Grade 11 Detailed Lesson Plan 11 Disciplines & Ideas in Social Sciences

Grade 11 DETAILED LESSON PLAN

School PIAZ NATIONAL HIGH SCHOOL Teacher ANGELICA ORBIZO

Teaching Dates and Time JUNE 28, 2021; 9:00 AM-10:00 AM I.OBJECTIVES

A. Content Standards B. Performance Standards

The role of social science in the real world. Illustrate situations and contexts in which social science can be applied.

C. Most Lessential Learning Competencies/Objectives

Analyze the practical use of social sciences in addressing social concerns and phenomenon.

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource ( LR ) B. Other Learning Resources

Grade 11 Level Learning Disciplines Area & Ideas in Social Sciences Quarter 4

(ANNOTATIONS) -PPST INDICATORS/KR OBJECTIVES - RUBRIC INDICATORS T OBSERVED DURING T DEMONSTRATION

KRA 3, OBJ. # 8 Set achievable and approp learning outcomes that are a with learning competenci

Activity sheets,Rubrics,Charts, Flashcards,Led TV, Laptop,Powerpoint Presentation Youtube Video (https://www.youtube.com/watch?v=G9X6k534eo)

IV. PROCEDURES: A. Reviewing previous lesson or presenting the new lesson

Ask the students to explain the significance of knowing how to critique dominant approaches using Filipino perspectives. 

What is the importance of using

KRA 1, OBJ.# 1; TI-III RU INDICATOR 1 Apply knowledge of content and across curriculum teac areas.

Integration: Oral Communic

your Mother discourse?



tongue

in

any

What is the importance of using Filipino language in any discourse?

Context; Komunikasyon Pananaliksik

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2

Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa B. Establishing a purpose for the lesson

State the competencies and objectives needed to discuss/ achieve.

Activity: “Gusto Kong Maging…” The learners will be asked of their dream profession and share before the class. The following guide questions will be asked to the learners which will be projected in the television. 1. What profession do you want to pursue five (5) years from now? 2. Why do you want it? 3. How do you think it will help the society?

KRA 3, OBJ. # 8 Set achievable and approp learning outcomes that are a with learning competenci

KRA 1, OBJ.# 1; TI-III RU INDICATOR 1 Apply knowledge of content and across curriculum teac areas.

Integration: Career Guidan Homeroom Guidance; Comm engagement

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2

Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba

Note: Students’ answers may vary. Learners will be picked randomly through the use of drawlots. Classroom Management: The U-shape chair formation encourages participation among learners. In this classroom structure, the floor space in the center will be used during the presentation of the learners’ outputs.

C. Presenting examples/instances of the new lesson

A video presentation of different societal problems will be presented/flashed via LED television. Questions to Ponder: 1. What is the video all about? 2. What are the situations presented in the video? 3. Do you have the same experiences with the different situations presented in the video? Yes or No. Share your experiences to the class. The following should be observed while viewing the video: - Learners will refrain from creating noise and observe proper decorum. - Take down notes of the concepts presented from the video. - Teacher will roam around to ensure that everyone is actively listening to the message that the video would like to inculcate.

(https://www.youtube.com/watch?v=-

resettlement or disasters; abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 2 Ensured the positive use of facilitate the teaching and le process.

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2 Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski

KRA 2, OBJ.# 4 Established a learner-cente using teaching strategies respond to their linguistic, cu socioeconomic and religi backgrounds.

This activity includes CONTEXTUALIZATION in a that learners are tasked to the same experiences that had experienced with the situ

G9X6k534eo)

presented in the video

Processing Questions: 1. What is the video all about? 2. What are the situations presented in the video? 3. Do you have the same experiences with the different situations presented in the video? Yes or No. Share your experiences to the class. Note: Students’ answers may vary. Classroom Management: The U-shape chair formation encourages participation among learners. In this classroom structure, the floor space in the center will be used during the presentation of the learners’ outputs. D. Discussing new concepts and practicing new skills #1

Activity: Map it Out! Note: Learners are in the same group as yesterday’s groupings with various levels of capabilities and learning styles in order to make the group harmonious. The learners were grouped into four (4). Ask: List down maximum of ten (10) social concerns/issues that they see, observe or experience in the society or community where they belong in a manila paper and marker using a concept map in the manila paper provided. Sample Concept Map

After doing their activity, each group will present and explain further their output.

KRA 1, OBJ.# 1; TI-III RU INDICATOR 1 Apply knowledge of content and across curriculum teac areas.

Integration: Communit Engagement

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2

Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

This activity includes CONTEXTUALIZATION in a

Classroom Management: The U-shape chair formation encourages participation among learners. In this classroom structure, the floor space in the center will be used during the presentation of the learners’ outputs.

E. Discussing new concepts and practicing new skills #2

The teacher will be discussing how social sciences address social concerns and phenomenon. (https://www.slideshare.net/avaniendra/ social-problems-91869596)

that learners are tasked to down issues and concerns i community.

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 2 Ensured the positive use of facilitate the teaching and le process. GAD INTEGRATION Gender Fair is properly obse the manner of grouping KRA 2, OBJ.# 5; TI-III RU INDICATOR 2

Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 2 Ensured the positive use of facilitate the teaching and le process.

KRA 2, OBJ.# 4 Established a learner-cente using teaching strategies respond to their linguistic, cu socioeconomic and religi backgrounds.

KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski F. Developing Mastery ( Leads to formative Assessment 3)

Group Activity: Point it Out! Each group will be given two (2) minutes to choose a social concern and discuss its causes and effects among the group and another two (2) minute in presenting their work.

The teacher will give additional inputs regarding the causes and effects of different social concerns.

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 2 Ensured the positive use of facilitate the teaching and le process.

KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski

KRA 1, OBJ.# 1; TI-III RU INDICATOR 1 Apply knowledge of content and across curriculum teac areas.

Integration: Sociology;Politics;Environm Sciences

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2 Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

GAD INTEGRATION

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

With the same group, they will be asked to present possible solutions to the problem by presenting a skit or role playing of the chosen profession. Learners will be given five (5) minutes to prepare their skits and two (2) minutes to perform. The learners will be guided with the rubric below:

(Adapted from CLASS B during the MASS TRAINING OF SENIOR HIGH SCHOOL TEACHERS IN HUMANITIES & SOCIAL SCIENCES)

H. Making generalizations and abstractions about the lesson

Ask the learners: In your opinion, assuming you already practice such profession today, what would be your role in solving these social concerns?

Learners’ answers may vary.

Gender Fair is properly obse the manner of grouping

KRA 1, OBJ.# 1; TI-III RU INDICATOR 1 Apply knowledge of content and across curriculum teac areas. Integration: Performing A

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2 Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa

KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2 Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters;

abuse and child labor prac

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa I.

Evaluating Learning

Directions: Make a reflective paper on “My Profession and the Society”. Rubrics related will be given and explained before.

KRA 1, OBJ.# 3 Applied a range of teach strategies to develop critica creative thinking, as well as higher-order thinking ski

“My Profession and the Society”

KRA 2, OBJ.# 4 Established a learner-cente using teaching strategies respond to their linguistic, cu socioeconomic and religi backgrounds.

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2 Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac

J. Additional activities for application or remediation

Note: Activity sheets will be distributed to the learners. Assignment: Directions: Take a photo of a social problem/issue in your community and paste it in a short bond paper. Write three (3) propose solutions below the picture.

T I-III RUBRIC INDICATO Selects, develops, organize uses appropriate teaching learning resources including to address learning goa KRA 1, OBJ.# 2

Ensured the positive use of facilitate the teaching and le process.

KRA 2, OBJ.# 5; TI-III RU INDICATOR 2

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 E. Which of my teaching strategies worked 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 have with other teachers?

Plan and deliver teachin strategies that are respons the special educational nee learners in different circums including geographic isola chronic illness; displacemen to armed conflict, urba resettlement or disasters; abuse and child labor prac