GRADE 12 School JEAGMHS Grade Level 11

DAILY Teacher DELSON C. PEREZ Learning Area Discipline and Ideas in the Social Sciences
LESSON LOG Teaching Dates and Time October 2-6 2023 (Week 6) Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences
B. Performance Standard The learners shall be able to:
interpret personal and social experiences using relevant approaches in the Social Sciences.
Evaluate the strength and weaknesses of the approach.
C. Learning Competency/ Compare and contrast the 1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and evaluate structural
Objectives various Social Science functionalism as dominant approach) HUMSS_DIS11 -IIIe-f-1
Write the LC code for each. disciplines and their fields, main
areas of inquiry, and methods.
(HUMSS_DISS11-IIIb-d-3)
The learners define Structural The learners interpret personal The learners explain the social . Modular
Functionalism and social experiences using function/dysfunction, manifest (Students will answer activities on their
relevant approaches in the and latent function modules)
Social Sciences
II. CONTENT STRUCTURAL-FUNCTIONALISM
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 Resource Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37
IV. PROCEDURES
A. Reviewing previous The Teacher will ask the Teacher will ask the Following. The Teacher will ask the
1. Defined structural
 lesson or presenting the students to give the different functionalism students
new lesson fields study under the social 2. What keeps societies What was the lesson yesterday?
sciences together? How was the lesson discussed?
3. What other institutions can
you consider as having
particular function in the
society?
B. Establishing a purpose The Teacher will write the word Group Activity. Paper Tower The teacher will post jumbled
for the lesson CONSENSUS on the board Group the learners into 5. Give letters on the board and some
and each student will write with each group an equal number of student will arrange the jumbled
his/her own idea about papers. Ask them to erect a letters to make it right.
CONSENSUS. (concept map) tower. The highest paper tower (JUMBLED LETTERS)
is the winner of the game. 1. SOCIAL FUNCTION
2. SOCIAL DYSFUNCTION
Processing Questions: 3. MANIFEST FUNCTION
1. How were you able to build 4. LATENT FUNCTION
the tower appropriately? 5. SOCIAL EQUILIBRIUM
2. How does the activity relate
to structural functionalism?
The members have to
cooperate in order to achieve a
common goal.)
C. Presenting The class will be divided into 5 Group discussion.
examples/Instances of groups. Each group will present The students will be divided in
the new lesson role playing that shows the role to four groups. A social structure
or function of the following in will be assign to each group
society (family, social hierarchy, politics
FAMILY and sports) The group will
CHURCH discuss the manifest and latent
SCHOOL function of the structured
GOVERNMENT assigned to them. After the
MEDIA discussion, the group leader will
share what they have discussed
within the group.
D. Discussing new Processing questions. (Brainstorming) Processing questions.
concepts and practicing 1. How does each institution The class will be asked to 1.What have you realized from
 new skills # 1 work in society according to share with their groups their the activity?
structural-functionalism based personal experiences about 2.Why are social structures
on the activity? the principles of structural and social functions
2. How important are the social functionalism on the assign important in structural
functions of social structure to institution. functionalism?
the stability of society? 1. FAMILY 3. How do you differentiate
2. CHURCH social functions from social
3. SCHOOL dysfunctions?
4. GOVERNMENT 4. What are the differences
5. MEDIA between manifest and latent
functions?
E. Discussing new Video Analysis One representative in
concepts and practicing https://www.youtube.com/ each group will give the GIST
new skills # 2 watch?v=RGeUnjLg1cY of their discussion. After every
presentation, the teacher will
give his/her input.
F. Developing mastery Group Activity Using the T-chart the
(leads to Formative The class will be divided into students will enumerate the
Assessment 3) five groups each group will social function/ dysfunction,
present their personal manifest and latent function.
experiences of structural
functionalism in the assign
institution.
1. role playing
2. poster making
3. Tableau
4. talk show
5. jingle
G. Finding practical Teacher will ask the Following Teacher will ask the Following Teacher will ask the Following
application of concepts questions. questions. questions.
and skills in daily living 1. What GIST of the video? How did structural How will you explain the
2. What specific scene functionalism help you interpret social function/dysfunction,
struck you the most? Why? some personal experiences? manifest and latent function?
3. As a student and a
member of the society, how
 will you promote solidarity
and stability?
H. Making generalizations The teacher will ask the Why is there’s a need to The teacher will ask the
and abstractions about students. interpret personal experiences students to answer the following
the lesson Why are the social structures using structural functionalism? questions.
and social functions important 1.Why do we need to
in explain the social
structural functionalism? 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?
I. Evaluating learning Define Structural Reflection Paper The teacher will ask the
functionalism The learners will reflect on the students to explain the
question below. following.
How important is structural 1. SOCIAL FUNCTION
functionalism in understanding the 2. SOCIAL DYSFUNCTION
different institutions in society? 3. MANIFEST FUNCTION
4.LATENT FUNCTION
5.SOCIAL EQUILIBRIUM
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS

PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ PRUDENCE _________

A. No. of learners who earned
FORTITUDE _________ FORTITUDE _________ FORTITUDE _________ FORTITUDE _________
80% in the evaluation
B. No. of learners who require PRUDENCE _________ PRUDENCE _________
additional activities for FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE _________
remediation who scored FORTITUDE _________ FORTITUDE _________
below 80%
C. Did the remedial lessons PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ PRUDENCE _________
 work? No. of learners who FORTITUDE _________ FORTITUDE _________
FORTITUDE _________ FORTITUDE _________
have caught up with the
lesson
D. No. of learners who PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ PRUDENCE _________
continue to require FORTITUDE _________ FORTITUDE _________ FORTITUDE _________ FORTITUDE _________
remediation

E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:

DELSON C. PEREZ Checked by:

Subject Teacher
ARNEL S. AQUE Noted by:
SHS Coordinator/Head Teacher III
ANGELO R. BASILIO, EdD
School Principal III