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 evaluate the strengths and
(Write the LC code for Weaknesses of symbolic interactionism. HUMSS_DIS11-IIIh-3
each)
II.CONTENT
Strengths and Weaknesses of Symbolic Interactionism
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 class by reviewing the main concepts of symbolic
interactionism. Discuss how this perspective focuses on the subjective
meanings that people impose on objects, events, and behaviors.
A. Introductory Symbolic meanings are created and modified through an interpretive
Activity process that people use to understand and make sense of their social
worlds.
Motivation:
To motivate the students, start with a provocative question: "How does
your daily interaction with friends on social media influence your sense
of self?" Allow the students to reflect on this question, understanding
that symbolic interactionism can be applied to their everyday
experiences.
Activity: Symbol Analysis
Engage the students in an interactive workshop where they will analyze
various symbols and their interpreted meanings. Divide the class into
small groups and provide each group with a set of images, phrases, or
scenarios. Each group must discuss and note down what each symbol
represents, how it might be interpreted differently by individuals or
cultures, and what underlying social interactions can alter these
B. Activity/Strategy meanings.
Instructions
1. Divide students into groups of 4-5.
2. Distribute a set of symbols (images, phrases, scenarios) to each
group.
3. Give each group a worksheet to document their discussions.
4. Allow 20 minutes for group discussion.
5. Each group will present their findings to the class.
After the activity, facilitate a class discussion to analyze the different
interpretations and understandings that emerged from the symbols.
C. Analysis
Guide the students to consider how context, experience, and individual
differences can shape the interpretation of symbols.
Abstract the principles of symbolic interactionism by discussing the
implications of understanding that reality is socially constructed through
D. Abstraction language and communication. Encourage students to think critically
about how this perspective can both empower individuals and yet be
limited by subjective interpretations.
Real-life Problem:
Present the students with a real-life problem: "Consider the issue of
E. Application
cyberbullying. How might symbolic interactionism explain the impact of
cyberbullying on an individual's self-concept?" Have the students
discuss this in their groups and then share their insights with the class.
QUIZ: Identification
1. Identify the sociologist who developed the concept of the "looking-
glass self."
2. What term describes the process by which individuals interpret and
give meaning to social symbols?
3.Name the concept that explains how individuals develop self-
awareness through interactions with others.
4. What is the term for the symbols of material culture that people use
to communicate with each other?
F. Assessment
5. Identify the theory that suggests the self is formed through role-
taking, games, and generalized others.
Answers:
1. Charles Horton Cooley
2. Symbolic Interaction
3. Socialization
4. Artifact
5. George Herbert Mead's theory of social behaviorism
G. Assignment/ Assignment
For the assignment, instruct students to analyze a video from a
symbolic interactionism perspective:
Instructions:
1. Choose a video clip from social media, a movie, or a television show
that depicts a social interaction.
2. Watch the video and take notes on the symbols used in the
interaction, such as gestures, language, objects, and settings.
Agreement 3. Write a brief analysis (1-2 pages) on how these symbols are used to
create meaning among the individuals involved. Consider how the
symbols might be interpreted differently by the audience or by people
from different cultures or subcultures.
4. Discuss how this interaction might influence the individuals' self-
concepts or identities.
5. Record a 3-5 minute video presenting your analysis. Ensure that you
explain the concept of symbolic interactionism and how it applies to the
video you have chosen.
6. Submit your written analysis along with the video presentation.cues
can alter the interpretation of the interaction.
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
