Dlp-Diss-Q2-Melc-2-Week-2-Lesson 1

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LESSON PLAN IN DISS 11

School DCM National HS Grade Level & Section 11 EMERALD


Teacher Kylie Ria R. Escario Quarter 2
Learning Area DISS Teaching Dates & Duration
I. LEARNING OBJECTIVES
Content Standards The learner understands the key concepts in the Social Sciences
rooted in Filipino language/s and experiences.
Performance Standards The learner shall be able to carry out an exploration of personal and
social experiences using indigenous concepts.
Learning Competencies/Code - The learners examine the social ideas of Filipino thinkers
starting from Isabelo de los Reyes, Jose Rizal, and other
Filipino intellectuals. (HUMSS_ DIS11-IVe-1)
Objectives
 Knowledge -
 Skills -
 Attitude -
II. CONTENT Filipino Social Thinkers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Self Learning Module for Quarter 2-Module 1 about The Practical Use of
4. Additional Materials from Learning
Social Sciences in Addressing Social Concerns and Phenomena written by
Resource (LR) portal
Amiel G. Baculna
Jose, M.D. & Ong, J. A. (2016). Disciplines and Ideas in the Social
B. Other Learning Resources
Sciences. QC: Vibal Group, Inc
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the textual aids,
IV. PROCEDURES
A. Review/Introductory 4-Pics One Word:
Activity Present at least four associated pictures of 6 Filipino thinkers (e.g. Jose Rizal, Isabelo
de los Reyes, Pedro Paterno, Andres Bonifacio, Zeus A. Salazar, and Virgilio
Enriquez) to the learners and ask them to identify their names. (e.g. cover of Noli Me
Tangere, outline of Rizal’s face, cover of El Filibusterismo, Luneta Park)(5 minutes)

(Note: If possible, contextualize or localize the Filipino thinkers that you will include
in the activity and the lesson.)

B. Activity/ Motivation Ask: What specifically are they known for?

Questions to Ponder: (These questions may be answered as the class goes through the
discussions and activities.)

Ask: How significant are the social ideas of the presented Filipino Thinkers?

Ask: Why is there a need for us to understand their ideas? (2 minutes)


C. Analysis/Presenting - Provide the learners with handouts containing the
examples of the new biographies of the presented Filipino thinkers and
lesson where the concepts lessons about social ideas. (7 minutes)
are clarified
- Think-Pair-Share: Ask the learners to work in
pairs. Instruct the learners to read or scan the given
materials. (3 minutes)
- Ask the learners to share the part/s in the handouts
that strike them the most. (5 minutes)
Class Brainstorming: After giving them time to
read the text again, (5 minutes)
Ask the learners to give the gist of the material’s
content about the social ideas of each Filipino
thinker. (7 minutes)
D. Abstraction JOSE RIZAL (REFORMIST) (1861–1996)
The most influential figure of the Revolutionary period was Jose Rizal. During his
stay in Europe, he penned two of his most important works, which are believed to
have sparked the 1896 Revolution: Noli Me Tangere (1887) and
El Filibusterismo (1891). The two are fictional works which were based on the social
issues that Filipinos were experiencing during that period –inequality, racism, and
colonialism, among others. Rizal claimed that the form of revolution that the
Philippines needed to go through is that of intellectual revolution. Every Filipino
should be educated well on the concepts and exercise of freedom and it can only be
attained by educating the masses of the truth – a truth that is based on science and
rational thinking, and non from the morality-based education provided by the Church.

ANDRES BONIFACIO (1863 – 1897)


Bonifacio is the founder of the revolutionary society, Katipunan. When Spanish
authorities discovered it, the society already had some 30,000 members in
approximately six months. Three days after the founding of La
Liga Filipina, Rizal was banished to Dapitan in Mindanao, the southern part
of the Philippines. Bonifacio, a member of the Liga, thought that was the end
of the line and founded the Katipunan (Gripaldo 2013). According to
Bonifacio, a man’s worth is not measured by his stations in life either by the
height of his nose nor the fairness of skin, and certainly not by whether he is
a priest claiming to be God’s deputy. Even if he is a tribesman from the hills
and speaks only his own tongue, a man is an honorable man if he possesses
good character, is true to his word, has fine perceptions, and is loyal to his
native land.

APOLINARIO MABINI (1864 – 1903)


Apolinario Mabini became well known in Philippine history as the “Sublime
Paralytic” and the “Brains of the Revolution.” Mabini was born to an illiterate farmer
and market vendor with seven other children in Tanauan, Batangas. Mabini had no
initial economic and social capital that could have secured him a good education.
Nevertheless, he received scholarships and part-time jobs teaching children, which
allowed him to complete a bachelor of Arts degree at the Colegio de San Juan de
Letran and a Bachelor of Laws at UST. Another struggle that he overcame was his
paralysis. In 1895, Mabini
was struck with polio and lost the capacity of his lower limbs. He had started
writing his most influential works – El Verdadero Decálogo (The True
Decalogue) and Ordenanza de la Revolución (The Ordinance of the
Revolution). According to Mabini, humans are naturally good. It is from this
stand that he argues for the concepts of freedom being a by-product of
people’s exercise of goodness (rationality and being just). Mabini said, “True
liberty is only for what is good and never for what is evil; it is always in
accordance with reason and the upright and honest conscience of the
individual.”
He also distinguished reason as a key element in the citizens’
participation in political life. It is also the same element that should guide
revolutions because without reason, such movement will be mere futile, if not
disastrous for the society. It is clearly synonymous with Rizal’s call of reliance
on the “Truth.”

VIRGILIO ENRIQUEZ (1942 -1994)


Virgilio Enriquez, is considered the Father of Sikolohiyang Pilipino
(Filipino psychology). Sikolohiyang Pilipino is a scientific study derived from
the experience, ideas, and cultural orientation of the Filipinos (Yacat 2013).
Sikolohiyang Pilipino, or Indigenous Filipino Psychology, is also known
as Kapwa’s Psychology. Kapwa Psychology draws from folk practices as much
as from modern theory. It perceives no contradiction between indigenous folk
beliefs and modern psychological concepts and scientific norms. It includes
in its study the IKSP of healing from the Babaylan and Albolaryos (native
shamans and healers) as well as the religio-political approaches of the Filipino
mystics and folk heroes and other ancestral ways of knowing.
Kapwa psychology implies a call for social action. Scholars and
students are encouraged to go to the villages to learn from the people and in
turn, serve them with the gain knowledge.
Group Activity:
E. Developing mastery Group the learners into 6 if the time permits. Assign two Filipino thinkers for each
(leads to Formative group. Ask them to complete a graphic organizer that summarizes their ideologies
Assessment 3) and the social ideas. (10 minutes)
Ask the learners to present their work in front (3 minutes/ per group)

F. Valuing: Finding
Practical Applications of Processing Question: Ask: How can these social ideas affect your perspectives in
Concepts and Skills in life? (2 minutes)
Daily Living

G. Generalization Wrapping Up:


Ask: Why is there a need for us to determine the social ideas of our own thinkers? (2
minutes)

H. Evaluation Reflection Paper/Learning Log Write: Compose a reflection paper. Highlight the
Filipino thinker you like the most and justify at least 2 of his social ideas you agree
with. (5 minutes)
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 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 these work?
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 share with other
teachers?
Prepared by:

KYLIE RIA R. ESCARIO


SST - 1 English Teacher

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