A Lesson Plan in Teaching

Disciplines and Ideas in the Social Sciences

Grade 11 HUMSS - Asentista
March 04, 2024
Subject Teacher : ERAFE L. ASENTISTA

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.
Apply the major social science theories and its importance in
examining socio-cultural, economic, and political conditions:
I. MOST ESSENTIAL LEARNING
a. Structural-functionalism
COMPETENCY
b. Marxism
c. Symbolic Interactionism
At the end of the session, the learners can:
Learning Objectives 1. Determine the importance of structural – functionalism in
examining in the socio-cultural aspect.
II. SUBJECT MATTER
A. TOPIC Structural - Functionalism and its Importance in
Examining Socio - Cultural
B. REFERENCES 1. SLM in Disciplines and Ideas in the Social Sciences
Quarter 1, Module 5 pages 6-11
2. https://lah.elearningontario.ca/CMS/public/
exported_courses/HSP3U/exported/HSP3UU04/HSP3UU04/
HSP3UU04A01/_ld1.html
C. MATERIALS Laptop, Visual aids, pen, meta strips, TV
III. PROCEDURE
A. Preliminary
A. Preliminary (3 minutes)
1. Prayer
2. Greetings
3. Checking of Attendance
 The teacher will send an activity sheet for those absent students to be able to cope up with
the lesson.
4. Setting of House Rules
 House Rules will be presented through slides with the following contents:
 No unnecessary noise while the class is ongoing.
 Refrain from roaming around.
 Use of mobile phones are for educational purposes only.
 Raise your hand if you have questions or would like to answer.
 No display of affection.
 Important Reminders for the learners:
 cannot see clearly will sit in front (The teacher will provide activity sheets and make
larger font size in the visual aids.)
 who have asthma will sit near the window for ventilation
 commonly has UTI, diarrhea, stomach acidity and the like illnesses will sit near the door
5. Group Dynamics
 The class is divided into 4 groups.
6. Review of the Previous Lesson
1. Which of the following defines Marxism?
a. Marxism is the antithesis of capitalism.
b. It is a theory in which class struggle is a central element in the analysis of social
change in Western societies.
c. Marxism is the system of socialism of which the dominant feature is public
ownership of the means of production, distribution, and exchange.
d. All the above
 2. Which is a social behavior made up of communication to which individuals react;
consequently, causing a change in behavior.
a. Interactions b. Roles c. Identity d. Symbols

B. Presentation of the New Lesson

1. Motivation (2 minutes)

Activity 1: Let’s Guess What

In the activity, the learners will analyze the message of the picture shown.

 Processing question:
1. What is your insight about the meaning of the passage in the picture?

 Each learner will be given chance to answer.

STRATEGY:
 The teacher uses Question-Answer approach to determine the preparedness of the
learner as the lesson progressed. (Anchored in the Socio-cultural Theory of
Development by Vygotsky) Lucas and Corpuz, 2007, Facilitating Learning: A
Metacognitive Process, page 56

2. Presentation of the Lesson

 Encourage the learner/s to read the Learning Objectives.

C. Lesson Proper
ACTIVITY

Activity 2: Let’s Try (3 minutes)

Collaborative Activity

1. With the group of 4, each will select their representative to get the meta strips and pen which
they will use in the activity.
2. Each group will write their collaborative ideas about the function of the assigned task in the meta
strips, within 2 minutes, and post them on the activity sheet posted on the board.
3. Before the time is up, each group must have posted their meta strips on the board.

Group 1 & 2 Group 3 & 4

4. The teacher will read the responses of each group.

STRATEGY:
 The teacher uses graphic organizer as a strategy to help the learners visualize and simulate
their understanding. (Scaffolding/ Modeling by Vygotsky)
(Indeed, 2023) https://www.indeed.com/career-advice/career-development/vygotsky-scaffolding

ANALYSIS
 The teacher will process and discuss the activity using the guide questions which will lead to
the deepening of their understanding of the lesson: (2 minutes)

1. Did you find the activity easy or difficult?

2. How did you come up with the ideas you shared in the activity?

 Positive feedback will be given to learners for giving their responses and sharing of their
ideas to class. (Operant conditioning by B.F. Skinner where behavior which is reinforced
(rewarded) will likely be repeated, and behavior which is punished will occur less frequently.)

STRATEGY:
 The teacher uses Question-Answer approach to determine the preparedness of the
learner as the lesson progressed. (Anchored in the Socio-cultural Theory of
Development by Vygotsky) Lucas and Corpuz, 2007, Facilitating Learning: A
Metacognitive Process, page 56
ABSTRACTION
Teacher’s Input:

Unlocking Difficulty:

Institution (Taken from: SSLM in DISS Week 5 page 1)

- It could mean an established body of procedures, rules, and formal organizations

of government (Heywood, 2003), or
- a collection of interrelated rules and routines that define appropriate actions in
terms of relations between roles and situations (March & Olsen, 1989).

 Considering these definitions, institutions could range from formal

institutions like the local government, the legislature, and the family, to
informal institutions such as habits, norms, and traditions.

Activity 3: Now, I know!

LITERACY (Article Reading Aloud) (5 minutes)

Article taken from SLM in Disciplines and Ideas in the Social Sciences Quarter 1, Module 5 pages 6-7.

Structural Functionalism in Theory

First, let's look at the history of structural functionalism. During the 19 th century, the world
was becoming a much smaller space. Trains and steamships had linked the world in a
way no one had thought possible. While many Europeans were starting to think of
themselves as superior, due to their more 'advanced' culture, a French philosopher,
named Emile Durkheim, noticed this, and started to think that society was made up of
building blocks that were focused on a common goal. If people stopped agreeing on those
common goals, then society would disintegrate. However, if most people agreed, society
would be fine.

In structural functionalism, individual institutions work together in service of the whole.

 Processing Question:
 1. What object did Emile Durkheim, French philosopher, compare
the society?
2. How did the French philosopher describe the society?

 Processing Question: (2 minutes)

 With your knowledge about cultural relativism on your

subject in Understanding Culture, Society and Politics
(UCSP), do you think discrimination is inevitable? Explain
your answer.

(UCSP subject is integrated to discuss cultural relativism.

Student’s response varies depending on their cultural
orientation; thus, culture should be understood and not be
judged.)

NUMERACY (1 minute)

3. How many decades had passed since the emergence of

structural Functionalism Theory? Answer: 2 decades
(Mathematical operation used: Subtraction)

Teacher Inputs: (15 minutes)

 Structural Functionalism
(https://lah.elearningontario.ca/CMS/public/exported_courses/HSP3U/exported/HSP3UU04/HSP3UU04/
HSP3UU04A01/_ld1.html)

Structural Functionalism is a macro theory that looks at how all structures or institutions in
society work together. Examples of structures or institutions of society include education,
health care, family, legal system, economy, and religion.

Key Concepts:
 Society is seen as an integrated whole, where all parts are interconnected.
 Every structure in society works together to play a vital function to maintain stability and
the well-being of its members.

 Processing Question:

 When you are doing your basket weaving project

during your Contemporary Philippine Arts from the
Regions (CPAR) subject, why is there a need to
weave the basket patiently and skillfully to be able to
create a work of art?
(CPAR is integrated to discuss that a well-made
designed and structured basket weaving is ideal to
make the project strong for a longer use.)
  This theory focuses on the roles people perform and the idea that behavior follows
established norms, which helps to maintain social order.
 Institutions and people are interconnected; when something shifts, either in the
institutions or in the people, the other must change or compensate to restore the
equilibrium.
 It can help to think of it this way: functionalists compare society to the human body;
each part of society serves a function, just like our organs do.

 Processing Question:

 With your knowledge in PE and Health subject, what

should you do to maintain a healthy and well-
functioning body?

(PE and Health is integrated to discuss how to

maintain a healthy body by eating a balanced diet
and have a regular exercise.)

STRATEGY:
The teacher uses different materials, in text and picture, as strategy to help the
learners stimulate understanding of the concept.

 Positive feedback will be given learners for giving their responses and sharing of their ideas to
class.
APPLICATION
 Collaborative Performance

Activity 4: Let’s Show Them! (15 minutes)

1. With the same group, they will perform a role play showing the importance of their
understanding about structural – functionalism in the socio-cultural aspect.
2. They will be given 3 minutes to prepare and 2 minutes presentation.
3. Two members from each group will be chosen as scorers for all presenters, thus, the
total grade shall be 70% from Teacher and 30% from student-scorers.
4. Each group will be graded based on the rubrics below:

Rubrics:

CATEGORY Excellent (5) Better (4) Good (3)

Students can present a Students can present a Students presented only
Comprehension correct and relevant inputs correct but lesser relevant what is being asked to
of the topic that shows understanding input about the topic. present but lacking in
of the topic. relevant ideas.
Demonstrates insights with Demonstrates completed Demonstrates little to
Creativity in the
presentation
powerfully enhanced presentation. enhance the presentation
presentation.
Always willing and focused Sometimes willing and Rarely willing and
Collaboration during group work and focused during group focused during group
presentation work and presentation. work and presentation

 Feedback will be provided after the presentation.

IV. EVALUATION
 Activity 5: Yes, I Made It! (10 minutes)

The class will be provided with an activity sheet.

A. True or False. Write the word TRUE if the statement is correct and FALSE if it is not. Write
the correct answer on the blanks provided before each number.
TRUE 1. Several decades ago, some sociologists thought that all of society interacts like
this, where each part of society had a specific task. They called this framework
structural-functionalism.
TRUE _ 2. If people stopped agreeing on common goals, then society would disintegrate.
FALSE - Functionalism 3. The method of Marxism was based on fieldwork and direct
observations of societies.
TRUE 4. Structural functionalism became popular around 1990 when it became clear that
ways of studying U.S. and European politics were not useful in studying newly
independent countries.
TRUE 5. One of the key concepts of structural-functionalism explains that every structure in
society works together to play a vital function to maintain stability and the well-being of its
members.

B. Essay. Answer in 2-3 sentences. You will be scored based on: Content- 3, Organization of
Ideas- 2 Total: 5 points.

1. How does Structural - Functionalism in socio – cultural aspect affect you as a teenager?
V. ASSIGNMENT/ ENRICHMENT
Activity 6: Let’s Make a List! (1 minute)

Direction: List down at least three (3) functional duties of government officials and citizens in
terms of economics, and politics during the COVID- 19 pandemic. Use the table below.
Government / Citizens
Economic Politics
1. 1.
2. 2.
3. 3.

Prepared by:

ERAFE L. ASENTISTA
Teacher II Checked and Observed by:

MA. LOLITA J. SABUELO

Master Teacher II