School MARONQUILLO NATIONAL HIGH SCHOOL Grade Level 11

GRADES 11 TO 12 Teacher Marites B. Vardeleon Learning Area Discipline and Ideas in the Social
DAILY LESSON LOG
Science
Teaching Dates and Time Week 9, October 17-21, 2022 Quarter Midterm, 1st Sem 2022-2023
Date: Monday, Oct. 17 Date: Tuesday, Oct. 18 Date: Tuesday, Oct. 18 Date: Friday, Oct. 21
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the key concepts and approaches in the Social Sciences

The learners interpret personal and social experiences using relevant approaches in the Social Sciences; and
B. Performance Standards evaluate the strengths and weaknesses of the approach

The learners define Structural The learners interpret personal The learners explain the social The learners evaluate the
C. Learning Functionalism and social experiences using Structural function/dysfunction, manifest and strengths and weaknesses of
Competencies/ Functionalism latent function of Structural Structural Functionalism.
Objectives (Code)
Functionalism.
Concept Formation on Structural Personal and Social Experiences on Function and Dysfunctions of Structural Strengths and Weaknesses of
D. CONTENT Functionalism Structural Functionalism Functionalism. Structural Functionalism.
E. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Additional Materials from
Leaning Resource (LR) portal

B. Other Learning Laptop, Chalkboard, bondpaper Laptop, Chalkboard, bondpaper Laptop, Chalkboard, bondpaper Laptop, Chalkboard, bondpaper
Resources MELCS, Curriculum Guide MELCS, Curriculum Guide MELCS, Curriculum Guide MELCS, Curriculum Guide
DISS ADM Quarter 1 Module 4 – DISS ADM Quarter 1 Module 4 – DISS ADM Quarter 1 Module 4 – DISS ADM Quarter 1 Module 4 –
Concepts and Principles of the Concepts and Principles of the Social Concepts and Principles of the Social Concepts and Principles of the
Social Science Theories Science Theories Science Theories Social Science Theories
https://www.sciencedirect.com/
topics/social-sciences/structural-
functionalism

F. PROCEDURES
The teacher will ask the students Students will be asked to define The Teacher will ask the students The teacher will write the
A. Reviewing previous to give the different fields study structural functionalism and to give to recap what was discussed in the manifest function and latent
lesson or presenting the
new lesson
under the social sciences. examples of institutions whom they previous meeting. function on the board and the
consider as having particular students will give examples of
function/s in the society? these two functions/

The teacher will write the word Group Activity. The teacher will show jumbled The teacher will ask the
B. Establishing a purpose for CONSENSUS on the board and Paper Tower letters on the board . students their strengths and
the lesson
each student will write with Group the learners into three (3) Student will arrange the jumbled weaknesses.
his/her own idea about Each group will be given an equal letters to form the lesson’s key
CONSENSUS via a concept map. number of papers. terms.
Each group must erect a tower. (Key Terms)
The highest paper tower is the 1. SOCIAL FUNCTION
winner of the game. 2. SOCIAL DYSFUNCTION
3. MANIFEST FUNCTION
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
Students will be asked to give Processing Questions: Group discussion: Group Activity. The class will
C. Presenting Examples / the role or function of the 1. How were you able to build the The students will be divided in to 3 be divided in to 3 groups and
Instances of new lesson
following in society: tower appropriately? groups. A social structure will be each group will share their
1. FAMILY 2. How does the activity relate to assign to each group (family, politics ideas about the strengths and
2. CHURCH structural functionalism? and sports) weaknesses structural
3. SCHOOL The group will discuss the manifest functionalism
4. GOVERNMENT and latent functions of the structure
5. MEDIA assigned to them.
The group leader will share to the
class what transpired in the group.
How does each institution work in The class will be asked to share with Processing Questions: What are the strengths and
D. Discussing new concepts society according to structural- their group their personal 1. What have you realized from weaknesses of a functionalist
and practicing new skills
#1 functionalism experiences about the principles of the activity? theory of socialization?
based on the activity? structural functionalism on the 2. Why are social structures and social
following institutions: functions important in structural
1. FAMILY 4. GOVERNMENT functionalism?
2. CHURCH 5. MEDIA
3. SCHOOL
How important are the What are the defining factors
E. Discussing new concepts social functions of social that separate strengths &
and practicing new skills
#2 structure to the stability of weakness?
society?
Group Activity Using the T-chart the students will Summarize the strengths
 F. Developing mastery Each group will present their enumerate the social function/ and weaknesses of
(Leads to Formative
Assessment 3)
personal experiences of dysfunction, manifest and latent structural functionalism.
structural functionalism in the function. Evaluate if structural
institution of their choice functionalism is a good
through any of the following: approach in the social
1. short skit sciences
2. poster making
3. talk show
4. jingle
As a student and a member of the How did structural functionalism help How will you explain the social What new realizations do you
G. Finding practical society, how will you promote you interpret some personal function/dysfunction, manifest and have about this topic on
applications of solidarity and stability? experiences? latent function in our daily lives? strengths and weaknesses?
concepts and skills in
daily living
H. Making generalizations Why are the social structures and Why is there a need to interpret 1. How do you differentiate social What are the strengths and
and abstraction about the social functions important in personal experiences using structural functions from social dysfunctions? weaknesses of the functionalist
lesson
structural functionalism? functionalism? 2. What are the differences between theory?
manifest and latent functions?
Define Structural How important is structural Explain the following: Use a graphic organizer to
I. Evaluating Learning functionalism functionalism in understanding the 1. SOCIAL FUNCTION present at least 3 Strengths and
different institutions in society? 2. SOCIAL DYSFUNCTION 3 Weaknesses of Structural
3. MANIFEST FUNCTION Functionalism.
4. LATENT FUNCTION
5. SOCIAL EQUILIBRIUM
J. Additional Activities for
application or remediation:

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

HUMSS 11: HUMSS 11: HUMSS 11: HUMSS 11:
80% on the formative assessment
B. No. of learners who require
additional activities for HUMSS 11: HUMSS 11: HUMSS 11: HUMSS 11:
remediation
C. Did the remedial lessons
worked? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to
require remediation.
 E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve.?
G. What innovation or localized
materials did I use, discover
which I wish to share with other
teachers?

Prepared by : Checked by : Inspected by :

MARITES B. VARDELEON MIRASOL G. GAMMAD RICHARD C. BAGTAS

Teacher SHS Focal Person MNHS PRINCIPAL I