing that the teacher is concern on what they are doing, this made them do their best to come up with their best output.
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?

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