Grade 11 School PIAZ NATIONAL HIGH SCHOOL Grade 11
DETAILED Level
LESSON Teacher ANGELICA ORBIZO Learning Disciplines
PLAN Area & Ideas in
Social
Sciences
Teaching Dates and Time JUNE 28, 2021; 9:00 AM-10:00 AM Quarter 4
I.OBJECTIVES (ANNOTATIONS)
-PPST INDICATORS/KR
OBJECTIVES
- RUBRIC INDICATORS T
OBSERVED DURING T
DEMONSTRATION
A. Content Standards The role of social science in the real world.
B. Performance Standards Illustrate situations and contexts in which
social science can be applied.
C. Most Lessential Learning Analyze the practical use of social KRA 3, OBJ. # 8
Competencies/Objectives sciences in addressing social concerns Set achievable and approp
and phenomenon. learning outcomes that are a
with learning competenci
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 )
B. Other Learning Activity sheets,Rubrics,Charts,
Resources Flashcards,Led TV, Laptop,Powerpoint
Presentation
Youtube Video
(https://www.youtube.com/watch?v=-
G9X6k534eo)
IV. PROCEDURES:
A. Reviewing previous Ask the students to explain the KRA 1, OBJ.# 1; TI-III RU
lesson or presenting the significance of knowing how to critique INDICATOR 1
new lesson dominant approaches using Filipino Apply knowledge of content
and across curriculum teac
perspectives.
areas.
What is the importance of using
Integration: Oral Communic
your Mother tongue in any Context; Komunikasyon
discourse? Pananaliksik
KRA 2, OBJ.# 5; TI-III RU
What is the importance of INDICATOR 2
using Filipino language in any
discourse? Plan and deliver teachin
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
T I-III RUBRIC INDICATO
Selects, develops, organize
uses appropriate teaching
learning resources including
to address learning goa
B. Establishing a purpose for State the competencies and objectives KRA 3, OBJ. # 8
the lesson needed to discuss/ achieve. Set achievable and approp
learning outcomes that are a
with learning competenci
Activity: “Gusto Kong Maging…” KRA 1, OBJ.# 1; TI-III RU
INDICATOR 1
The learners will be asked of their dream
Apply knowledge of content
profession and share before the class. and across curriculum teac
The following guide questions will be areas.
asked to the learners which will be
projected in the television. Integration: Career Guidan
Homeroom Guidance; Comm
1. What profession do you want engagement
to pursue five (5) years from
now?
KRA 2, OBJ.# 5; TI-III RU
2. Why do you want it? INDICATOR 2
3. How do you think it will help the Plan and deliver teachin
society? strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
Note: Students’ answers may vary. resettlement or disasters;
Learners will be picked randomly abuse and child labor prac
through the use of drawlots.
T I-III RUBRIC INDICATO
Selects, develops, organize
Classroom Management: uses appropriate teaching
The U-shape chair formation encourages learning resources including
participation among learners. In this to address learning goa
classroom structure, the floor space in the
center will be used during the presentation KRA 1, OBJ.# 2
of the learners’ outputs. Ensured the positive use of
facilitate the teaching and le
process.
C. Presenting A video presentation of different societal KRA 2, OBJ.# 5; TI-III RU
examples/instances of the problems will be presented/flashed via INDICATOR 2
new lesson LED television. Plan and deliver teachin
strategies that are respons
Questions to Ponder: the special educational nee
learners in different circums
1. What is the video all about? including geographic isola
chronic illness; displacemen
2. What are the situations presented in the to armed conflict, urba
video? resettlement or disasters;
abuse and child labor prac
3. Do you have the same experiences with
the different situations presented in the T I-III RUBRIC INDICATO
video? Yes or No. Share your experiences Selects, develops, organize
to the class. uses appropriate teaching
learning resources including
The following should be observed while to address learning goa
viewing the video:
- Learners will refrain from creating KRA 1, OBJ.# 3
noise and observe proper decorum. Applied a range of teach
- Take down notes of the concepts strategies to develop critica
presented from the video. creative thinking, as well as
- Teacher will roam around to ensure higher-order thinking ski
that everyone is actively listening to
the message that the video would KRA 2, OBJ.# 4
like to inculcate. Established a learner-cente
using teaching strategies
respond to their linguistic, cu
socioeconomic and religi
backgrounds.
This activity includes
CONTEXTUALIZATION in a
that learners are tasked to
the same experiences that
(https://www.youtube.com/watch?v=-
had experienced with the situ
G9X6k534eo) presented in the video
Processing Questions:
1. What is the video all about?
2. What are the situations presented in the
video?
3. Do you have the same experiences with
the different situations presented in the
video? Yes or No. Share your experiences
to the class.
Note: Students’ answers may vary.
Classroom Management:
The U-shape chair formation encourages
participation among learners. In this
classroom structure, the floor space in the
center will be used during the presentation
of the learners’ outputs.
D. Discussing new concepts Activity: Map it Out! KRA 1, OBJ.# 1; TI-III RU
and practicing new skills Note: Learners are in the same group as INDICATOR 1
#1 yesterday’s groupings with various levels Apply knowledge of content
of capabilities and learning styles in order and across curriculum teac
to make the group harmonious. areas.
The learners were grouped into four (4). Integration: Communit
Engagement
Ask: List down maximum of ten (10)
social concerns/issues that they see,
observe or experience in the society or
community where they belong in a KRA 2, OBJ.# 5; TI-III RU
manila paper and marker using a INDICATOR 2
concept map in the manila paper
provided. Plan and deliver teachin
strategies that are respons
Sample Concept Map the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
After doing their activity, each group will This activity includes
present and explain further their output. CONTEXTUALIZATION in a
that learners are tasked to
down issues and concerns i
Classroom Management: community.
The U-shape chair formation encourages
participation among learners. In this
classroom structure, the floor space in the T I-III RUBRIC INDICATO
center will be used during the presentation Selects, develops, organize
of the learners’ outputs. uses appropriate teaching
learning resources including
to address learning goa
KRA 1, OBJ.# 2
Ensured the positive use of
facilitate the teaching and le
process.
GAD INTEGRATION
Gender Fair is properly obse
the manner of grouping
E. Discussing new concepts The teacher will be discussing how social KRA 2, OBJ.# 5; TI-III RU
and practicing new skills sciences address social concerns and INDICATOR 2
#2 phenomenon.
(https://www.slideshare.net/avaniendra/ Plan and deliver teachin
social-problems-91869596) strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
T I-III RUBRIC INDICATO
Selects, develops, organize
uses appropriate teaching
learning resources including
to address learning goa
KRA 1, OBJ.# 2
Ensured the positive use of
facilitate the teaching and le
process.
KRA 2, OBJ.# 4
Established a learner-cente
using teaching strategies
respond to their linguistic, cu
socioeconomic and religi
backgrounds.
KRA 1, OBJ.# 3
Applied a range of teach
strategies to develop critica
creative thinking, as well as
higher-order thinking ski
F. Developing Mastery Group Activity: Point it Out! T I-III RUBRIC INDICATO
( Leads to formative Selects, develops, organize
Assessment 3) Each group will be given two (2) minutes uses appropriate teaching
to choose a social concern and discuss learning resources including
its causes and effects among the group to address learning goa
and another two (2) minute in presenting
their work. KRA 1, OBJ.# 2
Ensured the positive use of
facilitate the teaching and le
process.
The teacher will give additional inputs
regarding the causes and effects of
different social concerns. KRA 1, OBJ.# 3
Applied a range of teach
strategies to develop critica
creative thinking, as well as
higher-order thinking ski
KRA 1, OBJ.# 1; TI-III RU
INDICATOR 1
Apply knowledge of content
and across curriculum teac
areas.
Integration:
Sociology;Politics;Environm
Sciences
KRA 2, OBJ.# 5; TI-III RU
INDICATOR 2
Plan and deliver teachin
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
GAD INTEGRATION
Gender Fair is properly obse
the manner of grouping
G. Finding practical With the same group, they will be asked to
applications of concepts present possible solutions to the problem KRA 1, OBJ.# 1; TI-III RU
and skills in daily living by presenting a skit or role playing of the INDICATOR 1
chosen profession. Apply knowledge of content
and across curriculum teac
Learners will be given five (5) minutes to areas.
prepare their skits and two (2) minutes to Integration: Performing A
perform.
The learners will be guided with the rubric KRA 2, OBJ.# 5; TI-III RU
below: INDICATOR 2
Plan and deliver teachin
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
(Adapted from CLASS B during the MASS TRAINING OF
SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES &
SOCIAL SCIENCES) T I-III RUBRIC INDICATO
Selects, develops, organize
uses appropriate teaching
learning resources including
to address learning goa
KRA 1, OBJ.# 3
Applied a range of teach
strategies to develop critica
creative thinking, as well as
higher-order thinking ski
H. Making generalizations Ask the learners: KRA 1, OBJ.# 3
and abstractions about Applied a range of teach
the lesson In your opinion, assuming you strategies to develop critica
already practice such profession creative thinking, as well as
today, what would be your role in higher-order thinking ski
solving these social concerns?
KRA 2, OBJ.# 5; TI-III RU
INDICATOR 2
Plan and deliver teachin
Learners’ answers may vary.
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
T I-III RUBRIC INDICATO
Selects, develops, organize
uses appropriate teaching
learning resources including
to address learning goa
I. Evaluating Learning Directions: Make a reflective paper on KRA 1, OBJ.# 3
“My Profession and the Society”. Applied a range of teach
Rubrics related will be given and strategies to develop critica
explained before. creative thinking, as well as
higher-order thinking ski
“My Profession and the Society”
KRA 2, OBJ.# 4
Established a learner-cente
using teaching strategies
respond to their linguistic, cu
socioeconomic and religi
backgrounds.
KRA 2, OBJ.# 5; TI-III RU
INDICATOR 2
Plan and deliver teachin
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
Note: Activity sheets will be distributed to
the learners.
J. Additional activities for Assignment: T I-III RUBRIC INDICATO
application or remediation Directions: Take a photo of a social Selects, develops, organize
problem/issue in your community and uses appropriate teaching
paste it in a short bond paper. Write three learning resources including
(3) propose solutions below the picture. to address learning goa
KRA 1, OBJ.# 2
Ensured the positive use of
facilitate the teaching and le
process.
KRA 2, OBJ.# 5; TI-III RU
INDICATOR 2
Plan and deliver teachin
strategies that are respons
the special educational nee
learners in different circums
including geographic isola
chronic illness; displacemen
to armed conflict, urba
resettlement or disasters;
abuse and child labor prac
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
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 have with other
teachers?
