SDAILY School Butuan City Comprehensive High School Grade Level Grade 11

LESSON Disciplines and Ideas in Social

LOG Teacher Eden O. Perez Learning Area
Sciences
Teaching Dates and Time November 7, 9, & 10, 2023/ 03:00pm-
Quarter 2nd
04:00pm;01:00pm-03:00pm

Monday & Tuesday Wednesday & Thursday

At the end of the lesson, the learners are
able to: At the end of the lesson, the learners are able to:
a. Elucidate ideas about Marxism as an a. Identify the basic concepts symbolic-
approach of Social Science Theory. interactionism as an approach in Sociology.
I. OBJECTIVES b. Create a doodle art about what are the b. Discuss the importance of symbolic-interactionism
reasons why social inequalities exist in the through semantic web. .
society. c. Apply how the concept of symbolic-interactionism
c. Appreciate how our society influence or affect affects our daily life.
an individual’s principle through reflection paper.
A. Content Standards The learners demonstrate an understanding of
The learners demonstrate an understanding of Key
Key concepts and approaches in the Social
concepts and approaches in the Social Sciences.
Sciences.
B. Performance Standards The learners shall be able to:
The learners shall be able to:
1. Interpret personal and social experiences
1. Interpret personal and social experiences using
using relevant approaches in the Social
relevant approaches in the Social Sciences; and
Sciences; and
2. Evaluate the strength and weaknesses of the
2. Evaluate the strength and weaknesses of the
approach.
approach.
C. Learning Competencies/Objectives Apply the major science theories and its importance
Write the LC code for each. The learners analyze the social inequalities in in examining socio-cultural, economic, and political
terms of class conflict (HUMSS_DIS11-IIIg-2). conditions.
c. Symbolic Interactionism (HUMSS_DIS 11-IIIh-3)
II. CONTENT Marxism as an Approach Symbolic Interactionism
III. LEARNING RESOURCES
A. References
Disciplines and Ideas in the Social Sciences: Disciplines and Ideas in the Social Sciences:
1. Teacher’s Guide pages Grade 11 Quarter 2: Week 2, Module 2, First Grade 11 Quarter 2: Week 2, Module 2, First Edition,
Edition, 2020 2020
2. Learner’s Material pages Disciplines and Ideas in the Social Sciences: Disciplines and Ideas in the Social Sciences:
Grade 11 Quarter 2: Week 2, Module 2, First Grade 11 Quarter 2: Week 2, Module 2, First Edition,
 Edition, 2020 2020
Disciplines and Ideas in the Social Sciences: Disciplines and Ideas in the Social Sciences:
3. Textbook pages Grade 11 Quarter 2: Week 2, Module 2, First Grade 11 Quarter 2: Week 2, Module 2, First Edition,
Edition, 2020 2020
4. Additional Materials for Learning
Resource (LR) portal
Disciplines and Ideas in the Social Sciences by Disciplines and Ideas in the Social Sciences by Tatel
B. Other Learning Resources
Tatel Jr, Carlos Peña Jr, Carlos Peña
IV. PROCEDURES
Photo Analysis on Marxism.
At least three images (e.g. Caste System, Social
Inequality, etc.) will be shown to be depicted and
A. Reviewing previous lesson or presenting The teacher will ask the students to differentiate explained by the learners.
the new lesson manifest from latent functions. The learners answer the following guide questions:
1. What is the picture shown?
2. What does the picture depict?

A video presentation on people’s perspectives on life

symbols will be presented via LCD projector.
Song Analysis:
1. How do you feel about the presentation?
“TATSULOK” by Bamboo
2. What is the video all about?
B. Establishing a purpose for the lesson Group the class into two groups. Assign one
3. What do you think the video tries to imply?
facilitator and two reporters who will discuss the
message of the song.
Suggested video:(http://www.youtube.com watch?
v=Ql0XPwtfFGY)
Series of images of different
Process Questions: symbols/icon/things/events will be shown before the
1. Do you have a personal experience that is learners
similar to the message of the song that we have (e.g. poison symbol, diamonds, corporate attire,
analyzed? black board).
C. Presenting examples/ instances of the 2. How did you cope up with the experience that The following guide questions will be answered:
new lesson you encountered? 1. What images did you see?
3. Why do you think that situation happened to 2. What were your observations on the pictures?
you? 3. Do these things/images/ icons give meanings in
4. Do you think other members of our society your life?
experienced the same situation? 4. What do you think will be the lesson for this day?
(The teacher reveals the lesson)
D. Discussing new concepts and practicing
The teacher elaborates the discussion.
new skills #1 (Leads to Formative Class Discussion about the life of Karl Marx
Assessment 1)
 This time, we will divide the class into three teams.
Ask the learners the following Please count.The teacher collects inputs from the
questions: learners using metacards and marker.
1. What are the details of Karl Marx life that led Learners right down their ideas in one phrase about
E. Discussing new concepts and practicing
him to formulate his theory? the activities and post it on the board. (The teacher
new skills #2 1 (Leads to Formative
2. Was there a social phenomenon that uses a tarpdesigned graphic organizer [semantic
Assessment 2)
happened during Karl Marx lifetime that web], if applicable).
motivated him to formulate his theory? The teacher then asks the learners:
1. Based from the graphic organizer, how will you
define symbolic interactionism?
F. Developing mastery How can our personal and social experiences
Does symbolic interactionism affect our daily life?
(Leads to Formative Assessment 3) about social inequality help us understand
Why?
others and our society as a whole?
The teacher calls a volunteer learner to recap their
learning by answering these questions:
1. Did you enjoy the activities?
Activity: DOODLE ART
G. Finding practical applications of concepts 2. What is the most significant learning in today’s
Create a doodle art about what are the reasons
and skills in daily living activity?
why social inequalities exist in the society?
3. Given the inputs from everyone, what
considerations were considered in defining symbolic
interactionism?
Reflection paper:
H. Making generalizations and abstractions Formative Assessment.
How our society influence or affect an
about the lesson Define symbolic interactionism in your journal.
individual’s principle?
I. Evaluating learning Short Quiz Short Quiz

Research on the following (with images):

1. Symbolic interactionism
sociologist:
J. Additional activities for application or a. Robert Mead;
remediation b. Herbert Blumer;
c. Charles Cooley;
d. Erving Goffman;
e. Arlie Russell Hochschild

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 these 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?
Checked by: Noted by:
Prepared by:
MILODINA S. GAMBA ELSIE JOY B. LEAL, Ph.D.
EDEN O. PEREZ
Senior High School Track Head Principal III
Subject Teacher
DATE & TIME: DATE & TIME: DATE & TIME: