DAILY LESSON LOG School Grade Level 11/12

DISCIPLINES AND IDEAS IN THE SOCIAL

Department of Education Teacher Learning Area
SCIENCES
Teaching Dates and
WEEK 5 Quarter QUARTER 1
Time
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standards
the emergence of the Social Sciences and the different disciplines.
The learners shall be able to…
B. Performance Standards
connect the disciplines with their historical and social foundations.
*Analyze the basic concepts and principles of the major social science theories:
a. Structural-functionalism
b. Marxism
c. Symbolic Interactionism
C. Learning
Competencies/Objectives  To define the concepts Structural Functionalism, Marxism and Symbolic Interactionism.
 To discuss the features peculiar to each of the three concepts.
 To creatively interpret Structural Functionalism, Marxism, or Symbolic Interactionism.
 To conduct a case study about Structural Functionalism of any institution of your choice.

II. CONTENT BASIC CONCEPTS AND PRINCIPLES OF THE MAJOR SOCIAL SCIENCE THEORIES (PART 1)
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
 The teacher will ask the
students if they have heard
of the three concepts being  Teacher will ask the students  Introduce the topic by asking
 Greet the students and ask if
discussed today - Structural to share what they know the students what they know
they have any questions
Functionalism, Marxism, and about the three concepts: about Structural
from the previous lesson on
1. Reviewing previous lesson Symbolic Interactionism. If Structural Functionalism, Functionalism, Marxism, or
Structural Functionalism.
or presenting the new the students are not familiar, Marxism, and Symbolic Symbolic Interactionism.
 If necessary, give a brief
lesson the teacher will briefly Interactionism. Then, the Briefly discuss the
review of the key concepts
introduce the idea of social teacher will introduce the importance of understanding
and principles of Structural
science as a discipline that topic and explain the these theories in the social
Functionalism.
seeks to understand the importance of the lesson. sciences.
society and the behavior of
people within it.
2. Establishing the purpose of  The teacher will explain that The purpose of this lesson is to The purpose of this lesson is to  Explain the purpose of the
 lesson: to apply the concepts
of Structural Functionalism to
a real-world institution
the purpose of this lesson is define and discuss the three
through conducting a case
to introduce the three major sociological concepts: Structural
creatively interpret Structural study.
theoretical perspectives in Functionalism, Marxism, and
Functionalism, Marxism, or  State the learning objectives:
Symbolic Interactionism.
the lesson sociology - Structural Symbolic Interactionism in order to define Structural
Students will learn the features
Functionalism, Marxism, and to understand their significance Functionalism, to identify the
peculiar to each concept and
Symbolic Interactionism. in the social sciences. key features of Structural
their significance in the social
Functionalism in an
sciences.
institution, and to apply
Structural Functionalism
concepts to a case study.
3. Presenting  The teacher will use real-
examples/instances of the world examples to illustrate
 The teacher will present the
new lesson the concepts. For example,  Present examples of
three perspectives and
the teacher will use the institutions that can be
provide examples of how
social structure of schools to  Present examples of how analyzed using Structural
each perspective views social
explain Structural these theories are applied in Functionalism, such as
phenomena differently. The
Functionalism. The teacher different fields such as schools, hospitals, or
teacher will use examples
will use the concept of economics, politics, and government agencies.
such as education, family,
capitalism to explain sociology.  Provide handouts that define
and inequality to illustrate
Marxism. The teacher will Structural Functionalism and
how each perspective views
use the role of symbols in explain its key features.
these topics.
communication to explain
Symbolic Interactionism.
 Ask students to select an
 The teacher will introduce institution that they want to
the concept of Structural  The teacher will define each analyze using Structural
Functionalism and explain its concept, explain their key Functionalism and provide
basic assumptions and features and significance,  Discuss the key concepts of them with a case study
characteristics. The teacher and engage students in a Structural Functionalism, template.
4. Discussing new concepts
will also provide examples of discussion about each Marxism, or Symbolic  Discuss the case study
and practicing new skills
how Structural Functionalism concept. Students will be Interactionism. Break down template and guide the
#1
views social phenomena, asked to give examples of the key concepts and how students on how to conduct
such as the importance of each concept from their they relate to one another. their case study.
institutions and how they personal experience or from  Remind them to focus on the
contribute to the overall current events. key features of Structural
functioning of society. Functionalism and to apply
the concepts learned in class.
5. Discussing new concepts  The teacher will then  The teacher will present case  In groups, have the students  Allow time for the students to
and practicing new skills introduce the concept of studies to students and ask create a visual work on their case studies.
#2 Marxism and explain its basic them to identify the concepts representation of one of the  Encourage them to work in
assumptions and presented in each case theories, using symbols or groups to share their insights
characteristics. The teacher study. Students will be asked images to represent the key and ideas.
will provide examples of how to analyze each case study concepts.
 Marxism views social
phenomena, such as how
economic inequality affects and identify the key features
the social structure and how of each concept.
the ruling class maintains its
power.
 The teacher will divide the
class into groups and assign
each group a theoretical
 In this activity, students will  Ask each group to present
perspective to research. The
work in groups to create a their case study to the class.
groups will be asked to
skit or role-play that  Allow time for questions and
create a presentation that
illustrates one of the three discussion after each
explains the basic
6. Developing Mastery concepts. They will present presentation.
assumptions and
their skit or role-play to the  Encourage the students to
characteristics of the
class. The other students will provide feedback and
assigned theoretical
have to guess which concept suggestions to improve the
perspective, and how it views
is being presented. case studies.
social phenomena. Each
group will present their
findings to the class.
 Students will brainstorm
 The teacher will facilitate a
class discussion on how each ways in which the three  Discuss how the concepts of
concepts can be applied to  Discuss how these theories
theoretical perspective can Structural Functionalism can
their daily lives. They will can be applied in our
7. Finding practical be applied to our daily lives. be applied to their daily lives,
everyday lives, such as
applications of concepts The students will be discuss how they can use the such as understanding the
understanding the dynamics
and skills in daily living encouraged to share their concepts to analyze and functions of the different
of our families, workplace, or
own experiences and solve problems in their social institutions that they
communities.
observations to support their interact with.
communities.
ideas.
 The teacher will guide the  Students will be asked to
class to reflect on the summarize the key features
different perspectives of the three concepts and  Discuss the similarities and  Encourage the students to
presented and how they their significance in the social differences between the reflect on the lesson and
8. Generalizing and
differ from one another. The sciences. They will also three theories, and how they write down their key
abstractions about the
teacher will ask the students discuss how the three can be applied in different takeaways.
lesson
to think about how these concepts are interconnected contexts.  Ask them to share their
perspectives can be used to and how they can be used reflections with the class.
better understand the world together to analyze social
around us. phenomena.
Evaluate the students based on
The teacher will evaluate The teacher will evaluate The teacher will evaluate
their case study presentations,
student learning through class student learning through class student learning through class
9. Evaluating Learning participation in class discussion,
participation, group work, and participation, group work, and participation, group work, and
and completion of the case study
individual assessments. individual assessments. individual assessments.
template.
10. Additional Activities for  The teacher will provide a list  For application, students will  For remediation, have the  For application, ask the
 of articles or videos that the be given a list of social issues students to conduct another
students create a written
students can read or watch and asked to analyze them case study using a different
explanation of one of the
to gain a deeper using one or more of the theoretical framework, such
theories in their own words.
understanding of the three three concepts. For as Marxism or Symbolic
For application, have them
theoretical perspectives. The remediation, students who Interactionism.
Application or Remediation research how one of the
teacher will also provide need additional help can  For remediation, provide
theories has been applied in
opportunities for students to work in a small group with additional resources on
a real-world scenario and
ask questions or seek the teacher to review the key Structural Functionalism or
present their findings to the
clarification about the features of the three offer extra help to students
class.
concepts covered in class. concepts. who need it.

V. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
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 materials did I
use/discover which I wish
to share with other
teachers?