Daily Lesson Log School Cesar E.

Vergara Mem High School Grade Level Grade 11

(DLL) DISCIPLINE IDEAS IN SOCIAL
Teacher FRITZ T. COLLANTES Learning Area
SCIENCE
Teaching Dates & Time JuLy 14-18, 2025 Quarter Quarter 1 Week 5
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES

A. Content Standards analyze the effects of applied social sciences processes on individuals, groups, and society.
B. Performance The learners shall be able to… connect the disciplines with their historical and social foundations interpret personal and social experiences using relevant approaches in the Social
Standards Sciences evaluate the strengths and weaknesses of the approach.
C. Learning Analyze the basic concepts and principles of the major social
Competencies/ science theories:
Objectives a. Structural-functionalism
Write the LC
b. Marxism
code for each c. Symbolic Interactionism

Evaluate the
strengths and
Analyze real-life social limitations of
Explain the key concepts and principles of Structural- Differentiate the three major social science theories by situations using the lens of each Structural-
Objectives functionalism, Marxism, and Symbolic Interactionism identifying their main assumptions, key proponents, and focus theory to explain how society functionalism,
using appropriate social science terms. areas in society. functions, changes, or is Marxism, and
interpreted by individuals. Symbolic
Interactionism in
understanding
contemporary social
issues.
II. CONTENT Principles of Major Social Science Theories

III. LEARNING
RESOURCES

A. REFERENCES

1. Teacher’s Guide
pages
2. Learner’s
Materials pages

3. Textbook pages
4. Additional Power point presentations, ADM Power point presentations, ADM Power point presentations, ADM Power point
Materials from
Learning
 Resource (LR) presentations, ADM
Portal
B. Other Learning
Resources
IV. PROCEDURES

Introduce and explain the three major theories: 1. The teacher will ask about 2. The teacher will
A. Reviewing Teacher will ask the learner about the past lesson that they the disciplines of social ask about the
previous lesson or
discuss sciences. different stages
presenting the
new lesson through human
societies evolved.
Introduce and explain the three major theories: Teacher explains the three theories using a table Preliminary Activities (5 Mini-Lecture:
format: minutes) Strengths and
Key Main Limitations (10
Theory Focus  Prayer and greetings minutes)
Concepts Proponents Main Key
Theory Focus Areas Present the strengths
Social Émile How social Assumptions Proponents  Checking of attendance
and weaknesses of
Structural- structure, Durkheim, institutions Society is a
Institutions  Motivational each theory using a
functionalism stability, Talcott maintain system of
Émile (family, Question: comparison table:
function Parsons order interrelated
Structural- Durkheim, education,
How parts
Class functionalism Talcott religion)
Karl Marx, economic working
conflict, Parsons and social
Marxism Friedrich systems together for
power, order
Engels create stability
B. Establishing a inequality
purpose for the
inequality Society is
lesson How shaped by
George individuals conflict Economy,
Symbols, Karl Marx,
Herbert create between class
Symbolic meaning, Marxism Friedrich
Mead, social classes due struggle,
Interactionism human Engels
Herbert reality to unequal inequality
interaction distribution
Blumer through
interaction of resources
People act
Daily
based on George H.
interactions,
Symbolic meanings Mead,
meaning-
Interactionism derived from Herbert
making,
social Blumer
symbols
interaction
C. Presenting Group Activity (15 minutes) Guided Group Activity – Comparison Chart "Why do people see the same Group Activity:
examples/instance situation differently? For Theory Lens Analysis
s of the new Divide class into 3 groups example, how do people view (15 minutes)
 poverty, online influencers, or Instructions:
 Instructions: Divide class into 3 groups. political rallies?"  Divide class
into 3 groups.
Assign one theory per group.  Assign each
 Each group will: group a
o Identify real-life examples that different
illustrate the theory contemporar
lesson
y issue (e.g.,
unemploymen
t, gender
inequality,
social media
addiction).

Provide manila paper and markers. Teacher will discuss and asked Teacher will discuss
Identify real-life examples that illustrate the theory the students about the and asked the students
D. Discussing new about the Symbolic
concepts and Each group completes a comparison chart for all three Marxism.
Interactionism
practicing new theories (using colored sections or columns). - Nature of Marxism
skills #1 - Nature of
Symbolic
Interactionism
E. Discussing new Present a short explanation in front of the class (1–2 After 10 minutes, each group presents their chart briefly. . Lesson Proper (35 - Core Principle of
concepts and minutes per group) minutes) Symbolic
practicing new
skills #2 1. Short Interactionism
Lecture/Review (10
minutes)
 Recap of key concepts
of the 3 theories:
o Structural-
functionalism:
Focus on
order, roles,
institutions
o Marxism:
Focus on class
struggle,
power,
inequality
o Symbolic
Interactionis
m: Focus on
individual
meanings,
 symbols,
interaction

The teacher show meta card of 4 concepts and the learners True or False
must be explain their understanding Direction: Below are
Direction. Write F for false or incorrect statement and T for a Direction. If you were to wrap scenarios about the
true or correct statement on the space provided for before each up your relationship with your social science theories
number. family, what object or thing of structural
F. Developing functionalism,
would symbolize it? Draw that
Mastery Marxism, and
(Leads to object or thing and write a one- Symbolic
Formative liner caption why you chose that. Interactionalism. Read
Assessment) Use a separate sheet of paper for each carefully and
the drawing. understand the
situations before
answering. Write three-
liner justification to
support your answer to
the questions.
. Social Observation Task: “Theory in Real Life” Students create a mini-poster or infographic analyzing one Each group receives a real-life Teacher will give a
current social issue (e.g., poverty, teenage pregnancy, online scenario such as: case study to their
Instructions: trolling) through the lens of each theory. learners.
 Social media
Ask students to observe or recall a common real-life They must: influencing youth In your respective
social situation (e.g., classroom rules, community behavior communities, select
pantries, labor strikes, social media behavior, family roles one social institution
 Traffic congestion and and
transportation issues make it the subject of
G. Finding practical
applications of your case study. This
concepts and study shall be anchored
skills in daily from your learning
living
about structural
functionalism and
symbolic
interactionism.

The mechanics and

rubrics will be posted
in our class.

H. Making  Summarize the key points of each theory Emphasize the differences in how each theory views society. eacher highlights how each Why is Symbolic
generalizations theory offers unique insights and Interactionalism is
and abstractions  Emphasize differences and contributions
 to understanding society asks: important to learn and
understand?
Ask:  “Can one theory fully
explain a situation?”
“Which theory do you think is most useful for analyzing
about the lesson modern social issues? Why?”  “Which theory do you
think best explains
change in society?”

I. Evaluating Quiz 1-5 True or false Distribute a Venn diagram worksheet. Quiz 1-10 5 Identification 1-5 Multiple choice
Learning quiz PISA PATTERN
BASED QUESTIONS

Students compare and contrast the three theories, placing

similarities in the center and unique traits in the outer circles.
1. A community sets up
a feeding program to
help address hunger
among low-income
families. Which theory
best explains how the
feeding program
maintains social
stability by fulfilling a
societal function?

A. Marxism
B. Symbolic
Interactionism
C. Structural-
functionalism
D. Rational Choice
Theory

2. Which of the
following is a
limitation of Symbolic
Interactionism in
 understanding large-
scale social issues such
as poverty or systemic
racism?

A. It ignores the
importance of personal
meaning and symbols
in daily life.
B. It focuses too much
on social institutions
and not enough on
individuals.
C. It lacks the ability to
analyze broader
structural forces in
society.
D. It always supports
the status quo and
avoids social critique.

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
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:

FRITZ T. COLLANTES LUZVIMINDA A. RULE LEONEIL M. CASTRO

Subject Teacher Master Teacher -I Principal I
Rubrics for Case Study
Category Points assignment
Comprehensive Lacking in Not presented in
presentation presentation. logical manner.
Ideas as are logical Insufficiency of No evidences
and well-supported related ideas and presented.
Content
by evidences lacks evidences. Unnecessary
Unnecessary ideas Unnecessary ideas ideas are
are excluded are excluded excluded
(10-15 pts.) (5-9pts.) (1-4pts.)
Demonstrates
Insufficiency of
sufficient personal
personal
interpretation or
interpretation or
insight Copy pasted
Originality insight
Demonstrates in (1-3)
Lacks in depth
depth critical
critical thinking.
thinking.
(4-6 pts.)
(7-10pts.)
Mechanics Followed the Not all of the Not all of the
technical technical technical
requirements. requirements are requirements are
Grammatically followed. followed.
correct sentence Minimal Grammatically
structure and use grammatical errors erroneous
of appropriate and some words sentence
 construction and
some words
used are not
language. used
appropriate.
(7-10pts.) are not
(4-6 pts.)
appropriate.
(1-3)