DLL - Discipline and Ideas Week 6 Blank

GRADES 1 TO 12 DAILY LESSON LOG SENIOR HIGH SCHOOL

SCHOOL

GRADE LEVEL

Grade 11- 12 GAS/HUMSS

TEACHER

LEARNING AREA

Discipline and Ideas in the Applied 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 B.Performance Standards

Key concepts and approaches in the Social Sciences  Interpret personal and social experiences using relevant approaches in the Social Science.  Evaluate the strengths and weaknesses of the approaches Psychoanalysis Analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego The learners analyze the Interpret personal and social  Identify the three level of person’s personality in terms of experiences using Structures of awareness. Id, Ego, and Superego. personality in relation with  The learners recognize the HUMSS_DIS11-IIIi-2 Defense Mechanism. proponent of the HUMSS_DIS11-IIIi-3 Psychoanalysis. HUMSS_DIS11IIIi-1

C.Learning Competencies/Objectives Write the LC Code for each

II.CONTENT

The learners present the Structure of Personality through Social Experiment HUMSS_DIS11-IIIi-4

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 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

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.

 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 presenting the new lesson

Ask the students to give examples of symbolicinteractionism. (3 minutes).

Short review on the past lesson. Ask the students: 1. Who is the proponent of psychoanalysis? 2. Define psychoanalysis? (3 minutes)

Ask the students to briefly explain the “Iceberg Model”. Guide question: 1. What is the difference of the three structure of personality (Id, Ego, and Superego)? (3 minutes) Before moving further to the discussion, the teacher will ask the leaners: What do you usually do whenever you are upset in a particular situation? Example:  You are not allowed by your parents to attend a party?  How about your classmates do not allow you to copy their answer? (5 minutes) From the responses of the students, teachers will inject that those has specific terms called Defense Mechanism. Teacher will discuss some of the Defense Mechanism. a. Projection b. Displacement c. Reaction Formation d. Sublimation (5 minutes)

B.Establishing a purpose for the lesson

Teaser Video: “Titanic” Teacher will ask question after the video presentation. 1. What is the video all about? 2. What causes the titanic to sunk? 3. Why titanic was collided to the iceberg? (7 minutes) http://www.youtube.com/wat ch?v=7=Ff5CS27-Y

Situation Analysis A girl/boy went to the mall to buy school shoes. Upon entering the shoes section, a pair of ragged shoes caught her/his attention. The girl/boy was having a hard time to choose between school shoes or ragged shoes. (5 minutes)

C.Presenting examples/instances of the new lesson

Group Activity: Map Construction:  Learners will be group into five.  Learners will divide and plot the three level of awareness using the picture of Iceberg.  Instruct the learners to discuss among their group mates regarding the division of

Questioning: Guide Question: 1. What was the situation all the about? 2. If you are in the same situation, what will you choose?

Teacher will review the rubrics to be used in grading the presentation of Social Experiment.

Video Presentation of the learner’s Social Experiment.

D.Discussing new concepts and practicing new skills #1

the iceberg.  Learners will present their output in the class. (10 minutes) Teacher will show pictures that illustrate the three parts of the mind. From the given pictures, leaners will be asked to say “MINE” if it represents them otherwise say “NOT”.

E.Discussing new concepts and practicing new skills #2 F.Developing mastery (Leads to formative assessment)

Group the students according to their shoes preference. A. Group School Shoes B. Group Ragged Shoes Guide Question: 1. Why did you choose school shoes? Ragged shoes?

Pictures will be group according to the three level of awareness. Students with the same answers will be grouped together and explain the level of awareness where they belong. (10 minutes)

(Responses will be written on the board) analyze the answers per group. Discuss the Psychoanalysis by Sigmund Freud particularly the Id, Ego, and Superego. (20 minutes)

Teacher will inject and further discuss the concept of the three level of awareness as part of the psychoanalysis.

Group Activity: Picture Analysis 1. Group the students into three (3) groups. 2. Each group will be assigned to classify the different pictures according to Id, Ego, and Superego. 3. Students will justify their answers. 4. Rubric Attached

Discuss brief background of the proponent of Psychoanalysis. (5 minutes)

Teacher will ask the learners: From our discussion what do you think is the connection of structure of personality to Defense Mechanism? (3 minutes)

Group Activity:  Group the student into five groups.  Ask them to cite one (1) situation happened in their life wherein they used defense mechanism.  Let the groups identify the Id, ego, and superego in that situation given by the students. (9 minutes)

G.Finding practical/applications of concepts and skills in daily living

 Are there any instances that you have experience either one of these three levels of awareness?  In what particular situation did you experience these levels of awareness? (5 minutes)

Give certain situations wherein Id, Ego, and Superego are evident?

H. Making generalizations and abstractions about the lesson

Guide Question: 1.Who is the proponent of Psychoanalysis? 2.What are the three level of awareness? Briefly explain.

3. What are the three (3) structure of personality?

Sigmund Freud (1856- 1939)Jewish background, though avowed atheist. Lived in Vienna until Nazi occupation in 1938. He had a medical background wanted to do “neurophysiologic research”. He had a private practice in nervous and brain disorders. He is the founding father of 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.

ID- is concerned only with satisfying personal desires. The actions taken by the id are based on the Pleasure principle. EGO- the primary job of the ego is to mediate/ balanced the demands of the Id and the outer forces of reality. SUPEREGO- the moral arm of the personality, it corresponds to one’s conscience.

(Learners will be given five (5) minutes review for the summative test).

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

I.Evaluating Learning

J.Additional activities for application or remediation

that we have no immediate access to, and we cannot bring into consciousness except under certain extreme situations. (10 minutes) Individual Activity: Construct/ draw your own representation of the level of awareness creatively. Briefly explain on your own words. (10 minutes)

Group Activity: Role Playing  Group the learners into three (3) groups.  The group will pick what particular structure of personality they will perform/ present. (Id, Ego, Superego).  Rubrics will be provided to evaluate performance.

40 items summative test Pointers: 10 items structural functionalism 10 items Marxism 10 items symbolic interactionism 10 items psychoanalysis (30 minutes)

Create five groups and prepare a social experiment showing the three structures of personality.

Remind the class about the presentation of the Social Experiment for the next day.

Individual Activity: Write a reflection about the Social experiment presented by your group.

(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