GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG ROVELYN B. BOSI Learning DISS

Teacher
Area
Teaching Dates and
September 18-22, 2023 Quarter 1ST
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Content Standard The learners demonstrate an understanding of…

-the emergence of the Social Sciences and the different disciplines
Performance Standard The learners shall be able to…
-connect the disciplines with their historical and social foundations
Learning Competencies *Explain the major events and its contribution that led to the emergence of the social science disciplines

Objectives A. Define History A. Describe Political A. Define Psychology, A. Interpret Sociology, A. Conduct research
B. Interpret History, Science, B. identify the fields, B. identify the fields, on the historical
identify the fields, B. identify the areas of inquiry and areas of foundations and
areas of inquiry and fields, areas of inquiry methods of inquiry and methods of
social contexts
methods of History and methods of Political Psychology. Sociology.
that influenced
Explain the Science. C. Explain the C. Explain the
importance of importance of importance of the development
studying History c. Explain the studying Psychology Sociology and of The Social
importance of studying demography in their Science
Political science everyday life. disciplines.
B. Compare and
Contrast The
disciplines of
Social Science
II. CONTENT Introducing the disciplines Introducing the Introducing the disciplines Introducing the disciplines Historical context of the
within the Social Sciences disciplines within the within the Social Sciences within the Social Sciences emergence of each
Social Sciences discipline
2.5. History 2.6. Political Science 2.7. Psychology 2.8. Sociology

Integration Science, English/Language, Arts, Psychology, Personal Development

III.LEARNING RESOURCES
 References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Curriculum Guide CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1

Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu

IV. PROCEDURES

A. Reviewing previous Review of the Previous Lesson Let the students Review of the past lesson Review on their Matching type:
lesson or presenting Identify the present knowledge of the previous
Ask the students about the and previous Explain the Importance of lesson (Psychology). On the column A are the
the new lesson definition of LINGUISTICS then presidents of the Studying Political Science
Guide question: social science disciplines
identify its fields and areas of Philippines.
1. In your own words, how (Anthropology, Economics,
inquiry.
will you define Geography, and History).
Psychology? On the column B are the
2 Is Psychology important in historical foundations of
our daily life? How? each discipline (time, date,
(5 minutes) place, event, and people).
The students will match
each description to what
discipline it belongs.

B. Establishing a PINOY HENYO: Teacher The Memory Game Teacher will put meta cards Short Video
purpose for the group learners into five (5); (with respective fields or presentation: Teacher
The teacher will show a short each will have two areas of discipline) in one
lesson Arrange twenty words in a will present the short
video clip highlighting representatives to guess a specific table; then ask
significant historical events slide. Allow the students to video entitled " An
word particularly political learners randomly to pick the
and personalities. have a full minute to look at Animated Introduction
icon. E.g. Pres. Duterte, meta cards and paste it into
Governor Umali, etc.
it, and then cover it back up.
the board were to Social Science" (4:35
https://www.youtube.com/ Then ask them to write down minutes)
they categorized
watch? as many of the words that
(Sociological or
v=qNJ_bq8wpHg&t=626s they can remember in five https://
Demographic)
minutes. The group who m.youtube.com/watch?
(5 minutes)
Let the students answer the remembers the most is the v=DSIdaTSG2Gg
processing questions after. winner of the game.

C. Presenting The teacher explains the Guide Question: Who are The teacher will deliver a Group the learners into 2
examples/Instances different fields and areas of those personalities? What is lesson that will tackle the and with the aid of
inquiry in history, such as common among them?
 of the new lesson political history, cultural goals and key concepts of Concept Pattern Organizer,
history, and economic psychology each group will identify the
history. The teacher similarities and differences
encourages student between Sociology and
participation by asking
Demography.
questions and facilitating
discussions.

D. Discussing new Let the students share their The Teacher will present a Presentation of the lesson: Categorizing: What are
concepts and Ideas about the Politics presentation, learners will Teacher will discuss the the different disciplines
Provide each group with a
practicing new skills # be introduced to the discipline and fields of the shown on the video?
different primary source
1 document and an analysis
branches of Psychology. latter. Base on the above Picture analysis (old and
POLITICS
worksheet. Instruct them to activity. new ways). Example:
analyze the document and Barter system (old) and
discuss the fields, areas of Banking system (new).
inquiry, and methods that The teacher will ask how
can be derived from it. economics started.
After the activity, let them
define Politics and Political
Science
Presentation of the
lesson: Teacher
Teacher will discuss the discusses the historical
disciplines of the Political foundation and social
Science context that led to the
development of the
latter discipline through
power point
presentation.

E. Discussing new MAKING A CREATIVE Group Activity Directions: VIDEO CLIP: Discuss the importance of Divide the students into
concepts and TIMELINE Each group doing a role the two fields and the main small groups and assign
practicing new skills # playing showing the political Learners will be presented areas of inquiry and
Divide the class into groups scenario of the Philippines. each group one
2 a video clip that exhibits methods
and provide each group with (See attached rubric for the the different perspectives discipline from the
a set of timeline cards. They evaluation). Processing of curriculum guide (e.g.,
of people from all walks of
will arrange the cards in the activity, Let the learners
chronological order on the life with regards to mathematics, music,
give their ideas and
chart paper, discussing the Psychology philosophy, etc.).
concepts about the activity.
significance of each event as
they go along. Processing questions will Instruct each group to
be answered after.
conduct research on the
historical foundations
 and social contexts that
influenced the
development of their
assigned discipline.

F. Developing mastery The students will present CONCEPT MAP SINETCH ITEY The learners will analyze After the group
(leads to Formative their output in the class demographic data presentations, the
The students will create a The teacher will present photos
Assessment 3) concept map showing the showing different characteristics prepared by the teacher teacher will facilitate a
different fields, areas of inquiry or behavior of a person. and its effect on the
class discussion on the
and method of Political Science society.
The students will identify a common themes and
person from the class who is patterns that emerged
most likely have that
characteristics. across different
disciplines.

Piat Demographic Profile

G. Finding practical Do you find History useful The learners will choose 2 Truths’ 1 lie From what they have Reflection: Imagine Life
application of to your daily lives? Why any Government position In this game, each student learned, learners will be without language,
concepts and skills in did you say so? the wish to hold stands in front of the class asked to write an essay on leaders, laws, family
daily living someday. As a and tells the others three how they will apply these
Government official, what or more facts about in their daily lives
would be your priority himself, one of which is a
project? lie.

With rubric With Rubric

H. Making During this past week, Recitation: Learners will write 2-3 In their own words, Sentence Completion:
generalizations and what were the hottest sentences in their learners will differentiate The teacher will ask the class
abstractions about issues that the different What is Political Science notebook about the Sociology from to complete the sentence,
all about? Anthropology/Economics/Geo
the lesson fields of History importance of studying Demography. graphy/History started during
examined? Psychology. ________________ in
How does it influence our
____________ because
society? ___________.

Example: Economics started

even before the ancient time
in early civilizations because
during that time, people have
 needs to be satisfied. They
started producing goods at
the same time, exchange
goods with others.

I. Evaluating learning Complete the sentence ONLINE QUIZ thru Quizizz App Learners will give a brief Divide the class per barangay Essay: Student will be
prompts. but precise explanation on Create a demographic data based asked to do a three-
History is the study of https://quizizz.com/admin/ in the population in your class.
________. quiz/ the quotation: sentence essay
Among the fields of History, 605a2564ff35f0001bb28aea? Population by Age, Gender, expressing and
I am interested at _______ source=quiz_share “We know what we are Barangay explaining how the
History because I’m but not what we may be.” development of each
fascinated with –Ophelia in Hamlet
_______________.
discipline occur from the
An example of primary With rubric perspective of history.
With Rubric
sources that I will deal with
_____________ History
are ________________.
An example of secondary
source that I will deal with
_____________ History
are ________________.
J. Additional activities Create your own
for application or creative timeline about
the important events
remediation in your life.

With Rubric

V. REMARKS

VI. REFLECTION

I. No. of learners who

earned 80% in the
evaluation
III. No. of learners who
require additional
activities for remediation
who scored below 80%
IV. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
 V. No. of learners who
continue to require
remediation
VI. Which of my teaching
strategies worked well?
Why did these work?
VII. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
VIII. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by : Checked by: Approved by:

ROVELYN B. BOSI ROSAL R. PASCUA ALELI M. BAYADOG, Ph. D.

Subject Teacher Social Science Coordinator Secondary School Principal II

GRADE 11 School PIAT NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG ROVELYN B. BOSI Learning DISS
Teacher
Area
Teaching Dates and
September 25-29, 2023 Quarter 1ST
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
 Content Standard The learners demonstrate an understanding of…
- key concepts and approaches in the Social Sciences
Performance Standard The learners shall be able to…
- interpret personal and social experiences using relevant approaches in the Social Sciences
Learning Competencies *Analyze the basic concepts and principles of the major social science theories:
a. Structural-functionalism
b. Marxism
c. Symbolic Interactionism
Objectives  Define Structure  interpret personal  explain the social The learners  Describe Conflict
 Explain the and social function/dysfunction,  Define the Theory
theories on experiences using manifest and latent strengths and
Structural relevant function weaknesses of  Differentiate
approaches in the  compare manifest and structural consensus and
Functionalism.
Social Sciences latent function functionalism. conflict theories
 Analyze the basic
 Appreciate one’s  evaluate the
concepts and personal and social strength and  Explain the
principles of the experiences using weaknesses of importance of
structural the theories structural Conflict Theory in
functionalism structural functionalism. the society’s
theory. functionalism social order

II. CONTENT STRUCTURAL-FUNCTIONALISM Conflict

Theory/MARXISM

Integration Science, English/Language, Arts, Psychology, Personal Development

III.LEARNING RESOURCES

References

4. Teacher’s Guide pages

5. Learner’s Materials pages

6. Curriculum Guide CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1 CG. Pg. 1, MELC. Pg. 1

Other Learning Resource Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu Slideshare, Studocu

VII. PROCEDURES

K. Reviewing previous Teacher will ask the The Teacher will ask the The teacher will write the What Are the strengths
lesson or presenting Following. students What was the manifest function and and weaknesses of
 the new lesson 1. Defined structural lesson yesterday? How was latent function on the Structural Functionalism?
functionalism the lesson discussed? board and the students
will give some examples
1.1 What keeps societies of these two functions
together? and they will write their
answer on the board. (5
1.2. What other
minutes)
institutions can you
consider as having
particular function in the
society?

L. Establishing a purpose The teacher shows Group Activity. Paper The teacher will post The Teacher will ask the The teacher will show
for the lesson variety of photos and she Tower Group the learners jumbled letters on the board students What are your the class a real object
lets the students into 5. and some student will Strengths and (e.g. chocolates )
formulate ideas about it. arrange the jumbled letters Weaknesses? And the
Give each group an equal to make it right. (JUMBLED Expected scenario: the
After that, the teacher students will write their
will ask for a volunteer to number of papers. Ask LETTERS) answer on the board class will compete for
share their answers. them to erect a tower. the chocolate thru a quiz
1. SOCIAL FUNCTION bee
The highest and sturdiest
paper tower is the winner 2. SOCIAL DYSFUNCTION
of the game.
3. MANIFEST FUNCTION
Processing Questions:
4. LATENT FUNCTION
1. How were you able to
build the tower 5. SOCIAL EQUILIBRIUM
appropriately?

2. How does the activity

relate to structural
functionalism?

The student analyzes the

photos and afterwards,
shares his/her answers to
the class.
M. Presenting The Teacher will write Group discussion. The Group Activity. The class
examples/Instances of the word CONSENSUS on students will be divided in to will be divided in to five 1.How would you
the new lesson the board and each four groups. A social groups and each will describe the situation?
student will write with structure will be assigned to share their idea about the 2.Why do you think this
his/her own idea about each group (family, social Strength and weaknesses scenario occurred?
CONSENSUS. (concept hierarchy, politics and of structural
map) sports) The group will discuss functionalism using “KWL 3. What did you realize
the manifest and latent approach” after the after doing the activity?
function of the structured group discussion they will 4. Can you give other
assigned to them. After the write their output or idea situations/circumstances
discussion, the group leader in manila paper or similar to this?
will share what they have cartolina
discussed within the group.
(20 minutes)

N. Discussing new Ask the students about the (Brainstorming) The class Processing questions. Processing questions. What is conflict?
concepts and function of the following in will be asked to share 1. What have you
practicing new skills # our society: with their groups their realized from the 1. What are the strengths Have you experienced
1 personal experiences activity? and weaknesses of a having conflicts with the
1. FAMILY functionalist theory of people around you?
about the principles of 2. Why are social
2. CHURCH socialization?
structural functionalism structures and social
3. SCHOOL Conflict perspective
on the assign institution. functions important
4. GOVERNMENT 2. What is the defining Envisions society as an
1. FAMILY in structural
5. MEDIA factors that arena of inequality that
functionalism?
2. CHURCH generates conflict and
3. How do you 3. What are the strengths change.
differentiate social and weaknesses of this
3. SCHOOL
functions from social theory?
4. GOVERNMENT 5. dysfunctions?
MEDIA (5 minutes) 4. What are the
separate strength & differences between
weakness? manifest and latent
functions?
O. Discussing new Processing questions. One representative in each Picture Analysis: Show
concepts and group will give the GIST of an editorial cartooning
practicing new skills # 1. How does each their discussion. After every about social inequalities.
2 institution work in society presentation, the teacher
according to structural- will give his/her input
functionalism based on
 the activity?

2. How important are the

social functions of social
structure to the stability
of society

P. Developing mastery Video Analysis The class will be divided Using the T-chart the Group Activity The class How can our personal
(leads to Formative https://www.youtube.co into 5 groups. Each group students will enumerate the will be divided in to five and social experiences
Assessment 3) m/w atch?v=BKl6HSnlaIk will present role playing social function/ dysfunction, groups each group will about social inequality
(7 minutes) that shows the role or manifest and latent function. present the strength and
help us understand
function of the following weaknesses of structural
in society 1. FAMILY 2. functionalism. 1. role others and our society
CHURCH 3. SCHOOL 4. playing 2. poster making as a whole?
GOVERNMENT 5. MEDIA 3. Tableau 4. talk show 5.
(20 minutes) jingle (20 minutes)

Q. Finding practical Teacher will ask the Teacher will ask the Teacher will ask the Teacher will ask the What do you think are
application of Following questions. 1. Following questions. Following questions. Following questions. the reasons why social
concepts and skills in What GIST of the video? inequalities exist in the
daily living How did structural How will you explain the 1. Do you concentrate on society? (3 minutes)
2. What specific scene functionalism help you your strengths or your
social function/dysfunction,
struck you the most? interpret some personal weaknesses? Why? 2.
experiences? (2 minutes)
manifest and latent
Why? function? (5 minutes) What new realizations do
you have about the
3. As a student and a topic? 3. What new
member of the society, connections have you
how will you promote made for yourself?
solidarity and stability? (5
minutes)

R. Making The teacher will ask the Why is there’s a need to The teacher will ask the The teacher will ask the Explain how conflict affects
generalizations and students. Why are the interpret personal students to answer the students to answer the the society according to
abstractions about the social structures and experiences using structural following questions. 1.Why do following Question. What Karl Marx?
lesson social functions functionalism? (5 minutes) we need to explain the social are the strengths and
(5 minutes) function/dysfunction, manifest weaknesses of the
important in structural
and latent function 2. How do functionalist theory? (5
functionalism? (4 you differentiate social minutes
Minutes) functions from social
 dysfunctions? 3. What are the
differences between manifest
and latent functions?

S. Evaluating learning Direction: Read each item Reflection Paper The learners The teacher will ask the students to Paper and pencil test: Write a one-paragraph
carefully and write T f the will reflect on the question explain the following. essay about the
statement is true, and write F if below. How important is Short Summative quiz about
the statement is false. Write structural functionalism in 1. SOCIAL FUNCTION structural functionalism problems that may
your answers in your activity understanding the different result from the
notebook. institutions in society? 2. SOCIAL DYSFUNCTION existence of social
____1. Microstructures are the inequalities.
social structures formed among 3. MANIFEST FUNCTION
groups or institutions.
____2. Social functions are the 4. LATENT FUNCTION
effects of social structures or
5. SOCIAL EQUILIBRIUM
their purpose.
____3. Macrostructures are
social structures that were
established by the individual or
within a group that resulted in
individual interactions.
____4. Structural functionalism
is the essential sociological
theory that revolves around
the notion that a society is
composed of a system of
interconnected parts that have
their own particular function.
____5. Structural functionalism
is the same as the human body
parts that have specific
functions, functionalism
implies that all structures in
society have their own purpose
and specific functions.

T. Additional activities
for application or
remediation
VIII. REMARKS

IX. REFLECTION
II. No. of learners who
earned 80% in the
 evaluation
III. No. of learners who
require additional
activities for
remediation who
scored below 80%
IV. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
V. No. of learners who
continue to require
remediation
VI. Which of my teaching
strategies worked
well? Why did these
work?
VII. What difficulties did I
encounter which my
principal or supervisor
can help me solve?