DAILY LESSON LOG

APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 12
Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: DISCIPLINE & IDEAS IN THE SOCIAL SCIENCE

Teaching Dates and Time: SEPTEMBER 30-October 4, 2019 Quarter: SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standard
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.
Learners are expected to:
C. Objectives/ Learning analyze the psychodynamics of the person’s personality in terms of Id, Ego, and Superego
Competencies HUMSS_DIS 11-IIIi-5
II. CONTENT 4. Psychoanalysis
III. LEARNING RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources 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
111`1http//www.Psychodynamic.20Approaches_simply.20Psychology.html
IV. PROCEDURES
A. Motivation/Reviewing previous Ask the students to give examples of Short review on the past lesson. Ask the Ask the students to briefly explain the Teacher will review the rubrics to be
lesson or presenting the new symbolic- interactionism students: “Iceberg Model”. used in grading the presentation of
lesson 1. Who is the proponent of psychoanalysis? Guide question: Social Experiment.
2. Define psychoanalysis 1. What is the difference of the three
structure of personality (Id, Ego, and Video Presentation of the learner’s
Superego)? Social Experiment.

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APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

B. Establishing purpose of the lesson Teaser Video: “Titanic” Situation Analysis A girl/boy went to the mall Before moving further to the discussion,
Teacher will ask question after the video to buy school shoes. Upon entering the shoes the teacher will ask the leaners:
presentation. 1. What is the video all section, a pair of ragged shoes caught her/his What do you usually do whenever you
about? 2. What causes the titanic to sunk? attention. The girl/boy was having a hard time are upset in a particular situation?
3. Why titanic was collided to the iceberg? to choose between school shoes or ragged Example:
(7 minutes) http://www.youtube.com/wat shoes. You are not allowed by your parents to
ch?v=7=Ff5CS27-Y attend a party?
How about your classmates do not allow
you to copy their answer?
C. Presenting examples/instances of Group Activity: Map Construction: Questioning: From the responses of the students,
the new lesson Learners will be group into five. Guide Question: teachers will inject that those has specific
Learners will divide and plot the three 1. What was the situation all the about? terms called Defense Mechanism.
level of awareness using the picture of 2. If you are in the same situation, what will Teacher will discuss some of the Defense
Iceberg. you choose? Mechanism. a. Projection b. Displacement
Instruct the learners to discuss among c. Reaction Formation d. Sublimation
their group mates regarding the division of
the iceberg.
Learners will present their output in the
class.
D. Discussing new concepts and Teacher will show pictures that illustrate Group the students according to their shoes Teacher will ask the learners:
practicing new skills #1 the three parts of the mind. preference. From our discussion what do you think is
From the given pictures, leaners will be A. Group School Shoes the connection of structure of personality
asked to say “MINE” if it represents them B. Group Ragged Shoes to Defense Mechanism?
otherwise say “NOT”. Guide Question:
Pictures will be group according to the 1. Why did you choose school shoes? Ragged
three level of awareness. shoes?
Students with the same answers will be (Responses will be written on the board)
grouped together and explain the level of analyze the answers per group.
awareness where they belong. Discuss the Psychoanalysis by Sigmund
Freud particularly the Id, Ego, and Superego.
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to Teacher will inject and further discuss the Group Activity: Picture Analysis Group Activity:
Formative Assessment) concept of the three level of awareness as 1. Group the students into three (3) groups. Group the student into five groups. Ask
part of the psychoanalysis. 2. Each group will be assigned to classify the them to cite one (1) situation happened in
Discuss brief background of the different pictures according to Id, Ego, and their life wherein they used defence
proponent of Psychoanalysis. Superego. mechanism.

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3. Students will justify their answers. Let the groups identify the Id, ego, and
4. Rubric Attached superego in that situation given by the
students
G. Finding practical applications of Are there any instances that you have Give certain situations wherein Id, Ego, and
concepts and skills in daily living experience either one of these three levels Superego are evident?
of awareness?
In what particular situation did you
experience these levels of awareness?
H. Making generalizations and Guide Question: 3. What are the three (3) structure of (Learners will be given five (5) minutes
abstractions about the lesson 1. Who is the proponent of personality? review for the summative test)
Psychoanalysis? ID- is concerned only with satisfying personal
2. What are the three level of awareness? desires. The actions taken by the id are based
Briefly explain. on the Pleasure principle.
Sigmund Freud (18561939)- Jewish EGO- the primary job of the ego is to mediate/
background, though avowed atheist. Lived balanced the demands of the Id and the outer
in Vienna until Nazi occupation in 1938. forces of reality.
He had a medical background wanted to SUPEREGO- the moral arm of the
do “neurophysiologic research”. He had a personality, it corresponds to one’s
private practice in nervous and brain conscience.
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.

I. Evaluation/Assessment Individual Activity: Construct/ draw your Group Activity: Role Playing Short Quiz Individual Activity: Write a reflection
own representation of the level of Group the learners into three (3) groups. about the Social experiment presented
awareness creatively. Briefly explain on The group will pick what particular structure of by your group
your own words. personality they will perform/ present. (Id, Ego,
Superego).
Rubrics will be provided to evaluate
performance.
J. Additional activities for application
or remediation

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APPLIED SUBJECT_GAS – Discipline and Ideas in the Social Science

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
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 this work
F. What difficulties did I encounter
which my principal/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:

HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ
Subject Teacher Teacher In-Charge

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