DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 12
Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: DISCIPLINE & IDEAS IN THE SOCIAL SCIENCE
Teaching Dates and Time: SEPTEMBER 23-27, 2019 Quarter: SECOND
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Tuesday 9:30-10-30 A.M. Wednesday 8:15-9:15 A.M. Thursday 9:30-10-30 A.M. Friday 1:00:2:00 A.M.
I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standard
Key concepts and approaches in the Social Sciences
B. 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.
Learners are expected to:
C. Objectives/ Learning
appraise the meanings that people attach to everyday forms of interaction in order to explain social behaviour
Competencies
HUMSS_DIS11 –IIIh-3
II. CONTENT SYMBOLIC INTERACTIONISM
III. LEARNING RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources Disciplines and Ideas in the Social Sciences curriculum guide and various websites.
IV. PROCEDURES
A. Motivation/Reviewing previous Photo Analysis on Marxism. At least three The class reviews the concept of symbolic The teachers presents the pictures of Say/Ask: Yesterday, we interpreted
lesson or presenting the new images (e.g. Caste System, Social interactionism by saying a word that describes various sociologists and proponents of different scenarios/everyday forms of
lesson Inequality, etc.) will be shown to be or characterizes it as an approach in Symbolic Interactionism. The learners interactions in which symbolic
depicted and explained by the learners. understanding society. At least five (5) categorically identify them and shortly interactionism approach is used. What
The learners answer the following guide learners will be called as the teacher asks why explain their contributions. are possible symbols that affect
questions: and expounds learners’ answer. human actions?
1. What is the picture shown?
2. What does the picture depict?
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DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
B. Establishing purpose of the lesson A video presentation on people’s The learners will be grouped into two (2) and Social Experiment. Learners will be The teacher now conducts draw lots
perspectives on life symbols will be play a charade game. The first to acquire the grouped into five (5) and go out of the whose group or who performs first.
presented via LCD projector. higher score shall be the winning team. The room to take pictures at least five (5) of Painting, photography, collage, and
1. How do you feel about the teacher throws these questions: any day-to-day school scenarios/everyday diorama require defence /explanation
presentation? 1. Did everyone enjoy the game? Why? forms of interactions, individually. They as part of the criteria.
2. What is the video all about? 3. What do 2. In which part of the game you felt most may use cellphone camera to capture Each group shall be given five
you think the video tries to imply? excited? each scenario they will select five (5) minutes each to perform/explain their
Suggested 3. What were your difficulties with the game? among the collected and captured images. performance or output after the
video:(http://www.youtube.com/watch?v= 4. What made them difficult? With the learners are their journal for write allotted 20 minutes’ time practice
Ql 0XPwtfFGY) The following will be the content of charade ups and reflective entries as well as the
game (Philippine heroes): details of the conduct of the social
a. Apolinario Mabini; experiment.
b. Gabriela Silang;
c. Melchora Aquino;
d. Gregorio Del Pilar;
e. Antonio Luna.
C. Presenting examples/instances of Series of images of different The teacher asks the learners to bring out the Practice and conduct of output and
the new lesson symbols/icon/things/e vents will be shown assigned task yesterday. The teacher performance.
before the learners (e.g. poison symbol, randomly asks the learners these questions: *Note that each has been given
diamonds, corporate attire, black board). 1. Who among the proponents of symbolic enough time to practice and make
The following guide questions will be interactionism is easier to research on? Why? necessary preparation prior this day”.
answered: 2. Who among them has the most recent
1. What images did you see? perspective on this approach?
2. What were your observations on the 3. Cite some of their personal information or
pictures? biography?
3. Do these 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)
D. Discussing new concepts and Brainstorming and Graphic Organizer. The learners (by grouped) randomly share
practicing new skills #1 The learners will be grouped into five (5). Each their learning experience outside the class
group shall be assigned one symbolic among their group for 5 minutes
interactionist. They will be given ten (10) answering these guide questions:
minutes to make a graphic organizer on 1. What went well and not?
Symbolic Interactionism of the assigned 2. What is your symbolic interpretation of
proponent to the group. the scenario?
They will be given cartolina /manila paper and 3. How was symbolic interactionism
art materials in presenting their work. One or portrayed?
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DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
two representatives will explain their output 4. Vote for the first 5 images to be
shortly. presented
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to The teacher collects inputs from the The teachers throw the following questions: Presentation of output.
Formative Assessment) learners using metacards and marker. How can these perspectives on Symbolic One or two members of the group will
Learners right down their ideas in one Interactionism be applied in daily living in the share their work randomly.
phrase about the activities and post it on aspect of: a. Culture; b. Social Classes; c. The following are the guide questions:
the board. (The teacher uses a Societal Aspect; d. Political Aspect 1. Why did you come up with these
tarpdesigned graphic organizer [semantic images?
web], if applicable). 2. How do you consider these
The teacher then asks the learners: scenarios/everyday forms of interactions
1. Based from the graphic organizer, how as portrayal of symbolic interactionism?
will you define symb 3. What symbols triggered you in
interpreting the scenario?
G. Finding practical applications of Does symbolic interactionism affect our
concepts and skills in daily living daily life? Why?
H. Making generalizations and The teacher calls a volunteer learner to Ask the learners to generalize all the salient Teachers throws the following questions:
abstractions about the lesson recap their learning by answering these points (particularly the common concern) of “How can we interpret symbols in day-to-
questions: various sociologists and proponents of day interactions in our society?”
1. Did you enjoy the activities? symbolic interactionism.
2. What is the most significant learning in - George Robert Mead- People cope with the (at least three (3) students shall answer
today’s activity? reality of things according to their the following questions)
3. Given the inputs from everyone, what comprehension of the situation. *Symbols are interpreted based on the
considerations were considered in - experience in given situations. primary experience of an individual. It can
defining symbolic interactionism? be changed through subsequent
experiences. These vary from an
individual’s perception on these symbols.
I. Evaluation/Assessment Define symbolic interactionism in your Pera o Bayong Concept: The teacher presents his own scenario in The teacher assesses learners’
journal. A= Mead the society which the students identify performance and output utilizing
B= Blumer how symbolic interactionism approach is rubrics.
C= Cooley used.
D=Goffman
E= Hochschild
The teacher throws a statement as the student
chooses who among the sociologists
described symbolic interactionism.
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DAILY LESSON LOG
APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science
J. Additional activities for application
or remediation
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 this work
F. What difficulties did I encounter
which my principal/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:
HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ
Subject Teacher Teacher In-Charge
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