GRADES 1 TO 12 SCHOOL Maasin City National High School GRADE LEVEL Grade 11 HUMSS & GA

DAILY LESSON LOG TEACHER SHERYL C. FAELNAR, SST-III LEARNING AREA Discipline and Ideas in the
SENIOR HIGH Social Science
SCHOOL
TEACHING DATES February 27- March 2, 2023 QUARTER 1st/ week 3

Session 1 Feb.27 Session 2 Feb.28 Session 3 March 1 Session 4 March 2

I.OBJECTIVES The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
A.Content Standards The learners demonstrate an understanding of key concepts and approaches in the Social Sciences
B.Performance The learners shall be able to interpret personal and social experiences using relevant approaches in the Social Sciences
Standards
C.Learning 1. Structural- Functionalism
Competencies/Objecti 1.1 Structuralism
ves 1.2 Determine manifest and latent functions and dysfunctions of sociocultural phenomena HUMSS_DIS 11- IIIe-f-1
Write the LC Code for
each
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled
in a week or two.
DOMINANT APPROACHES AND IDEAS Part 1
1. Structural- Functionalism
2. Marxism
3. Symbolic Interactionism
4. Psychoanalysis
III.LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept
RESOURCES development.
A.References
1.Teacher’s
Guides/Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials
from Learning
Resources (LR) portal
B.Other Learning 1. JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in the Social Sciences.” Quezon City. Vibal Group, Inc.
Resources 2016. pp. 5 – 11.
2. DELA CRUZ, ARLEIGH ROSS D., FADRIGON, CECILE C., and MENDOZA, DIANA J. “Discipline and Ideas in the Social Sciences.”
Quezon City. Phoenix Publishing House, Inc.2016. pp. 1- 8.
3. Curriculum Guide, DISS. page 1 of 7
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
A.Reviewing previous What is Structural-Functionalism?  What are your insights about REVIEW: (5 minutes) Continuation on
lesson or presenting together to promote solidarity and yesterday’s lesson? Ask the learners to the discussion on
the new lesson stability. It asserts that our lives are Establish the relevance of the define structural
guided by social structures, which are structural functionalism in everyday Structural functionalism functionalism
relatively stable patterns of social life
behavior. Social structures give shape
to our lives - for example, in families,
the community, and through religious
organizations. And certain rituals, such
as a handshake or complex religious
ceremonies, give structure to our
everyday lives. Each social structure
has social functions, or consequences
for the operation of society as a whole.
B.Establishing a Give at least two (2) concepts and GROUP ACTIVITY: You are given a chance
purpose for the lesson principles of each social to write
science theories. Write The Teacher will group the class into a letter
the concepts in the 2. They will make a play or addresse
leaves and the principles reenactment on the life being d to the
in the petals. Use a broguese and proletariat Presiden
separate bond paper for t of the
this activity. Philippin
es. What
would
you tell
him
about
the
structure
of our
political
conditio
n and
governm
ent as
we face
this
crisis?
Use a
separate
sheet of
paper.
C.Presenting GROUP DISCUSSION: (5 minutes) (5 minutes)
examples/instances of For analytical purposes the What is the connection Ask the learner to
the new lesson political system is considered to be of our previous activity relate the
the nation-state, and the in our topic for today? structural
environment is composed of the functionalism to
interactions of economic, social, and socialism
political variables and events, both
domestic and external.

The idea is that there are a

number of actors in the national
political system (political parties,
bureaucracies, the military, etc.) and
that the actions of all these actors
affect each other as well as the
system.

The political analyst must

determine the importance of these
actors in a particular political
system. This is done by analyzing the
functions performed by the various
actors. Any changes in the system
also affect all the actors. The
feedback mechanisms allow for
constantly changing inputs, as actors
react to outputs.

Structural functionalists, like

systems analysts, have a bias toward
systemic equilibrium, (i.e. toward
stability). Such a bias tends to make
this approach conservative, as
 stability, or evolutionary change, is
preferred [and more easily
analyzed], to radical, or
revolutionary change.

D.Discussing new Based on the learners’ analysis of GROUP ACTIVITY (15 VIDEO CLIPS
concepts and Structural Functionalism in the activity, learners will be asked. minutes): The class will PRESENTATION
practicing new skills Theory 1. What is your idea about be grouped into two. (15 minutes):
#1 Geography? Each group will perform Show different
Elicit as many ideas as possible collaborative learning video clips about
First, let's look at the history of
from the students (brainstorming) about the different
structural functionalism. During the
Teacher then clarifies what the words presented in cultures and
19th century, the world was becoming
Geography is. the previous activity. A traditions in the
a much smaller space. Trains and
steamships had linked the world in a leader should be Philippines. Then,
The teacher will discuss. History assigned for each group let the learners
way no one had thought possible. has different fields.
While many Europeans were starting to to present their work. answer the
Accomplish the Wheel Graphic
think of themselves as superior, due to The teacher will serve as following
Organizer by identifying the
their more 'advanced' culture, a French the facilitator during questions:
various branches of History that
philosopher, named Emile Durkheim, their discussion 1. What are the
deals with the given themes,
noticed this and started to think that examples, or interests. Write at the different cultures
society was made up of building blocks center your answer. and traditions in
that were focused towards a common Example: Islam, Christianity, the Philippines?
goal. If people stopped agreeing on Buddhism, Zoroastrianism, 2. Are cultures and
those common goals, then society Hinduism = _____________ History traditions related
would disintegrate. However, as long Different fields: Diplomatic, to people? If yes,
as most people agreed, society would Economic, Asian, World, European, how?
be fine. Environment, Military, Legal,
Cultural,
Modern, Women.
E.Discussing new The teacher will use power point
concepts and presentation
practicing new skills About structural functionalism and
#2 different philosophers who are
functionalists.

F.Developing mastery For example, this image of a A problem which arises with VENN DIAGRAM (5 minutes)
(Leads to formative circular flow of money through an this system-based model is that the COMPLETION (10 Ask the learners to
assessment) economy demonstrates how nationstate's boundaries are often minutes): define
something that almost everyone can permeable in the real world, rather The teacher will instruct Humanities.
agree on, education, is made into a than being the neatly bounded the learners to complete
goal. Of course, this only worked as nation-state conceptualized by the diagram
long as everyone was focused. structural functionalists.
If one group disagreed on where
society is going, then the whole thing In other words, in the real
falls apart. These social bonds are very world it is usually difficult to state
important. exactly what the boundaries are,
leading to some conceptual
 difficulties.

G.Finding Teacher will ask about they Ask the learners (5 (5 minutes)
practical/applications  The teacher will present a learn on structural functionalism minutes): How natural Ask the learners
of concepts and skills scenario to the learners: “If science can be used in how can
in daily living you are an anthropologist, our daily lives? humanities be
what specific Filipino applied to our
tradition will you be daily living?
interested into?
Cite specific situation in your life
where you can apply the principles of
Macro and Microeconomics.
H. Making teacher will ask the learners about: (5 minutes) (5 minutes)
generalizations and 1. What is structural functionalism Ask the learners to Ask the learners to
abstractions about the differentiate social distinguish
lesson science and natural between Social
science. and Humanities
I.Evaluating Learning Modified True or False I. Paper and Pencil Test (5 minutes) E. Fillout
Ask the learners to the
D. Directions: If the statement is define the natural general
correct, write Functionalism. If not, 1. An approach in sociology that science?
underline the word which makes the views society as a complex
statement incorrect, then write the conceptual
system whose parts work diagram
correct answer on the blanks provided
together to promote solidarity of
before each number. Use a separate
sheet of paper. and stability. Structural
Functionalis
m. Choose
__________________1. Several 2. A French philosopher noticed
 decades ago, and started to think that society your answers
some was made up of building blocks inside the
sociologists that were focused towards a box. Do this
thought that common goal. in a separate
all of society sheet of
interacts like
paper.
this; where 3. Occurs when an individual
each part of continues to do things as
society had a
prescribed by society but
specific task.
They called forfeits the achievement of the
this goals.
framework
structural
functionalis
m.

__________________2. If people
stopped
agreeing on
common
goals, then
society
would
disintegrate.

__________________3. The method of

Marxism was
based on
fieldwork
and direct
observations
of societies.
 __________________4. The structural-
functional
approach is
based on the
view that a
political
system is
made up of
several key
components,
including
interest
groups,
political
parties and
branches of
government.

J.Additional activities ASSIGNMENT:

for application or F. Direction: Make your own
remediation conceptual diagram of Structural
Functionalism based on your
personal experiences in our
culture, economics, and politics.
Do this in a separate sheet of
paper.

V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
 you meet them, you can ask relevant questions.
A.No. of learners who
earned 80% of the
formative assessment
B.No. of learners who
require additional
activities to
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 material did I
use/discover which I
wish to share with
other teachers?
Prepared By:
SHERYL C. FAELNAR
Subject Teacher

Checked by:
Jeannil A. Carsula
Head Teacher 1

Noted by:
Amor O. Abando
Principal- II