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    LE DISS Week7 Q1

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    Rheyjhen Cadawas
    This document outlines a lesson plan for teaching 11th grade students about the Interpretive Social Science Approach. The lesson plan utilizes the IDEA instructional process and includes objectives, content standards, procedures, and reflections. Key aspects of the lesson include introducing the emergence of social sciences and different disciplines, discussing interpretive and symbolic interactionism approaches through group activities creating infographics, and having students reflect on what they have learned.

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    LE DISS Week7 Q1

    Uploaded by

    Rheyjhen Cadawas
    185 views5 pages
    This document outlines a lesson plan for teaching 11th grade students about the Interpretive Social Science Approach. The lesson plan utilizes the IDEA instructional process and includes objectives, content standards, procedures, and reflections. Key aspects of the lesson include introducing the emergence of social sciences and different disciplines, discussing interpretive and symbolic interactionism approaches through group activities creating infographics, and having students reflect on what they have learned.

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    LE-DISS-Week7-Q1

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    This document outlines a lesson plan for teaching 11th grade students about the Interpretive Social Science Approach. The lesson plan utilizes the IDEA instructional process and includes objectives, content standards, procedures, and reflections. Key aspects of the lesson include introducing the emergence of social sciences and different disciplines, discussing interpretive and symbolic interactionism approaches through group activities creating infographics, and having students reflect on what they have learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    185 views5 pages

    LE DISS Week7 Q1

    Uploaded by

    Rheyjhen Cadawas
    This document outlines a lesson plan for teaching 11th grade students about the Interpretive Social Science Approach. The lesson plan utilizes the IDEA instructional process and includes objectives, content standards, procedures, and reflections. Key aspects of the lesson include introducing the emergence of social sciences and different disciplines, discussing interpretive and symbolic interactionism approaches through group activities creating infographics, and having students reflect on what they have learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

    Learning Area Disciplines and Ideas in the Social Sciences (DISS)


    Learning Delivery Modality Limited Face-to-face Modality

    School Balian Integrated NHS Grade Level Grade 11


    Teacher RHEYJHEN M. CADAWAS Learning Area Specialized (HUMSS)
    LESSON DISS
    EXEMPLA Teaching Date Week 7 Quarter First Quarter
    R
    Teaching Time 8:15 – 9:15 No. of Days 8 days
    (see PIVOT 4A BOW for the number of
    days)

    I.OBJECTIVES At the end of week, the learners are expected to:


     Demonstrate an understanding of the emergence of the Social
    Sciences and the different disciplines.
     Value the importance of social science in the society
     Connect the disciplines with their historical and social
    foundations.
    A. Content Standards The learners demonstrate an understanding of 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.
    C. Most Essential Learning analyze the basic concepts and principles of the major
    Competencies(MELC) social science ideas:
    2. Interpretive Social Science A
    a. Hermeneutic Phenomenology
    b. Symbolic Interactionism
    II. CONTENT The Approaches of Social Sciences INTERPRETIVE SOCIAL
    SCIENCE APPROACH
    III. LEARNING RESOURCES
    A. References
    a. Teacher’s Guide Pages
    b. Learner’s Material Pages
    c. Textbook Page
    d. Additional Materials from JOSE, MARY DOROTHY DL. AND ONG, JEROME A. “Discipline and Ideas in
    Learning Resources the Social Sciences.” Quezon City. Vibal Group, Inc. 2016.”
    B. List of Learning Resources for
    Development and Engagement Learning Activity Sheets, Manila Paper
    Activities
    IV. PROCEDURE
    A. Introduction (I) What I Need to Know?
    Preliminaries:
    Prayer, Greetings and Checking of Attendance, Classroom Rules
    A. Bridging Intervention Program: BIP! BIP! “NUMERACY”
     Review the Previous Activities then apply Tic-Tac-Toe
     The class will be divided into 2 groups. Learners will
    allow to mark the spaces in a three-by-three grid with X
    or O if they will able to give the correct answer from the
    teacher’s question.
     Teacher will prepare set of questions based from the
    previous topic. The group player who succeeds in placing
    three of their marks in a horizontal, vertical, or diagonal
    row is the winner.

    What’s New?

    #PassTheMessage
    The class will be divided into four groups and each group will form a
    line. The first person in line will do the action/task and pass it to the next
    person in line until the message reaches the last person in line.

    Group 1. Pass the passage.


    *Sister Susi went to the sea to see the sea you sea.
    Group 2. Pass the drawing (using marker and bond paper)
    *Draw a fish
    Group 3. Pass the action.
    *Jump, chin and heart
    Group 4. Pass the message (through body movements – eyes close,
    shoulder movement and snapping)
    *8-6-8
    Processing:
    1. What do you think is most probable to happen when a message is
    passed on to different people?
    2. What could be the factors why a message would get distorted
    when passed on to a different people?
    3. What could be the importance of our particular circumstance and
    mindset in understanding a particular message at a particular
    point in time?
    #GuessTheSignsAndSymbols

    Processing:
     What have you realize with our activity today?
     What do you think is our topic for today?

    B. Development ( D) What I know?


    Teacher will proceed to Discussion Proper:

    In this activity we look the societal issues based on our different


    perspectives, ideas and approaches. There are three major approaches of
    social sciences to be tackled:

    a. Positivism Theory
    b. Interpretive Theory
    c. Critical Social Science Theory

    Understanding Interpretive Social Science Approach

     It is sensitive in context.
     It claims that people create and associate their own subjective
    meanings as they interact with the world around them.
     It asserts to search for the meanings people assign to certain
    phenomena in order to understand them.
     Its knowledge of reality is only socially constructed, no objective
    reality as opposed to the claims of positivist social science that
    there exists objective reality.
     It can be traced to Max Weber, who asserted social science
    needed to study significant social action, and Wilhelm Dilthey
    argued the importance of an emphatic discernment of the
    everyday lived experience of people in a particular historical
    setting.

    #GIANT INFOGRAPHICS
    (Reference/Source: Online or Learning Activity Sheets)

    The class will be divided into 8 groups. Each Group will prepare 1
    Manila Paper and their art materials to be posted within the classroom.
    The learners will be instructed to create a INFOGRAPHICS Poster
    containing the information assigned to them.

    Concept A –
    Group 1 Definition and Historical Context of Hermeneutic
    Phenomenology
    Group 2 Contributors of Hermeneutic Phenomenology
    Group 3 Key Concepts of Hermeneutic Phenomenology
    Group 4 Strengths and Criticisms of Hermeneutic Phenomenology

    Concept B –
    Group 1 Definition and Historical Context of Symbolic Interactionism
    Group 2 Contributors of Symbolic Interactionism
    Group 3 Key of Symbolic Interactionism
    Group 4 Strengths and Criticisms of Symbolic Interactionism
    Example.
    Then, groups are expected to share their output.

    C. Engagement What I can do?

    Write-Up
    Learners will write important information about the topic based on the
    presentation posted on the board.

    Theory Definition Contributors Strength Criticis Example


    s ms s
    Hermen
    utic
    Phenom
    enology
    Symbol
    ic
    Interact
    ionsim

    Processing:
     What is Hermeneutic Phenomenology and Symbolic
    Interactionism?
     Who are the proponents?
     What are the strengths and criticisms of the theory?
     Can you give real-life examples in every theory?

    D. Assimilation (A) What I have learned?


    V. REFLECTIONS As a reflection on what they have learned in module 1, Learners
    will do Learning Task 5: “T-M-L Phrase.”
    The Topic was about _______________________
    It Matters because _________________________
    I’ve Learned today that _____________________

    VI. Additional Activities Home-Based Activity:

    Complete the following concept map.

    INTERPRETIVE

    Defined:

    Prepared by: Checked by:


    RHEYJHEN M. CADAWAS DINA G. PULIAN
    Teacher II Master Teacher II

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