LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)

Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
+

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: ENTREPRENEURSHIP 12

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 January 15, 2020 January 16, 2020 January 17, 2020
LEARNING COMPETENCY Discuss the relevance Explain the core Explore job opportunities Activity Sheet about
of the course competencies in for Entrepreneurship as a Entrepreneurship
Entrepreneurship career
Explain the key VACANT
concepts of common
competencies
TOPIC Introduction to the Introduction to the Introduction to the Introduction to the
Entrepreneurships Entrepreneurships Entrepreneurships Entrepreneurships
II. LEARNING RESOURCES: ENTREPRENEURSHIP ENTREPRENEURSHIP By ENTREPRENEURSHIP By ENTREPRENEURSHIP
By Angeles A. De Angeles A. De Guzman, Angeles A. De Guzman, By Angeles A. De
References: Guzman, DBA, CPA DBA, CPA DBA, CPA Guzman, DBA, CPA

ENTREPRENEURSHIP ENTREPRENEURSHIP ENTREPRENEURSHIP ENTREPRENEURSHIP

Senior High School By Senior High School By
Leah Alvino Leah Alvino Macatangay Senior High School By Senior High School By
Macatangay Leah Alvino Macatangay Leah Alvino Macatangay
Powerpoint Powerpoint Presentation, Powerpoint Presentation, Powerpoint Presentation,
Materials: Presentation, Books, Books, Laptop Books, Laptop Books, Laptop
Laptop
III. LEARNING DELIVERY Ask the students to The teacher reviews the Motivational video clip on Give the students an
MODE: identify what is a lesson in the past entrepreneurship and Activity. They will
business, and then ask meeting focus particularly on the answer their activity
1. ACTIVITY: them to give examples marketing aspect. sheet work.
of business
establishments.
2. ANALYSIS: Let the learner have the What are the functions of How will you understand
insights about the entrepreneur? the video?
concepts of
entrepreneurship and
 its role in the economy
3. ABSTRACTION: Discuss the relevance Discuss the concepts, Discuss the career
of Entrepreneurship to functions, opportunities for
an organization, factors advantages/disadvantage entrepreneurship
affecting and concept of entrepreneurs? graduates and some
of Entrepreneurship? myths about
entrepreneurships?
4. APPLICATION: Qualities of Identify the Answer the following
Entrepreneurs: Self- entrepreneurs who questions:
Assessment: founded the following
Find out if you are the companies. 1. Give examples of
sort of person that career opportunities for
could set up and entrepreneurs.
operate a business.
Check YES if the 2. Shed light on 5 myths
statement applies to about entrepreneurship.
you and check NO if it
doesn’t
5. VALUING: Attention and Attention and Attention and
Appreciation Appreciation Appreciation
6. EVALUATION: Ask them what you call Oral Recitation Oral Recitation 1. Activity Proper
someone who starts a 2. Checking of Activity
business. Then, ask
what the process of
starting a business is.
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________

Subject Teacher Mrs. Irene P. Espiritu
Principal
 LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 August 14, 2019 August 15, 2019 August 16, 2019
LEARNING Determines the structure of Differentiates language Explain the specific ideas Use knowledge of text
COMPETENCY a specific academic text used in academic texts contained in various structure to glean the
(CS_EN11/12A-EAPP-Ia-c- VACANT from various disciplines academic texts information he/she needs
1) (CS_EN11/12A-EAPP-Ia-c- (CS_EN11/12A-EAPP-Ia-c-3) (CS_EN11/12A-EAPP-Ia-c-
2) 4)
TOPIC Reading Academic Texts Reading Academic Texts Reading Academic Texts Reading Academic Texts

II. LEARNING Enhanced English Enhanced English Enhanced English Enhanced English
RESOURCES: Engagements Engagements Engagements Engagements
English for Academic and English for Academic and English for Academic and English for Academic and
References: Professional Purposes By Professional Purposes By Professional Purposes By Professional Purposes By
Ishima Z. Miciano; Ishima Z. Miciano; Ishima Z. Miciano; Remedios Ishima Z. Miciano;
Remedios Z. Miciano Remedios Z. Miciano Z. Miciano Remedios Z. Miciano
Materials: Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint
Presentation and Books Presentation and Books Presentation and Books Presentation and Books
III. LEARNING 1. Students will be grouped The teacher will as the The teacher will ask the 1. Show a picture of a
DELIVERY MODE: into 5 students to read the text students to: person sitting on a chair
2. The teacher will read entitled ‘From A Brief 1. Within five minutes, write and holding a newspaper.
1. ACTIVITY: passages from different History of English by Paul their idea about love. Let the students write
texts. Roberts’ (the teacher will 2. Exchange with their something about the
provide copies to classmates work. Read their picture.
 There are 10 persons students) classmate’s work then 2. Randomly, call
died in the accident last underline the sentence which students, who will read
June 10, 2017 at Brgy The teacher will ask: encapsulates your their works in front of the
Malayantok, Science What did the students classmate’s idea class. Write the words or
City of Muñoz Nueva observe on the language 3. After reading each work, academic words students
Ecija. used on the passages return to the owner then used in their descriptions.
 The warrior saved to a read by the teacher? evaluate if their answers are
 princess and they live correct.
happily ever after.
 Cinderella left her
shoes in the party and
the princes kept
looking for her
3. The students will
identify if the text came
from a publication or a
fictional story. The group
who’ll get the most number
of scores will win.
2. ANALYSIS: Structure of Academic Text Thesis statement presents The teacher will discuss
or describes the point of an the different academic
Academic texts are essay. In an academic text texts.
typically formal. They have the thesis statement is
clearly structured usually presented in the
introduction, body and abstract or executive
conclusion. They include summary or found at the last
information from credible part of the introduction. It is
sources which are, in turn, written in a declarative from.
properly cited. They also
include list of references Topic Sentence presents or
used in developing the describes the point of a
academic paper. paragraph. In other words it
is the main idea of a
paragraph.
3. ABSTRACTION: The teacher will ask the Based on the text entitled The teacher will discuss the To differentiate the
students to read the text ‘From A Brief History of strategies in locating the difference between
entitled From Hand to English by Paul Roberts’ Topic Sentence. academic text and
Mouth by Michael C. students will cite nonacademic texts, watch
Corballis (English for examples of lines and the video in the following
Academic and Professional passages from it which link:
Purposes (DepEd Copy) cater the styles of
The students will do the academic texts. http://www.screencast.co
Pop-Corn Reading. (One m/users/UniRdg_Library/f
students will be called to olders/Study%20Adv
start reading the text, when ice/media898c4360-f86d-
the teacher said stop the 4808-812a-758d4ef4ac02
student will stop reading
and another student will be
called to continue the
 reading exactly where
his/her classmate stopped)
4. APPLICATION: The teacher will let the In a one whole sheet of The teacher will post the text Using the Venn diagram,
students identify the parts paper, students will entitled Wrigley’s Chewing differentiate academic text
of an academic text in the answer the following Gum. Students will identify to non-academic text.
‘From Hand to Mouth by questions: the thesis statement of the
Michael C. Corbalis’ 1. Does academic writing text.
IV requires concentration
and comprehension?
Explain.
1. Does one should
identify his/her purpose
before reading? Explain
5. VALUING: Participation and Participation and Participation and Participation and
Attentiveness Attentiveness Attentiveness Attentiveness
6. EVALUATION: Based on their previous Write T if the statement is Let the students identify the 1. The teacher will
groups, the students will true and F if it is false. topic sentence of the present/post academic
be asked to go to the 1. Authors of academic following texts: texts through a power
library by group and find texts usually present point presentation.
one academic text for facts to support their (Follow the link to get the
7minutes. After the given main argument. different academic texts)
time each group will pick a 2. Authors do not usually 2. Students will identify
number in choosing what state critical questions whether the text is
academic text will they and ideas. academic or non-
analyze to identify the 3. Academic writers list academic. If academic, tell
academic parts. Each references. the type of academic text
group will be given 10 4. Academic writers take a posted.
minutes for evaluating the subjective point of view.
text and 3 minutes each for 5. Writers also consider
the presentation. opinions and non fact
basis in their writings.
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta Mrs. Irene P. Espiritu

Subject Teacher Principal
LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
 +

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: READING AND WRITING 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 January 15, 2020 January 16, 2020 January 17, 2020
HUMMS/STEM 11 HUMMS 11 (8:30-9:30) HUMMS/STEM 11(7:30- HUMMS 11 (8:30-9:30)
(12:50-1:50) STEM 11 (12:50-1:50) 8:30)
STEM 11 (12:50-1:50)
LEARNING COMPETENCY Describes a written text Distinguishes between Distinguishes between and Distinguishes between and
as connected discourse and among techniques among patterns of among patterns of
EN11/12RWS-IIIa-1 in selecting and development in writing development in writing
organizing information : across disciplines across disciplines
EN11/12RWS-IIIa-2 a. EN11/12RWS-IIIbf-3 a. EN11/12RWS-IIIbf-3 a.
Brainstorming list Narration EN11/12RWS- Narration EN11/12RWS-
EN11/12RWS-IIIa-2.1 b. IIIbf-3.1 b. Description IIIbf-3.1 b. Description
Graphic organizer EN11/12RWS-IIIbf-3.2 c. EN11/12RWS-IIIbf-3.2 c.
EN11/12RWS-IIIa-2.2 c. Definition EN11/12RWS- Definition EN11/12RWS-
Topic outline IIIbf-3.3 d. IIIbf-3.3 d.
EN11/12RWS-IIIa-2.3 d. Exemplification/Classificat Exemplification/Classificatio
Sentence outline ion EN11/12RWS-IIIbf-3.4 n EN11/12RWS-IIIbf-3.4 e.
EN11/12RWS-IIIa-2.4 e. Comparison and Comparison and contrast
contrast EN11/12RWS- EN11/12RWS-IIIbf-3.5 f.
IIIbf-3.5 f. Cause and effect Cause and effect
EN11/12RWS-IIIbf-3.6 g. EN11/12RWS-IIIbf-3.6 g.
Problem-solution Problem-solution
EN11/12RWS-IIIbf-3.7 h. EN11/12RWS-IIIbf-3.7 h.
Persuasion EN11/12RWS- Persuasion EN11/12RWS-
IIIbf-3.8 IIIbf-3.8
TOPIC Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text Strategies across Text Strategies across Text Strategies across Text type
type type type C. Patterns of Development
A. Text as Connected B. Techniques in C. Patterns of
Discourse Selecting and Development
Organizing Information
II. LEARNING RESOURCES: Enhanced English Enhanced English Enhanced English Enhanced English
Engagements Engagements Engagements Engagements
References: Reading and Writing By Reading and Writing By Reading and Writing By Reading and Writing By
Roxanne E. Agbayani Roxanne E. Agbayani Roxanne E. Agbayani Roxanne E. Agbayani
 Kon Francesca M. Meru Kon Francesca M. Meru Kon Francesca M. Meru Kon Francesca M. Meru
Materials: Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint
Presentation and Books Presentation and Books Presentation and Books Presentation and Books
III. LEARNING DELIVERY Present the new lesson: Present the new lesson: Present the new lesson: Continue previous lesson
MODE: Lesson 1: Text as Lesson 2: Techniques Lesson 3: Patterns of Lesson 3: Patterns of
Connected Discourse in Selecting and Development Development
1. ACTIVITY: Organizing Information
2. ANALYSIS: How do you define text? What is the importance What does pattern of What does pattern of
Discourse? of selecting and development in writing development in writing refer
organizing information? refer to? to?
3. ABSTRACTION: Definition of text and  Identify various Lecture: Lecture:
discourse techniques in 1. Narration 5. Cause and Effect
Devices for analyzing a selecting and 2. Description 6. Comparison and Contrast
written text as organizing 3. Definition 7. Problem-Solution
connected discourse information: 4. Exemplification 8. Persuasion
1. Brainstorming list
2. Graphic organizer
3.Topic outline
4. Sentence outline

 Examples of
techniques in
selecting and
organizing
information

4. APPLICATION: 1. Define: text, Activity 2: Graphic Distinguish between and Distinguish between and
discourse 2. Identify Organizers : Teaching among patterns of among patterns of
devices for analyzing a with the Newspaper development development
written text as
connected discourse
5. VALUING: Participation and Participation and Participation and Participation and
appreciation appreciation appreciation appreciation
6. EVALUATION: Activity 1: Examining a Activity 3: Tree Diagram Activity 4: Writing a Activity 5: Paper and Pencil
story using devices to Transposing graphic paragraph following a test
analyze a text as presentation to linear certain pattern of
connected discourse text development
7. ASSIGNMENT:
Submitted by: Submitted to:
Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal

LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
 +

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: PRACTICAL RESEARCH 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 January 15, 2020 January 16, 2020 January 17, 2020
LEARNING COMPETENCY Shares research Explains the importance of Describe characteristics, Differentiates
experiences and research in daily life processes, and ethics of quantitative from
knowledge (CS_RS11-IIIa-2) research qualitative research
(CS_RS11-IIIa-1) (CS_RS11-IIIa-3) (CS_RS11-IIIa-4)

TOPIC Nature of Inquiry and Nature of Inquiry and Nature of Inquiry and Nature of Inquiry and
Research Research Research Research
II. LEARNING RESOURCES: Understanding and Understanding and Doing Understanding and Understanding and
Doing Research: A Research: A Handbook for Doing Research: A Doing Research: A
References: Handbook for Beginners Beginners By Fely P. Handbook for Beginners Handbook for Beginners
By Fely P. David David By Fely P. David By Fely P. David
Materials: Books, Laptop and Books, Laptop and Books, Laptop and Books, Laptop and
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
III. LEARNING DELIVERY Instruct the students to Say: Today, we will learn Webpage show Webpage show
MODE: complete the concept more about Inquiry-Based
map on the board by Learning by identifying
1. ACTIVITY: writing words associated complex thinking and
with the words research, simple thinking questions.
investigate, crucial and What do you think is the
guarantee. difference between
complex thinking and
simple thinking
questions?
2. ANALYSIS: 1. Ask: “What comes to Firming up insights to 1. What does qualitative Recognize the difference
your mind upon hearing support understanding by research emphasize us between quantitative and
the words Inquiry-Based way of clearing up / according to its qualitative researches.
Learning?” eliciting new idea. characteristics,
2. Ask the students to processes, and ethics?
make inferences on 2. How do qualitative and
Inquiry-Based Learning. quantitative differ in
terms of definitions,
goals, and
characteristics?
3. ABSTRACTION: Group Discussion: Group Discussion: Group Discussion: Group Discussion:
Is sharing our knowledge Is qualitative research Are characteristics, What are the differences
in qualitative research important in daily life? processes, and ethics of between Qualitative and
important? Why? Why? research important? Quantitative
Why? Researches?
4. APPLICATION: Group Representative: Group Representative: Group Representative: Group Representative:
Report Report Report Report
Short talk about Short talk about the Short talk about the Short talk about the
qualitative research as importance of qualitative importance of difference between
discussed by group research in daily life as characteristics, quantitative and
members. discussed by group processes, and ethics of qualitative researches as
members. research as discussed discussed by group
by group members. members.
5. VALUING: Justify the importance of Justify the importance of Justify the Justify the
sharing research research in daily life. characteristics, characteristics,
experiences and processes, and ethics of processes, and ethics of
knowledge. research. quantitative and
qualitative researches.
6. EVALUATION: Answer the following Oral Recitation: Oral Recitation: Brainstorming:
questions: In your own words, how In your own words, how Compare and contrast
1. In your own words, does qualitative research does qualitative research the difference between
how does qualitative differ from quantitative differ from quantitative qualitative and
research differ from research in the context of research in the context quantitative research?
quantitative research in goal/s? of characteristics?
the context of
definition/s?
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal

LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
 +

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: UNDERSTANDING CULTURE, POLITICS AND SOCIETY 12

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 January 15, 2020 January 16, 2020 January 17, 2020
LEARNING COMPETENCY Articulate Demonstrate curiosity Demonstrate curiosity Recognize the
observations on and an openness to and an openness to common concerns or
human cultural explore the origins and explore the origins and intersections of
variation, social dynamics of culture dynamics of culture and anthropology,
differences, social and society, and VACANT society, and political sociology, and
change, and political political identities identities. political science with
identities (UCSP11/12SPUIa-2) (UCSP11/12SPUIa-2) respect of the
(UCSP11/12SPUIa-1) phenomenon of
Analyze social, political, change.
and cultural change (UCSP11/12SPU-1b-4)
(UCSP11/12SPUIb-3)
TOPIC A. Starting points for A. Starting points for A. Starting points for the A. Starting points for
the understanding of the understanding of understanding of culture, the understanding of
culture, society, and culture, society, and society, and politics culture, society, and
politics politics politics
Observations about
Sharing of social social, political, and Observations on
and cultural cultural behavior and social, political,
backgrounds of phenomena and cultural
students as acting (examples: food change (examples:
subjects or social taboos, istambay, txting ,
actors, agents, political dynasties, transnational
persons; (examples: elections ) families, local
gender, public services,
socioeconomic youth
class, ethnicity, volunteerism)
religion,
exceptionality/non-
exceptionality,
nationality)
II. LEARNING Praxis: Understanding Praxis: Understanding Praxis: Understanding Praxis: Understanding
RESOURCES: Culture, Society and Culture, Society and Culture, Society and Culture, Society and
Politics By Rhoderick Politics By Rhoderick Politics By Rhoderick V. Politics By Rhoderick
References: V. Nuncio, PhD; V. Nuncio, PhD; Nuncio, PhD; Elizabeth V. Nuncio, PhD;
Elizabeth Morales- Elizabeth Morales- Morales-Nuncio, PhD; Elizabeth Morales-
Nuncio, PhD; Nuncio, PhD; Raychelle Raychelle R. Artuz, MA Nuncio, PhD;
Raychelle R. Artuz, MA R. Artuz, MA Raychelle R. Artuz,
MA
Materials: Books, Laptop and Books, Laptop and Books, Laptop and Books, Laptop and
Powerpoint Powerpoint Powerpoint Presentation Powerpoint
Presentation Presentation Presentation
III. LEARNING DELIVERY The students will be Directions: ELECTION DAY The teacher will
MODE: grouped according to 1. Get one whole sheet The teacher will post list present a kokology
their ethnic group and of paper. of senatorial candidates test about their most
1. ACTIVITY: will think of a song 2. Write your name and will let the students charming attitude they
based from their inside the circle. choose and vote for 2 see in themselves and
dialect. They will also 3. Draw figure 1 on the minutes. Somebody will would like to express
think of unique sheet of paper. explain why or why not it for everyone to see.
characteristics that 4. Write the following he/she vote that
their group possess. information of yourself candidates.
in the 4 spaces:
a. Gender
b. Socio-economic
class
c. Ethnicity
d. Religion
2. ANALYSIS: This lesson provides Based on the output The teacher will explain Based from the
cultural, social, and from the previous what cultural, social, and motivation, the
political concepts that activity, the teacher will political change. The teacher will introduce
exist in the realm of ask the students to students will also share the meaning, brief
ideas and thoughts. As discuss their their observations on history and common
such, they cannot be observations based on what they observe in concerns of
seen or touched and the following their community. sociology,
yet they influence the questions: anthropology and
way we see and 1. What are the political science with
experience our similarities and respect of the
individual and differences of every phenomenon of
collective lives as individual? change.
social beings. 2. Do these similarities
 and differences affect
the whole community?
Why?
3. ABSTRACTION: The teacher will Discuss the gender and The social, political and The students will be
introduce the meaning gender roles? culture behavior and grouped into 4, the
of culture, society and phenomena in the teacher will give the
politics and will give society are results of the students 10 minutes
meaning of concept interaction within to answer this
and or phenomena. society. People talk and question:
share stories. People As a Senior High
Teacher will describe share ways of living School student, what
students as acting among other things. do you think are the
agents and social People do things necessary steps that
actors together and work for the you need to do in
attainment of the order to start or create
common good and social change if you want to
order. These behaviors, see change in your
be they usual or not are community?
but a natural response to
changes and ideologies
developing within society
as a result of constant
interactions between
members of society.
4. APPLICATION: The teacher will Oral Recitation: Analyze the latest 2019 The teacher will call
present some 1. Why do we need to Midyear Election and let the speaker for each
situations that understand this the students criticize and group to present their
students personally change? Explain. vocally express their answers.
encounter different thoughts and findings.
ways of doing things, 2. Explain how these
behaving, and making changes can cause
sense of events. commotion.
Students will think of
more situations that
they personally
encounter.
5. VALUING: Appreciation and Appreciation and Appreciation and Appreciation and
participation in the participation in the participation in the participation in the
 discussion discussion discussion discussion
6. EVALUATION: Answer the following Answer the following Answer the following Explain the
questions. questions. questions. importance of social
sciences in studying
1. Why understanding 1. Why knowing Values 1. What is common culture, society and
culture, society and and Beliefs are among the scenarios politics.
politics is important? important? discussed that they may
2. Explain their 2. Explain social be considered as
observation on the dynamics as social, manifestations of cultural
behavior and political, and cultural and political changes?
phenomenon as social change. 2. Explain social
realities. 3. How can we improve dynamics as social,
3. How can we improve our awareness on the political, and cultural
our awareness on the social, cultural and change.
social, cultural and political changes? 3. How can we improve
political changes using our awareness on the
the activity? social, cultural and
political changes?
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal

LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
+

LESSON PLAN
S. Y. 2019 – 2020
 SUBJECT: DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2020 January 14, 2020 January 15, 2020 January 16, 2020 January 17, 2020
LEARNING COMPETENCY Define Social Sciences Define Social Sciences as Review the lessons
as the study of society the study of society from start to end for the
(HUMSS_DIS 11- IIIa-1) (HUMSS_DIS 11- IIIa-1 preparation of the UNIT TEST EXAM VACANT
upcoming unit test
exam
TOPIC I. Course Introduction I. Course Introduction I. Course Introduction I. Course Introduction
(Applied Social (Applied Social Sciences) (Applied Social (Applied Social Sciences)
Sciences) 1.1. Definitions of Social Sciences) 1.1. Definitions of Social
1.1. Definitions of Social Sciences 1.1. Definitions of Social Sciences
Sciences 1.2. Definitions of Sciences 1.2. Definitions of Applied
1.2. Definitions of Applied Social Sciences 1.2. Definitions of Social Sciences
Applied Social Sciences Applied Social Sciences

II. LEARNING Disciplines and Ideas in Disciplines and Ideas in Disciplines and Ideas in Disciplines and Ideas in
RESOURCES: the Social Sciences By the Social Sciences By the Social Sciences By the Social Sciences By
Ritchel B. Bernardo; Ritchel B. Bernardo; Ritchel B. Bernardo; Ritchel B. Bernardo;
References: Desiree B. Mallo Desiree B. Mallo Desiree B. Mallo Desiree B. Mallo

Materials: Books, Laptop and Books, Laptop and Books, Laptop and Books, Laptop and
Powerpoint Presentation Powerpoint Presentation Powerpoint Powerpoint Presentation
Presentation
III. LEARNING DELIVERY Word Map Activity: Word Map Activity: Let the learners recall
MODE: ▪ The class will be ▪ The class will be divided the entire lesson from
divided into two groups. into two groups. ▪ Each the start until the end
1. ACTIVITY: ▪ Each group will be group will be given a task for their preparation of
given a task to create to create word maps by Unit Tests
word maps by writing on writing on color coded
color coded strips of strips of paper to be
paper to be posted on posted on the cartolina:
the cartolina: Social Social Science and
Science and Applied Applied Social Sciences ▪
Social Sciences ▪ Assign Assign a group
a group representative ▪ representative ▪ Brief
Brief explanation will explanation will follow
follow
2. ANALYSIS: The teacher will provide Concept Map: Social Discuss and explain the
 more examples of Science and Applied lesson for the Unit Tests
Applied Social Sciences. Social Sciences.
Provide examples of
Social Sciences and
Applied Social Sciences.

3. ABSTRACTION: Discussion on the Discussion on the

definition of Social definition of Social
Science and Applied Science and Applied
Social Sciences through Social Sciences through
power point presentation power point presentation
4. APPLICATION: Analysis on the Analysis on the
relationship of Social relationship of Social
Sciences and Applied Sciences and Applied
Social Sciences Social Sciences
1. Is there a relationship 1. Is there a relationship
between Social Sciences between Social Sciences
and Applied Social and Applied Social
Sciences? Sciences?
5. VALUING: Appreciation in the Appreciation in the
importance of knowing importance of knowing
the difference of pure the difference of pure
social science from social science from
applied social science applied social science
6. EVALUATION: Which discipline of Which discipline of Social Art of questioning
Social Sciences were Sciences were you able to
you able to find helpful find helpful in your
in your current career? current career?
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal
 LESSON PLAN
2019-2020
DISCIPLINE AND IDEAS IN
THE APPLIED SOCIAL
SCIENCES
 LESSON PLAN
2019-2020
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES 11
 LESSON PLAN
2019-2020
UNDERSTANDING CULTURE,
SOCIETY AND POLITICS 12
 LESSON PLAN
2019-2020
READING AND WRITING 11

LESSON PLAN
 2019-2020
PRACTICAL RESEARCH 11