GRADES 1 TO 12 SCHOOL GRADE LEVEL Grade 11- 12 GAS/HUMSS

DAILY LESSON LOG TEACHER LEARNING AREA Discipline and Ideas in the Applied
SENIOR HIGH SCHOOL Social Science
TEACHING DATES AND TIME QUARTER 1st/ week 6

Session 1 Session 2 Session 3 Session 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards Key concepts and approaches in the Social Sciences
B.Performance Standards  Interpret personal and social experiences using relevant approaches in the Social Science.
 Evaluate the strengths and weaknesses of the approaches
C.Learning Competencies/Objectives Psychoanalysis
Write the LC Code for each Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
 Identify the three level of The learners analyze the Interpret personal and social The learners present the
awareness. person’s personality in terms of experiences using Structures of Structure of Personality
 The learners recognize the Id, Ego, and Superego. personality in relation with through Social Experiment
proponent of the HUMSS_DIS11-IIIi-2 Defense Mechanism. HUMSS_DIS11-IIIi-4
Psychoanalysis. HUMSS_DIS11- HUMSS_DIS11-IIIi-3
IIIi-1
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
PSYCHOANALYSIS
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.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
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge, indicate the time allotment for each step.
A.Reviewing previous lesson or Ask the students to give Short review on the past lesson. Ask the students to briefly Teacher will review the rubrics
presenting the new lesson examples of symbolic- Ask the students: 1. Who is the explain the “Iceberg Model”. to be used in grading the
interactionism. proponent of psychoanalysis? 2. Guide question: 1. What is the presentation of Social
(3 minutes). Define psychoanalysis? (3 difference of the three Experiment.
minutes) structure of personality (Id, Video Presentation
Ego, and Superego)? (3 of the learner’s
minutes) Social Experiment.
B.Establishing a purpose for the Teaser Video: “Titanic” Situation Analysis A girl/boy Before moving further to the
lesson Teacher will ask question after went to the mall to buy school discussion, the teacher will ask
the video presentation. shoes. Upon entering the shoes the leaners: What do you
1. What is the video all about? section, a pair of ragged shoes usually do whenever you are
2. What causes the titanic to caught her/his attention. The upset in a particular situation?
sunk? girl/boy was having a hard time Example:
3. Why titanic was collided to to choose between school  You are not allowed by your
the iceberg? (7 minutes) shoes or ragged shoes. (5 parents to attend a party?
http://www.youtube.com/wat minutes)  How about your classmates
ch?v=7=Ff5CS27-Y do not allow you to copy their
answer? (5 minutes)
C.Presenting examples/instances of Group Activity: Map Questioning: Guide Question: From the responses of the
the new lesson Construction: 1. What was the situation all the students, teachers will inject
 Learners will be group into about? that those has specific terms
five. 2. If you are in the same called Defense Mechanism.
 Learners will divide and plot situation, what will you choose? Teacher will discuss some of
the three level of awareness the Defense Mechanism.
using the picture of Iceberg. a. Projection
 Instruct the learners to b. Displacement
discuss among their group c. Reaction Formation d.
mates regarding the division of Sublimation (5 minutes)
the iceberg.
 Learners will present their
output in the class. (10
minutes)
D.Discussing new concepts and Teacher will show pictures that Group the students according to Teacher will ask the learners:
practicing new skills #1 illustrate the three parts of the their shoes preference. From our discussion what do
mind. A. Group School Shoes you think is the connection of
B. Group Ragged Shoes Guide structure of personality to
From the given pictures, Defense Mechanism? (3
leaners will be asked to say Question: minutes)
“MINE” if it represents them 1. Why did you choose school
otherwise say “NOT”. shoes? Ragged shoes?

Pictures will be group (Responses will be written on

according to the three level of the board) analyze the answers
awareness. per group. Discuss the
Students with the same Psychoanalysis by Sigmund
answers will be grouped Freud particularly the Id, Ego,
together and explain the level and Superego. (20 minutes)
of awareness where they
belong. (10 minutes)
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery Teacher will inject and further Group Activity: Picture Analysis Group Activity:
(Leads to formative assessment) discuss the concept of the 1. Group the students into three  Group the student into five
three level of awareness as (3) groups. groups.
part of the psychoanalysis. 2. Each group will be assigned  Ask them to cite one (1)
to classify the different pictures situation happened in their life
Discuss brief background of according to Id, Ego, and wherein they used defense
the proponent of Superego. mechanism.
Psychoanalysis. (5 minutes) 3. Students will justify their  Let the groups identify the Id,
answers. ego, and superego in that
4. Rubric Attached situation given by the students.
(9 minutes)
G.Finding practical/applications of  Are there any instances that Give certain situations wherein
concepts and skills in daily living you have experience either Id, Ego, and Superego are
one of these three levels of evident?
awareness?
 In what particular situation
did you experience these levels
of awareness? (5 minutes)

H. Making generalizations and Guide Question: 3. What are the three (3) (Learners will be given five (5)
abstractions about the lesson 1.Who is the proponent of structure of personality? minutes review for the
Psychoanalysis? summative test).
2.What are the three level of ID- is concerned only with
awareness? Briefly explain. satisfying personal desires. The
actions taken by the id are
Sigmund Freud (1856- 1939)- based on the Pleasure principle.
Jewish background, though
avowed atheist. Lived in EGO- the primary job of the ego
Vienna until Nazi occupation in is to mediate/ balanced the
1938. He had a medical demands of the Id and the
background wanted to do outer forces of reality.
“neurophysiologic research”.
He had a private practice in SUPEREGO- the moral arm of
nervous and brain disorders. the personality, it corresponds
He is the founding father of to one’s 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 40 items summative test Individual Activity:
Construct/ draw your own  Group the learners into three Pointers: Write a reflection about the
representation of the level of (3) groups. 10 items structural Social experiment presented by
awareness creatively. Briefly  The group will pick what functionalism your group.
explain on your own words. particular structure of 10 items Marxism
(10 minutes) personality they will perform/ 10 items symbolic
present. (Id, Ego, Superego). interactionism
 Rubrics will be provided to 10 items psychoanalysis (30
evaluate performance. minutes)

J.Additional activities for application Create five groups and prepare Remind the class about the
or remediation a social experiment showing the presentation of the Social
three structures of personality. Experiment for the next day.

(e.g. Intentional dropping of

wallet in the public to
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask relevant questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to 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
material did I use/discover which I
wish to share with other teachers?

Prepared by: checked by:

Subject Teacher SHS Coordinator