DAILY School Butuan City Comprehensive High School Grade Level Grade 11

LESSON Disciplines and Ideas in Social

LOG Teacher Eden O. Perez Learning Area
Sciences
Teaching Dates and Time January 2, 4, & 5, 2023/ 03:00pm-
Quarter 2nd
04:00pm;01:00pm-03:00pm

Tuesday/Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key
NEW YEAR/HOLIDAYS concepts in the Social Sciences rooted in Filipino
language/s and experiences.
B. Performance Standards The learners shall be able to carry out an exploration of
personal and social experiences using indigenous
concepts.
C. Learning Competencies/Objectives After going through this lesson, the learners are
Write the LC code for each. expected to:

General Objective:
Examine the key concepts and ideas of Filipino
thinkers in the Social Sciences rooted in
Filipino language and experiences:
a. 19th century (Isabelo delos Reyes, Jose Rizal,
others.) HUMSS_DIS 11-IVe-1
b. 20th -21st century (Sikolohiyang Pilipino,
Pantayong Pananaw etc.) HUMSS_DIS 11-IVf-3,
HUMSS_DIS 11-IVg-4

Specific Objectives:
1. Define Sikolohiyang Pilipino and Pantayong
Pananaw;
2. Explain the filiations and methods of
Sikohiyang Pilipino;
3. What is the role of language in the discourse
about indigenous knowledge;
4. How Pantayong Pananaw is used in critiquing
dominant Filipino
 perspectives;
5. Discuss the social ideas of Isabelo delos
Reyes, Jose Rizal and others and relate the
same to present scenarios; and
6. Prepare a 7-day journal which shall contain
observations regarding the practice in your
respective neighborhood of the filiations or
traditions and the 5 approaches and methods
of Sikolohiyang Pilipino.
Key Concepts and Ideas of Filipino Thinkers
In
II. CONTENT
the Social Sciences Rooted in Filipino
Language and Experiences
III. LEARNING RESOURCES
A. References
Disciplines and Ideas in the Social Sciences:
1. Teacher’s Guide pages Grade 11 Quarter 2: Week 13, Module 13, First
Edition, 2020
Disciplines and Ideas in the Social Sciences:
2. Learner’s Material pages Grade 11 Quarter 2: Week 13, Module 13, First
Edition, 2020
Disciplines and Ideas in the Social Sciences:
3. Textbook pages Grade 11 Quarter 2: Week 13, Module 13, First
Edition, 2020
4. Additional Materials for Learning
Resource (LR) portal
B. Other Learning Resources None
IV. PROCEDURES
The teacher asks the students to recapitulate what
A. Reviewing previous lesson or presenting
they have learned from the previous topic.
the new lesson

B. Establishing a purpose for the lesson The teacher shares the lesson objectives.
C. Presenting examples/ instances of the Activity 1: Fact of Bluff
new lesson Directions: Write Fact if the question or scenario
cited is true and Bluff, if not true.
Answers will please be written on an
intermediate pad paper.
 1. During the middle part of the 19th century,
while the Philippines was under a colonial rule,
there was born a boy who would years later
emerge as a great nationalist and one of the
Filipino patriots to have fought for the
emancipation of the natives from the bondage
of colonization. He came to be known for his
writings like the Noli Me Tangere. He was no less
than Jose Rizal.
2. As soon as the La Liga Filipina died a natural
death with the exile of Jose Rizal in Dapitan, on
July 7, 1892, the Kataastaasan, Kagaanggaangan,
Katipunan ng mga Anak ng Bayan was organized with
Andres Bonifacio as its founding leader. The
alleged revolutionary group anchored its
existence from documents like the Kartilya ng
Katipunan and its constitution and by-laws and
propagated its cause
through its newspaper- the Kalayaan. These
documents were crafted by the so called Brains
of the Katipunan in the person of Apolinario
Mabini.
3. Andres Bonifacio was believed to have
completed his primary education but failed to
proceed to the secondary school. Despite this
academic handicap, he managed to read books
and one of his favorite reading materials was a
novel entitled Les Miserables. He must have
drawn some inspiration from this novel that he
was motivated to write a poem he entitled Pag-
ibig sa Tinubuang Lupa, a poem which was given a
beautiful music by the duo of Inang Laya. This is
a fact or bluff?
D. Discussing new concepts and practicing Activity 2: Visual Representation of Social
new skills #1 (Leads to Formative Change
Assessment 1) 1) In small groups, students will choose a specific
social change or movement from either the 19th
century or the 20th-21st century.
2) Using art supplies and visual aids students will
create a poster or collage illustrating the key events,
 figures, and impacts of their chosen social change.
3) Students will present their visual representations
to the class, explaining the significance and historical
context of their chosen topic.

Rubric:
- Creativity and visual impact: 15 pts
- Accuracy and depth of historical content: 15 pts
- Presentation and explanation: 10 pts
The teacher asks:
Assessment Questions:
1) How does visual representation enhance our
understanding of social changes and movements in
E. Discussing new concepts and practicing history?
new skills #2 1 (Leads to Formative 2) What challenges did you face in creating your
Assessment 2) visual representation, and how did you overcome
them?
3) How can visual representations contribute to the
preservation and dissemination of historical
knowledge?
F. Developing mastery
(Leads to Formative Assessment 3) The teacher elaborates the discussion.

In groups, students will research and analyze a

contemporary social issue in the Philippines. They
G. Finding practical applications of concepts will apply the concepts of Sikolohiyang Pilipino and
and skills in daily living Pantayong Pananaw to analyze the issue from
multiple perspectives and propose possible
solutions.
The teacher elaborates on the following points:
The 19th century and the 20th-21st century in the
context of Disciplines and Ideas in Social Science
provides students with insights into the contributions
of key historical figures, social changes, and
H. Making generalizations and abstractions
psychological perspectives.
about the lesson
The importance of analyzing primary sources,
conducting oral history projects, and creating visual
representations, students deepen their
understanding of these time periods and their
relevance to Philippine society.
I. Evaluating learning The teacher conducts 10-Item Modifies True or False
 Test.

Project-Based Learning
Students will conduct research on a specific social
movement or figure from the 19th century or the
J. Additional activities for application or
20th-21st century. They will create a multimedia
remediation
presentation (e.g., video, website, slideshow)
showcasing their findings and the significance of
their chosen topic in Philippine history.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I use/discover which I wish to share with
other teachers?
Prepared by: Checked by: Noted by:

EDEN O. PEREZ MILODINA S. GAMBA ELSIE JOY B. LEAL, Ph.D.

Subject Teacher Senior High School Track Head Principal III
DATE & TIME: DATE & TIME: DATE & TIME: