DAILY School CANUBING NATIONAL HIGH SCHOOL Grade Level & Quarter 11- 1ST QUARTER

LESSON Teacher JOHN BRIANE G. CAPILI SHS Track ACADEMIC

LOG Inclusive Dates October 04, 2022 & October 06, 2022 Learning Area Disciplines and Ideas
SENIOR HIGH SCHOOL (Tuesday and Thursday) in the Social Sciences
(DISS)
Scheduled Time 9:45-11:45 AM Topic

TUESDAY THURSDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
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.
C. Learning Competencies / 1. Structural-Functionalism (HUMSS_DIS11 -IIIe-f-1)
Objectives (Write the LC Code) 1.1. Structuralism
1.2. determine manifest and latent functions and dysfunctions of sociocultural phenomena
The learner should be able to: The learner should be able to:
 define Structural Functionalism  explain the social function/dysfunction,
 interpret personal and social experiences using manifest and latent function
relevant approaches in the Social Sciences  evaluate the strength and weaknesses of
structural functionalism
II. CONTENT STRUCTURAL - FUNCTIONALISM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not Available
2. Learners’ Materials pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Division of Negros Oriental Learning Resource Portal, Discipline and Ideas in the Social Sciences SLMs
Learning Resources Portals
B. Other Learning Resources Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37
Google.com
IV. PROCEDURES
A. Revising previous lesson or Review on their knowledge of the previous lesson. The Teacher will ask the students
presenting the new lesson  What was the lesson last meeting?
The Teacher will ask the students to give the different  How was the lesson discussed?
fields of study under the social sciences.
B. Establishing a purpose for the Group Activity. The teacher will post jumbled letters on the board
lesson Paper Tower and some student will arrange the jumbled letters to make it
Group the learners into 5. Give each group an equal right.
 number of papers. Ask them to erect a tower. The highest (JUMBLED LETTERS)
paper tower is the winner of the game. 1. SOCIAL FUNCTION
Processing Questions: 2. SOCIAL DYSFUNCTION
1. How were you able to build the tower appropriately? 3. MANIFEST FUNCTION
2. How does the activity relate to structural 4. LATENT FUNCTION
functionalism?

(Possible answer: The members have to cooperate in order

to achieve a common goal.)
C. Presenting examples/ instances The class will be divided into 5 groups. Each group Group discussion.
of the new lesson will present role playing that shows the role or function of The students will be divided in to four groups. A social
the following in society structure will be assign to each group (family, social
1. FAMILY hierarchy, politics and sports) The group will discuss the
2. CHURCH manifest and latent function of the structured assigned to
3. SCHOOL them. After the discussion, the group leader will share what
4. GOVERNMENT they have discussed within the group.
5. MEDIA
Processing questions.
1. How does each institution work in society according to
structural functionalism based on the role playing activity?
2. How important are the social functions of social structure
to the stability of society?

D. Discussing new concepts and (Brainstorming) Processing questions.

practicing new skills #1 The class will be asked to share with their groups 1. What have you realized from the activity?
their personal experiences about the principles of structural 2. Why are social structures and social functions
functionalism on the assign institution. important in structural functionalism?
1. FAMILY 3. How do you differentiate social functions from
2. CHURCH social dysfunctions?
3. SCHOOL 4. What are the differences between manifest and
4. GOVERNMENT latent functions?
5. MEDIA

E. Discussing concepts and One representative in each group will give the GIST Group Activity.
practicing new skills #2 of their discussion. After every presentation, the teacher will With the same five groups and each will share their
give his/her input. idea about the Strength and weaknesses of structural
functionalism using “KWL approach” after the group
discussion they will write their output or idea in manila
paper or cartolina.

Processing questions.
 1. What are the strengths and weaknesses of a functionalist
theory of socialization?
2. What is the defining factors that separate strength &
weakness?
3. What are the strengths and weaknesses of this theory?
F. Developing mastery Group Activity Using the T-chart the students will enumerate the
(Leads to Formative Assessment With their groups, each group will present their social function/ dysfunction, manifest and latent function.
3) personal experiences of structural functionalism in the
assign institution.
1. role playing
2. poster making
3. Tableau
4. talk show
5. jingle

G. Finding practical applications of Teacher will ask the Following questions Teacher will ask the Following questions.
concepts and skills in daily living  As a student and a member of the society, how  How will you explain the social
will you promote solidarity and stability? function/dysfunction, in your day to day living?
 How did structural functionalism help you interpret  Do you concentrate on your strengths or your
some personal experiences? weaknesses? Why?
 What new realizations do you have about the topic?
 What new connections have you made for yourself?

H. Making generalizations and The teacher will ask the students. The teacher will ask the students to answer the
abstractions about the lesson 1. Why are the social structures and social functions following questions.
important in structural functionalism? 1.Why do we need to explain the social
2. Why is there’s a need to interpret personal function/dysfunction, manifest and latent function
experiences using structural functionalism? 2. How do you differentiate social functions from
social dysfunctions?
3. What are the differences between manifest and
latent functions?
4. What are the strengths and weaknesses of the
functionalist theory?
I. Evaluating learning The teacher will ask the students to answer the questions The teacher will ask the students to explain the
below. following.
 Define Structural functionalism 1. SOCIAL FUNCTION
 How important is structural functionalism in 2. SOCIAL DYSFUNCTION
understanding the different institutions in society? 3. MANIFEST FUNCTION
4. LATENT FUNCTION

J. Additional activities for Agreement Agreement

 application or remediation Research on the following: Using Venn Diagram. The students will give at least 5
1. SOCIAL FUNCTION Strength and 5 Weaknesses of structural functionalism.
2. SOCIAL DYSFUNCTION Write your output in a ½ sheet of paper.
3. MANIFEST FUNCTION
4. LATENT FUNCTION

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 it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?

Prepared By: Checked By: Noted By:

JOHN BRIANE G. CAPILI NORCELYN G. MASONGSONG MA. VICTORIA P. MOGOL

SHS Teacher II Master Teacher I Principal I