LESSON PLAN IN DISS 11

School DCM National HS Grade Level & Section 11 EMERALD

Teacher Kylie Ria R. Escario Quarter 2
Learning Area DISS Teaching Dates & Duration
I. LEARNING OBJECTIVES
Content Standards The learner understands the key concepts in the Social Sciences
rooted in Filipino language/s and experiences.
Performance Standards The learner shall be able to carry out an exploration of personal and
social experiences using indigenous concepts.
Learning Competencies/Code - Value the role of interpersonal relations in Philippine culture.
(HUMSS_DIS11-IVe-2)
Objectives
 Knowledge - Understand the social ideas of Filipino intellectuals
 Skills - Analyze and compare Filipino thinkers' contributions
 Attitude - Appreciate the relevance of Filipino thinkers' ideas to modern
society
II. CONTENT Institute of Philippine Culture’s Study on Philippine Values
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social
B. Other Learning Resources
Sciences. QC: Vibal Group, Inc.
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the textual aids,
IV. PROCEDURES
A. Review/Introductory CHARADE: (WHO AM I?)
Activity Select students who will perform the significant role of social thinkers and their
classmate will guess who. (5 minutes)

B. Activity/ Motivation

C. Analysis/Presenting 1. Show to the learners the specific contribution of the given Filipino thinkers in the
examples of the new society through pictures. (e.g. El Filibusterismo, El Folk-lore Filipino, etc.)
lesson where the concepts
are clarified 2. Ask: What is/ are the relations of their social ideas to their contributions?
(Recitation) (8 minutes)
D. Abstraction JOSE RIZAL (REFORMIST) (1861–1996)
The most influential figure of the Revolutionary period was Jose Rizal. During his
stay in Europe, he penned two of his most important works, which are believed to
have sparked the 1896 Revolution: Noli Me Tangere (1887) and
El Filibusterismo (1891). The two are fictional works which were based on the social
issues that Filipinos were experiencing during that period –inequality, racism, and
colonialism, among others.

ANDRES BONIFACIO (1863 – 1897)

Bonifacio is the founder of the revolutionary society, Katipunan. When Spanish
authorities discovered it, the society already had some 30,000 members in
approximately six months. Three days after the founding of La
Liga Filipina, Rizal was banished to Dapitan in Mindanao, the southern part
of the Philippines. Bonifacio, a member of the Liga, thought that was the end
of the line and founded the Katipunan (Gripaldo 2013).

APOLINARIO MABINI (1864 – 1903)

Apolinario Mabini became well known in Philippine history as the “Sublime
Paralytic” and the “Brains of the Revolution.” Mabini was born to an illiterate farmer
and market vendor with seven other children in Tanauan, Batangas. Mabini had no
initial economic and social capital that could have secured him a good education.
Nevertheless, he received scholarships and part-time jobs teaching children, which
allowed him to complete a bachelor of Arts degree at the Colegio de San Juan de
Letran and a Bachelor of Laws at UST. Another struggle that he overcame was his
paralysis. In 1895, Mabini was struck with polio and lost the capacity of his lower
 limbs. He had started writing his most influential works – El Verdadero Decálogo
(The True Decalogue) and Ordenanza de la Revolución (The Ordinance of the
Revolution). According to Mabini, humans are naturally good. It is from this
stand that he argues for the concepts of freedom being a by-product of
people’s exercise of goodness (rationality and being just). Mabini said, “True
liberty is only for what is good and never for what is evil; it is always in
accordance with reason and the upright and honest conscience of the
individual.”
He also distinguished reason as a key element in the citizens’
participation in political life. It is also the same element that should guide
revolutions because without reason, such movement will be mere futile, if not
disastrous for the society. It is clearly synonymous with Rizal’s call of reliance
on the “Truth.”

VIRGILIO ENRIQUEZ (1942 -1994)

Virgilio Enriquez, is considered the Father of Sikolohiyang Pilipino
(Filipino psychology). Sikolohiyang Pilipino is a scientific study derived from
the experience, ideas, and cultural orientation of the Filipinos (Yacat 2013).
Sikolohiyang Pilipino, or Indigenous Filipino Psychology, is also known
as Kapwa’s Psychology. Kapwa Psychology draws from folk practices as much
as from modern theory. It perceives no contradiction between indigenous folk
beliefs and modern psychological concepts and scientific norms. It includes
in its study the IKSP of healing from the Babaylan and Albolaryos (native
shamans and healers) as well as the religio-political approaches of the Filipino
mystics and folk heroes and other ancestral ways of knowing.
Kapwa psychology implies a call for social action. Scholars and
students are encouraged to go to the villages to learn from the people and in
turn, serve them with the gain knowledge.
Group Activity:
Group the learners into 6 if the time permits. Assign two Filipino thinkers for each
group. Ask them to complete a graphic organizer that summarizes their ideologies
and the social ideas. (10 minutes)

Ask the learners to present their work in front (3 minutes/ per group)

E. Developing mastery
(leads to Formative
Assessment 3)

F. Valuing: Finding
Practical Applications of Processing Question: Ask: How can these social ideas affect your perspectives in
Concepts and Skills in life? (2 minutes)
Daily Living

G. Generalization Wrapping Up:

Ask: Why is there a need for us to determine the social ideas of our own thinkers? (2
minutes)
H. Evaluation Reflection Paper/Learning Log Write: Compose a reflection paper. Highlight the
Filipino thinker you like the most and justify at least 2 of his social ideas you agree
with. (5 minutes)
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 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?
Prepared by:

KYLIE RIA R. ESCARIO

SST - 1 English Teacher