GRADE 1 to 12 School GUIGUINTO NAT’L VOCATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher R A L P H R Y A N H . T O O Learning Area DISS

Teaching Dates and Time 6TH Week October 3-7, 2022 Quarter I

SESSION 1 SESSION 2 SESSION 3 SESSION 4- 5

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: 1. interpret personal and social experiences using relevant approaches in the Social Sciences.
2. Evaluate the strength and weaknesses of the approach.

C. Learning Competency 1. Structural-Functionalism 1.1 Structuralism (the learners will interpret and 1. Structural-Functionalism 1.1 Structuralism (the learners will
Write the LC code for each. evaluate structural functionalism as dominant approach) HUMSS_DIS11 -IIIe-f-1 interpret and evaluate structural functionalism as dominant
approach) HUMSS_DIS11 -IIIe-f-1

The learners define Structural Functionalism

The learners explain the social function/dysfunction, manifest and
The learners interpret personal and social experiences using relevant approaches in latent function
the Social Sciences
The learners evaluate the strength and weaknesses of structural
functionalism.

II. CONTENT STRUCTURAL-FUNCTIONALISM

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages
3. Textbook pages

1
4. Additional Materials 1
from Learning Resource
(LR)portal
B. Other Learning Resource Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc.,

IV. PROCEDURES

A. Reviewing previous lesson The teacher will write the

Teacher will ask the Following.
or presenting the new lesson manifest function and latent
1. Defined structural functionalism
The Teacher will ask the students The Teacher will ask the students What function on the board and the
1. What keeps societies together?
to give the different fields study was the lesson yesterday? How was the students will give some
2. What other institutions can you
under the social sciences. lesson discussed? examples of these two functions
consider as having particular function in
(5 minutes) (5 minutes) and they will write their answer
the society?
on the board.
(5 minutes)
(5 minutes)
B. Establishing a purpose for Group Activity. Paper Tower
the lesson
Group the learners into 5. Give each
The teacher will post jumbled letters on
group an equal number of papers. Ask
the board and some student will arrange
them to erect a tower. The highest
The Teacher will write the word the jumbled letters to make it right. The Teacher will ask the
paper tower is the winner of the game.
CONSENSUS on the board and (JUMBLED LETTERS) students What are your
Processing Questions:
each student will write with 1. SOCIAL FUNCTION Strengths and Weaknesses? And
1. How were you able to build the
his/her own idea about 2. SOCIAL DYSFUNCTION the students will write their
tower appropriately?
CONSENSUS. (concept map) 3. MANIFEST FUNCTION answer on the board.
2. How does the activity relate to
(5 minutes) 4. LATENT FUNCTION (5 minutes)
structural functionalism?
5. SOCIAL EQUILIBRIUM
(Possible answer: The members have to
(10 minutes)
cooperate in order to achieve a
common goal.)
(10 minutes)
C. Presenting The class will be divided into 5 Group discussion. Group Activity.
examples/Instances of the groups. Each group will present The students will be divided in to four The class will be divided in to
new lesson role playing that shows the role groups. A social structure will be assign to five groups and each will share
or function of the following in each group (family, social hierarchy, their idea about the Strength
society politics and sports) The group will discuss and weaknesses of structural
1. FAMILY the manifest and latent function of the functionalism using “KWL
2. CHURCH structured assigned to them. After the approach” after the group
3. SCHOOL discussion, the group leader will share discussion they will write their
4. GOVERNMENT what they have discussed within the output or idea in manila paper
5. MEDIA group. or cartolina.

2
(20 minutes) (20 minutes) (10 minutes)
D. Discussing new concepts Processing questions.
(Brainstorming) Processing questions.
and practicing new skills # 1 1. What have you realized from the
Processing questions. The class will be asked to share with 1. What are the strengths and
activity?
1. How does each institution work their groups their personal experiences weaknesses of a functionalist
2. Why are social structures and social
in society according to structural- about the principles of structural theory of socialization?
functions important in structural
functionalism based on the functionalism on the assign institution. 2. What is the defining factors
functionalism?
activity? 1. FAMILY that separate strength &
3. How do you differentiate social
2. How important are the social 2. CHURCH weakness?
functions from social dysfunctions?
functions of social structure to 3. SCHOOL 3. What are the strengths and
4. What are the differences between
the stability of society? 4. GOVERNMENT weaknesses of this theory?
manifest and latent functions?
5. MEDIA (5 minutes)
(5 minutes)
E. Discussing new concepts One representative in each group will
and practicing new skills # 2 give the GIST of their discussion. After
every presentation, the teacher will
give his/her input
F. Developing mastery Group Activity
Group Activity
(leads to Formative The class will be divided in to
Assessment 3) The class will be divided into five
five groups each group will
groups each group will present their
present the strength and
personal experiences of structural
Video Analysis Using the T-chart the students will weaknesses of structural
functionalism in the assign institution.
https://www.youtube.com/w enumerate the social function/ functionalism.
1. role playing
atch?v=BKl6HSnlaIk dysfunction, manifest and latent function. 1. role playing
2. poster making
(7 minutes) (5 minutes) 2. poster making
3. Tableau
3. Tableau
4. talk show
4. talk show
5. jingle
5. jingle
(20 minutes)
(20 minutes)
G. Finding practical application Teacher will ask the Following
of concepts and skills in questions.
daily living Teacher will ask the Following
1. What GIST of the video? Teacher will ask the Following questions.
questions
2. What specific scene struck you How will you explain the social
How did structural functionalism help Teacher will ask the Following
the most? Why? function/dysfunction, manifest and latent
you interpret some personal questions.
3. As a student and a member of function?
experiences?
the society, how will you promote (5 minutes)
(2 minutes)
solidarity and stability?
(5 minutes)
H. Making generalizations and The teacher will ask the Why is there’s a need to interpret The teacher will ask the students to 1. Do you concentrate on your
abstractions about the students. Why are the social personal experiences using structural answer the following questions. strengths or your weaknesses?
lesson structures and social functions functionalism? (5 minutes) 1.Why do we need to explain the social Why?
3
function/dysfunction, manifest and latent
function 2. What new realizations do you
2. How do you differentiate social have about the topic?
important in structural
functions from social dysfunctions? 3. What new connections have
functionalism? (4 Minutes)
3. What are the differences between you made for yourself?
manifest and latent functions? (5 minutes)
(5 minutes)
I. Evaluating learning The teacher will ask the students to
Reflection Paper explain the following. The teacher will ask the
The learners will reflect on the 1. SOCIAL FUNCTION students to answer the
Define Structural functionalism question below. How important is 2. SOCIAL DYSFUNCTION following Question. What are
(4 minutes) structural functionalism in 3. MANIFEST FUNCTION the strengths and weaknesses
understanding 4. LATENT FUNCTION of the functionalist theory?
the different institutions in society? 5. SOCIAL EQUILIBRIUM (5 minutes)
(5 minutes)
J. Additional activities for Research on the following: The teacher will ask the
application or remediation 1. SOCIAL FUNCTION students to answer the
2. SOCIAL DYSFUNCTION following Question. What are
3. MANIFEST FUNCTION the strengths and weaknesses
4. LATENT FUNCTION of the functionalist theory?
5. SOCIAL EQUILIBRIUM (5 minutes)
Write/paste them down on your structuralfunctionalism.
journal (5 minutes)
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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

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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 Noted:

RALPH RYAN H. TOO MA. MICHELLE G. VILLAREAL ROMAN M. CARREON

Teacher III SHS Focal Person for Academics Secondary School Principal IV