3. Disciplines and Ideas in the Social DLP

DISS – Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

DISS Disciplines and Ideas in the Social Sciences Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Grades 1 to 12 DAILY LESSON LOG

School Teacher

Grade Level Learning Area DISS

Teaching Dates and Time

DAY 1

Quarter

DAY 2

DAY 3

DAY 4

I. OBJECTIVES A. Content Standards

The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines

B. Performance Standards

The learners shall be able to connect the disciplines with their historical and social foundations

C. Learning Competencies/ Objectives Write the LC code for each

The learners define Social Sciences as the study of society (HUMSS_DIS 11- IIIa-1)

II. CONTENT

The learner distinguishes Social and Natural Sciences and Humanities (HUMSS_DIS 11- IIIa-2

Defining Social Sciences as the study of society

III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Resource (LR) portal B. Other Learning Resources

1. JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in the Social Sciences.” Quezon City. Vibal Group, Inc. 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 A. Reviewing previous lesson or presenting the new lesson

INTRODUCE YOURSELF: (15 minutes) Ask the learners to introduce themselves and let the learners complete this sentence upon introducing themselves.

REVIEW: (5 minutes) Ask the learners to give a recap about what we discussed yesterday.  Definition of Social Sciences.

REVIEW: (5 minutes) Ask the learners to define social science as a study of society.

REVIEW: (5 minutes) Ask the learners to define social science and natural science.

“Hello, my name is _________. The object that best represent me is a ___________ because _____________________. Example: “Hello, my name is GERONIMO T. SAMPILO. The object that best represent me is a POCKET WI-FI because I CAN GIVE AND SHARE THE KNOWLEDGE AND INFORMATION THAT THE USERS WANT TO KNOW.”

Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

B. Establishing a purpose for the lesson

Teacher says: “Today, we are going to begin our lesson in Discipline and Ideas in Social Sciences.” Ask the learners to give their ideas/concept when they heard the word Social Sciences?

C. Presenting examples/instan ces of the new lesson

(5 minutes) Teacher says: “What is the relevance of the previous activity to the lesson today?” Sharing of ideas and concept.

PICTURES CONCEPTUALIZATION: (5 minutes) Ask the learners to give an idea about the pictures projected on wall.

INDIVIDUAL ACTIVITY WORD IDENTIFICATION (10minutes): The teacher will ask the students to identify if the word related to social science or natural science. Biology History Economics Anthropology Psychology Physics Chemistry Political Sci Mathematics Zoology

(5 minutes) Presenting the concept of Society in connection to the lesson for today.

(5 minutes) What is the connection of our previous activity in our topic for today?

KWL Chart Completion (5 minutes) Directions: Ask the learners to complete the KWL Chart about the definition of social science and natural science. What I Already Know

What I Want to Know

What I Learned

(5 minutes) Ask the learner to relate the concept of the activity in the KWL to the present lesson.

Definition: SOCIAL SCIENCES - are all academic disciplines which deal with the man in their social context. - A science which deals with human behavior in its social and cultural aspects.


D. Discussing new concepts and practicing new skills #1

GROUP ACTIVITY: (15 minutes) Directions: Divide the class into 4 groups and choose a leader to explain what their presentation all about, each group will do a role play showing the different behaviors they noticed in the community. (see attached rubrics) Processing of the activity, Let the learners give their ideas and concepts about the activity.

POWERPOINT PRESENTATION: (15 minutes) Discuss Social Science as study of society. Ask the learners to answer the following HOTS questions: 1. How does social science related to society? 2. What are the roles of social science in the society?

GROUP ACTIVITY (15 minutes): The class will be grouped into two. Each group will perform collaborative learning (brainstorming) about the words presented in the previous activity. A leader should be assigned for each group to present their work. The teacher will serve as the facilitator during their discussion.

Discuss the concept of Social Science.

E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)

DYAD ACTIVITY: (5 minutes) Directions: Choose a partner and make a slogan showing the relation of Social Science in the community.

CONCEPT MAPPING: (10 minutes) The learner will be group into three. Then, they will ask to fill out a concept map showing the definition of social science as a study of society.

VENN DIAGRAM COMPLETION (10 minutes): The teacher will instruct the learners to complete the diagram.

VIDEO CLIPS PRESENTATION (15 minutes): Show different video clips about the different cultures and traditions in the Philippines. Then, let the learners answer the following questions: 1. What are the different cultures and traditions in the Philippines? 2. Are cultures and traditions related to people? If yes, how?

(5 minutes) Ask the learners to define Humanities.

Processing of output.


SIMILARITIES

SOCIETY

SOCIAL SCIENCES

NATURAL SCIENCES

G. Finding practical applications of concepts and skills in daily living

Ask the learners (5 minutes): How natural science can be used in our daily lives?

about the lesson

(5 minutes) Ask the learners to differentiate social science and natural science. (5 minutes) Ask the learners to define the natural science?

(5 minutes) (5 minutes) As Senior High School Ask the learner: What is social learners, how do you use the sciences and how can it be social science in your daily used to study and understand living? society? H. Making (5 minutes) generalizations Ask the learners on how to define Social Science as study of and abstractions society. I.

Evaluating learning

INDIVIDUAL ACTIVITY: SENTENCE COMPLETION (5 minutes) Directions: The learners will complete the sentence: The Social Science__________________ ______________________.

(5 minutes) PENCIL AND PAPER TEST: Write True if the statement is correct and False if not. ______ 1. Social science can be used to study and understand society. ______ 2. Socialization affects the overall cultural practices of a society, but it does not shape one’s self-image. ______ 3. Most social scientists believe heredity is the most important factor influencing human development.

(5 minutes) Ask the learners how can humanities be applied to our daily living? (5 minutes) Ask the learners to distinguish between Social and Humanities. DIORAMA MAKING (10 minutes): The learners will be asked to turn the classroom into mini museum. (See the attached rubric for this activity)


______ 4. Social sciences perspective can be used to address issue or problem. ______ 5. Society refers to a group of people who share a culture and a territory. J. Additional activities application remediation

ASSIGNMENT: for Teacher will ask students to or bring any indigenous or

recycled materials or art materials about the community to be used in their diorama activity for day 4.



School Teacher



DAY 1

Quarter

DAY 2

DAY 3

DAY 4


The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.


The learners shall be able to connect the disciplines with their historical and social foundations.


Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)

II. CONTENT

Define Anthropology, identify the fields, areas of inquiry and methods of Anthropology.

Describe Economics, identify the fields, areas of inquiry and methods of Economics.

Interpret Geography, identify the fields, areas of inquiry and methods of Geography.

Interpret History, identify the fields, areas of inquiry and methods of History.

Introducing the disciplines within the Social Sciences: 1. Anthropology 2. Economics 3. Geography 4. History

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 B. Other Learning Resources

Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37


Ask the learners: 1. What are the differences among Social Science and Natural Science and Humanities?

Ask the learners: 1. What are your insights about yesterday’s lesson? Establish the relevance of anthropology as a social science

(5 minutes) B. Establishing a purpose for the lesson

Teacher will present a picture of man’s evolution. Process questions: 1. Are you familiar with the picture? 2. What element/s of the picture captured your attention? 3. What branch of social science is responsible for this picture? (5 minutes)

(5 minutes) GROUP ACTIVITY: Group the class into five (5). List down 10 things which you can’t live without. The groups will present to the class.

Ask the learners: 1. How do you find your budget for today? Have you already planned how to manage it wisely?

Ask the learners: 1. What is Geography? 2. What are the fields of Geography? 3. Give a practical application of Geography?

(3 minutes)

(5 minutes)

GROUP ACTIVITY: SOUNDS LIKE

From the assignment, the teacher will distribute paper strips among learners and require them to write the news headlines that happened on their birthdates. Then, the learners will post it in the blackboard.

The learners will be grouped into five. Each group will be given a chance to pick a set of words that sound like specific geographic features through their group representative.

(3 minutes)

(7 minutes) Set of words 1. Mt. Everest= MouthEve- Rey- East 2. Sahara Desert= SawHour- Add- East- Earth


C. Presenting examples/instances of the new lesson

CLASS ACTIVITY: SOCSCI PUZZLE The learners will supply the letters to reveal the meaning of Anthropology. (5 minutes)

SMALL GROUP DISCUSSION: Each group will classify what among the listed things falls under the needs or wants. The learners will present it to the class by group. (8 minutes)

3. Pacific Ocean= PassSafe- Pick- Oust- Sun 4. Bermuda Triangle= Bear- Mode- At- TryAngle 5. Palawan= Foul- AweWon (6 minutes) GROUP DISCUSSION: Each group will describe the completed set of words Mt. Everest, Sahara Desert …) then present it to the class (10 minutes)

PROCESSING QUESTIONS: 1. What happened on your birthday? or What was happening on the day that you were born? 2. Share your insights about your birthday headline. 3. Which branch of Social Science does our activity represents? 4. Define history? (15 minutes)



GROUP ACTIVITY: SOCSCI SORT The learners will sort the pictures into the three branches of Anthropology (5 minutes)

The teacher will ask the learners: 1. What is your own ideas regarding Economics?

Based from the learners’ analysis of the activity, learners will be asked. 1. What is your idea about Geography?

The keywords that may arise will be written by the teacher on the board to come up with a definition of Economics.

Elicit as many ideas as possible from the students Teacher then clarifies what Geography is.

(10 minutes) (10 minutes)

The teacher will discuss. History has different fields. Accomplish the Wheel Graphic Organizer by identifying the various branches of History that deals with the given themes, examples, or interests. Write at the center your answer. Example: Islam, Christianity, Buddhism, Zoroastrianism, Hinduism = _____________ History Different fields: Diplomatic, Economic, Asian, World, European, Environment, Military, Legal, Cultural, Modern, Women (10 minutes)


E. Discussing new concepts and practicing new skills #2

The teacher will discuss the methods used in studying Anthropology (10 minutes)

The teacher will present a graphic organizer that shows the relationship of Microeconomics and Macroeconomics. (10 minutes)

The teacher will use power point presentation for the discussion about physical and human geography. (Presentation contains pictures of different land forms and bodies of water such as, Mt. Everest, Cordillera, Bohol, Baguio, Tagaytay, Sahara Desert, Bodies of water such as Pacific Ocean, coastal areas, rivers, lakes etc.)

COMPLETE THE ANALOGY: Scientist: test tube Teacher: chalk Historian: ______________________ Processing Questions: 1. What is the connection between word-pairs? 2. What is the tool of a historian? 3. Why is a historian like a detective? 4. What is Historiography? 5. Differentiate primary sources from secondary sources. (5 minutes)

(10 minutes)


F. Developing mastery (leads to Formative Assessment 3)

GROUP ACTIVITY: Group Scenario The teacher will assign each group to the different branches and let the learners relate it to the different methods used in Anthropology.

CLASS ACTIVITY: PICK N STICK The learners will classify words written on meta cards and post it on its corresponding field of Economics. (5 minutes)

GROUP ACTIVITY: HUMAN TABLEAU In groups, learners will perform human activities referring to a certain place such as hilly, mountainous, coastal, rivers, lakes to show their way of life.

The teacher will require learners to accomplish a worksheet. (See attachment) (3 minutes)

(15 minutes) G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

The teacher will present another scenario to the learners: “If you are an anthropologist, what specific Filipino tradition will you be interested into? (5 minutes) The teacher will ask the learners about the definition, branches and methods used in studying Anthropology

Cite specific situation in your life where you can apply the principles of Macro and Microeconomics. (5 minutes)

(8 minutes) Teacher will ask “How does your environment affect your way of living?

Do you find History useful to your daily lives? Why did you say so? (5 minutes)

(3 minutes)

The teacher will ask the learners about the definition and fields of Economics.

From all of the aforementioned, what is your understanding about Geography?

Answers: Economics seeks to understand people’s activities concerning production, distribution and consumption of goods and services.

Answers: Geography is the study of the features of the earth and the location of living things on the planet. It is divided into two main branches- the

During this past week, what were the hottest issues that the different fields of History examined? (10 minutes)

Answers: 1. Anthropology is the study of humankind 2. 3 branches: Physical or Biological, Cultural, and Archaeology


3. Methods: Ethnography, Participant Observation, Interview, Focused group discussion, life history method, ocular inspection.

I.

Evaluating learning

(5 minutes) The teacher will ask the learners to accomplish the 5-3-1 Chart (5-Methods, 3-Braches, 1-Definition) (5 minutes)

The two fields of Economics are Microeconomics and Macroeconomics.

Physical Geography and Human Geography. (3 minutes)

(5 minutes)

CONCEPT MAPPING: ECONOMICS

Paper and Pencil Test (10-item quiz)

Expected output: (Needs, Wants, Microeconomics, Macroeconomics)

Definition, Etymology, Branches of Geography

(5 minutes)

Final Complete the sentence prompts. History is the study of ________.

(7 minutes) Among the fields of History, I am interested at _______ History because I’m fascinated with _______________. An example of primary sources that I will deal with _____________ History are ________________. An example of secondary source that I will deal with _____________ History are ________________.


(10 minutes) J. Additional activities for application or remediation

The teacher will ask the learners to search the internet for a significant event that happened during the day of their birth.



School Teacher


Teaching Dates and Time DAY 1

Quarter DAY 2

DAY 3

DAY 4






Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods. (HUMSS_DISS11-IIIb-d-3) Define Linguistics, Describe Political Interpret Psychology, Interpret Sociology, identify the fields, areas Science, identify the identify the fields, areas identify the fields, areas of of inquiry and methods fields, areas of inquiry of inquiry and methods inquiry and methods of of Linguistics. and methods of Political of Psychology. Sociology. Science. Introducing the disciplines within the Social Sciences: 5. Linguistics 6. Political Science 7. Psychology 8. Demography

II. CONTENT

III. LEARNING RESOURCES A. References 2. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

B. Other Learning Resources

Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37.


Ask the learners: 1. What are the different disciplines of social science that have been discussed last week?

Ask the learners: 1. What have we discussed yesterday?

Ask the learners: 1. Where do you think the word Psychology came from?


(3 minutes)


Group Activity Group the learners into five (5). Each group will pick a strip of paper with a statement written on it. Representative of each group will read what is written. The teacher will ask the following questions: 1. Do you understand what is written on the strips? 2. What do you think is the language used in the statement

PINOY HENYO: Teacher group learners into five (5); each will have two representatives to guess a word particularly political icon. E.g. Pres. Duterte, Governor Umali, etc. (10 minutes)

In a ¼ sheet of paper, learners will write their answers for the following: 1. Give 3 descriptive words of: a. LION b. EAGLE c. OCEAN Processing: 1. Answer to the first pertains to how the person sees himself/herself 2. How others see him/her. 3. Perspective in life

Review on their knowledge of the previous lesson (Psychology). Guide question: 1. In your own words, how will you define Psychology? 2 Is Psychology important in our daily life? How? (5 minutes) Teacher put meta cards (with respective fields or areas of discipline) in one specific table; then ask learners randomly to pick the meta cards and paste it into the board where they categorized (Sociological or Demographic) (5 minutes)


3. What do you think is the reason why we have many languages? 4. Where does language came from?

(10 minutes)

(10 minutes) C. Presenting examples/instances of the new lesson

Group Activity: WEB MAPPING Form a word map using the word LIGUISTICS. From the words, they formed the definition of Linguistics will then be derived. (12 minutes)


Group Activity Evolution of Language From the previous groupings. The learners will be asked to: 1. Cite 5 Filipino words and determine their corresponding translations into Hippie, jejemon, gay lingo, and text language. Ex.  Nanay- Ermats (Hippie), nHanayhhzz(Jejemon)-

Guide Question: Who are those personalities? What is common among them?

The teacher will deliver a lesson that will tackle the goals and key concepts of psychology

(5 minutes)

At the same time, learners will be introduced to the branches of Psychology. (10 minutes) Recitation: 5 learners will be selected to answer the following questions: 1. How are the goals of Psychology related to varying interests of branches of Psychology

Group Activity Directions: Each group doing a role playing showing the political scenario of the Philippines. (See attached rubric for the evaluation). Processing of the activity, Let the learners give their The teacher will ask for ideas and concepts volunteers after the 5 about the activity. selected learners. If there are no more (10 minutes) volunteers, the teacher

Group the learners into 2 and with the aid of Concept Pattern Organizer, each group will identify the similarities and differences between Sociology and Demography.

Presentation of the lesson: Teacher will discuss the discipline and fields of the latter. Base on the above activity.


mudra (Gay Lingo)nnay (Text) 2. Use the 5 Filipino words into a sentence using the Hippie, jejemon, gay lingo, text language

can proceed to the next activity. (15 minutes)

The teacher will introduce the different fields of Linguistics (Morphology-study of language form, Syntaxstudy of how words are being formed into a phrase, Phonology-study of sounds of language) (15 minutes) E. Discussing new concepts and practicing new skills #2


Class recitation in a form of Board Work The teacher will randomly distribute 9 words/phrases to the class. The assigned student will post it on the board according to its classification.

Teacher will discuss the disciplines of the social sciences (references: Political Science in the Philippines; A history of a discipline by: Remegio E. Agpalo

VIDEO CLIP: Learners will be presented a video clip that exhibits the different perspectives of people from all walks of life with regards to Psychology

(17 minutes)

(10 minutes)

Discuss the importance of the two fields and the main areas of inquiry and methods. The learners will analyze demographic data prepared by the teacher and its effect on the society.


(Morphology, Syntax, and Phonology) The class will check if the given answers are correct.



(5 minutes) Questions to be asked: 1. How do you use language appropriately in your daily communication? (5 minutes)

Recitation The following questions will be asked: 1. What is Linguistics all about? 2. What are the three fields of Linguistics? (5 minutes)

I.

Evaluating learning

Like or Unlike Teacher will read statements to the class and learners will identify

The learners will choose any Government position the wish to hold someday. As a Government official, what would be your priority project? (5 minutes) Recitation: What is Political Science all about? How does it influence our society? Political Science deals with the systems of the government, and the analysis of political activities, political thoughts and political behaviors. (5 minutes) Five items quiz: True or False The teacher will show pictures/ scenarios. The learners will identify

Learners will write 2-3 sentences in their notebook about the importance of studying Psychology.

From what they have learned, learners will be asked to write an essay on how they will apply these in their daily lives.

(5 minutes)

Learners will give a brief but precise explanation on the quotation: “We know what we are but not what we may be.” –Ophelia in Hamlet

In their own words, learners will differentiate Sociology from Demography.

(7 minutes)

Short Quiz


if the statements are correct or not by raising a thumbs-up and thumbs- down.

whether the picture / scenarios concern political science. (5 minutes)

(5 minutes) J. Additional activities for application or remediation V. REMARKS



School Teacher


Teaching Dates and Time DAY 1

Quarter DAY 2

DAY 3

DAY 4





C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT

Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods. The learners compare and contrast the various The learners race the historical foundation and social Social Science disciplines and their fields, main context that lead to the development of each discipline areas of inquiry, and methods (HUMSS_DISS11-IIIb- (HUMSS_DISS11-IIIb-d-4) d-3)

Historical context of the emergence of each discipline

III. LEARNING RESOURCES A. References 3. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal



1. Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37. 2. https://m.youtube.com/watch?v=DSIdaTSG2Gg


Ask the learners: 1. Enumerate the different disciplines of Social Science (5minutes)


Think- Pair- Share Direction 1. Student will look for a partner. 2. They will be instructed to ask each other about their

COMPARE AND CONTRAST: Compare and contrast the various social science disciplines and their fields, main areas of inquiry, and methods using a Venn diagram. There will be four (4) sets of Venn Diagram. The class is divided into four (4) groups; each will be given metacards containing descriptions of various disciplines. Each group will work on their assigned diagram. Finished work will be posted on the board and group representatives will explain it. This activity will last for 10mins. Short Video presentation: Teacher will present the short video entitled " An Animated Introduction to Social Science" (4:35 minutes)

Matching type: On the column A are the social science disciplines (Anthropology, Economics, Geography, and History). On the column B are the historical foundations of each discipline (time, date, place, event, and people). The students will match each description to what discipline it belongs.

The teacher play a dialectical song (e.g Manang Biday) Student will be asked 1. What is message of the song? 2. Where the song came from? 3. Who are the Government officials in



similarities and differences. 3. The teacher will ask volunteers to share their output.

https://m.youtube.com/watch? that particular province? 4. v=DSIdaTSG2Gg Upon hearing the song, what do you think is the way of life of the people leaving in that place?

(10 minutes) Photo Analysis The teacher will show a photo of Identical Twins. (Richard and Raymond Gutierrez) Question to be asked: 1. Do you think the Gutierrez twins have similarities and differences?

Categorizing: What are the different disciplines shown on the video? Picture analysis (old and new ways). Example: Barter system (old) and Banking system (new). The teacher will ask how economics started.

Word mapping: (e.g. Waray - Linguistic, Governor Umali- Political Science, FarmingSociology/ demography.

Presentation of the lesson: Teacher discusses the historical foundation and social context that led to the development of the latter

Open discussion of the word mapping

The teacher will explain that just like an Identical Twins, the different disciplines of social science have similarities despite their differences.


(10 minutes) The class will be grouped into Eight (8). Each group will be collaborating on a specific discipline. (e.g. group 1 Anthropology. .


.) and will be given meta cards to write the following definition and branches. (35 minutes) E. Discussing new concepts and practicing new skills #2

discipline through power point presentation.

The teacher will post a Compare and Contrast Template on the board for students to accomplish. Each group will discuss their output on the class.


(20 minutes) Each group will choose a representative to compare and contrast their assigned discipline to other disciplines of social science. (20 minutes)

The class will do their group activity; Each group will show a free style creative presentation (e.g. Rap, Song, Poem, Tableau, etc.) of each discipline that will show the emergence of each discipline.

The class will be divided into five (5) groups; each group will fill-up an info sheet and will be asked to create a tabular task sheet.

Ask student randomly with the following questions: 1. Who is the father of Anthropology? 2. Why was anthropology developed? 3. What is the two main parts of History of Geography? 4. What is meant by history?

The info sheet will be discussed in the group for 2 minutes and afterwards will pass to the next group. The activity will continue and end until all groups has discussed the entire info sheet. Task sheet are expected to be accomplished after ten (10) minutes: Discussion: The teacher will elicit responses from student based on the accomplished task sheet. (10 minutes)



Recitation: Ask the learners: 1. Among all the disciplines of Social Science, what do you think would be the most useful discipline?

Think-Pair-Share: What are the anthropological, economic, geographical and historical activities at home? 5mins.

Reflection: Imagine Life without language, leaders, laws, family.

Sentence Completion: The teacher will ask the class to complete the sentence, Anthropology/Economics/Geo graphy/History started during ________________ in ____________ because ___________. Example: Economics started even before the ancient time in early civilizations because during that time, people have needs to be satisfied. They started producing goods at the same time, exchange goods with others.

Teacher ask student randomly with the following question: 1. Is linguistic is a science? Explain? Is Politics a Science? Who first used the term politics? Who created the term Psychology? How did psychology developed as a science? Explain? What sociology all about? Why do we need study demography? Explain?

Complete the table: There will be 5 columns and 6 rows to be completed. Columns: Criteria, Anthropology, Economics, Geography, and History. Rows: Criteria, Etymological

Essay: Student will be asked to do a three- sentence essay expressing and explaining how the development of each

(10 minutes) H. Making generalizations and abstractions about the lesson

Ask the students: 1. What is the significance of studying Social Science? (5 minutes)

I.

Evaluating learning

10 item quiz Accomplish the template. (5 minutes)


name, Time/Date, Place, People, and Event.

discipline occur from the perspective of history.

J. Additional activities for application or remediation V. REMARKS



School Teacher


Teaching Dates and Time Session 1

Quarter

Session 2

Session 3

Session 4

I. OBJECTIVES D. Content Standards

The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences

E. Performance Standards

The learners shall be able to: 1. interpret personal and social experiences using relevant approaches in the Social Sciences. 2. Evaluate the strength and weaknesses of the approach.

F. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural functionalism as dominant approach) HUMSS_DIS11 -IIIe-f-1 The learners interpret personal The learners explain the The learners and social experiences using social function/dysfunction, evaluate the The learners define relevant approaches in the manifest and latent function strength and Structural Functionalism Social Sciences weaknesses of structural functionalism. STRUCTURAL-FUNCTIONALISM

III. LEARNING RESOURCES C. References 2. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages


4. Additional Materials from Learning Resource (LR) portal D. Other Learning Resources

Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,

IV. PROCEDURES K. Reviewing previous lesson or presenting the new lesson

The Teacher will ask the students to give the different fields study under the social sciences. (5 minutes)

Teacher will ask the Following. 1. Defined structural functionalism 1. What keeps societies together? 2. What other institutions can you consider as having particular function in the society? (5 minutes)

The Teacher will ask the students What was the lesson yesterday? How was the lesson discussed? (5 minutes)

L. Establishing a purpose for the lesson

The Teacher will write the word CONSENSUS on the board and each student will write with his/her own idea about CONSENSUS. (concept map)

Group Activity. Paper Tower Group the learners into 5. Give each group an equal number of papers. Ask them to erect a tower. The highest paper tower is the winner of the game.

The teacher will post jumbled letters on the board and some student will arrange the jumbled letters to make it right. (JUMBLED LETTERS) 1. SOCIAL FUNCTION 2. SOCIAL DYSFUNCTION 3. MANIFEST FUNCTION 4. LATENT FUNCTION 5. SOCIAL EQUILIBRIUM (10 minutes)

CONSENSUS

Processing Questions: 1. How were you able to build the tower appropriately? 2. How does the activity relate to structural functionalism?

The teacher will write the manifest function and latent function on the board and the students will give some examples of these two functions and they will write their answer on the board. (5 minutes) The Teacher will ask the students What are your Strengths and Weaknesses? And the students will write their answer on the board. (5 minutes)


(5 minutes)

M. Presenting examples/instances of the new lesson

N. Discussing new concepts and practicing new skills #1

(Possible answer: The members have to cooperate in order to achieve a common goal.) (10 minutes)

The class will be divided into 5 groups. Each group will present role playing that shows the role or function of the following in society 1. FAMILY 2. CHURCH 3. SCHOOL 4. GOVERNMENT 5. MEDIA (20 minutes)

Processing questions. 1. How does each institution work in society according to structural-functionalism based on the activity? 2. How important are the social functions of social structure to the stability of society?

Group discussion. The students will be divided in to four groups. A social structure will be assign to each group (family, social hierarchy, politics and sports) The group will discuss the manifest and latent function of the structured assigned to them. After the discussion, the group leader will share what they have discussed within the group. (20 minutes)

(Brainstorming) The class will be asked to share with their groups their personal experiences about the principles of structural functionalism on the assign institution. 1. FAMILY 2. CHURCH 3. SCHOOL

Processing questions. 2. What have you realized from the activity? 3. Why are social structures and social functions important in structural functionalism? 4. How do you differentiate social functions from social dysfunctions?

Group Activity. The class will be divided in to five groups and each will share their idea about the Strength and weaknesses of structural functionalism using “KWL approach” after the group discussion they will write their output or idea in manila paper or cartolina. (10 minutes) Processing questions. 1. What are the strengths and weaknesses of a functionalist theory of socialization? 2. What is the defining factors that


4. GOVERNMENT 5. MEDIA

O. Discussing new concepts and practicing new skills #2 P. Developing mastery (leads to Formative Assessment 3)

Video Analysis https://www.youtube.com/w atch?v=BKl6HSnlaIk (7 minutes)

Q. Finding practical applications of concepts and skills in daily living

Teacher will ask the Following questions. 1. What GIST of the video?

One representative in each group will give the GIST of their discussion. After every presentation, the teacher will give his/her input. Group Activity The class will be divided into five groups each group will present their personal experiences of structural functionalism in the assign institution. 1. role playing 2. poster making 3. Tableau 4. talk show 5. jingle (20 minutes)

Teacher will ask the Following questions.

5. What are the differences between manifest and latent functions? (5 minutes)

separate strength & weakness? 3. What are the strengths and weaknesses of this theory? (5 minutes)

Using the T-chart the students will enumerate the social function/ dysfunction, manifest and latent function. (5 minutes)

Group Activity The class will be divided in to five groups each group will present the strength and weaknesses of structural functionalism. 1. role playing 2. poster making 3. Tableau 4. talk show 5. jingle (20 minutes) Teacher will ask the Following questions.

Teacher will ask the Following questions.


2. What specific scene struck you the most? Why? 3. As a student and a member of the society, how will you promote solidarity and stability? (5 minutes)

How did structural functionalism help you interpret some personal experiences? (2 minutes)

How will you explain the social function/dysfunction, manifest and latent function? (5 minutes)

R. Making generalizations and abstractions about the lesson

The teacher will ask the students. Why are the social structures and social functions important in structural functionalism? (4 Minutes)

Why is there’s a need to interpret personal experiences using structural functionalism? (5 minutes)

S. Evaluating learning

Define Structural functionalism (4 minutes)

Reflection Paper The learners will reflect on the question below. How important is structural functionalism in understanding

The teacher will ask the students to answer the following questions. 1.Why do we need to explain the social function/dysfunction, manifest and latent function 2. How do you differentiate social functions from social dysfunctions? 3. What are the differences between manifest and latent functions? (5 minutes) The teacher will ask the students to explain the following. 1. SOCIAL FUNCTION 2. SOCIAL DYSFUNCTION 3. MANIFEST FUNCTION

1. Do you concentrate on your strengths or your weaknesses? Why? 2. What new realizations do you have about the topic? 3. What new connections have you made for yourself? (5 minutes) The teacher will ask the students to answer the following Question. What are the strengths and weaknesses of the functionalist theory? (5 minutes)

Using Venn Diagram. The students will give at least 5 Strength and 5 Weaknesses of


the different institutions in society? T. Additional activities for application or remediation

4. LATENT FUNCTION 5. SOCIAL EQUILIBRIUM (5 minutes)

structuralfunctionalism. (5 minutes)

Research on the following: 1. SOCIAL FUNCTION 2. SOCIAL DYSFUNCTION 3. MANIFEST FUNCTION 4. LATENT FUNCTION 5. SOCIAL EQUILIBRIUM Write/paste them down on your journal.



School Teacher



Session 1

Quarter

Session 2

Session 3

Session 4

I. OBJECTIVES G. Content Standards

Key concepts and approaches in the Social Sciences

H. Performance Standards

 

I.

Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

Interpret personal and social experiences using relevant approaches in the Social Science. Evaluate the strengths and weaknesses of the approaches Psychoanalysis Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego

 Identify the three level of awareness.  The learners recognize the proponent of the Psychoanalysis. HUMSS_DIS11-IIIi-1

The learners analyze the person’s personality in terms of Id, Ego, and Superego. HUMSS_DIS11-IIIi-2

Interpret personal and social experiences using Structures of personality in relation with Defense Mechanism. HUMSS_DIS11-IIIi-3

The learners present the Structure of Personality through Social Experiment HUMSS_DIS11-IIIi-4

PSYCHOANALYSIS

III. LEARNING RESOURCES E. References 3. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages


4. Additional Materials from Learning Resource (LR) portal F. Other Learning Resources

  

Disciplines and Ideas in the Social Sciences by Carlos Peña Tatel, pages 44-46 Compiled Lecture Notes in Theories of Personality by Benny S. Soliman, pages 10-12 http//www.Psychodynamic.20Approaches_simply.20Psychology.html



Ask the students to give examples of symbolicinteractionism. (3 minutes).

Teaser Video: “Titanic” Teacher will ask question after the video presentation. 1. What is the video all about? 2. What causes the titanic to sunk? 3. Why titanic was collided to the iceberg? (7 minutes) http://www.youtube.com/wat ch?v=7=Ff5CS27-Y

Short review on the past lesson. Ask the students: 1. Who is the proponent of psychoanalysis? 2. Define psychoanalysis? (3 minutes)

Ask the students to briefly explain the “Iceberg Model”. Guide question: 1. What is the difference of the three structure of personality (Id, Ego, and Superego)? (3 minutes)

Situation Analysis A girl/boy went to the mall to buy school shoes. Upon entering the shoes section, a pair of ragged shoes caught her/his attention. The girl/boy was having a hard time to choose between school shoes or ragged shoes. (5 minutes)

Before moving further to the discussion, the teacher will ask the leaners:

Teacher will review the rubrics to be used in grading the presentation of Social Experiment. Video Presentation of the learner’s Social Experiment.

What do you usually do whenever you are upset in a particular situation? Example:  You are not allowed by your parents to attend a party?




Group Activity: Map Construction:  Learners will be group into five.  Learners will divide and plot the three level of awareness using the picture of Iceberg.  Instruct the learners to discuss among their group mates regarding the division of the iceberg.  Learners will present their output in the class. (10 minutes) Teacher will show pictures that illustrate the three parts of the mind. From the given pictures, leaners will be asked to say “MINE” if it represents them otherwise say “NOT”.

Questioning: Guide Question: 1. What was the situation all the about? 2. If you are in the same situation, what will you choose?

Group the students according to their shoes preference. A. Group School Shoes B. Group Ragged Shoes Guide Question: 1. Why did you choose school shoes? Ragged shoes?

 How about your classmates do not allow you to copy their answer? (5 minutes) From the responses of the students, teachers will inject that those has specific terms called Defense Mechanism. Teacher will discuss some of the Defense Mechanism. a. Projection b. Displacement c. Reaction Formation d. Sublimation (5 minutes) Teacher will ask the learners: From our discussion what do you think is the connection of structure of personality to Defense Mechanism? (3 minutes)

Pictures will be group according to the three level of awareness. Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Students with the same answers will be grouped together and explain the level of awareness where they belong. (10 minutes)


Teacher will inject and further discuss the concept of the three level of awareness as part of the psychoanalysis. Discuss brief background of the proponent of Psychoanalysis. (5 minutes)


(Responses will be written on the board) analyze the answers per group. Discuss the Psychoanalysis by Sigmund Freud particularly the Id, Ego, and Superego. (20 minutes)

Group Activity: Picture Analysis 1. Group the students into three (3) groups. 2. Each group will be assigned to classify the different pictures according to Id, Ego, and Superego. 3. Students will justify their answers. 4. Rubric Attached

Group Activity:  Group the student into five groups.  Ask them to cite one (1) situation happened in their life wherein they used defense mechanism.  Let the groups identify the Id, ego, and superego in that situation given by the students. (9 minutes)

Give certain situations  Are there any instances that you have experience wherein Id, Ego, and Superego are evident? either one of these three levels of awareness?  In what particular situation did you experience these levels of awareness?


(5 minutes) H. Making generalizations and abstractions about the lesson

Guide Question: 1. Who is the proponent of Psychoanalysis? 2. What are the three level of awareness? Briefly explain.

3. What are the three (3) structure of personality?

(Learners will be given five (5) minutes review for the summative test).

ID- is concerned only with satisfying personal desires. The actions taken by the id are based on the Pleasure Sigmund Freud (1856- principle. 1939)- Jewish background, though avowed atheist. EGO- the primary job of the Lived in Vienna until Nazi ego is to mediate/ balanced occupation in 1938. He had the demands of the Id and the a medical background outer forces of reality. wanted to do “neurophysiologic research”. SUPEREGO- the moral arm He had a private practice in of the personality, it nervous and brain disorders. corresponds to one’s He is the founding father of conscience. psychoanalysis. Psychoanalytic theory is a framework for understanding the impact of the unconscious on thoughts, feelings, and behavior. Conscious- contains those thoughts of which you are currently aware.


Preconscious- stores all the thoughts of which you could bring into consciousness fairly easily if you wanted to; thoughts that can be easily recall without special techniques. Unconscious- the material that we have no immediate access to, and we cannot bring into consciousness except under certain extreme situations. (10 minutes) I. Evaluating learning Individual Activity: Group Activity: Role Playing Construct/ draw your own  Group the learners into representation of the level of three (3) groups. awareness creatively.  The group will pick what Briefly explain on your own particular structure of words. personality they will (10 minutes) perform/ present. (Id, Ego, Superego).  Rubrics will be provided to evaluate performance. J. Additional activities for Create five groups and application or prepare a social experiment remediation showing the three structures of personality.

40 items summative test Pointers: 10 items structural functionalism 10 items Marxism 10 items symbolic interactionism 10 items psychoanalysis (30 minutes) Remind the class about the presentation of the Social Experiment for the next day.

Individual Activity: Write a reflection about the Social experiment presented by your group.

(e.g. Intentional dropping of wallet in the public to


GRA DES 1 to12DAILY LESSONLOG dsd

School Teacher Teaching Dates and Time

Grade Level Learning Area Sem/Quarter

Session 1

Session 2

DISS

Session 3

Session 4

I. OBJECTIVES J. Content Standards K. Performance Standards L. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT III. LEARNING RESOURCES G. References

The learners demonstrate key concepts and approaches in the social sciences. The learner shall be able to: 1. Interpret personal and social experiences using relevant approaches in the social sciences. 2. Evaluate the strengths and weaknesses of the approach. The learners to The learners to determine determine manifest The learners to determine The learners to determine manifest and latent and latent functions manifest and latent manifest and latent functions functions and and dysfunctions of functions and dysfunctions and dysfunctions of socio dysfunctions of sociosocio cultural of socio-cultural phenomena cultural phenomena cultural phenomena phenomena (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIe-f-1) (HUMSS_DIS11-IIIef-1) STRUCTURAL FUNCTIONALISM

Curriculum Guide in DISS page 1

Curriculum Guide DISS page 1

Curriculum Guide in DISS Curriculum Guide in page 1 DISS page 1

4. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal


H. Other Learning Resources

Disciplines and Ideas in the Social Sciences by Arleigh Ross D. dela Cruz, et.al. page 63, https://www.reference.com/worldhttps://www.youtube.com/watch?v=2jvpu_DFOEs) view/functionalist-theory-1f5dfda945fd3cd1 www.philstar.com



The teacher will review the class regarding strengths and weaknesses of structural functionalism through showing emotions – If it is strength the students will smile if it is weakness the students will show sad face. (5 min)

(5 minutes) The teacher will ask questions: Who among you want to finish a college education? What are the reasons why we want to finish our college degree someday? The teacher will show through power point presentation the objective of the lesson regarding

The teacher will review about manifest function in structural functionalism. Students will be asked to read what they have written on their journal.

Manifest Functions- the beneficial consequences of people’s actions Latent Dysfunctions- the consequences that harm a society

Asks volunteer student to give a recap of the previous lesson about Manifest Dysfunction.

Video presentation of the important functions of the major organs to a human body and possible consequences if it malfunctions…

Concept Mapping: The students will be asked or cite examples of Latent dysfunctions from the following institutions

Heart Brain Liver Kidney Lungs

Family School Government Church/Religion Mass Media

(5 minutes)

The teacher will show current news regarding unemployment and underemployment. (www.philstar.com) The teacher will ask a question Why does the country experiencing increase in number of unemployed and underemployed?


manifest function in structural functionalism (5 min)

The teacher will write through the use of blackboard and chalk the objective of the lesson regarding latent function in structural functionalism (5min)


Then, the teacher will show pictures to analyzed: (College student reading books, Typical classroom setting) 1. How do you see the first picture and the second picture presented? 2. Do you see any social pattern/action that manifested in the picture? e.g. If a student is reading a book he/she

The teacher will present a video clip regarding latent function in structural functionalism (https://www.youtube.com/w atch?v=2jvpu_DFOEs) Guided Questions: 1. What are the things that the video presented? 2. What is your common understanding regarding latent function in structural functionalism?

Processing Questions: 1. what is the function of the heart? Worse thing that will happen if the heart malfunctions? Brain, Liver, Kidney and Lungs 2. what are the parts/institutions which builds society? 3. what do you think they are likened to human organs? 4. can we relate this video to Philippine society? MD are anticipated, intended disruptions of social life. Manifests Dysfunctions of cell phone relates to drivers who become distracted

LD are unintended and unanticipated disruptions of order and stability. Dysfunctions within a social system, particularly latent dysfunctions with e.g. (fiesta), disruptions of their unforeseen transportation and negative excessive production of consequences, place garbage. pressure on the system to change. 2. Latent dysfunction it can be used to


may knowledge. (5 minutes)


acquire

Picture Analysis With the given pictures, the teacher will discuss the manifest function in structural functionalism as stated by Robert Merton “The recognized and intended consequences of an social pattern”. There will be a direct discussion regarding the concept. (10min)

(5 min)

Using the guided questions the teacher will guide the students on the discussion phase on the latent function in structural functionalism as cited by Robert Merton “The unrecognized and unintended consequences of all social pattern” and cite examples regarding the matter and ask the following questions.” (by using power point presentation and direct method)

report on and document events as they happen. This capability allows people to disrupt the existing order by bypassing the news media, government censors, and others who try to control or suppress the flow of information. e.g. (fiesta)they would be represented by people missing work due to the traffic jam. Any intended disruptions of the harmony of social order can be considered social dysfunctions. Can you cite specific examples of manifest dysfunctions?

Short activity: Photo Analysis of Latent Dysfunction students will identify from what group these LD belong from the given Institutions. They will choose leader of their group to present their work. Rubric will be posted or written on the blackboard


(10 min) Family School Government Church/Religion Mass Media E. Discussing new concepts and practicing new skills #2


BRAIN STORMING The class is divided into four (4). The class is asked to do a small classroom discussion on how manifest function affect us. (10min)

Each group will share their insights based on the small group discussion. The Teacher will give emphasis toward structural functionalism (10min)

Group Activity: The students will be grouped and will task to identify three latent function (unrecognized and unintended consequences) functions in the supreme student government. 1. Campaigning for a position in the SSG 2. Plan for Social Gathering for Students 3. Assisting teachers during school program/celebration (10 min) After writing the given task one group member will explain their answer. (10 min) Teacher will clarify all misconception of the students regarding latent function. Every student will list down latent functions they heard

Role playing; group students into 5. leader will pick one among the given topic. they will show how manifest dysfunctions happen in different

Activity: Group Dynamics The learners will be group according to the given Institutions. After which they will


from the group activity, then 5 students will present it to class. (10 min)



The teacher will ask three students: Does manifest function in structural functionalism affect your life as students? Why? (5 minutes)

In what way does l latent function in structural functionalism affect our live (5 minutes)

The teacher will select students to generalize the topic regarding function in structural functionalism as stated by Robert Merton

The teacher will select three students generalize the discussion:

(5min)

What is latent function in structural functionalism?

Institutions. They can think of their own situations. e.g. Family: Divorce School: Teacher soliciting money from a failing student Government: Graft and Corruption Church/Religion: sex scandal of a priest Mass Media:

think of any values this Institutions contribute to the society. Process Questions; 1. what do you think will happen if this particular value is not met in the society we live in? 2. what are the possible consequences?

Ask some students how manifest dysfunction happen in the society or community they belong.

The learners will be tasked to write 100 words essay. It should be a firsthand experience of latent dysfunction and how it affects their respective community. Ask three or four students Ask three or four to make a generalization students to make a of the said topic: Manifest generalization of the Dysfunction said topic: Latent Guide Questions; Dysfunction Guide Questions; What is manifest dysfunction? What is latent dysfunction?


Expected answer: ______________________ ______________________ ______________________ (5 min) I.

Evaluating learning

Formative Assessment: (with prepared rubric) Write a one paragraph learning regarding manifest function in social-structuralism. (5 min)

J. Additional activities for Find a research paper application or through Google scholar on remediation latent function in social

structuralism. Write it on your learning journal.

Formative Assessment: Explain the following questions 1. Can latent function bring people together of similar background? 2. Does the effect of latent function do necessarily good and not necessarily good for everyone? (5 min) (Rubric) 15-Explain the two question comprehensively 10-Explain the two question with correction 5-Explain one question only

Expected answer: Deviant behaviors committed within the community that are intentional In not more than 3 sentences answer the given query. What is the most beneficial lesson of manifest dysfunction visà-vis understanding social equilibrium?

Or Manifest Dysfunction is beneficial in balancing social order because_____________ ____________.

Deviant behaviors in the society which has unintended effect Answer the question on a one-half sheet of paper. What is the most beneficial lesson of latent dysfunction vis-à-vis understanding social equilibrium?

Or Latent Dysfunction is beneficial in balancing social order because__________ _______________.

Journal Writing: Give your personal experiences regarding the topic that has been discussed.



School Teacher


Teaching Dates and Time Monday

Quarter Tuesday

Wednesday

Thursday


The learner demonstrates understanding of key concepts and approaches in the Social Sciences.


The learner interpret personal and social experiences using relevant approaches in the Social Sciences The learner shall be able to evealuate the strenghts and weaknesses of the approach

C. Learning Competencies/Objectives Write the LC code for each

The learners analyze the social inequalities in terms of class conflict HUMSS_DIS11-IIIg-2 Conflict Perspective

Karl Marx

Marxism as an Approach

Strength and weaknesses of Marxism

II. CONTENT III. LEARNING RESOURCES a. References 5. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal b. Other Learning Resources

Disciplines and Ideas in the Social Sciences by Tatel Jr, Carlos Peña


Differentiate consensus and conflict theories (2 minutes)

Differentiate manifest from latent functions. (2 minutes)

Give the details about the life of Karl Marx

Explain Marxism as one of the dominant


approach in Social Science B. Establishing a purpose for the lesson



The teacher will show the class a real object (e.g. bananas) Expected scenario: the class will a (3 minutes)

Song Analysis: “TATSULOK” by Bamboo

Group the class into two groups. Assign one facilitator and two reporters who will discuss the message of the song. (10 minutes) 1.How would you Do you have a describe the situation? personal experience 2.Why do you think this that is similar to the scenario occurred? message of the song 3. What did you realize that we have after doing the activity? analyzed? How did 4. Can you give other you cope up with the situations/circumstances experience that you similar to this? encountered? Why do (5 minutes) you think that situation happened to you? Do you think other members of our society experienced the same situation? (10 minutes) Conflict perspective Envisions society as an Class Discussion arena of inequality that about the life of Karl generates conflict and Marx change.

Picture Perfect: Song: “Upuan” by The class will be Gloc 9 divided into 3. A 1. The tile of the particular information song and question about symbolizes Karl Marx will be read what? by the teacher. Group who got the correct answer in the least time gets the point. Marxism (PowerPoint Presentation) (10 minutes)

Marxism: Strength and Weaknesses (PowerPoint Presentation) (10 minutes)

Class Discussion about Marxism

Class Discussion about the strength and weaknesses of Marxism

(8 minutes) Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga


Class Discussion (5 minutes)


Picture Analysis: Show an editorial cartooning about social inequalities. How can our personal and social experiences about social inequality help us understand others and our society as a whole? (3 minutes)


What do you think are the reasons why social inequalities exist in the society? (3 minutes)


How can you relate conflict theory to Karl Marx? (3 minutes)

I.

Write a one-paragraph essay about the problems that may result from the existence of social inequalities. (14 minutes)

Evaluating learning

(5 minutes) Ask the learners the following questions: 1. What are the details of Karl Marx life that led him to formulate his theory? 2. Was there a social phenomenon that happened during Karl Marx lifetime that motivated him to formulate his theory? How can our personal and social experiences about social inequality help us understand others and our society as a whole? (3 minutes) What do you think are the reasons why social inequalities exist in the society? (5 minutes)

Debate: Group the class into 2. Resolved: Should the Philippine government increase the daily minimum wage in the country? (Rubrics is provided)

A T-Chart or a Venn Diagram is presented in the class. Each group will provide the strength and weaknesses of Marxism

Is Marxism still relevant in today’s world? Support your answer.

Why do you think the importance of assessing Marxism in terms of its Strength and Weaknesses?

Why did Marxism exist as one of the dominant approaches in Social Science?

What are the positive points of Marxism? What are the negative points of Marxism?

Reflection paper: How our society influence or affect an individual’s principle? (10 minutes)

Poster Making: Group the class into 5. Each group will make a poster with the theme” Marxism in today’s society”

Advocacy Campaign. Each group will present an advocacy campaign supporting or antagonizing the usefulness of


J. Additional activities for application or Read about Karl Marx remediation

Marxism in the Philippine society Research about Psychoanalysis



School Teacher


Teaching Dates and Time Monday

Quarter Tuesday

Wednesday

Thursday

I. OBJECTIVES A. Content Standards B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

The learners demonstrate an understanding of key concepts and approaches in the social sciences. The learner shall be able to: 1. interpret personal and social experiences using relevant approaches in the Social Sciences, and 2. evaluate the strengths and weaknesses of the approach Symbolic Interactionism- The learners appraise the meanings that people attach to everyday forms of interaction in order to explain social behavior. HUMSS_DIS11-IIIh-3. The learners interpret The learners explain personal and social approaches and The learners interpret experiences using understanding of The learners define scenario/everyday Symbolic Symbolic symbolic interactionism. forms of interactions as Interactionism; and Interactionism of a symbolic meaning. evaluate the various sociologists strengths and and advocates. weaknesses.

II. CONTENT III. LEARNING RESOURCES c. References 6. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal d. Other Learning Resources

Disciplines and Ideas in the Social Sciences curriculum guide and various websites.



Photo Analysis on Marxism. At least three images (e.g. Caste System, Social Inequality, etc.) will be shown to be depicted and explained by the learners. The learners answer the following guide questions: 1. What is the picture shown? 2. What does the picture depict?

The class reviews the concept of symbolic interactionism by saying a word that describes or characterizes it as an approach in understanding society. At least five (5) learners will be called as the teacher asks why and expounds learners’ answer.

The teacher presents the pictures of various sociologists and proponents of Symbolic Interactionism. The learners categorically identify them and shortly explain their contributions.

Say/Ask: Yesterday, we interpreted different scenarios/everyday forms of interactions in which symbolic interactionism approach is used. What are possible symbols that affect human actions?

(5 minutes)

(5 minutes)

Social Experiment. Learners will be grouped into five (5) and go out of the room to take pictures at least five (5) of any day-to-day school scenarios/everyday forms of interactions, individually. They may use cellphone camera to capture each scenario they will select five (5) among the collected and captured images.

The teacher now conducts draw lots whose group or who performs first.

(5 minutes) B. Establishing a purpose for the lesson

(5 minutes) A video presentation on people’s perspectives on life symbols will be presented via LCD projector. 1. How do you feel about the presentation? 2. What is the video all about? 3. What do you think the video tries to imply? Suggested video:(http://www.you

The learners will be grouped into two (2) and play a charade game. The first to acquire the higher score shall be the winning team. The teacher throws these questions: 1. Did everyone enjoy the game? Why? 2. In which part of the game you felt most excited?

Painting, photography, collage, and diorama require defense/explanatio n as part of the criteria. Each group shall be given five minutes each to perform/explain


tube.com/watch?v=Ql 0XPwtfFGY) (10 minutes)


Series of images of different symbols/icon/things/e vents will be shown before the learners (e.g. poison symbol, diamonds, corporate attire, black board). The following guide questions will be answered: 1. What images did you see? 2. What were your observations on the pictures? 3. Do these

3. What were your difficulties with the game? 4. What made them difficult? The following will be the content of charade game (Philippine heroes): a. Apolinario Mabini; b. Gabriela Silang; c. Melchora Aquino; d. Gregorio Del Pilar; e. Antonio Luna. (10 minutes) The teacher asks the learners to bring out the assigned task yesterday. The teacher randomly asks the learners these questions: 1. Who among the proponents of symbolic interactionism is easier to research on? Why? 2. Who among them has the most recent

With the learners are their journal for write ups and reflective entries as well as the details of the conduct of the social experiment.

their performance or output after the allotted 20 minutes’ time practice. (5 minutes)

(15 minutes)

Practice and conduct of output and performance. *Note that each has been given enough time to practice and make necessary preparation prior this day”. (20 minutes)


things/images/icon s give meanings in our life? 4. What do you think will be the lesson for this day? (The teacher reveals the lesson)

perspective on this approach? 3. Cite some of their personal information or biography? (5 minutes)

(10 minutes) D. Discussing new concepts and practicing new skills #1

Brainstorming and Graphic Organizer. The learners will be grouped into five (5). Each group shall be assigned one symbolic interactionist. They will be given ten (10) minutes to make a graphic organizer on Symbolic Interactionism of the assigned proponent to the group. They will be given cartolina/manila paper and art materials in presenting their work. One or two representatives will explain their output shortly.

The learners (by grouped) randomly share their learning experience outside the class among their group for 5 minutes answering these guide questions: 1. What went well and not? 2. What is your symbolic interpretation of the scenario? 3. How was symbolic interactionism portrayed? 4. Vote for the first 5 images to be presented (15 minutes)



The teacher collects inputs from the learners using metacards and marker. Learners right down their ideas in one phrase about the activities and post it on the board. (The teacher uses a tarpdesigned graphic organizer [semantic web], if applicable). The teacher then asks the learners: 1. Based from the graphic organizer, how will you define symbolic interactionism?

The teacher throws the following questions: How can these perspectives on Symbolic Interactionism be applied in daily living in the aspect of: a. Culture; b. Social Classes; c. Societal Aspect; d. Political Aspect. (10 minutes)

(15 minutes)

Presentation of output. One or two members of the group will share their work randomly. The following are the guide questions: 1. Why did you come up with these images? 2. How do you consider these scenarios/ever yday forms of interactions as portrayal of symbolic interactionism? 3. What symbols triggered you in interpreting the scenario? (15 minutes)



Does symbolic interactionism affect our daily life? Why? (5 minutes) The teacher calls a volunteer learner to recap their learning

The teacher asks the learners to generalize all the

The teacher throws this question:


by answering these questions: 1. Did you enjoy the activities? 2. What is the most significant learning in today’s activity? 3. Given the inputs from everyone, what considerations were considered in defining symbolic interactionism?

salient points (particularly the common concern) of various sociologists and proponents of symbolic interactionism. -

-

George Robert Mead- People cope with the reality of things according to their comprehension of the situation. experience in given situations.

(5 minutes)

I.

Evaluating learning

Formative Assessment. Define symbolic interactionism in your journal. (5 minutes)

Formative assessment Pera o Bayong Concept: A=Mead B= Blumer C= Cooley D=Goffman E= Hochschild The teacher throws a statement as the student chooses

“How can we interpret symbols in day-to-day interactions in our society?” (at least three (3) students shall answer the following questions) *Symbols are interpreted based on the primary experience of an individual. It can be changed through subsequent experiences. These vary from an individual’s perception on these symbols. (5 minutes) Formative assessment. The teacher presents his own scenario in the society which the students identify how symbolic interactionism approach is used.

Performance Task. The teacher assesses learners’ performance and output utilizing rubrics.

(5 minutes)


who among the sociologists described symbolic interactionism. J. Additional activities for application or Research on the remediation following (with images):

1. Symbolic interactionism sociologist: a. Robert Mead; b. Herbert Blumer; c. Charles Cooley; d. Erving Goffman; e. Arlie Russell Hochschild. Write/paste them down on your journal.

The teacher presents and introduce learners grouped performance tasks stipulated in the curriculum guide. The learners will choose among the following: a. Dramatization/rol e play/simulation; b. Music Video; c. Painting/Photogra phy; d. Collage; e. Diorama; f. Radio Drama; g. Short Story; (Note: Bring materials necessary in carrying out the performance chosen. Learners will also make their own rubrics for grading subject to teachers’ ratification. In the absence of one, the teacher uses his own rubrics).

Log all your records/photos/experi ences in your journal and portfolio answering this guide questions: 1. Did you enjoy your performance? Why? 2. Did you properly interpret personal and social experiences using Symbolic Interactionism? How? 3. What are the possible strengths, weaknesses, opportunities, and threats of symbolic interactionism? (relate to the second performance task below) The learners will make a SW analysis


of symbolic interactionism to be accomplished in an A4-sized bond paper. Rubrics will be explained and given. Make various recommendations. (The teacher may consider discuss how SW is done.) K. Additional activities for application or remediation

Performance task may be introduced a week before depending on teacher’s standards. Learners have the freedom to take their performance individually.

Failure to perform/explain due to time constraints shall be done and finished during on Day 1 next week. Execution of performance will be 30 minutes.



School Teacher Teaching Dates and Time DAY 1

Grade Level Learning Area DISS Quarter

DAY 2

DAY 3

DAY 4

I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

The learners demonstrate an understanding of key concepts and approaches in the Social Sciences The learners shall be able to: 1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and 2. Evaluate the strengths and weaknesses of the approach The learners predict the social consequences of decision making based on scarcity (HUMSS_DIS11-IVa-6) f. Learners a. Learners identify c. Learners explain key e. Strengths and Rational Choice as concepts in Rational weaknesses of present their one of the Choice Theory the Rational interpretation of approaches under the d. Learners cite Choice Theory personal and positivist paradigm Rational Choice social b. Learners cite the Theory thinkers and experiences historical context of their contributions using the Rational Choice rational choice Theory theory RATIONAL CHOICE

II. CONTENT 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 Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga


1) Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., pp. 71 – 74 2) Dela Cruz, Arleigh Ross D., PhD., et.al.,Disciplines and Ideas in the Social Sciences, Phoenix Publishing House, Inc., pp. 55 – 60 3) http://www.investopedia.com/terms/r/rational-choice-theory.asp 4) http://privatewww.essex.ac.uk/~scottj/socscot7.htm 5) Voss, T., Abraham, M., & Sales, A. (2000). Rational Choice Theory in Sociology: A Survey. In S. R. Quah (Ed.), The International Handbook of Sociology (pp. 50-83). London, UK: Sage 6) Green, S. L. (2002). Rational Choice Theory: An Overview, A lecture on Rational Choice Theory, Personal Collection of Green, S. L., Department of Economics, Baylor University, Waco, TX 7) https://www.youtube.com/watch?v=H0hk_5Plv5U 8) https://www.britannica.com/topic/positivism


Ask learners: What is the difference among Id, Ego and Superego? (2 minutes)

Ask learners: What is Recall previous Rational Choice Theory? session’s lesson through (2 minutes) matching type. (5 items) (2 minutes)


Ask: 1.Why did you take the track you are enrolled in? 2.What are your desired goal or outcome, alternatives and strategies? (5 minutes) Have the students read a scenario and answer the questions that follow using the worksheet (Under Pressure) provided.

Activity: Loop-A-Word where some of the key concepts can be found. Write the formed words on the board for later discussion. (8 minutes)

Activity: FACT or BLUFF which would dwell on facts pertaining to social sciences in general. (3 to 4 facts) (3 minutes)

Video presentation on any key concept in Rational Choice Theory which includes utility maximization, structure of preferences, decisionmaking under conditions of uncertainty, and the

Picture analyses of situations/instances where strengths and weaknesses of the Rational Choice Theory will be depicted. (2 minutes)


Written Work: 10-item quiz (multiple choice) covering the topic on Rational Choice Theory (5 minutes)

Learners regroup to prepare for their presentation. (20 minutes)



Note: Scenario and Worksheet on a separate sheet attached hereto. (7 minutes)

centrality of individuals in the explanation of collective outcomes. (5 minutes)

Ask students to share their output. Ask the following questions: 1. Did you make the same choice or decision? Why or why not? 2. How was the whole experience of assessing your options? Was it difficult? Was it easy? 3. Would you say that you applied rationality when making that final choice or decision? (3 minutes)

Let students answer the As processing following processing questions, ask the questions: students: 1. What did the 1. What did the video tell you? video/picture tell 2. What do you think you? prompted the 2. What do you think (subject) to do as prompted the he/she did? (subject) to do as 3. Finding yourself he/she did? in that 3. Finding yourself situation/instance, in that would you do the situation/instance, same? Why or would you do the why not? same? Why or (5 minutes) why not? (5 minutes)

Discuss using LCD and projector: 1) Positivist Paradigm 2) Rational Choice as one of the approaches under the Positivist Paradigm

Have learners utilize the K-W-L to arouse their interest on the topic but only up to the K and W, with the L to be completed during the evaluation.


Cite the strengths and weaknesses of the Rational Choice Theory through a Venn diagram. Strengths: Weaknesses: Generality Heretics’ critique


3) The historical context of the Rational Choice Theory (25 minutes)


Ask: Aside from your choice of which track to enroll in, cite an instance in your daily life wherein you applied rationality in making a final choice or decision. Elaborate your answer by giving not only your choice and the option/s available but also the reason for your choice. Do this on your journals. (4 minutes)

From the entries given by the students, add the key concepts and the thinkers with their contributions to the W column. (25 minutes) (Key concepts were enumerated above and thinkers include Gary Becker and George Homans.) Have learners answer the question individually and orally: Why do you help someone in need? (Expected answers: because of empathy, conscience dictates it, he/she is a loved one or a relative, and *he/she was rewarded for helping someone in the past) (3 minutes)

(Expected answers: go *Homans’ Exchange straight home after class Theory vs. playing basketball/skateboarding, doing household chores vs. doing the homework, attending church on Sunday vs. visiting relatives)

Parsimony Sociologists’ critique Predictive Psychologists’ critique Political Science’s critique (25 minutes)

Ask learners: How does the statement “it is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest” explain rational choice? (3 minutes)

Time for the learners to present their interpretations of their personal and social experiences using the rational choice theory approach. (24 minutes - 8 groups @ 3 minutes each)



Allow learners to share their answers with the class before collecting their notebooks for recording. (4 minutes) Ask learners to answer orally: (1) What is rational choice theory? Rational choice refers to the idea that social interaction can be considered as social exchange, which is patterned on economic action that people are motivated by the rewards and costs of actions and by the profits that they can make at the lowest possible costs. or

Guide learners in answering the following questions: 1. What are the key concepts in Rational Choice Theory? 2. Give the major contributors and their contributions to the rational choice theory.

Ask learners to enumerate the strengths and weaknesses of the Rational Choice Theory. Strengths of the Rational Choice Theory include: generality, parsimony and predictive.

Whereas, weaknesses consist of the critiques forwarded by the Key concepts in Rational heretics, sociologists, Choice Theory include: psychologists, and (1) utility maximization; political scientists. (2) structure of (2 minutes) preferences; (3) decision-making under conditions of uncertainty; and (4) centrality of individuals in the explanation of collective outcomes.

After each presentation, ask the group: How does rational choice theory explain human behavior? (4 minutes)

How do people make decisions according to rational choice? According to rational choice, people make decisions according to what would give them the greatest satisfaction at Gary Becker the lowest costs possible. investigated human behavior and interactions such as


I. Evaluating learning

J. Additional activities for application or remediation

(2) What gave rise to Rational Choice Theory as a dominant approach in explaining human behavior? The beginnings of rational choice can be traced back to the age of reason. (3 minutes) A five-item quiz on the meaning and historical context of Rational Choice Theory. (7 minutes)

discrimination, crime and punishment, human capital, families, and organ market. George Homans espoused the Exchange Theory. (5 minutes) Guided by the teacher, the students write in the L column of the K-W-L chart. Entries should include, but not limited to, the key concepts and thinkers. (7 minutes)

Ask students to draw a concept map of Rational Choice Theory: meaning, concepts, description of concepts (10 minutes)

Use rubric to evaluate each presentation. Criteria for the rubric should have been explained and discussed at the start of the session. (7 minutes)

Students are grouped according to their intended mode of presentation (multiple intelligences) for their performance task which would show their interpretation of personal and social experiences using the Rational Choice Theory. (8 minutes)



School Teacher Teaching Dates and Time Monday

Grade Level Learning Area Quarter

Tuesday

Wednesday

Thursday

I. OBJECTIVES

The learners demonstrate an understanding of key concepts and approaches in the social Sciences A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES A. References 2. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

The learners shall be able to: Interpret personal and social experiences using relevant approaches in the Social Sciences. Evaluate the strengths and weaknesses of the approaches. Institutionalism: examine the constitutive nature of informal and formal institutions and their actors and how it constrains social behavior (HUMSS_DISS11-IVb-7) Institutionalism: *Informal & formal Strength & Weaknesses Performance Task Definition & Historical Institutionalism context * Thinkers & *written work Contributors

Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., (pp.202206; 102-105)


the teacher will ask the following questions: * What is Rational Choice?

the teacher will ask the following questions: * What is institutionalism?

Recapitulation of the yesterday’s lesson. Ask: What is the difference between

Ask: Can you give some strengths and weaknesses of institutions?





* How did Rational Choice Theory develop? *Why do people make decisions based on different circumstances? (5minutes) Ask the students to group themselves according to their interest (technology/hobbies, etc). They will discuss within the group why they choose it. (5minutes) Each group will choose at least one presenter to discuss their output. (5minutes)

Processing Question: “Why are you interested in that technology, hobby, etc.?

*How did institutionalism started? *Why is it important for us? (5minutes)

formal and informal institutions? (5minutes)

Ask the students: Can you give practices/policies that are unique to a particular place/ culture/country? (5minutes) Ask students to form a group of 3 members. Ask: what is your definition/ understanding of formal and informal institution. Write their answers on the board for further discussion. (5minutes) * Differentiate the informal and formal institution base from sharing of the students and give a short explanation. (15minutes)

Ask: Can you enumerate instances where an institution can be destroyed and how about instances where it can be strengthened? (5minutes) Each group will assign one presenter to discuss what are the listed possibilities. (5minutes)

In the context of the Philippines, give /enumerate some formal and informal institution. (15minutes)

Enumerate the given strength and weaknesses. (10minutes)

Give instructions for the performance and let learners group themselves according to their means of presentation (role play, sing, dance, poetry, etc.) (15minutes)

*Presenting the strength and weaknesses of the institutionalism. (10minutes)


*Institutionalism *Historical Context



The same group of students will make a timeline on how Intuitionalism developed. (15minutes)

Ask: What are the benefits of this given institutions in your personal lives? (10minutes)


Ask: What are your considerations in choosing your friends/barkadas? Questions: *What is institutionalism? *How it was started? *Why it is important for us to study this theory? (5minutes)

Questions: *What will happen to the society if there is no institutionalism? ½ sheet of paper *What are your roles from this institutionalism? (5minutes)


Ask: What are the strengths and weaknesses and how can you help to strengthen our school as an institution? (10minutes) Question: *How can weaknesses help the institution? (5minutes) Concept Map Choose one scenario from the list below and Complete the following share your personal concept map based on and social experience your understanding of or knowledge of them the lesson. (10minutes) using one of the theories discussed. Write a reflection paper about it. a. Being a member of a particular religious organization; b. Deciding where to eat during lunch break c. Role of your family in sharing your norms and values. (40minutes)




Grade Level Learning Area DISS Quarter Tuesday

Wednesday

Thursday

I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT

The learner demonstrates an understanding of the key concepts and approaches in the Social Sciences. The learners shall be able to: Interpret personal and social experiences using relevant approaches in the Social Sciences. Evaluate the strengths and weaknesses of the approaches. Determine the relationship between Gender Ideology and Gender Inequality. (HUMSS-DIS11-IVc-8) Feminist Theory and its Gender Ideology Gender Inequality Performance: Simulation Background Simulation – The students will simulate scenarios in their family and in the society that shows gender inequality. Then, they will show how to alleviate gender inequality in their own perspective.


-Disciplines and Ideas in the Social Sciences

-Poem “I Stay at Home”


Jose.Ong (pp.202-206; 102-105)

https://www.socialjustice poetry.com

-Animated Infographic Feminist Theory https://www.google.com. ph/url?sa=t&source=web &rct=j&url=%23&ved=0ahUK EwjVr4z67LTAhVOQLwKHaqmCUo Qxa8BCBgwAA&usg=AF QjCNF1sHlk2z9Qlx28jtvf nGP_UlkiA&sig2=RsQNo sdaM9R8CeJlrGhTEQ


Short Review about Institutionalism Cabbage Roll will be used as an activity. -The teacher will play a music, and when the music stops, they will recite to the class what they have learned about institutionalism (3 minutes)

Short Review about Feminist Theory. The teacher will use the strategy “Two Truths and One Lie”. The teacher will present three statements regarding Feminism. The students will answer/ find the “One Lie” statement. 1. Feminism is the belief that women should have equal rights to men. 2. Women are still represented in a

Checking of Assignment: The students will share their answers regarding the assigned poem. (3 minutes)


negative and stereotypical way. 3. Feminism advocates superiority of women.


Activity: Guess Who? The teacher will show pictures of women who became famous in their own field of endeavor (e.g. Angelina Jolie; Mother Theresa; Corazon Aquino ; Alyssa Valdez ) The students are tasked to describe the women and answer how these women influence other people. (3 minutes)


Activity: Picture Analysis The students will analyze the pictures given and somewhat relate to the new topic which is Feminist Theory

(3 minutes) Activity: Students will be divided into two (One group for Male and the other for the Female students) The students will work as a group and identify their respective roles as a Male and as a Female individual. (6 minutes)

After that, the teacher will emphasize that the names given were women who made an impact in their time and society.

The teacher will let the students report in front of the class their work.


Activity: “The Who” Names will be posted on the board: 1) Heidilyn Diaz 2) Jang Geum 3) Amelia Earheart 4) Florence Nightangle Then, the teacher will ask the students what are the similarities/ characteristics among the given names.

(5 minutes) Activity: Video Clip Analysis (Excerpted from the movie “300” that shows how men treat women during ancient times) The students will analyze the video, keeping in mind the guided questions


1. What is the video all about? 2. What are your reactions regarding the video presented?


The teacher will present a short video clip and they will be given guided questions

The teacher will group the students into 5 and will perform a tableau. Each tableau must show the roles of men and women in the society

1. What is the video all about? 2. How did the concept of Feminist Theory started? (10 minutes) “Animated Infographic: Feminist Theory” 1

(5 minutes) The teacher will discuss gender inequality. The teacher will also cite some trends regarding gender inequality in different parts of the world. Examples: 1. During the Spanish occupation, women are not allowed to have formal education 2. Genital Mutilation in Africa

(7 minutes)

(10 minutes) E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)

1. The teacher and the student will give the definition of Feminist Theory. 2.Using a chart, well known- feminists and their significant

Activity: Picture Analysis The teacher will present pictures depicting the concept of Gender Ideology (men fulfilling their family roles through breadwinning activities

The teacher will divide the class into 5 groups. Each group will have an assigned task to accomplish by means of draw lots.


contributions will be discussed (20 minutes)

and women fulfilling their roles through homemaker and parenting activities etc.) The teacher will discuss the concept of Gender Ideology


1. What is the importance of studying the Feminist Theory?

(15 minutes) The teacher will ask how Gender Ideology is observed in home or in school.

2. The students are (3 minutes) tasked to deliver in what specific ways women can be empowered? (10 minutes)


Students are expected to cite instances of gender inequality in their assigned area. 1.Family 2. School 3. Market 4. Church 5. Government (15minutes) Students will report and explain to the class their output. Afterwards, students are expected to answer the question: How does gender inequality affect our society?

(5 minutes)

(10 minutes) As a student, how can you contribute in promoting gender equality? in your own family? in your society?

Activity: Matching Type

Editorial Cartooning

(5 minutes) Essay

Match the feminists and their significant contributions in society (5 minutes)

Create an editorial If you will be given a cartoon showing Gender chance to be a Ideology lawmaker, what bill will you pass to promote gender equality?

How did the feminists create an impact in society?

How does Gender Ideology affect our society?

(5 minutes) I. Evaluating learning


(10 minutes) J. Additional activities for application or remediation

Assignment: Read the poem about Gender Inequality entitled “I Stay at Home” by Guy Farmer and answer these questions: 1. What did you feel after reading the poem? 2. Give the meaning behind the poem “I Stay at Home” (5 minutes)

(7 minutes) The teacher will pregroup the student for the performance task. Simulation – The students will simulate scenarios in their family and in the society that shows gender inequality. Then, they will show how to alleviate gender inequality in their own perspective. The teacher will provide the rubric in judging the Simulation (3 minutes)




Grade Level Learning Area DISS Quarter Tuesday

Wednesday

Thursday

I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT


The learners demonstrate key concepts and approaches in the social sciences. The learner shall be able to: 1. Interpret personal and social experiences using relevant approaches in the social sciences. 2. Evaluate the strengths and weaknesses of the approach. Distinguish the ways Explain Interpret thematic and by which humanenvironmental and mental maps to The learners analyze environment social issues through understand landscape the significance of interactions shape the analysis of spatial changes and an data. (HUMSS_DIS11cultural and natural distributions and individual’s sense of IVd-9) landscapes. spatial processes. place. HUMSS_DIS11HUMSS_DIS11-IVdHUMSS_DIS11-IVdIVd-10 10 10 Data Hermeneutics Phenomenology Hermeneutic phenomenology

Friesen, N., Henriksson, C., & Saevi, T. (eds.). (2012). Hermeneutic


phenomenology in education: Method and practice. Rotterdam / Boston / Taipei: Sense Publishers. Van Manen, M. (2002). Phenomenology online: Inquiry. http://www.phenome nologyonline.com/inq uiry/. IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

The teacher briefly asks some students concerning the link between gender inequality and gender ideologies. (5 minutes)


From the examples of optical illusions and/or ambiguous figures brought by the students, the teacher chooses some of them and invites the students to show these to the rest of the class. The teacher then asks students to identify what they see in the images. The students will likely give different answers to the same image.

Reviewing the concept. (5minutes) hermeneutical phenomenology by calling a student to discuss its concept in a nutshell. Students will be presented a video presentation on ways by which human environment interactions shape cultural and natural landscapes. (song analysis; title KAPALIGIRAN by; Asin (5 minutes) See attach rubrics; http://www.phenomen ologyonline.com/inqui ry/.

Reviewing the ways on how human environment interactions shape cultural and natural landscapes. (5 mins. )

Reviewing mental and thematic maps of human-environment system. (5 mins. )

The teacher throws series of questions where students will answer: (15 minutes) a. How does your environment affects your life? b. In what way does the environment affects your life? c. Why all this phenomenon happens?

Students will be shown a video presentation of environmental and social issues. (5 minutes) See attach rubrics;



The teacher afterwards asks: “If it is the same image, why is it that you are giving different answers?” After listening to the students’ replies, the teacher says: “If in a small thing as this, we are already disagreeing, is it any surprise that we have difficulty coming to agreement in bigger and more important things?” (5 minutes) Analysis (10 minutes) The teacher now asks: “What is data? How can we define the word data?” The teacher notes on the board the definitions given by students. The teacher further asks: “In the previous activity, what can we consider as data?” Expected answer would be the optical illusion and/or ambiguous figure. The teacher asks: “What is hermeneutics? How is it defined?” The teacher notes on the board the definitions of hermeneutics given by

The students will now respond to the video by enumerating several ways in protecting the environment. (5 minutes) (with the use of graphic organizer) a. Land pollution b. Water pollution c. Air pollution

The facilitator will be present a thematic map of humanenvironment system. (power point presentation) (15 minutes) The students will respond through graded recitation about their knowledge on thematic MAPS. See attach rubrics;

Students will be shown a video of jingle-making. (5 minutes) explaining the rubrics of the shown video


students. As follow-up, the teacher asks: “In the previous activity, did we do hermeneutics? How?” Expected answer would be that since the ambiguous figures were interpreted, hermeneutics was done. The teacher asks: “What is phenomenology?” The teacher notes on the board the definitions of phenomenology given by the students. D. Discussing new concepts and practicing new skills #1

Students will be grouped into four distinguishing what are the good and bad ways on how humanenvironment systems affect human beings in a manila paper. (10 minutes) see attach rubrics;


Students will be called to share their experiences as they do their task. (10 minutes) At least one from the group explains their work. (5 mins. )


Students will be grouped into four and make their own version of yell in explaining social and environmental issues that affect people’s lives. (15 minutes. )

The students will present tableau about of thematic map in human environment

Performance. (poster making theme; Be a hero save the mother earth.) individual.


system and its effect to biosphere (15 minutes. ) G. Finding practical applications of concepts and skills in daily living

Application The teacher gives these instructions: “Think of a concrete situation involving someone you dislike or have difficulty understanding in your immediate family, among your schoolmates / teachers, or among public figures. What if you were this person trying to explain him/herself to people who don’t understand him/her? What would you say? You are given three minutes to deliver a monologue or write a letter.” After the activity, ask the students the following questions:  Why is data important in the sciences, especially the social sciences?  What does [hermeneutic] phenomenology as an approach contribute to the social sciences?  Why is it important to consider one’s context

Distinguishing which ways are good and bad in humanenvironment systems. (using Venn Diagram) (5 minutes. )

(10 minutes. )

Performance. (15 minutes.) Interpreting and synthesizing



and perspective when interpreting one’s experiences? (20 minutes) Abstraction The teacher elaborates on the following points:  Data is anything “given”. [It includes one’s experiences.]  Hermeneutics is interpreting data.  Phenomenology invites us to be open to the variety of experiences. [For example, one refuses to go out of one’s comfort zone by not tasting “exotic” food or riding “extreme” carnival rides.] Hermeneutic phenomenology is “the study of experience together with its meanings” (Friesen, Henriksson, & Saevi, 2012, p. 1). It is impossible to investigate experience without at the same time inquiring into its meaning; it is likewise impossible to analyze meaning without being grounded on experience. As an approach,

Human-environment interactions shape cultural and natural landscapes? (5 mins. )

Contextualization of the thematic maps based on student’s environment by sharing their personal experience


hermeneutic phenomenology represents an “attitude or disposition of sensitivity and openness: it is a matter of openness to everyday, experienced meanings as opposed to theoretical ones” (van Manen, 2002, n.p.). (20 minutes) I. Evaluating learning

A 20-item modified true or false and identification quiz will follow. (10 mins. )

A 20-item modified true or false and identification quiz will follow. (5 mins. )

Their performance will be graded in accordance to the rubric passed upon by the class. (5 mins. )

J. Additional activities for application or remediation V. REMARKS



School Teacher



Session 1

Session 2

Session 3

Session 4


The learner understands the key concepts in the Social Sciences rooted in Filipino language/s and experiences


The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.

C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT III. LEARNING RESOURCES A. References 7. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

The learners examine the social ideas of Filipino thinkers starting from Isabelo de los Reyes, Jose Rizal, and other Filipino intellectuals. (HUMSS_ DIS11-IVe-1)

Value the role of interpersonal relations in Philippine culture. (HUMSS_DIS11-IVe-2)

Filipino Social Thinkers

Institute of Philippine Culture’s Study on Philippine Values

Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.

IV. PROCEDURES


A. Reviewing previous lesson or presenting the new lesson

1. 4-pics One Word: Present at least four associated pictures of 6 Filipino thinkers (e.g. Jose Rizal, Isabelo de los Reyes, Pedro Paterno, Andres Bonifacio, Zeus A. Salazar, and Virgilio Enriquez) to the learners and ask them to identify their names. (e.g. cover of Noli Me Tangere, outline of Rizal’s face, cover of El Filibusterismo, Luneta Park) (5 minutes)

Ask the learners to recapitulate the lesson yesterday through the activity “Call a Friend” in which the teacher will call someone to start the review. After that learner finished his review he will call someone to continue the recap and so on.

Charade Select students will perform the significant role of the social thinkers and their classmates will guess who. (5minutes)

Review questions: What is our lesson yesterday? How was the lesson discussed? What did you discover?

What are the domains of pakikipagkapwa according to Sikilohiyang Pilipino? Why do you think these are important and considered as distinct Filipino values? (5minutes)

(5 minutes)

(Note: If possible, contextualize or localize the Filipino thinkers that you will include in the activity and the lesson.)


2. Ask: What specifically are they known for? Questions to Ponder: (These questions may be answered as the class goes through the discussions and activities.) 1. How significant are the social ideas of the presented Filipino Thinkers?

How do interpersonal relations affect Philippine culture? Or How were interpersonal relations practiced in Philippine culture? (5minutes)



2. Why is there a need for us to understand their ideas? (2 minutes) 1. Provide the learners with handouts containing the biographies of the presented Filipino thinkers and lessons about social ideas. (7 minutes)

1. Discussion: 2. Pakikipagkapwa according to Sikolohiyang Pilipino (p.188) 3. 1. Kapwa as ibang tao 4. 2. Kapwa as hindi ibang tao

2. Think-Pair-Share: Ask the learners to work in pairs. Instruct the learners to read or scan the given materials. (3 minutes)

Domains of interpersonal relations with kapwa as ibang tao: (p.189) 1. Pakikitungo; 2. Pakikisalamuha: 3. Pakikilahok 4. Pakikibagay 5. Pakikisama

3. Ask the learners to share the part/s in the handouts that strike them the most. (5 minutes)


Class Brainstorming: After giving them time to read the text again, (5 minutes) Ask the learners to give the gist of the material’s content about the social ideas of each Filipino thinker. (7 minutes)

5. 6. Domains of interpersonal relations with kapwa as hindi ibang tao (p. 189) 7. 1. Pakikipag-palagayang loob 1. Show to the learners the specific contribution of the given Filipino thinkers in the society through pictures. (e.g. El Filibusterismo, El Folk-lore Filipino, etc.) 2. Ask: What is/ are the relations of their social ideas to their contributions? (Recitation)

1. Pakikisangkot 2. Pakikipagkaisa (20minutes)

Group Activity: Perform a creative presentation showing that you value the role of interpersonal relations in Philippine culture. You may choose from the following for your presentation: a. role playing


(8 minutes)



b. talk show c. panel discussion d. tableau e. drawing e. song/rap f. poem (15minutes) The students will narrate actual situations or experiences wherein they manifested the domains of pakikipagkapwa.

Group Activity 1. Group the learners into 3 (or 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) 2. Ask the learners to present their work in front (3 mins. per group)

Differentiated Task 1. Group the learners into 3 (or six if the time is still sufficient) and assign each with 2 Filipino thinkers. 2. Instruct the learners to make an analysis or examination of the practicality and acceptability of the social ideas of these thinkers in the past and in the present community. The following will be the assignment.

Presentation proper (30minutes)

(5minutes) How do interpersonal relations affect Philippine culture? OR How were interpersonal relations practiced in Philippine culture? (5minutes)

Group 1: (Rizal & Bonifacio) Present through a debate. Group 2: (Reyes & Paterno) Share the details through a talk Show Group 3: (Salazar & Enriquez)


Present through a panel discussion. (simulation) (Give them 7 mins. prep. Time and 3 mins. for their presentation) 3. Provide a scoring rubric for the activity.


Processing Question: Ask: How can these social ideas affect your perspectives in life? (2 minutes)

Processing Questions: Ask: How will you apply some of the striking social ideas of our Filipino thinkers in your life? (2 minutes)


Wrapping Up: Ask: Why is there a need for us to determine the social ideas of our own thinkers? (2 minutes) 1. 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)

Wrapping Up: Ask: Why do we need to examine the social ideas of our own thinkers? (2 minutes)

I.

Evaluating learning

2. Provide a scoring rubric.

How will you apply the domains of pakikipagkapwa in your daily life? Cite instances wherein each domain of pakikipagkapwa should be applied. (5minutes) What are the roles of interpersonal relations in Philippine Culture?

(5minutes) 1. Essay Explain the meaning of the Write: Choose one among the domains of pakikipagkapwa 6 Filipino thinkers. Enumerate with its appropriate at least 3 social ideas and translation in the English examine their significance language. 1. Pakikitungo based on the practicality and 2. Pakikisalamuha acceptability of the social 3. Pakikilahok ideas of these thinkers in the 4. Pakikibagay past and in the present 5. pakikisama community. (15 minutes) 6. pakikipagpalagayangloob 2. Provide a scoring rubric.

Individual Activity: Journal Writing Why is there a need to value the role of interpersonal relations in Philippine culture? (10minutes)


7. pakikisangkot 8. pakikipagkaisa (10minutes) J. Additional activities for application or remediation



School Teacher Group 4 Teaching Dates and Time Session 1

Grade Level GRADE 11 Learning Area Disciplines and Ideas in the Social Sciences Quarter

Fourth Session 2

Session 3

Session 4


The learners demonstrate an understanding of key concepts in the Social Sciences rooted in Filipino language/s and experiences.


The learner shall be able to carry out an exploration of personal and social experiences using indigenous concepts.


The learners evaluate the person’s personality using the core values of Sikolohiyang Pilipino. (HUMSS-DIS 11-IVf-3)

II. CONTENT

III. LEARNING RESOURCES C. References 8. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal

Subtask: Define the nature Sikolohiyang Pilipino.

Identify the core values of Sikolohiyang Pilipino

Evaluate the person’s personality using the core values of Sikolohiyang Pilipino.

https://tl.m.Wikipedia.org. ,/ Discipline and Ideas in https://m.youtube.com/watch? https://m.youtube.com/filipino Social Sciences by Jose v=qopg54dkjdo values Ong https://www.slideshare.ne

Carry out an exploration of personal and social experiences using indigenous concepts.



t>mobiole>Sikolohiyang> Pilipino D. Other Learning Resources




Review: Call a Friend The teacher will call someone to start the review, then he will call someone to continue the recap and so on. 1. Name distinguished Filipino social thinkers. 4. What are their respective social ideas? (5 minutes)

1.Pictograph: 4pics 1 word

Learners recapitulate yesterday’s lesson through an activity: FOREIGNOY. Teacher will group the class in 3 and will ask leader to pick from 3 countries (America, Spain and Japan) students should identify their influence in our country in a continuous manner. Next, Students will be asked to identify the characteristic which are considered truly Pinoy “tatak Pinoy”. Students will be asked again to give their idea in a continuous manner by group. (5 minutes)

Ask the students: What are the characteristics that preexisted even before the

Ask this question: What is the core value of Sikolohiyang Pilipino?

Picture Presentation 1. Present the learners with 3 photos that will represent pakikipagkapwa, Activity 1: Knowing the 8 Manners of Pakikipagkagandahang-asal at kapuwa pagtulong as kapwa.) The class will be divided into 2. Ask the learners (at 5 groups. Each group will least 3) to make a choose 2 members to recapitulation of the represent their group in lesson using the 3 doing the first activity. In this photos. (Based on the activity, the teacher will post photos, review the several Filipino manners on lessons discussed the board. The students’ task yesterday.) is to identify which among of (5 minutes) these words are the 8 manners of social interaction (pakikipagkapuwa) based on Sikolohiyang Pilipino core value. After identifying, they will post it on the concept map then 2 representatives will discuss their answer. Ask this question: Can you describe each manner in your own words? Activity 2: Fact or Bluff The class will be divided into 5 groups. Each group will be

Video Presentation


The teacher will show group of pictures; learners will figure out their relationship to come up with a word that would represent them all. (Spain, American, Japanese) (10minutes) 2. What are the influences of these countries to the attitudes and behaviors of the Filipinos?


a. Spain- Religiousness, Eating habits, forms of entertainment, manner of dressing b. American- open, free, education, independent, religious freedom, English, eating habits c. Japan-Work ethics, Patriotism, nationalism (10 minutes) Picture Analysis about Filipino Traits The teacher will show pictures for students to analyze.

colonization of other countries? Processing question: From the identified characteristics, what are the characteristics that are considered truly Filipino? In what sense they are considered positive or negative? Give examples to justify your answer. (5 minutes)

given FACT and BLUFF papers. The teacher will then present several situations in the society and the students’ task is to identify if the following situations are in accordance with the core value of Sikolohiyang Pilipino or not. They can raise the FACT if the answer is correct while BLUFF if it is not. Situations: 1. Pagtulong sa matanda habang tumatawid sa daan. FACT 2. Paggawa ng aksyon hinggil sa paglawak ng suliranin sa pinagbabawal na droga. FACT 3. Paglaban sa sariling karapatan sa pamamagitan ng dahas. BLUFF 4. Pagsunod sa AntiMendicancy Law bilang isang masunuring mamamayan. BLUFF 5. Hindi pakikialam sa usapin ng RH Law. BLUFF

1 minute in the Philippines by Nas Daily Processing Question: 1. Share your personal experience where you see the strength of Filipino values. 2. I want you to share your personal experiences where you see the weakness of Filipino values.

Picture Analysis: Mirror

1. Ask the students about the characteristic of Filipinos? Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Answer: Hospitality or Magandang pakikitungo, courtesy (Po at Opo), Close family ties etc. (10 minutes)

Processing questions:  What do you see from the picture?  What does the picture try to depict?  What is common with all the pictures shown? (5 minutes) D. Discussing new concepts and practicing new skills #1

Discuss the meaning of Sikolohiyang Pilipino.

Activity 3: Documentary Analysis The class will watch the  Kapwa 1. Sikolohiyang Pilipino documentary film entitled - The concept of kapwa “Pobreng Mayaman.” or Indigenous Filipino (shared identity) is the core Psychology is also known Individually, they are task to of Sikolohiyang Pilipino and as Kapwa Psychology. answer the following guided heart of the structure of Kapwa Psychology draws questions: Filipino values. from folk practices as 1. What are the qualities  Pakikipagkapwa means much as from modern of Aling Eli? treating the other person as theory. It perceives no 2. What are the qualities kapwa or fellow human of people around Aling Eli? contradiction between being. indigenous folk beliefs After doing their individual Two Categories, 8 levels of and modern task, the students need to interaction. psychological concepts group themselves into 4,  Ibang Tao (outsider) and scientific norms. then, they will make 2 TPakikitungo: charts (for Aling Eli and the It includes in its study the civility IKSP of healing from the People around her). Using TPakikisalamuha act Babaylan and Albolaryos chart, they can list on the left of mixing (native shamans and side all qualities which Core Values

Word Pool and T-chart 1. Provide a word pool that contains the indigenous concepts in Sikolohiyang Pilipino: (i.e. hiya, utang na loob, pakikisama, pakikisalamuha, amor propio, pagaabuloy, bayanihan, pagdadamayan, palaksan, etc.) 2. Ask the learners to post each word in the appropriate part of the T-chart. (Left: Strength, middle: both weakness and strength, right: weakness.)


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. (15 minutes)


Pakikilahok act of joining Pakikibagay: conformity Pakikisama: Being united with the group Hindi Ibang Tao (“one-ofus”) Pakikipagpalagayang-loob: Act of mutual trust Pakikisangkot: Act of joining others Pakikipagkaisa: being one with others (10 minutes) Discussing new concepts and practicing new skills #2 Examples of Filipino Values:  Hospitality - the friendly and generous reception and entertainment of guests, visitors, or strangers  Utang na loob – debt of gratitude.  Bahala na – fatalism or determination and being risk taker. Bahala na ang Diyos (God will take care of us) (5 minutes)

correspond with the core value or the 8 manners of Filipino social interaction, while, on the right side, they can list all the qualities which not correspond to the core value. They will be given 2 minutes to finish this task and after that, 1 per each group will report their activity.

3. Ask the learners to explain their responses. 4. The facilitator gives his/her input on the activity. (10 minutes)



Picture Perfect

Activity: Video clip 1. Identify the Filipino traits that you observed? 2. Why do we need to study Sikolohiyang Pilipino? (10 minutes)


Activity: Recitation 1. As a student how would you apply or use Sikolohiyang Filipino for the betterment of your daily life? (5 minutes)

 Group the class into 5 groups.  Scenarios will be given you, for you to analyze.  You will be given 30 seconds to process the scenario.  Once the time ends, students will freeze projecting the scenario given.  One group will act as the critic in each scenario. 1. During your celebration of barangay feast, your relatives from another place came to celebrate with you. What will you do? 2. A son/daughter taking care of his/her parent as a sign of giving back for the sacrifices they’ve made. 3. Picture that depicts “BAHALA NA” Filipino values. (10 minutes) Ask the students: When does a Filipino Value become positive or negative. (5 minutes)

Activity 4: HuLarawan The teacher will show 6 pictures. Using their understanding and learning from the discussion, the students’ task is to evaluate if following pictures show the core value of Sikolohiyang Pilipino. In doing this, per group, they can say AHA if it is an example of core value, and AHU if it is not.

Activity 5: Pick-a-Pic

Spoken Poetry 1. Group the students into 5. 2. Assign each group with indigenous concepts. a. group 1: utang na loob b. group 2: pakikisama and pakikisalamuha c. group 3: bayanihan d. group 4: hiya e. group 5: pagdamay 3. Instruct the learners to carry out an exploration of these indigenous concepts by presenting personal or social experiences of these terms in their most artistic way. (spoken poetry) (7-10 minutes) 4. Present the learners the scoring rubric/s. 5. Ask the learners to present their output in class (3 mins for each presentation). Think this Over • How will it be when there is awareness of the strengths and weaknesses in Filipino values? How these


Each table will choose 1 values help you as a representative and their task senior high school? is to pick or choose one (2 minutes) picture on the teacher’s table. Afterwards, they will share their experiences on how they possessed the 8 manners or the core value in the same event or situation.


What is Sikolohiyang Filipino? Why is Sikolohiyang Filipino considered a Filipino social science perspective? (5minutes)

Filipino Core Values  Kapwa - concept of kapwa (shared identity) is the core of Sikolohiyang Pilipino and heart of the structure of Filipino values.  Pakikipagkapwa means treating the other person as kapwa or fellow human being.  Hospitality - the friendly and generous reception and entertainment of guests, visitors, or strangers  Utang na loob – debt of gratitude.

Activity 6: KAPUWA The teacher will post the blank man named KAPUWA. By this time, every student is free to write everything they’ve learned from the discussion either manner, definition, or the likes.

Wrapping Up • Why is there a need to determine the strengths and weaknesses of Filipino values? (2 minutes)

KAPUWA


 Bahala na – fatalism or determination and being risk taker. Bahala na ang Diyos (God will take care of us) (5 minutes) I.

Evaluating learning




School Teacher Group 4 Teaching Dates and Time Session 1

Grade Level GRADE 11 Learning Area Disciplines and Ideas in the Social Sciences Quarter

Fourth Session 2

Session 3

Session 4

I. OBJECTIVES

Key concepts in the Social Sciences rooted in Filipino language/s and experiences A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

Carry out an exploration of personal and social experiences using indigenous concepts

The learners explain the significance of using a particular language for discourse HUMSS_DIS11-IVg-4

The learners critique dominant approaches using Filipino perspectives. HUMSS_DIS11-IVg-5

II. CONTENT

The Significance of a Particular Language for Discourse

Pantayong Pananaw

III. LEARNING RESOURCES E. References 9. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal F. Other Learning Resources

- Dela Cruz, et.al, (2016) Disciplines and Ideas in the Social Sciences, Phoenix, Quezon City - Jose and Ong, (2016) Disciplines and Ideas in the Social Sciences, Vibal, Quezon City


- Estrope, Carmela R.(2016), Group Kadamay shifts campaign to take over idle units to housing project in Bocaue town, INQUIRER.NEThttp://newsinfo.inquirer.net/881695/group-kadamay-shifts-campaign-to-take-overidle-units-to-housing-project-in-bocaue-town IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Picture Presentation Provide some pictures that will show several Filipino values that have been shown last meeting.

Ask the learners to recapitulate the lesson yesterday through the activity “Call a Friend” in which the teacher will call someone to start the review. After that learner finished his review he will call someone to continue the recap and so on.

Processing Questions: 1. What do the pictures represent? 2. Why are these Filipino Review questions: What is values essential as a our lesson yesterday? How Filipino? was the lesson discussed? What did you discover? (5 minutes) (5 minutes)

FILIPINO LANGUAGE

The Importance of My Language: The teacher will post this graphic organizer on the board. Each student is free to write their own understanding about the significance of Filipino language in Filipino discourse and society. (5 minutes)


Pass the Message. 1. Group the learners into 4 groups. 2. Ask each group to fall into a line then give the person at the end of the queue a message (the message must be in different regional languages like Hiligaynon, Cebuano, Ilokano, Ilongo, etc.) that he/she will pass to the

The class will be divided into 6 groups. Each group will be assigned to reconstruct the image of their assigned puzzle.

1.

4.

2.

5.

3.

6.

Dominant SS Approaches

Filipino Perspectives

Comparing Perspectives: The class will work collaboratively by comparing the perspectives presented in dominant approaches and Filipino perspectives. They will also write the similarities of these perspectives at the center of this diagram. (5 minutes) Ask the following questions: Q1: What makes Filipino perspectives differ from the dominant approaches? Q2: Can we use the various social science approaches in dealing with the social happenings and concerns all the times? Why?


next student and then so on until the message is received by the last student. The learner at the end of the line will write the response on the board.


Guide Questions: 1. How did you find the activity? 2. What makes the activity difficult/easy? (7 minutes) Video Presentation: 1. Share to the learners the guide questions; 2. Have the learners watch a 2-minute video in order for them to see how language can be a hindrance or a bridge for understanding when communicating with another person. (3 minutes) 3. Processing Questions: a. What are the hindrances to understanding based on the video? b. What are the means of understanding when communicating with another person?

After doing this activity, each group will be presenting their (3 minutes) work by answering these following questions: Q1: What is the message of this image? Q2: What social science/ Filipino perspective is related to this image? Why? (15 minutes)

Graffiti Wall 1. Group the learners into 3. 2. Ask the learners to enumerate their ideas about the following informal languages: a. gaylingo b. jejemon c. salitang kalye 3. Ask the learners to present their answer in front.

The class will then be divided into 2 groups. The first group will be assigned to the dominant social science perspectives (e.g Structuralfunctionalism, conflict perspective, symbolic interactionism, psychoanalysis, ect) while the second group will be assigned to Filipino perspectives like Sikolohiyang Pilipino, Pantayong Pananaw, Pilipinolohiya, and etc. The groups are tasked to put the major ideas presented from each perspective using Data Retrieval chart. Perspecti Major Idea ve

The teacher will discuss the needs for critiquing the dominant approaches based on Filipino perspectives for the students to realize the following:  The Filipino society should be analyzed from the eyes of Filipino perspectives or any dominant approaches related to Filipino perspectives.  The dominant approaches were originated from the West.  The individual and social behavior of Filipinos are


c. Based on the video, what does discourse mean?

different from the Westerners. (25 minutes)

(10 minutes)

Ask the following questions: Q1: What are the major ideas presented in the dominant perspectives? Q2: What are the major ideas presented in the Filipino Perspectives? Q3: Do they have similarities? And what are those similarities?

Identify the related Filipino perspective to the following dominant approaches: Approa Related ches Filipino perspe ctive Structur alfunction alism Conflict perspec tive Symboli c interacti onism Psycho analysis Rationa l choice theory Instituti onalism Feminis t theory Hermen eutical

(5 minutes) D. Discussing new concepts and practicing new skills #1

1. Share with the learners some personal experiences that was affected by the language barrier. 2. Have the learners share some experiences they have encountered where language has become a hindrance when speaking with another person. (5 minutes)

Processing Questions: 1. Why do we consider these languages as means for discourse? 2. Are these languages recommended for everyday use? Why yes or not?

(10 minutes)


phenom enology Humanenviron ment system s Ask this question: Q1: What are the characteristics of these approaches that make it related to Filipino perspectives? (12 minutes) E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)

1. Group the learners into 4. The groups will perform a 3-minute skit regarding on how language help one to make a discourse successful on the following context. a. business b. school c. church d. government (7 minutes) 2. Provide the learners a scoring rubric before the presentation.

1. Group the learners into 4. The groups will perform a 3minute skit. Each group will apply some informal and formal words in context. (The teacher will choose the words)

Answer this question: 1. In what ways do the Filipino perspectives differ from dominant approaches? (5 minutes)

There are two stations, the LIKE and DISLIKE. The teacher will present some perspectives of each dominant approaches and each student will choose if it can be applied to Filipino society or not by choosing from the LIKE and DISLIKE stations.


3. Ask the learners to present the performance. (3 mins each group)

1. Structural functionalism sees society as a complex whose parts work together to promote solidarity and stability. 2. Conflict perspective or Marxism sees society as an arena of two conflicting forces. 3. Symbolic interactionism depends on the symbolic meaning developed by people in the process of interaction. 4. Human-environment system deals with broader studies into the intricate nature of mutual interactions and feedbacks between humans on the environment and the effect of the environment on humans. 5. Feminism promotes the belief that women and men should be treated equally and that


steps have to be taken to realize the goal of gender equality.


Think this Over

Think this Over

How significant is the use of a particular language for discourse? (2 minutes)

How significant is the use of formal language for discourse? (2 minutes)

Ask this question: Q1: As a social science student, what approaches/perspectives will you use by analyzing and examining the society? Why? (5 minutes)


Wrapping Up

Wrapping Up

Why is there a need to be very particular when it comes to the choice of words in discourse? (2 minutes)

Why is there a need to think of a proper language for discourse? (2 minutes)

I.

Ask the learners to enumerate the hindrances in communication and the possible solution for those problems.

Reflection Paper

Evaluating learning

Language Hindrances

1 2 3

Solution

Ask the learners to compose a reflection paper for the question below: How does our language affect the message that we want to express? Why is the use of specific language significant?

(2 minutes) The teacher will present 5 pictures of social issues. The student’s task is to choose 1 from these pictures and they will try to analyze using the most appropriate dominant approach suited to this issue. (5 minutes) Ask the following questions: Q1: What is the importance of examining dominant approaches from the eyes of Filipino context? (3 minutes) Read the article entitled: Group Kadamay shifts campaign to take over idle units to housing project in Bocaue town from INQUIRER.NET. Analyze this article using one or two social science dominant approaches by


4

answering the following questions: Q1: How is this article relevant to your chosen approach/es? Q2: Is your chosen approach/es suited to Filipino perspective? Why? (20 minutes) Source: http://newsinfo.inquirer. net/881695/groupkadamay-shiftscampaign-to-take-overidle-units-to-housingproject-in-bocaue-town






DAY 2

DAY 3

DAY 4


The Role of Social Science in the real World. Illustrate situations and context in which Social Science can be applied.

B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

Determine how Social Science can be used to address social concerns. HUMSS_DIS11-IVh-6

Recognize multidisciplinary and/or interdisciplinarity as an approach to looking at society. HUMSS_DIS11-IVh-7

Determine how a certain Understand how Social profession addresses social Science helps to analyze concern/s. social problems. 1. Professions. 2. Applications and Intersections of the approaches in addressing social problems.

III. LEARNING RESOURCES A. References 10. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages


4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Sociology: Basic Concepts and Perspectives Manuel B. Garcia

https://www.youtubejnm p4.com/downloadphp?v? =eli15zfoyVxoHW2AprH 12ed. Arleigh Ross D. dela Cruz, Cecile D. Fadrigon, and Diana J. Mendoza, “Applications and Intersections of the Approaches in Addressing Social Problems”, in Disciplines and Ideas in the Social Sciences (Quezon City, Philippines: Phoenix Publishing House, Inc., 2016), pp. 195-196.

Sociology: Basic Concepts and Perspectives Manuel B. Garcia

Arleigh Ross D. dela Cruz, Cecile D. Fadrigon, and Diana J. Mendoza, “Applications and www.arj.no/2012/03/12/d Intersections of the isciplinarities-2/ Approaches in Addressing Social Problems”, in Disciplines and Ideas in the Social Sciences (Quezon City, Philippines: Phoenix Publishing House, Inc., 2016), pp. 205225. Jose Rizal, “Sobre la indolencia de los Filipinos” (Madrid: La Solidaridad, 1890). http://www.gutenberg. org/cache/epub/6885/ pg6885-images.html Accessed on 12 May 2017. https://www.youtube.c om/watch?v=XWH2Cg BeVcM https://www.youtube.c om/watch?v=UNLQN gjOr08




Ask the students to explain the significance of knowing how to critique dominant approaches using Filipino perspectives.  What is the importance of using your Mother tongue in any discourse?  What is the importance of using Filipino language in any discourse? (5 minutes) Activity: “Gusto Kong Maging…” The learners will be asked of their dream profession and share before the class. The following guide questions will be asked: 1. What profession do you want to pursue five (5) years from now? 2. Why do you want it? 3. How do you think it will help the society? (5 minutes)

Ask the learners: *Give the different professions that we discussed yesterday? (2 minutes)

Review of the past lesson about all the disciplines within the Social Science.

A minute video entitled, “Social Problems in the Philippines” will be shown in class. https://www.youtubejnm p4.com/downloadphp?v ?=eli15zfoyVxoHW2Apr H12ed. (5 minutes)

Group Activity: Metaphor-make Meaning(MMM) Have the students unlock the social science by identifying the symbol behind the pictures. Sample pictures

Name the disciplines of the Social Science. (5 minutes)

After reminding the students to arrange their seats and tidy up their immediate surroundings, the teacher checks attendance. S/he briefly asks some students concerning their understanding of multidisciplinary in the social sciences. (5 minutes)

A 5-minute video introducing the issue will be shown: https://www.youtube. com/watch?v=UNLQ NgjOr08


Processing Questions: 1.Were you able to find the connection? 2. In one word, what is the concern of each social science?


A video presentation of different societal problems will be presented/flashed via LCD projector. *personally, made by the teacher (5 minutes) Processing Question: What is the video all about?

(10 minutes) Video analysis: (6 “Word within a Word” minutes) (WWW Activity) 1. Based on the Have the students video, what are enumerate words that the existing social start with the words multi concerns/problem and inter. Then, have a s in the generalization. Philippines? Processing Question: 2. What do you Based on the list of words think are the you’ve given, what is the underlying causes meaning of multi and of the problems inter? (7 minutes)

Activity: Symposium / Panel Discussion A group of students will serve as a panel of experts [anthropologist, economist, historian, political scientist, psychologist, & sociologist] analyzing the issue of the


shown from the video? 3. In your own idea, how can these problems be solved? (6 minutes) D. Discussing new concepts and practicing new skills #1

The learners will be grouped into four (4). Ask: List down maximum of ten (10) social concerns/issues that they see, observe or experience in the society or community where they belong in a manila paper and marker using a concept map in the manila paper provided. Sample Venn Diagram

Social Issue

*Learners will choose one to two representatives in explaining their work and elaborate what they have listed. (10 minutes)

Discussion on the roles of Social Sciences in solving the social concerns. (10 minutes) Examples:

perceived indolence of the Filipinos. (30 minutes)

Teacher will flash the definition of the multidisciplinary and interdisciplinary approach. Have the students underline the keywords from the given definition to distill the essence of the word. Multidisciplinary Approach – The world has many different disciplines each of which attempts to explain “the same” phenomena from their respective disciplinary viewpoints. Interdisciplinary Approach – Looking at “the same” issue/s from multiple disciplinary perspectives, in a way that tries to integrate or make holistic sense of the various explanations of “the same” phenomena that are generated from


each of the disciplinary perspectives. (7 minutes) E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)

Each group will be given two (2) minutes to choose a social concern and discuss its causes and effects among the group and another two (2) minute in presenting their work. The teacher will give additional inputs regarding the causes and effects of different social concerns. (10 minutes)

Create an authentic presentation based on the identified social concerns from the previous meeting: 1. Ask each group to make an artistic presentation (role playing, poster making, dance, song interpretation, etc.) on a particular social concern that has been observed by each group in class for 3-4 minutes. 2. Each group must highlight the roles of Social Sciences in solving these social concerns.

Discussion using Venn Diagram. Sample Venn diagram

IM

The teacher asks the students: “Were you able to see the differences in the perspectives of the various social sciences?” (5 minutes)

(10minutes)



With the same group, they will be asked to present possible solutions to the problem by presenting a short talk show role playing of the chosen profession (15 minutes)


Ask: In your opinion, assuming you already practice such profession today, what would be your role in solving these social concerns?

The learners will write a letter to the President, informing him about the social concerns that they have identified. The learners will also suggest possible solutions to the problems. (5 minutes) Based on the discussions, in what ways can Social Science help in solving the social concerns in the country? *The teacher will show an illustration to summarize the lesson

“Social problems can be addressed and solved by simple citizens especially those who have (7 minutes) institutionalized professions. So, everyone is encouraged to dream big, pursue those dreams and participate in nation-building and solving the unending problems in the society.” (5 minutes)

Ask: 1.How inter/multidisciplinary approach can be applied in your life? 2. Between the 2 approaches, which do you find more useful in your daily life? Why? (7 minutes) Create a flowchart using popsicle sticks and shape cut-outs to illustrate the distinction between the 2 approaches. Note: Circles- Social Science Discipline Squares- Insights/ Solution Popsicle – Lines (variation: use rubber bands) Use the 8 popsicle sticks and the shape cut-outs to show your understanding. You don’t need to use all 8. (Sample output: see attachments)

The teacher elaborates on the following points (10 minutes):  Social analysis makes use of the tools of the various social sciences to look at historical and structural causes of an issue involving social inequality.  The various social sciences serve as different “lenses” to provide a multifaceted view of a single issue.  Interdisciplinarity involves multiple disciplines [i.e., social sciences] working together to provide a richer perspective of social reality.



Formative Assessment: Make a reflective paper on “My Profession and the Society”. This may also be considered as an additional activity for application if not finished. Rubrics related will be given and explained before. (5 minutes) (rubrics: see appendices)


Formative assessment: (10 minutes) Assign one social concern for each group and causes, effects, and possible solutions of the following social concerns. Choose one and identify three issues involving the said concern. 1. Economic 2. Political 3. Education 4. Environmental 5. Health and Sanitation 6. Gender Inequality Assignment: Define multidisciplinary and interdisciplinarity.

Formative Assessment: Have the students accomplish the flow chart. (9 minutes)

Formative Assessment: Make an essay on “Social Sciences: Different Perspectives”. This may also be considered as an additional activity for application if not finished.

Assignment: Search for the different Social Issues being observed at the present time.





DAY 2

DAY 3

DAY 4


The role of Social Science in the real world.


Illustrate situations and contexts in which Social Science can be applied.


Generate an analysis of a social phenomenon using at least two approaches from the Social Sciences. (HUMSS- DIS 11-IVi-8) Generate an analysis of a social phenomenon using Generate an analysis of a social phenomenon using one approach from the Social Sciences. another approach or other approaches from the Social Sciences.

II. CONTENT

Applications and Intersections of the approaches in addressing social problems

III. LEARNING RESOURCES A. References 11. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

What is the role of Social Science in addressing social concerns? (5 minutes)



Recapitulate by answering the KWL Chart. What I do not know

(*Based on the responses, give attention on the things that are not yet understood by the learners*) (10minutes)

C. Presenting examples/instanc

Recap the previous lesson:

What I Know




Video Analysis: The learners will be grouped into four. They will take view on a short video-clip about the different social phenomena in the Philippines. (5 minutes)

Learners will be asked to sit according to their group. Each group will be given a news clip/article about social issues.

Apart from the short video clips presented, the

Students will be asked to give other social issues

Ask: What does that picture show? (5 minutes)

How do the different approaches help an individual analyzing a social phenomenon? (5 minutes)

The learners will be divided into four groups. Each group will be asked to arrange the jumbled letters to decipher the social issues currently happening in our country. (5 minutes) The learners will be presented different

-

How did Groups 1 and 2 analyze the social phenomena presented through different perspectives/approaches?

(5 minutes)

How will the other groups analyze the social Phenomena assigned to them (5 minutes)


es of the new lesson


students will be asked to think of other social phenomenon/relevant issues that are currently happening? (5 minutes)

related to what the picture/image depicts?

* Fill-in the Chart: Each group will identify one social phenomenon and analyze it by applying Social Science approaches. (15minutes) e.g.

Let the students analyze the articles given by using at least two Social Science approaches.

Social Issue

Analysis


Approach/es

Presentation of the learners’ output.

(5 minutes)

* Twist in analyzing: Answers will be made through “Collage artwork and be presented to the class by each group’s representative. (15 minutes)

Presentation of output. (scores will be obtained through the use of Rubrics)

social phenomena such as: 1. Teenage pregnancy 2. Anti-Drug Campaign of President Duterte 3. Extra-Judicial Killings 4. Juvenile Imprisonment 5. Territorial Disputes, etc. (5 minutes) * The representative of the group will pick a topic and perform an analysis using 2 or more social science approaches. (5 minutes)

Each of the groups will perform their analyses through the following activities:

Presentation of Groups 3 and 4. (20 minutes)


Reporting of each group’s output will be delivered by their leader/representative.

(20 minutes)

Ask: What social phenomena are presented?

-

Then, let the learners analyze the phenomena using other approaches. (15 minutes)

Infomercial Role-playing Pantomime Rap/Fliptop Poster/Slogan Making Newscasting Etc.…

Representative of each group would select their activities through “fish bowl” technique. Presentation of Groups 1 and 2 only


The teacher will ask from the students: In what ways do these social phenomena (presented) affect individuals (if applicable)? the society? (5 minutes)

The teacher will let the student do the following: Select one social issue discussed by the group and cite possible solutions that will help alleviate/eradicate it. (5 minutes)

(40 minutes, including the instruction, preparation, and presentation) The teacher will encourage the students to deal with the question: How can these means of analyses (of different approaches) help you in dealing with your interpersonal relations? *Note: Based on the presentation of groups 1 and 2. (5 minutes)

A follow-up question will be also asked from the students: How can these approaches help you in dealing with your interpersonal relations/daily experiences? *Note: Based on the presentation of groups 3 and 4. (5 minutes)




J. Additional activities application remediation

What is the relevance of the social science approaches in analyzing the social phenomena taking place in the society? (5 minutes)

Reflective type of questions will be posted on the board about the issues tackled and give own perspectives using the approaches learned in Social Science. (5 minutes)

How do the different approaches help an individual to analyze a social phenomenon? (5 minutes)

(Note: generalization and evaluation will be done next meeting)

How do the different approaches help an individual to analyze a social phenomenon? (10 minutes) Different approaches in Social Sciences help an individual understand the underlying causes and effects of social issues and through this, he will be able to find solutions on the existing problems in the society. Summative Test (15 minutes)

Homework: for *Look for and bring an or article about the current social phenomena. Paste it on your notebook. Bring old magazines, paste. Scissors, bond papers, and other art materials.


APPENDIX


RATIONAL CHOICE THEORY loop a word(HUMSS_DIS11-IVa-6)


RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6)


Quality of Content

Quality of Scenario

Organization

Impact

Presentation Skills

RUBRIC FOR THE SIMULATION RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6) 5 - Excellent 3 - Good 1 - Fair Content is not Content is accurately Content is accurately accurately portrayed portrayed as effective. portrayed as effective. as effective. Complete coverage of Adequate coverage of Incomplete coverage the topic including its the topic including its of the topic including strengths and strengths and its strengths and weaknesses weaknesses weaknesses Scenario was not Scenario was realistic, Scenario was realistic realistic, class class appropriate and and class appropriate appropriate and wellwell-developed developed Presentation was well organized. Smooth Presentation was fairly Presentation was not flow of the transition well- organized well organized was evident Presentation fully Presentation engaged Presentation failed to engaged the audience the audience engage the audience None of the presenters All presenters spoke Most presenters spoke spoke with appropriate with appropriate eye with appropriate eye eye contact, gestures contact, gestures etc. contact, gestures etc. etc.

Score

TOTAL SCORE


RUBRIC FOR THE SIMULATION RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6) 5 - Excellent 3 – Good 1 - Fair

Quality of Content

Content is accurately portrayed as effective. Complete coverage of the topic including its strengths and weaknesses

Content is accurately portrayed as effective. Adequate coverage of the topic including its strengths and weaknesses

Content is not accurately portrayed as effective. Incomplete coverage of the topic including its strengths and weaknesses

Quality of Scenario

Scenario was realistic, class appropriate and well-developed

Scenario was realistic and class appropriate

Scenario was not realistic, class appropriate and well-developed

Organization

Presentation was well organized. Smooth flow of the transition was evident

Presentation was fairly well- organized

Presentation was not well organized

Impact

Presentation fully engaged the audience

Presentation engaged the audience

Presentation failed to engage the audience

Presentation Skills

All presenters spoke with appropriate eye contact, gestures etc.

Most presenters spoke with appropriate eye contact, gestures etc.

None of the presenters spoke with appropriate eye contact, gestures etc.

Score

TOTAL SCORE


Activity RATIONAL CHOICE THEORY (HUMSS_DIS11-IVa-6) Under Pressure Instruction: Read the scenario below and answer the questions that follow using the worksheet (Under Pressure) provided. Here is the scenario. You are on your way to an important job interview that is given only to shortlisted applicants which include you. You have waited long for this job interview and prepared a lot for it. To miss the interview is to miss a very good chance at a job opportunity that you have dreamed of since you were a kid. You are very excited and hopeful that you will get hired. You are on your way to the job interview when suddenly you receive a call from your younger brother/sister asking for your help. Your brother/sister seems confused and sounds unintelligible over the phone, and you are worried! To add to your dilemma, your brother/sister is a person with disability (PWD). Your questions: What will you do? Would you rush to your brother/sister and forget about the job interview? Or would you ignore the distress call and proceed to the interview and pretend you never received the call? Or do you have any options? To help you answer the questions, please fill out the worksheet (Under Pressure) below. Each quadrant (A, B, C, and D) represents a situation wherein you need to assess your options (strategies and alternatives) and make a choice or decision (action). Analyze and write the advantages (benefits) and disadvantages (risks or cost) of each pair of options in each quadrant. Make sure that you also analyze the implications of each option to your preferences, and ultimately, to your goal. Once you complete the table, you should be able to make a choice or decision. Worksheet 1 Under Pressure

Proceed to the Job Interview

Not Proceed to the Interview

A

B

C

D

Rush to your brother/sister

Processing Questions: 1. Share your output with your classmates. Did you make the same choice or decision? Why or why not? 2. How was the whole experience of assessing your options? Was it difficult? Was it easy? 3. Would you say that you applied rationality when making that final choice or decision?

To not rush to your Brother/sister


RUBRIC FOR REFLECTION PAPER

HUMSS_DIS11-IVg-4 CRITERIA Content

Analysis Organization

DESCRIPTION

POINTS

The student was able to choose one scenario and was able to interpret personal and social experiences using one of the three approaches discussed in this lesson. Analysis was clear and concise based on the data presented. The paper was well-written with ideas easily conveyed to readers. Total

10

POINTS OBTAINED

6 4 20

RUBRIC FOR RESEARCH PAPER



DESCRIPTION

POINTS

The student was able to give examples of positivist researches and analyzed social problems using a theory discussed in this lesson. Analysis was clear and concise based on the data presented. The paper was well-written with ideas easily conveyed to readers. Total

10

POINTS OBTAINED

6 4 20


RUBRIC FOR DOCUMENTARY


Organization Presentation

DESCRIPTION The documentary contained the required information as specified in the instruction. The scientific method can be observed in doing the documentary. The work was well-organized and the message of the documentary is well understood. The presentation was clear with the use of effective audio-visual effects. Total

POINTS

POINTS OBTAINED

10

5 5 20

RUBRIC FOR CLASS PRESENTATION

HUMSS_DIS11-IVg-4 CRITERIA Content Organization

Presentation

DESCRIPTION

POINTS

The content was well-founded with facts lifted from the website Work was well-organized starting from the 15th-18th century alchemist work until the present-day advancements in chemistry. The presentation was clear with the use of effective audio-visual effects. Total

10

POINTS OBTAINED

5

5 20


RUBRIC FOR CLASS PRESENTATION2

HUMSS_DIS11-IVg-4 CRITERIA Content Organization Presentation

DESCRIPTION

POINTS

The content was well-founded with facts coming from the website. Thoughts are well-organized with no deviation from the topic. The presentation was clear with the use of effective audio-visual effects Total

10

POINTS OBTAINED

5 5 20

RUBRIC FOR SHORT PAPER

HUMSS_DIS11-IVg-4 CRITERIA Content Analysis Organization

DESCRIPTION

POINTS

The activity was able to enlist 20 participants with their corresponding response included in the paper. Analysis was clear and concise based on the data presented. The paper was well-written with ideas easily conveyed to readers. Total

10

POINTS OBTAINED

10 5 25


RUBRIC FOR COSTUME PLAY

HUMSS_DIS11-IVg-4 CRITERIA Accuracy of Costumes Information on Relevance of Character Creativity of Presentation

DESCRIPTION

POINTS

The group was able to accurately present assigned characters. The group was able to correctly and sufficiently explain the relevance of the characters in Rizal’s society. The group was able to creatively present the characters. Total

7

POINTS OBTAINED

7

6 20

RUBRIC FOR CLASS PRESENTATION – SKIT (HUMSS_DIS11-IVg-4) CRITERIA Content of Presentation

Clarity

Preparedness

DESCRIPTION

POINTS

The skit was able to effectively show how the chosen profession helps in addressing a particular societal issue. The thought about the chosen societal issue and the corresponding profession was well-conveyed to the audience. The group exhibited preparedness with no or minor problems throughout the presentation. Total

10

POINTS OBTAINED

6

4 20


RUBRIC FOR ESSAY



DESCRIPTION The student was able to explain the social issues and analyze them using the assigned social science approaches Analysis was clear and concise based on the data presented. The paper was well-written with ideas easily conveyed to readers. Total

POINTS

POINTS OBTAINED

10

6 4 20


HUMSS_DIS11-IVh-6 Prepared by CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES, May 4-6, 15-20, 22-24, 2017 at the Otel Pampanga, San Fernando City, Pampanga

Attachment Number 1: POPSICLE FLOWCHART HUMSS_DIS11-IVh-6 MULTIDISCIPLINARY APPROACH: Hunger Economics

SS 1’’s Insight/Solution Employment opportunities to alleviate hunger SS 2’’s Insight/Solution Conditional Cash Transfer

Political Science

INTERDISCIPLINARY APPROACH: Hunger

Economics Insight/solution

Political Science

Aggressive government subsidy


Rubric for Differentiated Task: (HUMSS- DIS 11-IVi-8) Criteria Quality of Content Quality of Scenario

Organization Impact Presentation Skills

Poor (5pts) Content is not accurately portrayed Scenario was not realistic, inappropriate for class or poorly developed. Presentation was not wellorganized. Presentation failed to engage the student audience None of the presenters spoke with appropriate eye contact, volume, tone, use of pauses, gestures, etc. None of the presenters appeared prepared or confident.

Fair (10 pts) Adequate coverage of the topic.

Good (15pts) Complete coverage of the topic.

Scenario was realistic and classappropriate, concepts could be identified. Presentation was fairly wellorganized. Presentation engaged the student audience. Most presenters spoke with appropriate eye contact, volume, tone, use of pauses, and gestures. Most presenters were well-prepared and spoke with confidence.

Scenario was realistic, classappropriate, well-developed. It clearly incorporated concepts. Presentation was well-organized. Presentation fully engaged the student audience. All presenters spoke with appropriate eye contact, volume, tone, use of pauses, and gestures. All presenters were well-prepared and spoke with confidence.


Rubric for Collage Artwork: (HUMSS- DIS 11-IVi-8) Category 20 Several of the graphics or Creativity

Design

Attention to Theme

Number of Items Titles and Text

objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display. Graphics are trimmed to an appropriate size and interesting shape and are arranged well, some in front and some behind. Care has been taken to balance the pictures across the canvass. The group gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation. The collage includes 15 or more items, each different. Titles and text were written clearly and were easy to read from a distance. Text varied in color, size and/or style for different text elements.

15

10

5

One or two of the graphics or objects used in the collage reflect creativity in their creation and/or display.

One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative.

The student did not make or customize any of the items on the collage.

Graphics are trimmed to an appropriate size and interesting shape and are arranged with some items in front and others behind. The canvass, however, does not appear balanced.

Graphics have been trimmed to an appropriate size and interesting shape, but the arrangement of items is not very effective. It appears there was not a lot of planning of the item placement. The group gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme.

Graphics are untrimmed or of inappropriate size and/or shape. It appears little attention was given to designing the collage.

The collage includes 9 different items. Titles and text were written clearly and were easy to read close-up. There was little variation in the appearance of text.

The collage contains fewer than 9 different items. Titles/and or text are hard to read, even when the reader is close.

The group gives a reasonable explanation of how most items in the collage are related to the assigned theme. For many of the items, the relationship is clear without explanation. The collage includes 10-14 different items. Titles and text were written clearly and were easy to read close-up. Text varied in color, size, and/or style for different text elements.

The group’s explanations are weak and illustrate difficulty in understanding how to relate items to the assigned theme.


(HUMSS- DIS 11-IVi-8)

Legend: 4 = 20 pts

3 = 15 pts

2= 10 pts

1 = 5 pts


CLASS B MEMBERS NAME

DIVISION

NAME

DIVISION

ALONZO, DARWIN C.

Science City of Muñoz

GRAFIL, NELITA A.

Bulacan

ANGELES, JUAN KRISTOPIER D.

Bataan

GREGORIO, MARJORIE DG.

Bulacan

ANTONIO, WILLY M.

Malolos City

LADAO, LAWTON O.

City of San Jose del Monte

AUSTRIA, EVELYN C.

Bulacan

LEPASANA, LUIS S


BACARRO, MARIZEL E.

Tarlac

LINSANGAN, CHRISTIAN C.

Nueva Ecija

BATUL, JURYCAH CAMILLE O.

Mabalacat City

MADRIAGA, MARK ANTHONY A.

Tarlac

BULAONG, LEAH T.

Bulacan

MANALANG, JOANNA CHRISTIAN M.

Pampanga

CALMA, JOSE E.

Tarlac

MANALOTO, CHRISTIAN B.

Angeles City

CANDELARIA, ED ACE D.

Nueva Ecija

MENDOZA, ALLAN C.

Pampanga

CATALAN, ANA GRACIA G.

Tarlac

MENDOZA, JIM D.

City of San Fernando

CAYABYAB, REYNA ROSE B.

Tarlac

MINOR, WILHELMINA G.


CRUZ, TROY B.

Bataan

NISAY, RUBY ANN S.

Bataan

DE CASTRO, JOCELYN L.

Pampanga

NOVESTERAS, BABYLEN V.

Tarlac

DE FRANCISCA, MARIA CORAZON N.


ODFEMININA, ARTHUR M.

Nueva Ecija

DELA ROSA, JOHN ALBERT R.

Bataan

PAMINTUAN, FLORENCE IVY F.

Tarlac

DELARIARTE, MICHAEL S.

Bataan

RAMOS, JAY CHRISTIAN M.

Bulacan

DIONISIO, CECILIA M.

Bulacan

REYES, MYRA G.

Pampanga

DUYA, FERDINAND M.

Tarlac

ROLLS, ANN RACHEL T.

Zambales

ENRIQUEZ, MA. JOSEPH PATRICK M.

City of San Fernando

SALVADOR, ROGEL R.

Tarlac City

ESCOBAR, ERIC D.

Olongapo City

SAMANIEGO, ANN LORRAINE L.

Bulacan

ESTEBAN, MARIO C.

Nueva Ecija

SAMPILO, GERONIMO T.

San Jose City

ESTINOPO, RHODA J.

Olongapo City

SUNGA, MARVIN Z.

Pampanga

FERNANDO, GRACE ANNE C.

Bulacan

TABERDO, MA. ELENA N.

Tarlac

FRANQUIA, ROLLY B.

Baler

TALON, VICTORIA P.


GARCIA, VIVIAN GRACE G.

Tarlac

VELARDE, SUNDAE SONNET MARICA L.

Zambales

GARCIA, ALDRIN NARCISO M.

Pampanga

VIDAR, MARK KEVIN A.

Cabanatuan City

GARCIA, MICHAEL M.

Zambales

VILLAROZA, HELEN F.

Nueva Ecija

GINGA, JONALYN A.

Meycauayan City

NOGOY, MARIA CRISTINA H., EPSI

Bulacan

ULALAN, ROWENA T., EPSII

Cabanatuan City

CLASS ADVISER

CLASS ADVISER


3. Disciplines and Ideas in the Social DLP

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