School SHS REGION 3 MTOT
Teacher HUMSS CLASS D GROUP 1
Grades 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time
Grade Level Grade 12
Learning Area Philippine Politics and
Governance
Quarter
1st or 4th Quarter
WEEK 1 (DAY 1-4)
WEEK 1
DAY 1
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
Articulate the definition
of politics.
and
Differentiate the various
views on politics.
HUMSS_PG12-Ia1
HUMSS_PG12-Ia2
1.1 The meaning of politics.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
1.2 Various views on
politics
Explore the connection between
the phenomenon (politics) and
the method of inquiry (Political
Science)
Recognize the
value of politics.
HUMSS_PG12-Ia-4
Students differentiate government
from governance.
HUMSS_PG12-Ia-5
HUMSS_PG12-Ia-3
1.1 The connection between
Politics and Political Science.
1.1 The value of Politics.
1.1 The difference between
governance and government.
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Philippines Politics and
Governance by: Rhene
Tabajen and Erlinda Pulma,
pp: 1-3
Philippines Politics and
Governance by: Rhene Tabajen and
Erlinda Pulma, pp: 3
Philippines Politics and Governance by:
Rhene Tabajen and Erlinda Pulma pp. 45
https://www.youtube.com/watch?v=j
QK0Xbfel-M
http://youtube/ukqBly7AZSc
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
(5 minutes)
Teacher welcomes the class
and introduces himself/herself.
Initializing…
Teacher tells the students:
“I am the teacher and I am the
boss in this class, so you will
have to follow me…”
(2 minutes)
4 Pics 1 Word: Four pictures will be
shown to students at a time. The
students shall find the connection of
the pictures. A word that connects
the pictures will be guessed by the
students.
Pair and Share
Ask the students to pair with
their seatmate and share what
they felt after hearing the
teacher’s remark..
Answer: NATION
Answer: DEBATE
(3 minutes)
(5 minutes)
Think-Pair-Share
Each student should take a
partner wherein partner A
reviews information with partner
B for 1 minute and vice versa.
They have to discuss what they
think about the phenomenon
(politics) and the method of
inquiry (Political Science)
“KAW NA” . Name of the student will be
flashed and will be asked questions to
review previous lessons.
B. Establishing a purpose for
the lesson
(5 minutes)
Video Clip Viewing
Before teacher plays a 5minute video clip, he poses
the following questions:
a. how did the speaker define
politics?
b. what are the concepts cited
to explain what politics is?
Answer: POLITICS
(10 minutes)
Role Group the class into four
groups and ask them to identify an
article from the newspaper about
politics based on the lesson taken
yesterday. From their chosen article,
a representative from each group
will have to share awareness our
present politics.
( 5 minutes)
Picture Analysis
The teacher
presents a picture to the class.
The learners answers the
following guide questions:
(4 minutes)
A short video clip will be shown to
present about government and
governance.
http://youtube/ukqBly7AZSc
1. What can be seen in the
picture?
2. What does the picture
depict?
.
C. Presenting
examples/instances of the
new lesson
(5 minutes)
Semantic Web Map
Ask the students to give
words associated to the word “
Politics”.
(10 minutes)
Present a video clip that discusses
political science
Ask:
Why do you think we study politics?
What are the differences and the
connection between politics and
Political Science?
( 5 minutes )
A WORLD WITHOUT
POLITICS:
The student will engage
themselves with an analysis of
different scenario in different
type of organization where in the
student can see the value of
politics.
1. Barangay
2. Classroom
3. Family
4. Work Colleagues
5. Peer (Barkadahan)
(10 minutes)
GRAFFITI .Each group will be asked to
write significant words that will describe
the video they saw on the cut-out paper
and stick it to the wall.
D. Discussing new concepts
and practicing new skills #1
(30 minutes)
Based on the Semantic
Web Map you have
conceptualized, define
politics in relation with the
terms provided by the
students.
(8 minutes)
Group Mo, Post Mo: Group the
class to three teams. Concepts that
define politics and Political Science
are jumbled. Those concepts are
written separately in pieces of bond
paper which will be given to each
group. Each student is given the
chance to post the concepts where
they belong, whether to politics or
Political Science. A time limit is set
on this game.
Discussion:
The meaning of politics
• Politics is the study of
(who gets what, when and
how) as Harold Laswell
states.
POLITICS
• Politics is the exercise
- the actual process of how
of power, the science of
humans interact in groups
government, the making of
- constitute man’s activities in
collective decisions, the
the real world
allocation of scarce
- the practices of elective and
resources and the practice
non-elective political
of deception and
systems
manipulation.
- the process by which
people try to influence the
Characteristics of politics
government
( Shieveley, 2013)
- the process by which the
government decides which
1. Politics always involves
policies will be enacted
the making of collective
- the practice of state and
decisions for group of
government
people.
- issues, problems, and
2. Those decisions are
activities taking place in
made by some members
society
of the group, exercising
- day-to-day actual activities
power over other
of the government
members of the group
- relative (varying)
- everyone is involved
(20 minutes)
With the aid of a power point
presentation the teacher will
discuss the following
The values of politics.
1. Politics helps you to know
your rights
2. Politics clarifies what you
yourself believe.
3 .Politics is a living, breathing
subject.
4. Politics helps you to
understand our nation’s parties.
5. Politics prepares you for adult
life.
. (5 minutes)
PICK MO ‘TO. Two representative from
each group will have to pick and identify
one significant word which refers to
government and another to governance.
E. Discussing new concepts
and practicing new skills #2
POLITICAL SCIENCE
- the scientific study of
politics
- study of politics, political
systems, and governments
- focuses on the theory and
practice of government
- theory of state and
government
- seeks to study the origin,
nature and functions of the
state, government and its all
organs
- universal
studied by few
(5 minutes)
Pass the Mic: The teacher will
show in detail the different
definitions of politics and Political
Science. Each student will be asked
to read the concept one-by-one
while passing the mic.
. ( 7 minutes)
The teacher will discuss with the aid of a
power point presentation about the
concept of governance which is defined
as the process of decision-making and
the process by which decisions are
implemented. While government is
defined as the group of people with the
authority to govern a country or state; a
particular ministry in office. (Oxford
Dictionary)
Characteristics of good governance:
( UNESCO for Asia and the Pacific)
1. Participation
2. Rule of Law
3. Transparency
4. Responsiveness
5.Consensus Oriented
6. Effectiveness and efficiency
7. Accountability
F. Developing mastery (leads
to Formative Assessment 3)
(7 minutes)
Group Work:
Politikanta
The class is divided into four
groups. Each group shall think
of a line from a Tagalog song
depicting political statement. A
representative would present
and explain to the class what
is political about the song’s
lyrics that they have chosen.
G. Finding practical
applications of concepts and
skills in daily living
(5 minutes)
a. How would you use the
concepts in politics to improve
relationships with your family
and friends?
b. How is politics practiced in
getting what you want?
(10 minutes)
( 5 minute )
May Konek: The students will be (GAME) Like or Unlike
grouped to 6 teams. Each team will The students will be presented
answer the question in a manila with different scenarios and they
paper.
will determine if it show the value
of politics or not.
Ask: “Explain the connection or
relation of politics and Political I.
Science.”
(5 minutes)
Ask the students:
Why do you think that it is
necessary for students who aspire
to be lawyers to take Political
Science?
(5 minutes)
Read and recite. IT BULAGA! The
student will have to answer the question
stick under their table, if they got a smiley
face then they WON and needs to
answer the question on their paper.
((20 minutes)
(10 minutes)
THE WORLD WITH POLITICS
ROLE PLAYING. The student
will be divided into 4 groups and
will present how politics is valued
in each organization assigned to
them.
The teacher will facilitate a SYMPOSIUM
where each group will have to discuss
the government assigned to them (
MARCOS, C. AQUINO, ,RAMOS,
MACAPAGAL-ARROYO , B. AQUINO &
DUTERTE) and the kind of governance it
practiced in the Philippines.
GUIDE QUESTIONS:
1. Is there a governance structure in
place?
2. If so, what it is? Does it work? How
does it work? How it can be improved?
3. If not, what do you think might be
needed?
1.
2.
3.
4.
5.
Family
Classroom/ School
Peer (Barkadahan)
Barangay
Work Place
(colleagues)
RUBRICS
10 pts - Content
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
H. Making generalizations and
abstractions about the
lesson
2 minutes
(5 minutes)
Ask the students:
(4 minutes)
The teacher will facilitate
“Minute Papers” will allow an
( 5 minutes)
Ask the students: What is the difference
of government and governance?
I.
Evaluating learning
Politics is about human
relationships. It is how humans
behave differently when
dealing with others when there
is cooperation, competition
and conflict. *(and other social
interactions
What is your own definition of
politics and of Political Science?
(10 mins)
(5 minutes)
QUIZ (True of False)
1. Politics is the actual
process of how humans
interact in groups.
2. Political Science is the
process by which people try
to influence their
government.
3. Political science seeks to
study the origin, nature and
functions of the State,
Government and its all
organs.
4. Politics is universal and is
always the same.
5. Politics involve issues,
problems, and activities
taking place in the society.
ANSWERS
1. True
2. False
3. True
4. False
5. True
Essay:
Song Analysis
A music video will be played.
Students will analyze by
answering the question; “How
is politics defined in Philippine
setting and what is your
political view about the music
video?”
Criteria for Grading
Content - 60%
points)
Grammar - 20%
points)
Clarity - 20%
points)
100%
(12
(4
(4
20 points
Politics is the actual process of how
humans interact in groups while
political science is the study of the
fromer.
end-of-class reflection in which
the students write briefly to
answer the questions: “What did
you learn today?”” And What
questions do you still have?”
( 7 min)
Slogan Making
( 5 groups)
Create a SLOGAN that will
established how the good politics
can be applied in our daily life.
SLOGAN shall be displayed in
the classroom for at least 2
weeks.
The activity will be scored with
the following rubrics:
RUBRICS for the SLOGAN
10 pts - Relevance to the Topic
5 pts – Creativity
5 pts – Neatness
20 pts TOTAL
GOVERNMENT is merely an instrument
for the purpose of governance while
GOVERNANCE is the exercise of
political, economic, and administrative
authority to manage a nation’s affairs..
Governance embraces all of the
methods--- good and bad ----- the
societies use to distribute power and
manage public resources and problems.
( 6 minutes)
QUIZ(10 PTS.)In a ½ cross-wise paper,
the students will have to illustrate a
VENN DIAGRAM of government and
governance.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
Assignment: Bring any old
newspaper for tomorrow’s
activity.
Assignment: Review the lesson
(3 minutes)
ASSIGNMENT:
Ask the student to bring a picture of a
known political leader may it be local.
Grades 1 to 12
DAILY LESSON
PLAN
School
Teacher
Covered Date Week 2
Day 1
Grade Level 11 or 12
Learning Area Philippine Politics and Governance
Semester First
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and
globalization
The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e.,
Objectives
liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6
II. CONTENT
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Differentiate the political ideologies
HUMSS_PG12-Ib-c-6
1. Define ideology and political
ideologies
Identify the different
Differentiate the political ideologies
2. Identify the different
political ideologies and
characteristics of ideology
its functions
2. Political Ideologies
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)
Resource (LR) portal
B. Other Learning
Resources
https://m.youtube.com/watch?v=vzszuwRgAE
http”//www.peoplepress.org/quiz/politicaltypology/
Politics Without Borders” by
Mendoza and Melegrito, pages 2436
Politics Without Borders”
by Mendoza and
Melegrito, pages 24- 36
Politics Without Borders” by
Mendoza and Melegrito, pages 2436
(5 minutes)
Activity: “5 Minute Review”:
Engage students as partners to
discuss and review material.
Procedure:
1. Pick a partner. One person is
partner A and the other is partner B.
2. Partner A reviews information
with partner B for one minute.
Partner A must talk for the entire
one minute. After one minute,
partner B reviews information with
Partner A for one minute without
stopping.
3. Partners continue to switch jobs
two more times, now for 30 seconds
each.
4. Partners now switch two more
times for 15 seconds each to sum
up the lessons.
(5 minutes)
Review Activity:
ACROSTIC: Let the
students give
characteristics of
ideology based from the
letters of the word I-D-EO-L-O-G-Y.
(10 minutes)
Activity: Pick-tell:
Jumbled pictures will be available
at the teacher’s table and each
group will select a representative to
pick one and give them time to
collaborate their ideas in relation to
ideologies and political ideologies.
Example:
Politics Without Borders” by Mendoza
and Melegrito, pages 24- 36
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the
lesson
(15 minutes)
Group Activity: “Kwentongbahay”
Example:
I- initiates improvements
and projects
D- evelops projects
E- evolution of
O- ffer solutions
L- ead people
O- rganize programs
G- eared towards unity
Y- outh working together
(10 minutes)
Let the students take the
“Political Typology Quiz”
1.
Anarchism
2.
Fascism
3.
Socialism
4.
Liberalism
5.
Conservatism
(5 minutes)
Activity: 4 pics-1 word:
Pictures that represent the different
(5 minutes)
Activity: Three-Two-One (3-2-1)
Writing Activity where students write: 3
key terms from what they have just
learned, 2 ideas they would like to
learn more about, and 1 concept or
skill they think they have mastered.
(5 minutes)
Activity: Colored Paper Grouping:
Colored papers will be provided by
Divide the class by giving numbers
to each student 1 to 5. Have each
student go to their group that has
his/ her number. All students with
number 1 go to 1, etc. Ask the
students: How do your parents
manage your household? What are
the things you wish to change the
way your household is managed?
Select a volunteer to share their
collaborated efforts.
(Please see attached rubric:
Appendix D)
by the Pew Research
political ideologies:
Centre
Example:
Title: Are You Liberal or
Conservative or
Somewhere in Between?
Instruction: Take the
quiz below to find out at
which point in the
political spectrum are
you more oriented to.
Give yourself a score of
one (1) point if you
agree, and a score of
zero (0) point if you
disagree with each of the
statements. If you are
uncertain with your
answer, then choose
what comes closest to
your view.
The quiz was
adopted from the
“Political Typology Quiz”
by the Pew Research
Centre but was modified
to apply to the Philippine
socio-political context.
The full Political
Typology Quiz can be
accessed online through
the link
http”//www.peoplepress.org/quiz/politicaltypology/. The
interpretation of scores
for the quiz is not based
1.
2.
3.
4.
5.
the teacher and each student will pick
one color that represents his/her own
perspective of political ideology.
Blue- Anarchism
Yellow-Socialism
Pink-Liberalism
Green-Conservatism
Black- Fascism
on any known or used
scale. (Please see
Appendix A)
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skills
#1
(10 minutes)
Present a video clip about
ideologies.
(https://m.youtube.com/watch?v=vzszuwRgAE). Remind the students
before the video be presented in
classthat based from it, answer the
following questions:
3.1. How do we acquire political
beliefs?
3.2. How people will be affected
by these beliefs?
(10 minutes)
After taking the quiz,
students will be
assessed if they are
conservative or liberal
based on their scores
from the Political
Typology Quiz.
(5 minutes)
Jumble Words
(15 minutes)
From the four (4) groups, conduct
the activity entitled “Mix and Match”.
The teacher will provide phrases
based from the definitions of the
following and the students will try to
post where these definitions belong.
(5 minutes)
Guide Questions:
Ask the students,
1. What is ideology?
2. What are the different
types of ideologies?
(20 minutes)
Present the different political
ideologies and their perspectives of
the state through a power point
presentation. Provide the students
with a handouts.
A. IDEOLOGY
a : a systematic body of concepts
especially about human life or
culture
b : a manner or the content of
thinking characteristic of an
individual, group, or culture
c : the integrated assertions,
theories and aims that constitute a
socio-political program
Rearrange the words to find the
correct answers to the questions
below:
1.
2.
3.
4.
5.
(5 minutes)
Group themselves according to the
papers of the same color and make
them justify their choice. Select a
representative from the group to
present their insights.
LIERALISMB
FMEMINIS
MMUCONISM
CISOALISM
ENNTVIROANMELISM
(20 minutes)
Slogan-making:
Let each group create their own slogan
based on political ideology they
belong.
(Please see Appendix F for the rubric)
(Please see Appendix C)
d : is a more or less coherent set of
ideas that provides the basis for
organized political action, whether
this is intended to preserve, modify
or overthrow the existing system of
power.
E. Discussing new
concepts and
practicing new skills
#2
B. Political Ideologies
• is a set of related beliefs about
political theory and policy held
by an individual, group of
individuals or a particular social
class
• political ideologies form the
basis of how they view the world
around them and the proper role
of government in the world.
• (a)offer an account of the
existing order, usually in the
form of a ‘world-view’, (b)
advance a model of a desired
future, a vision of the ‘good
society’, and (c) explain how
political change can and should
be brought about- how to get
from A to B. (Heywood 2003,
12)
(10 minutes)
Discuss through a power point
presentation the different
characteristics of ideologies.
• Ideologies provide an
explanation for problems
that confronts modern
societies by providing
futuristic visions.
(15 minutes)
Activity: Jumbled Letters
Students will be given
set of jumbled letters
and they will try to
compose the different
ideologies from it.
Purpose: Introduce the
different political
•
•
F. Developing mastery
(leads to Formative
Assessment 3)
Ideology is action-oriented.
Ideologies mobilize a large
number of people.
(5 minutes)
Activity: “One-sentence
summary”
Summarize the definition of
ideology and political ideologies by
doing “one- sentence summary”.
Students are asked to write a single
summary sentence that answers “(
what and why ” questions about the
topic.
Possible answers:
What: For me, ideology is the
thinking characteristic of an
individual, group, or culture.
Why: For me, Ideologies are
important because it provides an
explanation for problems that
confronts modern societies by
providing futuristic visions.
ideologies such as:
1. Anarchism
2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
After introducing the
different political
ideologies, please see
Appendix B for the
discussion of the
functions of Political
Ideologies)
(5 minutes)
Ask the students:
Oral Recitation
1. What is the role to the
state by each political
ideology?
2. Can you see any
pattern or trend among
the five types of
ideologies regarding the
role of the state?
Ask: How would each
ideology answer a
question: Is the state a
means to an end, or is
the state the end in
itself?
(15 minutes)
Presentation of ‘Role Playing
about political ideologies’.
(based from their assignment)
(Please see attached Rubric,
Appendix F)
(10 minutes)
“Compare and Contrast”
Have students describe different
political ideologies. Compare and
generate list of similarities. Contrast
the objects and generate a list of
differences. Determine significant
likenesses and differences of political
ideologies.
Political
similarities differences
ideologies
(Please see attached Rubric for
Individual Work, Appendix E)
G. Finding practical
applications of
concepts and skills in
daily living
Ask :
1. Compare the ideologies of
your mother and father.
2. 2. Given such experience
from your parents, who
among them are you in
favor? Why?
Ask:
How would each
ideology answer a
question
“Political ideology Is the
state a means to an end,
or is the state the end in
itself?”
(5 minutes)
The teacher will enumerate
different known organizations and
the students will identify on what
political ideology/ ideologies they
belong.
Example:
1. National Democratic Front (NDF)
-1973
2. Malayang Kilusan ng Bagong
Kababaihan (MAKIBAKA)Socialism
3. Opus Dei (Work of God)conservatism
4. Philosophical Association of the
Philippines- liberalism
Write a short biography to share with
the class that addresses this guiding
question:
1. Why is this individual a great
leader?
2. How is his/her political belief
linked to the Philippine
politics?
Rodrigo Duterte
Ask: Which political ideology best
describes the nature of democracy
in the Philippines, and why?
Benigno Aquino III
Gloria Macapagal Arroyo
H. Making
generalizations and
abstractions about
the lesson
(5 minutes)
Activity: DYAD
1. Ask the students to choose
a partner and share what
they understand with these
words:
“To be clear: ideology is a belief
system with an inadequate
basis in reality; religion is a
belief system with no basis, in
reality, whatever.” – Martin
Amis.
(10 minutes)
(5 Minutes)
Activity: BOGGLE
Sum It Up!
End the lesson by letting
1. Today I have learned that
the students summarize
_____________________.
the three functions of
2. The topic that is NOT clear
political ideology thru an
to me is/are
activity entitled “Boggle”.
________________.
Instructions:
1. Allow students two
minutes in which to
review their notes.
2. Allow students two
minutes in which to jot
down any facts they can
recall from their notes
3. Allow students two
minutes to share
information in their
group. Each student can
add to his or her list
any information
gained in this sharing
time.
4. Allow one student
from each group to move
to another group for two
minutes in order to
compare information.
Record a point for every
item your team shares
with another group.
(Teams who accumulate
the most points may be
rewarded.)
5. Allow teams to share
in large group with the
teacher for two minutes.
(15 minutes)
Activity: KEY CHART
Using a chart, identify the major key
concepts of different political
ideologies. Students will be grouped
into 5.
(Please see attached Rubric, Appendix
D)
(Please see attached
rubric, Appendix C)
I.
Evaluating learning
Fill in the blanks:
1. ______________ is a
political philosophy that
tends to support the status
quo and advocates change
only in moderation.
2. ______________ is an
economic, social, and
political system seeking
government ownership of
the means production and
services directed by a
process of scientific
administration and
universal assent.
3. ___________ is derived
from the italian word fasces
which means a bundle of
rods with an axe blade
protruding that signified the
authority of magistrates in
imperial Rome.
4. _____________ is derived
from the latin word femina
meaning women or female.
5. _____________ is an
economic and political
doctrine advocating
governmental ownership
and direction of production
and services.
Answer the following:
1. It is a systematic
body of
concepts
especially about
human life or
culture?
Ideology
2. Set of related
beliefs about
political theory
and policy
Political ideology
3. In your own
understanding
what is the
importance of
political
ideology?
Think about it!
Answer the following:
1. Sees the state as the neutral
“Ideologies gives us the picture of
arbiter – liberalism
the existing reality, answering “what
2. Has contrasting views of the
is wrong, what went wrong and
state – socialism
why”
3. Rejects the state outright –
anarchism
Students will write their answer in
4. Has contrasting view of the
½ sheet of yellow paper.
state – socialism
5. Sees the state as the supreme
ethical ideal - fascism
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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
Assignment:
Assignment:
Group Dynamics: Roleplaying
Group the students into
two, decide a scenario
and let them pick one
political ideology and be
the basis for a role play.
Group Dynamics: Interview
Interview a politician in your
community regarding their advocacy
and belief. Based on his/her advocacy
and belief, identify the kind of ideology
that he/she believes in.
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?
Grades 1 to 12
DAILY LESSON
PLAN
School
Teacher
Grade Level 12
Learning Area Philippine Politics and
Governance
Semester First
Covered Date Week 3 Day 1 –Day 4
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
B. Performance Standards
The learners shall be able to clearly identify a specific political phenomenon and how it can be
studied.
1. Learning Competencies/ Objectives
Write the LC code for each
examine the relationship between political
ideologies and configurations of political
communities
HUMSS_PG12Ib-c-8
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) portal
B. Other Learning Resources
critique ideas that have
a direct impact on how
we try to manage
ourselves as a political
community
HUMSS_PG12Ib-c-9
analyse how political
ideologies impact on the
social and political life of
Filipino
HUMSS_PG12Ib-c-10
3
2. Political Ideologies
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism,
conservatism, etc.)
Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(5 mins.)
Quiz Bee
As a review, the
teacher will divide the
class with 5 members
each. They will show
their knowledge by
answering the questions
in boards they have to
raise.
1. What are the major
political ideologies?
Identify each and
explain
B. Establishing a purpose for the
lesson
(3 mins.)
(5 mins.)
(5 mins.)
Teacher reviews the
past lesson through oral
Connect the previous
discussion with the new recitation.The
one by conducting a
assignment may be
game entitled “
used as a “springboard”
Cooperative Review”
for the lesson set for the
wherein the students will day.
be grouped to take turns
asking other groups
questions. Often
conducted as a game
where points are
awarded.
(5mins.)
Brainstorming Session The teacher will facilitate
“ Noon at Ngayon”
on the following:
wherein the students will
Ask: Why is it important be asked to compare
to examine and study
and contrast differences
the relationship between on how we try to
political ideologies and
manage ourselves as a
configurations of political political community
communities?. Process
the answers of the
students.
C. Presenting examples/instances of
the new lesson
(10 mins.)
(2 mins.)
(5 mins.)
The teacher facilitates a
FACT or BLUFF game
by stating political
practices/events of the
Philippines.
Say: “In our last
discussions, we have
established the
relationship of political
ideologies and political
communities. For today,
we are going to go
deeper by looking into
the factors that influence
how we behave
politically in our
community and how we
manage our political
community.”
(3 mins.)
(7 mins.)
Crossword puzzle
A group of six the
students will create their
own crossword puzzle
with the corresponding
definition below. Then,
they will answer the
work of the other group.
List of words that should
be in the puzzle:
1. Political Ideologies
2. Anarchism
3. Absolutism
4. Liberalism
5. Conservatism
6. Socialism
D. Discussing new concepts and
practicing new skills #1
Picture Puzzle and
Jumbled Word
Activities
Volunteer students will
be asked to form the
pictures out of the
pieces and must match
it with a set of jumbled
words that they have to
form. (example: election,
rallies, law enforcement,
political assemblies and
meetings, peace talks,
political organizations).
The teacher presents
pictures of historical
political events reflecting
a specific ideology in the
Philippines. The
students will be asked to
brainstorm in groups to
share their knowledge of
the said event and how
they think such event
has made an impact in
the lives of Filipinos.
Ideas will be presented
using a graphic
organizer.
Ask: “What is common
about these pictures?
Can you give other
political activities that
people usually take part
into?
(20 mins.)
(10 mins.)
(5 mins.)
Discussion through a
PowerPoint
presentation. Discuss
the relationship between
political ideologies and
configurations of political
communities
Process the question by
asking the factors that
have led to such political
activity in reference to
Filipino traits, values,
and culture. Criticizing of
the ideas will take place
in this part of the
discussion. Art of
questioning must take
place to get good
answers from students.
The teacher processes
the activity by bridging
the knowledge of the
students and by giving
concrete examples to
emphasize that each
ideology has an impact
on the lives of Filipinos.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
(10 mins.)
(30 mins.)
Students can be given a
copy of a Semantic
Web where they can
organize ideas/concepts
about the discussion
Draw lots (different
performances)
-talk show
-pageant
-role play
-news casting
commercial/advertiseme
nt
(5 mins.)
(15 mins.)
Ask:
1. Which political
ideology is most
skeptical about
democracy and its
processes?
2. In the previous week,
we have identified
organizations for each
ideology. Discuss how
the organization is
influenced because of
the ideology they follow.
(2mins.)
Reflection Paper: My
Understanding of what
Political ideologies and
configurations of political
communities
Give one reference
Ask: How does political
(15 min.)
NEWS ANALYSIS. The
class will be divided in
Trios. The teacher
presents current and
timely national issues
that are political in
nature. The trio chooses
one issue and are
tasked to determine and
to critic the factors that
Presentation of each have led to such issue.
group that showcases
the
relationship
of
political ideologies and
configurations of political
communities.
(5mins.)
(3 mins.)
Ask: “What do you think
is the best ideology to
group of the following:
1. Liberalism
2. Socialism
3. Conservatism
ideologies and
configurations affect our
political communities?
H. Making generalizations and
abstractions about the lesson
The political ideology
and the configuration of
a political community
are related.
Political ideologies
mirror the configurations
of a political
organization/community.
I.
(5mins.)
The dramatization and
the reflection paper
serves as the
assessment of learning
for the day.
Evaluating learning
ESSAY QUESTION:
1. Choose one political
group in the country and
discuss how their
ideology influences their
actions or advocacies.
be applied in the
Philippine set-up?”
There are ideas that
have a direct impact on
how we try to manage
ourselves as a political
community.
(25 mins.)
Political ideologies affect
our daily lives as Filipino
citizens.
WRITTEN TASK
Facilitation of a test with
at least 25 points.
(Definition of Terms,
Modified True or False,
Essay).
PERFORMANCE TASK
Poster Making: The
students will be grouped
according to the
ideologies. Their task is
to create a poster in a
1/4 illustration board
showing the assigned
ideology impacts our
present society if
followed. Outputs will be
presented and explained
right after and will be
evaluated by their peers
and teacher with the use
of a rubric.
Rationalizations will be
discussed right after.
J. Additional activities for application ASSIGNMENT/
or remediation
AGREEMENT:
The teacher can ask the
students to prepare for
the activity for the next
day.
ASSIGNMENT:
Interview a government
official
(barangay/municipality/
city official and ask
him/her about her
advocacies. From the
responses, the students
ASSIGNMENT:
The students will be
asked to bring materials
that are to be used for
the activity on the next
day.
(40 mins.)
will determine the
ideology that the official
adheres to.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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?
Unit Test No.1
Second Semester SY 2017-2018
Name: __________________________________________ Date: ________________________
Section: _________________________________________Teacher:______________________
I.Fill in the blanks with the correct answer. Choose the letter of your answers from the box. All answers should be in capital letters. No erasures.
A.
B.
C.
D.
E.
Politics
Individualism
Ideology
People
Globalization
F. Inputs
G. Fascism
H. Environmentalism
I. Government
J. Anarchism
K. Collectivism
L. Liberalism
__________ 1. Is the exercise of power, the science of government, the making of collective decisions, the allocations of scarce resources and the practice of
deception and manipulation.
__________ 2. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious
thought and ideas.
__________ 3. It is the belief in the supreme importance of the individual over any social group or collective body.
__________ 4. Is a movement that stands for outmoded, repressive social and political conditions rejecting democracy, repudiates constitutionalism and stresses
that all values arise from the state against which individual has no rights.
__________ 5. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes.
__________ 6. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed.
__________ 7. It refers to those whom the state is obliged to protect and provide services.
__________ 8. An ideology that is based on the belief that government and laws are not necessary.
__________ 9. A central tenet of socialism that is the belief in the capacity of human beings for collective action.
__________ 10. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable.
III . Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for Fascism.
__________ 11. As the state is inherently evil and oppressive, all states have the same essential character.
__________ 12. This ideology has contrasting views of the state.
__________ 13. It rejects the state outright, believing it to an unnecessary evil.
__________ 14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order.
__________ 15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference
for a strong state.
__________ 16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief
in totalitarianism.
__________ 17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder.
__________ 18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation.
__________ 19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state
collectivist form.
__________ 20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of
ameliorating class tensions.
III. Essay: Explain and elaborate your answers. (5 points)
20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of
political ideology in shaping the way of life of Filipinos? Explain your answers?
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 2
Teaching Dates and Time Week 4 (Day 1-Day 4)
DATE
DAY 1
Grade Level
Learning Area
Quarter
DAY 2
12
Philippine Politics and Governance
1st or 3rd Quarter
DAY 3
DAY 4
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
Objectives must be met over a 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to:
Learners are expected to:
Learners are expected to:
define power
recognize the nature, dimensions, types, analyze the nature, dimensions, types,
and consequences of power.
and consequences of power.
HUMSS_PG12-Id-11
HUMSS_PG12-Id-12
HUMSS_PG12-Id-13
Learners are expected to:
assess how power is exercised in different
situations
HUMSS_PG12-Id-14
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.
II. CONTENT
Power: Nature, Dimensions, Types and Consequences
III. LEARNING RESOURCES
List all 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.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Book:
Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma, pp.
23-30.
B. Other Learning Resources
Book:
Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma,
pp. 23-30.
Book:
Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B.Pulma,
pp. 23-30.
Book:
Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma,
pp. 23-30.
Video Clips:
http://ed.ted.com/lessons
http://www.iapss.org/wp/2014/09/28/three
-dimensions-of-power/
https://managementstudyguide.com/type
s-of-power.htm
Video Clip:
https://www.thenation.com/article/philippi
ne-president-rodrigo-duterte-is-a-wildlypopular-fascist/
Video Clip:
https://www.youtube.com/watch?v=EE4mj
A3u4fc
Page 1 of 5
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
(3 minutes)
(5 minutes)
(5 minutes)
(3 minutes)
Ask students about their understanding
about political ideologies.
Ask: What is power?
Review of the past lesson.
(7 minutes)
(5 minutes)
(10 minutes)
Ask students who can deliberate all
important facts in consonance to power,
dimensions, types, and consequences
(7 minutes)
Class Activity: PICTOpinion
Class Activity: PasaDeBola
Class Activity:
Class Activity: Truth or Consequences
The teachers shows pictures of prominent
world leaders.
Ask students about the significant details
learned from the previous topics.
Ask students to present the pictures of
different powerful personalities.
Procedure: Two students will represent of
their group. One of them will ask a
question according to the topic that has
been discussed about power. If the student
answered incorrect, his/her group will sing
three lines of Nationalistic song with action.
If the answer is correct they will receive a
Hep, Hep, Hurray Clap.
(5 minutes)
(10 minutes)
(5 minutes)
Group Work: Concept Mapping
Group Work: 4 Pics One Word
Class Activity:
Class Activity: Video Clip Analysis
Concept to map: What is power?
Present activity about the nature,
dimensions, types, and consequences of
powers
Discuss on the power of the personalities
discussed by the students. If possible,
encourage the class to give comments to
ensure student-to-student interaction.
Present an actual footage or a video clip
downloaded from the social website
(YouTube) which portrays the application
of power in leading and influencing people
(People Power 1986)
Ask: What do these have in common? How
they differ from this commonality? Why?
Group Work: Jumbled Letters (Power)
Divide students into 3 groups. Each group
will choose 5 representatives to rearrange
the jumbled letters in 1 minute.
(10 minutes)
C. Presenting
examples/instances of the new
lesson
(Based from the processing of the group
concept maps of ‘power’, the KWL chart will
be filled initially.)
Know
Want
Learn
(A ball shall be passed while the music
theme for the movie Power Rangers is
played. When the music stops, the
students who holds the ball shall give his
insights from the previous topics.)
Encourage the students to evaluate the
video clip.
Ask: What more you want to know about the
concept of POWER?
Page 2 of 5
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
(15 minutes)
(15 minutes)
(10 minutes)
(10 minutes)
Group Work: Making Sense
Group Work: Small Group Discussion
Class Activity: Filtering
Group Work: VideoChikahan
The students will brainstorm on a definition
of POWER.
Discuss the nature, dimensions, types Present a digested political article about
and consequences of power by giving the nature, dimensions, types, and
reading text to each group. Guide consequences of power
questions must be provided.
Let the students criticize the article
presented and gather their ideas or
Each group will be given time to present
opinions.
their work.
Encourage them to filter the substance of
power based on the article.
Guide Questions:
• Is power always positive?
negative? both?
• What is the purpose of power?
Let the students discuss by themselves the
video clip, which portrays the application of
power in leading and influencing people.
After group discussion, the leader of each
group will sum up their discussion in front
of the class.
(5 minutes)
(5 minutes)
(10 minutes)
Guide questions:
• What is the main content of the
video?
• What do you think is the most
significant part in the video?
• What power projected in the video
clip?
• How can power exercise in
different situations?
(10 minutes)
Group Work: Likes and dislikes
Group Work: Affirming
Class Activity:
Group Work:
Ask the students to define power according
to their own understanding.
Three Dimensions of Power:
The channels of power are the way in
which power is enacted. They can
perhaps more readily be remembered as
'head, hands and heart'.
• Physical power
• Informational power
• Emotional power
Types of Power:
• Coercive Power
• Reward Power
• Legitimate Power
• Expert Power
Let the class perform an analytical and
critical discussion about the nature,
dimensions, types, and consequences of
power based on the articles, which are to
be utilized.
Have the class identify situations in their
locality where officials have applied their
power. Let them evaluate the use of their
power. Each of the group will present their
work.
(Critique of the definition of each group
should follow after every group has
presented. If possible each group will have a
group to critique)
Page 3 of 5
F. Developing mastery (leads to
Formative Assessment 3
(10 minutes)
(5 minutes)
(5 minutes)
(10 minutes)
Group Work: Hugot/ Pick-up Lines
Group Work: After the Image
Individual Work: Short Essay
Group Work: Slogan Writing
Have each group arrive at a ‘hugot line’ or
‘pick up line’ about the concept of POWER.
They should present these in front.
Present images of different leaders in the
society. Let the students recognize the
dimension and types of power from the
images presented.
• Supreme Student Government
• Teacher
• Bato dela Rosa
• Rodrigo Duterte
(10 minutes)
Ask: Create a short essay presenting and
discussing the facts and their critical
analysis on the nature, dimensions,
types, and consequences of power.
Let the students create a short slogan
about the use of power.
(2 minutes)
(5 minutes)
Group Work: Group students and make
them discuss by themselves on how to
recognize the dimension of power.
Class Activity
Class Activity
Ask: Considering the present situation,
here in our country how would you
describe the power of our leaders?
(2 minutes)
(5 minutes)
(3 minutes)
Ask the following:
• How does the overuse and
misuse of power affects to the
people?
• What do you think are the
consequences of overuse and
misuse of power?
(7 minutes)
Class Activity: The Best Ka
Class Activity: One-Liner
Class Activity
Group Work: ArtThrob, Pusuan Mo Bes!
Ask: We have many different definition of
power. Based on the given definition what is
the best definition of power for you? Why?
Create a one-liner statement which will
sum up the significant facts of the lesson
(5 minutes)
Ask: In every decision we make there is
always a negative and positive effect. We
have to think wisely before we come up
to our decision.
(5 minutes)
(5 minutes)
(5 minutes)
Let the students draw an image or an
illustration representing application of
power in leading and influencing people in
his/her community and in a broader sense,
nation.
(3 minutes)
Individual Work:3-2-1
Individual Work: FBpost
Individual Work: Hugot Line
Individual Work: Short Quiz
Let the students fill the 3-2-1 chart:
3 things learned
2 most important facts still in mind
1 question remains in mind
Make a statement or a saying regarding
the types and consequences of power
which you can post in your Facebook
wall.
Ask: What do you think is the most
significant lesson you get from our
discussion?
Cite one HUGOT LINE to describe your
learning.
Give a 10-item quiz about the week’s topic
(3 minutes)
Class Activity: If given the chance
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Ask: If given a chance to assume
government position, what would it be? How
are you going to exercise the power vested
in you?
Page 4 of 5
Assignment: Research
J. Additional activities for
application or remediation
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
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?
Bring pictures of different powerful
personalities.
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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 them
relevant questions.
Page 5 of 5
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 2
Teaching Dates and Time Week 5 (Day 1-Day 4)
DATE
DAY 1
Grade Level
Learning Area
Quarter
DAY 2
12
Philippine Politics and Governance
1st or 3rd Quarter
DAY 3
DAY 4
PARTS
I. OBJECTIVES
Objectives must be met over a 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
B. Performance Standards
The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
C. Learning
Competencies/Objectives
Learners are expected to:
define nation and state
Learners are expected to:
differentiate nation from state
Learners are expected to:
explain meanings of globalization
Write the LC code for each
HUMSS_PG12-Ie-15
HUMSS_PG12-Ie-16
HUMSS_PG12-Ie-17
A. Content Standards
Learners are expected to:
evaluate how globalization influences
nation-states
HUMSS_PG12-Ie-18
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.
II. CONTENT
States, Nations, and Globalization
• The State as Different from the Nation as a Political Concept
States, Nations, and Globalization
• Globalization as a Context of Relations Among Nation-States
III. LEARNING RESOURCES
List all 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.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 3139
Difference Versus Nation and State:
https://www.youtube.com/watch?v=hyt_oM6cLtA
Nations, States, and Nation States
https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s
State vs. Nation
https://www.youtube.com/watch?v=rPwf3qOFV7w
Elements of A State:
Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 3940
What is Globalization?
https://www.youtube.com/watch?v=xPD477FuqtY
Is Globalization Good or Bad?
https://www.youtube.com/watch?v=8sSNyXEShqI
Globalization Pros and Cons:
https://www.youtube.com/watch?v=cVPwmpu3HAE
The Cost of Globalization:
Page 1 of 9
https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s
IV. PROCEDURES
(5 minutes)
(3 minutes)
(5 minutes)
(2 minutes)
Review: Ask the following.
Review: Ask the following.
• What is a nation?
• What is a state?
• What is a nation-state?
Review: SONA (State or Nation,
Arrange!
Review: Making Sense
•
•
A. Reviewing previous lesson or
presenting the new lesson
•
What is power?
How should one exercise his/her
power?
Who have powers in the country?
Most Possible Responses: People,
Government
(Such responses are important springboards
to connect the concept of power to the next
topic on the definition of state and nation)
B. Establishing a purpose for
the lesson
https://www.youtube.com/watch?v=v0CdoXp8x44
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
(8 minutes)
(15 minutes)
Class Activity: ‘Made’ of the Philippines
Group Work: Word Play
Ask: What makes up the Philippines as a
country?
Let the students present their acrostics.
Each of the 5 groups will be given 3
minutes to present.
Most Possible responses:
• Territory
• People
• Leaders
• Filipinos
• Land
• Sea
(Catapult from these responses that a
country is a meaningful entity)
Let the students categorize each concept
written in meta-cards if it falls under the
concept of nation or state.
Ask the following:
• What is the difference between
a nation and state? (Students
may give words/phrases as
answers. These can be
organized in a Venn diagram on
the board).
• How are these two concepts
related?
(5 minutes)
Ask: What is globalization?
(6 minutes)
(The teacher ensures the connection
between the review and this portion of
the lesson. For example the teacher may
find relating one of the criteria in
considering a state which is international
recognition, which somehow be made
later as an entry concept about every
country’s immersion in the global arena
such as the essence of the activity
below.)
Class Activity: PictoQuiz
Dyad: SHOPares
Ask: How do these relate with the concept
of globalization?
Have the students go through with the
things they have, particularly looking at
the labels and listing the countries where
those things were made.
Have the class identify images to which
they refer.
Example:
Ask the following:
Page 2 of 9
•
(7 minutes)
(5 minutes)
Class Activity: WordHUNT/WordSMITH
Class Activity: Making
Sense/Initializing…
Have the class coin the terms NATION and
STATE to which the term ‘country’ is
seemingly synonymous.
C. Presenting
examples/instances of the new
lesson
Ask the following processing questions
regarding the students’ acrostics.
• What are the noticeable
differences mentioned in the
(It could be thru jumbled letters or in the form
acrostics?
of a game where letters are to be provided to
•
How is nation different from
students grouped into two and race towards
state?
coining the terms in a given time limit)
• How is nation related with state?
How do you find the discovery
of the things being used by your
pair? Speak your thoughts. No
holds barred. Do you find
him/her nationalistic or not? DO
you find him/her out of fad or
not? etc.
• How do we usually call the
things we buy in our country?
How do you understood it?
Why?
• How about those people buying
imported products? How do we
regard them? Why?
(5 minutes)
(5 minutes)
Class Activity: LaraONE
Class Activity: Video Analysis
Have the students find the oneness
between the images below.
Play a short video about globalization.
(Make sure that such video will show pros
and cons about it.)
Processing:
• What is the video about?
• What does it try to tell us?
(The teacher accepts answers and writes
them under the “Know” column of the
KWL chart.)
Ask: What questions about the difference
between a nation and a state you have in
mind? (Put their responses in the “Want”
column.
Know
Want
Learn
(By this time, the students could already
easily grasp the next point of the lesson,
which is to coin the word
GLOBALIZATION from jumbled letters.)
Ask the students now; what concepts
they can associate with the term
Globalization. (They should organize the
Page 3 of 9
responses in a concept map)
(10 minutes)
(7 minutes)
(10 minutes)
(5 minutes)
Group Work: Making Sense of the
Definitions
Class Activity: Video Clip Viewing
Group Work. KaWHOLEgan
Group Work:
Video: Nation versus State
Distribute copies of meanings of
globalization to each group. They will
brainstorm on the meaning and highlight
its keywords/s. (The teacher should
ensure that such highlighted keyword be
written on the board or in meta-cards
posted on the board so that synthesis of
the given meanings interpreted by each
group will be facilitated smoothly.)
(The teacher ensures that the presentation
is able to clarify to the learners that
globalization has its pros and cons
because these will serve as springboards
in identifying its influences to a nation-state
such as the Philippines)
Display the definitions of the terms STATE
and NATION.
D. Discussing new concepts
and practicing new skills #1
Lead the class in identifying the key
concepts underlying these definitions.
(Discuss this key concepts)
Guide Question
• Which do you think between a
nation and a state is cultural?
political? functional? legal?
psychological? Why?
Guide Questions:
• What are the underlying
characteristics distinguishing
state from nation? Write key
concepts (significant terms).
• Can nation be state, vice versa?
POLITICAL
(The teacher should have pictures to serve
as buffer in the activity particularly on the
following concepts: cultural, political,
functional, legal, and psychological.)
E. Discussing new concepts
and practicing new skills #2
Have the students Identify current issues in
the country, which has reached global
attention. For example, the war on drugs.
The students write these on meta-cards
and classify them by posting on the board
on the appropriate column.
ECONOMIC
RELIGIOUS
SOCIOCULTURAL
(10 minutes)
(5 minutes)
(6 minutes)
(15 minutes)
Group Work: Definition Map
Group Work: W-Diagram
Processing. Making Sense
Group Work: Boon or Bane?
Give the students meta-cards where they
will write concepts from the video clips
regarding the differences and similarities
of a nation and a state. Organize the
Ask the following:
• What is common among the
given meanings? Why?
• How would you define
After brainstorming, have the students
complete the following graphic organizer.
Page 4 of 9
concepts in a w-diagram.
globalization based on the
following concepts?
ISSUE
Processing Questions:
• What makes a nation different
from a state?
• How do these two concepts
relate?
F. Developing mastery (leads to
Formative Assessment 3
(The teacher guides the class in arriving
at the following synthesizing definition of
globalization)
Globalization is a process of forging
international political, economic,
religious, and socio-cultural
interconnections.
GLOBALIZATION
INFLUENCE
Boon
Bane
(Pros)
(Cons)
Group 1. Political
Group 2. Economic
Group 3. Religious
Group 4. Socio-Cultural
(Students have to identify concepts related
to state and nation. They will have to give
their own definition of the concepts and later
be associated with the definition of
authorities as already discussed.)
(At this point, the teacher guides the
students in distinguishing between a
nation and a state. Discuss the elements
of a state that distinguishes it from a
nation.)
(5 minutes)
Video: Elements of a State
(10 minutes)
(10 minutes)
(10 minutes)
Class Activity: 3 in 1
Group Work: T-Diagram
Group Work: PERS time
(The students present their group work.)
Students will guess each term based on 3 Have each group justify the Philippines Illustrate or identify scenarios how
as a nation and as a state using the T- globalization works in Philippine context
pictures shown to them.
diagram.
in terms of:
• Political
THE PHILIPPINES
• Economic
as a Nation
as a State
• Religious; and
• Socio-cultural interconnections
S O V E R E I
G N T Y
Take note: Students can be provided with
newspapers and consider articles related
to the mentioned aspects. Relate this to
the class for simple discussion.)
Processing: Making Sense
Ask the following:
• Which of the issues influenced by
globalization strike you the most?
Why?
• How would you describe
globalization’s influences to the
country in general?
Page 5 of 9
P E O P L E
G O V E R N M E N T
T E R R I
T O R Y
Page 6 of 9
I N T E R N A T I O N A L
R E C O G N I T I O N
(After the activity, the teacher will point out
that these play part in understanding about a
nation and a state; but does not necessarily
expound since a topic regarding this will be
discussed next day)
Ask: Which between nation and state is
related to the following concepts? Why?
(5 minutes)
(8 minutes)
Group Work: Isip-Daluyong!
Class Activity: What does learning about
the definition of nation and state contribute in
Members shall discuss and come up with
your well-being as a student?
what benefits do people get for being
members of a nation/ a state.
G. Finding practical applications
of concepts and skills in daily
living
(7 minutes)
(7 minutes)
Group Work: #GoGlobal
Group Work: What Now? #GoGLobal or
#GoLocal?
Have the students write a group
statement of going global. Let them post
their work on the board for the whole
class to see. Give each student a like
and a dislike icon and post it to the
statements of their choice.
Processing Question:
• Which garnered the most likes?
dislikes?
• Why it garnered the most likes?
dislikes?
H. Making generalizations and
abstractions about the lesson
Have the students contemplate on their
previous statement about going global and
present them the concept of going local?
Let them rewrite their work on the board
and post likes and dislikes icon.
Processing Question:
• Which garnered the most likes?
dislikes?
• Why it garnered the most likes?
dislikes?.
(5 minutes)
(5 minutes)
(7 minutes)
(5 minutes)
Ask: What significant learning have you had
about the lesson?
Class Activity: Interpret the following
image/diagram.
Group Work: ContraDICTIONARY
Possible Statements:
• State and Nation are concepts
pertaining to a country.
• State is political while nation is
cultural.
Ask: What does the following diagram tell
about our topic?
Ask the following:
• How can we benefit from
globalization?
• How can we be harmed by
globalization?
Each group conceives a consensual
definition of globalization based on their
understanding. Have these written on
manila papers and posted on the board.
(Each group gives its approval and
disapproval of another group’s definition.)
Possible Statements:
• We can benefit from globalization
through trade.
Page 7 of 9
•
(5 minutes)
Individual Work: Give a short quiz (5-item
True or False) about the concepts
discussed.
• A nation is political in nature.
• A nation is a community of people.
• A state is cultural in nature.
• A state relates with the concept of
government.
• A nation is bounded by a common
interest.
I. Evaluating learning
Answer Key:
• False
• True
• False
• True
• True
Possible Statements:
• State and Nation are two distinct
terms but interrelated concept.s
• The concept of state
encompasses the concept of
nation.
(5 minutes)
Class Activity: Have the class go back
to the KWL Chart and complete the
“Learn” column.
Know
Want
Possible Statements:
• Globalization is the
interconnection of nation-states.
• Globalization is concerned with
the relationships of countries of
the world.
Globalization can cause cultural
transformation.
(5 minutes)
(5 minutes)
Individual Work: Explain the concept of
globalization.
Individual Work. Evaluate the influences
of globalization to the Philippines. (The
students can focus on one issue.)
Learn
Ask: What makes a state? How is nation
different or related with the concept of
state?
Rubric
Page 8 of 9
Agreed Group Work: Word Play
The class is divided into 5 groups. Each
group will prepare acrostics of the terms:
nation and state.
J. Additional activities for
application or remediation
•
•
•
1st 2 groups- NATION
2nd 2 2 groups-STATE
Last group-NATION-STATE
Optional Research Work: Identify
countries, which are not yet recognized
as “states”. Learn about their status
specifically on how it affects the lives of
their people.
Optional Individual Work: Can I live
without China?
Optional Individual Work: “Wordle”
(Doodle with Word/s)
Challenge the learners to answer the
following question: Can I live without
China?
Agree with the students in making a
‘wordle’ about globalization.
The students have to list all things made
in China in their house and be able to
refrain from using them for a week. The
students have to journal their
experiences and be able to write a final
reaction about their experience.
(The teacher reminds the students that the
acrostics should connect to the concepts of
Nation and a State.)
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
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
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?
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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 them
relevant questions.
Page 9 of 9
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 3
Teaching Dates and Time Week 6 (Day 1-Day 4)
DAY 1
DATE
Grade Level
Learning Area
Quarter
DAY 2
12
Philippine Politics and Governance
1st or 3rd Quarter
DAY 3
DAY 4
PARTS
I. OBJECTIVES
Objectives must be met over a 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
C. Learning
Competencies/Objectives
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to:
Learners are expected to:
relate the evolution of Philippine politics and governance.
describe the different stages in the evolution of the Philippine politics and governance
Write the LC code for each
HUMSS_PG12-If-g-19
A. Content Standards
B. Performance Standards
HUMSS_PG12-If-g-20
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.
II. CONTENT
III. LEARNING RESOURCES
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
List all 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.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/political_development_of_the_philippine_government
https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
A. Reviewing previous lesson or
presenting the new lesson
(10 minutes)
( 5 minutes)
( 5 minutes)
(5 minutes)
KW Chart: Evolution of Philippine politics and
governance. The learners will be asked to fill in
What was our form of government before the
From the barangay form of government, what
significant changes happened in the Spanish
Recall/review of previous topics
Page 1 of 5
the chart with the following :
coming of the Spaniards? (barangay)
Era? (from barangay to the Central
Government)
(5minutes)
(5 minutes)
(5 minutes)
(10 minutes)
Picture perfect
Video clips: Spanish Colonial Government.
The students will be shown a video clip about
Spanish Colonization and would be asked
their reactions about the video
Event Chain: Transition from the Spanish
Government to the Present Government.
Mannequin Challenge
(5 minutes)
(5 minutes)
(5 minutes)
The students will now tell something about the
pictures they saw.
When the Spaniards colonized us, what
changes did they introduce in our political
system?
What is the difference between the Spanish
form of government to our present
government?
Hugot Lines/ (Pick-up or hugot lines) about
how the government evolved
(15 minutes)
.(15 minutes)
(15 minutes)
PowerPoint Presentation: HISTORICAL
BACKGROUND OF PHILIPPINE DEMOCRATIC
POLITICS
Discussion on Government During the
Spanish Colonization
PowerPoint Presentation: Post-colonial Governments
1.
2.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
Things they know about the Philippine
politics and governance
Things they want to know about know
about Philippine politics and
governance
Topic K
W
The teacher will show pictures of the following?
1. Picture of a Datu
2. Trial by Ordeal
3. Gavel
(5 minutes)
1.
1.
2.
3.
4.
Pre-colonial government
Spanish Government
American Government
Present System
(10 minutes)
(Note : this is a two day lesson)
Barangay Government
Page 2 of 5
E. Discussing new concepts
and practicing new skills #2
(5 minutes)
(15 minutes)
(10 minutes)
(10 minutes)
Jigsaw puzzle: each group will be given a
scenario based on the barangay form of
government
Debate: Which is better, the early forms of
government or the present government?
Role Play: Significant event/s from the Precolonial Government to the Present
Government.
Family Resistance History Tree. Students will
be asked to write their family tree based on
their relatives who revolted against the
Spaniards or Japanese.
F. Developing mastery (leads to
Formative Assessment 3
Rubrics :
1. Organization of Thought = 5 pts
Rubrics to be attached.
Rubrics :
2. Clarity of Arguments = 5 pts.
1.
2.
3.
3. Presentation = 5 pts.
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Accuracy = 5 pts.
Organization = 5 pts.
Presentation = 5pts.
(5minutes)
(5 minutes)
(5 minutes)
(5 minutes)
The teacher asks the students about the
similarities/difference of our present barangay to
the pre-colonial barangays?
What practices in the pre-colonial
government is still applicable in our present
form of government
Think-Pair-Share. The students will be
grouped and they will assign among
themselves a leader and a presenter.
In our present form of government, what
significant changes have you
observed?
“What were the effects of Spanish
Colonization to our present form of
government”
(10minutes)
(5 minutes)
(10 minutes)
How did politics and governance evolve in the
Philippines?
Ask: How did the pre-colonial government
change from the pre-colonial government to
the Spanish Colonial Government?
Our present form of government have passed through several stages which molded our
government into what it is right now
The government of the Philippines gradually
(5 minutes)
Page 3 of 5
I. Evaluating learning
evolved from the pre-colonial form (barangay) to
our present form of government
When the Spaniards colonized the country in
1565, they re-organized the barangays into
tows and municipalities for easy
administration and management
(5 minutes)
( 5 minutes)
(5 minutes)
(10 minutes)
5-item formative assessment.
1. The form of government in the pre-colonial
period (barangay)
Essay : “What were the effects of Spanish
Colonization in our present form of
government?
One-Minute Paper : The students will be
asked to write their comment/reaction to the
statement/s below
Historical Timeline
2. The ruler of the barangay (datu)
Rubrics :
3– 5 State the roles/powers of the Datu
3. Chief Executive
4. Chief Legislator
5. Chief Judge
J. Additional activities for
application or remediation
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
these work?
1.
2.
3.
1.
Content = 4 pts.
Organization of Thought = 4 pts.
Grammar and Presentation = 2 pts.
What were the changes that you
observed from the Spanish Colonial
Government to our present
government?
The students will be asked to draw a historical
timeline stating forth the significant events
which transpired from the Pre-Colonial Era to
the present form of government.
Rubrics :
Rubrics :
1.
2.
3.
Content = 4 pts
Organization of thought = 4 pts.
Grammar and Presentation = 2 pts.
1.
2.
3.
Accuracy = 5 pts.
Organization = 5 pts.
Presentation = 5pts.
The teacher will give an assignment on
Government During the Spanish Colonization
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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 them
relevant questions.
Page 4 of 5
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?
Page 5 of 5
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 3
Teaching Dates and Time Week 7 (Day 1-Day 4)
DAY 1
DATE
Grade Level
Learning Area
Quarter
DAY 2
12
Philippine Politics and Governance
1st or 3rd Quarter
DAY 3
DAY 4
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
Objectives must be met over a 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to:
Learners are expected to:
analyze the evolution of Philippine politics and governance.
assess the effects of the colonial
experience on Philippine politics and
governance
HUMSS_PG12-If-g-21
HUMSS_PG12-If-g-22
Learners are expected to:
appraise the influence of prior stages of
Philippine political developments of
contemporary Philippine politics.
HUMSS_PG12-If-g-23
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.
II. CONTENT
III. LEARNING RESOURCES
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
List all 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.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jherarayn/political_development_of_the_philippine_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
A. Reviewing previous lesson or
presenting the new lesson
The students will be asked to write down what
they remember from the previous lessons:
1.
2.
Barangay
Datu
Page 1 of 4
3. Guardia Civil
4. Governor-General
(10 minutes)
Game Ka Na Ba? The students will be grouped
into groups of five or six members. They will be
given illustration boards to write their answers.
1.
B. Establishing a purpose for
the lesson
2.
3.
4.
5.
C. Presenting
examples/instances of the new
lesson
What was the government before the
Spaniards came? (barangay)
Who rules the barangay before (datu)
When did the Spaniards officially
conquer the Philippines (1565)
Who ruled the Philippines during the
Spanish Colonization (gobernadorheneral, governor-general)
The form of government of Spain
(monarchy)
(10 minutes)
(5 minutes)
Debate : Positive and Negative Effects of
Spanish Colonization
Picture Analysis
Rubrics :
The teacher will give pictures to the students
prior to their knowledge on political evolution
in the Philippines.
1. Organization of Thought = 5 pts
2. Clarity of Arguments = 5 pts.
3. Presentation = 5 pts.
D. Discussing new concepts
and practicing new skills #1
(15 minutes)
(15 minutes)
Powerpoint Presentation : Effects of Spanish
Colonization
Powerpoint Presentation : Governments after
the Spanish Colonization
Page 2 of 4
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
(10 minutes)
(10 minutes)
Events Chain (Transition from the pre-colonial
government to the Spanish Colonial Government
Semantic Maps: Characteristics of the postcolonial governments.
(10 minutes)
(5 minutes)
Ganito Kami Noon, Paano Kayo Ngayon
(comparison of the pre-colonial society and the
Spanish Government)
Essay: “What will be your contributions to the
present form of government”
Rubrics :
1. Content = 4 pts.
2. Organization of Thought = 4 pts
Grammar and Presentation = 2 pts (5
minutes)
( 5 minutes)
(5 minutes)
What are the effects of the Spanish
Colonization?
What made the Filipinos revolt against
Spain?
The Spanish Colonization brought about
significant changes particularly from the
barangay government to the Spanish Colonial
The Filipinos revolted against Spain because
of the oppressive leaders and corrupt
officials. This brought about the birth of the
Page 3 of 4
I. Evaluating learning
J. Additional activities for
application or remediation
Government. (governor-general)
Revolutionary Government and the other
governments
(5 minutes)
( 5 minutes)
(30 minutes)
Ask: What are the effects of the previous
governments to our present government?
Talk Show . The students will be grouped
corresponding to the different stages of the
Philippine Government
Concept Mapping : The students will be writing
a concept map illustrating the various effects of
Spanish Colonization
Summative Test
Brainstorming . The students will be grouped
according to their presentation the following
day
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
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
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?
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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 them
relevant questions.
Page 4 of 4
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 3
Teaching Dates and Time Week 8 (Day 1-Day 4)
DAY 1
DATE
Grade Level
Learning Area
Quarter
DAY 2
12
Philippine Politics and Governance
1st or 3rd Quarter
DAY 3
DAY 4
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
Objectives must be met over a 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to:
Learners are expected to:
explain the roles and powers of the Philippine president.
analyze how contemporary Philippine
presidents exercised their powers
HUMSS_PG12-Ih-24
HUMSS_PG12-Ih-25
Learners are expected to:
critique the Philippine presidents’ exercise
power
HUMSS_PG12-Ih-26
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.
II. CONTENT
The Executive
7.1 The role of the Philippine President in relation to his/her powers.
III. LEARNING RESOURCES
List all 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.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
Politics and Governance by Costales, et. al. (2010)
Philippine History and Governance by O. Parico et. al (2011)
https://m.youtube.com/watch7v=kadHPMr3EK
https://youtu.be/dsBTCfuCrMc
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, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
A. Reviewing previous lesson or
presenting the new lesson
( 5 minutes)
( 5 minutes)
(5 minutes)
Presidential Form of Government. The
teacher will be asking some students to have a
short recap of the previous lesson and at the
same time, ask their idea of the Presidential form
Powers of the President
Timeline of Former Philippine Presidents.
1.
2.
Appointing Power
Borrowing Power
The students will be shown a timeline of
Contemporary Presidents from Joseph
Page 1 of 5
of government
3.
4.
5.
Control Power
Military Power
Veto Power
Estrada down to Rodrigo Roa Duterte.
(5 minutes)
( 5 minutes)
(5-10 minutes)
KWL Chart
Concept Map
Mix and Match
(The teacher will ask the students if they have an
existing idea about the roles and power of the
President)
(Powers of the President)
The students will be shown “taglines” and the
students will tell during whose tenure as
President the tagline corresponds to.
B. Establishing a purpose for
the lesson
1.
To
pic
K
W
L
2.
3.
4.
“ERAP Para sa Mahirap” (Joseph
Estrada)
“ Strong Republic”(Gloria MacapagalArroyo)
“Daang Matuwid” (Benigno Aquino III)
“Oplan Tokhang” (Rodrigo Duterte)
(10 minutes)
(10 minutes)
(10 minutes)
Headline Analysis
Picture Perfect
“Think-Pair-Share”
The students will be shown some headlines and
the teacher will asked the students to answer
what power of the President is being exercised.
(The students will be shown pictures and they
will determine what power of the President is
being shown)
The students will be asked the question “In
your own opinion, did the following presidents
exercise their powers effectively or not?”
C. Presenting
examples/instances of the new
lesson
Page 2 of 5
D. Discussing new concepts
and practicing new skills #1
( 15 minutes)
( 15 minutes)
Powerpoint Presentation on the :
Powerpoint Presentation/Lecture-Discussion :
Programs of the ff. Presidents :
Roles and Powers of the Philippine President
1.
2.
3.
4.
Joseph Estrada
Gloria Macapagal – Arroyo
Benigno Aquino III
Rodrigo Roa Duterte
E. Discussing new concepts
and practicing new skills #2
Page 3 of 5
F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
(10 minutes)
(10 minutes)
(10 minutes)
Dramatization Present a scene depicting a
power of the President
Informal Debate : Granting Emergency
Powers to the President.
Data Retrieval Sheet.
Rubric:
Rubrics :
1. Understanding of topic =5 pts.
1. Organization of Thought =
5 pts
2. Believability of role =5pts.
2. Clarity of Arguments =
5 pts.
3. Cooperation =5 pts.
3. Presentation =
5 pts.
( 5 minutes)
( 5 minutes)
(5 minutes)
How do the powers of the president affects your
life as a student? Cite examples
1. If you were the President, which among the
given powers will you prioritize?
The students will be asked “What are their
views on Oplan Tokhang?” The students will
be writing their answers on a ¼ sheet of
paper.
( 5 minutes)
H. Making generalizations and
abstractions about the lesson
From the question in the activity, the students will be asked What is Executive Power? Executive
Power is the power to administer, implement, and execute the laws enacted by the Legislature. It
is vested by the Constitution on the President of the Philippines
Write an essay on how the president can properly utilize the power given to him.( 5 minutes)
I. Evaluating learning
The student will be asked to fill-in a DRS
which illustrates the Programs and Issues
and Controversies during the incumbency of
the said president.
President
Program
Issues and
Controversies
Joseph
Estrada
Gloria
Macapagal
Arroyo
Benigno
Aquino III
Rodrigo
Roa
Duterte
Different presidents have their own ways of
exercising their powers.
Journal Entry/Reflective Essay
Debate:
The students will be asked to reflect on
whether our current president is executing his
power effectively.
“The Effectiveness of Dutere as a President”
Rubrics :
Rubrics :
1.
Content = 4 pts.
1. Organization of Thought =
5 pts
2. Clarity of Arguments =
5 pts.
Page 4 of 5
2.
3.
J. Additional activities for
application or remediation
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
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?
Organization of Thought = 4 pts.
Grammar and Presentation = 2 pts.
3. Presentation = 5 pts.
The topic will be taught for two days
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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 them
relevant questions.
Page 5 of 5
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
Day 1
SHS Region 3 MTOT
HUMSS Class D Group 6
Grade Level
Learning Area
Quarter
Week 7 (day 1-4)
Day 2
12
Philippine Politics and Governance
2nd or 4th Quarter
Day 3
Day
4
I. OBJECTIVES
The learners demonstrate an understanding of citizenship
A. Content
Standards
The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC
code for each
Identify issue related to
political engagement and
youth empowerment.
Determine programs that address
the issues related to political
engagement and youth
empowerment.
HUMSS_PG12-IIe-f-16
Asses an existing program that addresses an issue related to political engagement and youth
empowerment .
HUMSS_PG12-IIe-f-18
HUMSS_PG12-IIe-f-17
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
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)
portal
B. Other Learning
Resources
Editorial Cartoon, Data
Retrieval
Video 1: Issues of Youth
https://www.youtube.com/watch?v
=UdIa9nXd6X4
Video 2: Teen-ager-:A Very Good
Short Film for Teen-agers.
https://www.youtube.com/watch?v
=hai_Vic3n9M
Interview questionnaire, Interview Video
(5 Mins.)
"GENIUS HAT": The
students will sing
"TATLONG BIBE" while
passing the genius hat
and when the teacher
tapped the table the song
will be stopped and the
one who is wearing the
genius hat will give the
definitions in their own
words/understanding
about citizenship. (e.g.
CITIZENSHIP, JUS
SANGUINIS, JUS SOLI.,)
(2mins.)
What are the different issues
related to political engagement
and youth empowerment present
in your community?
(5mins.)
"Finding Dory" Help Dory to find
its way home. Match the different
programs in Column A which is
being addressed by the statements
in the Column B.
(3mins.)
"PICTELL" The class will
be divided into six groups.
Each group will be given
an editorial cartoon about
issues related to political
engagement and youth
empowerment wherein
these groups will identify
the editorial cartoon
assigned to them and give
some of their observations
within their group.-Group
1: Broken Family Group 2:
Addiction Group 3:
Violence Group 4: Poverty
Group 5: Election Group
( 3 minutes)
A video presentation regarding
“Issues of the youth” will be
presented
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
C. Establishing a
purpose for the
lesson
Column A
YFC
SK
Column B
A. Political
Involve
ment
B. Parish
Involve
ment
(15 mins)
“Family Feud”
Guess the assessment of your fellow
students about the following
empowerment and political
engagement of the youth in our
school.
Example: According to 50 surveyed
students:
1. What are the 3 delicious or
healthy food in the canteen?
2. (Possible Answers: Banana
Que, Lugaw, Nilagang
Saguing)-Health What are
the 3 most visible/active
clubs for the students in our
(5mins.)
Identify the Needed Information
Example:
-Name some of the institutions that promotes
empowerment and political engagement of the youth.
6: Social Media
Ex.
D. Presenting
examples/instan
ces of the new
lesson
(7mins.)
"THINKING OUT LOUD"
Based on the activity done
earlier each group will be
given a minute to share
their observation to the
whole class.
school?
(Possible Answers: Glee
Club, Science Club, Sports
Club)-Youth Empowerment
3. What are three most loved
activities that were initiated
by SSG?
(PROMENADE, Teachers’ Day
Celebration, Gift Giving during
Christmas)-Political Engagement
(5minutes)
Questions after the Video
Presentation
1.If you were in the shoes of the
youth in the video presentation,
what would you do or your last
resort?
(15mins.)
“Data Retrieval Chart” The
students will fill up the concept map
about youth empowerment and
political engagement based on
yesterday’s discussion.
Youth
Empowerment
Parish
Involvement
DSWD
Smoke Free
Violence Against
PROGRAM
YFC
Sagip Tambay at
Rugby Boy
Balanga City,
Tobacco Free
PREDA
Women and
Children
Political
Engagement
School
Barangay
E. Discussing new
concepts and
practicing new
skills #1
(20mins.)
"DISCUSSION &
REPORT"
Each group will be given a
Reading Material with
guide questions. The
students will answer the
guide questions and share
their ideas about political
engagement and youth
empowerment that were
identified earlier
(10minutes)
Group the class into 5 and let
them brainstorm on the programs
that could help save the youth (
refer to the Issues presented
yesterday) Ask and guide them to
come up with different
Organizations and Programs that
address different issues
PROGRAM
SSG
S.K.
(10mins.)
a.“K-W-L CHART”
According to the groups in the class,
the students must complete the “KW-L CHART” about the programs in
the data retrieval chart done earlier.
Example:
WHAT I KNOW
WHAT I WANT
TO KNOW
PARISH
IS IT POSSIBLE
INVOLVEMENT FOR EVERY
YOUTH TO JOIN
IN THE PARISH
ORGANIZATION?
(ASK THEM TO ANSWER THE K
AND W COLUMNS ONLY)
(Teachers will provide a template for
Parental Consent, Principal’s
Approval and Proper Brgy.
Communications)
Assign the groups accordingly.
(See attached Questionnaires and
Rubric)
F. Discussing new
concepts and
practicing new
skills #2
(10Minutes)
Presentation of outputs
Sample Programs
.1. “Civic organizations
a.Parish Involvement and
other church related
(10Mins.)
Presentation of the interview conducted.
a.“K-W-L CHART”
According to the groups in the class, the students must
complete the “K-W-L CHART” about the programs in
the data retrieval chart done earlier.
Example:
WHAT I
LEARNED
LEARNED
K
W
PARISH
IS IT
(the students
INVOLVE POSSIBL Will provide the
MENT
E FOR
Possible
EVERY
Answers)
YOUTH
TO JOIN
IN THE
PARISH
ORGANI
ZATION?
Let recorded video be shown as a basis for answering
and assessing WHAT I LEARNED COLUMN.
Organizations.
b.Youth Organizations such as
S.K. , Purok Youth Organizations
and the Like.
c. School organizations such as
SSG and the like.
3.Other related Group for Youth
Empowerment
a.Adopt-a-child program
b. DSWD
c. Sagip tambay at rugby boy
Program.
d. Violence against women and
children.
e. PREDA
G. Developing
mastery (leads
to Formative
Assessment 3)
(10 mins.)
"CONTEXTUALIZATION
" According to the group
created earlier, each
group will identify and
share issues related to
political engagement and
youth empowerment in
their locality or
community.
H. Finding practical
applications of
concepts and
skills in daily
living
(5mins.)
"WHAT'S ON YOUR
MIND" The students will
post a groupie with hash
tag about their issue
assigned to their group.
I.
(5mins)
"Tell Us Quickly"
Identify issues related to
political engagement and
youth empowerment
based on the lesson
discussed.
Making
generalizations
and abstractions
about the lesson
(10 Minutes)
“Paint a Picture “
Let the group pick one issue
regarding political involvement
and issues about youth of today.
(ex.
Drug Dependence, Bullying and
etc.) Ask them to paint a picture
what program should be in charge
of the issue and their action
giving them time to move –act and
freeze after the count of ten.
(5 minutes)
In case that you were physically,
emotionally and sexually abuse,
whom you will ask for help and
how will you cope up?
*Ask assistance to government
and nongovernment agencies
such as the DSWD and PREDA
(20 Mins.)
A.”MusiKabataan”
Base on their assessment of the interview, each group
will make a music video that shows the best practices
of the existing program.
The Video should last for 3mins.
(10Mins.)
B.”AnneBisyosa”
Students Presentation of the output.
(See attached Rubric)
(5MINS.)
Name some of the existing programs that
were discussed earlier and its characteristics.
(5mins.)
“Open-Ended Statement”
Complete the statement:
“There are many programs for the empowerment and political
engagement of the youth but for me, the best practice in those is
_______________________________
because________________________________.”
J.
(5MINS.)
"MOST LIKED GROUP"
Based on the posted
groupie with hashtag the
students should gather
likes, hearts and happy
faces.
Rubric:
Creativity of the Photo-5
Most liked Photo5
Group Cooperation- 5
15
Evaluating
learning
K. Additional
activities
application
remediation
for
or
and other counselling agencies.
** The duty of the youth is to open
up with the parents and make
daily conversation.
*** accept that we are different
individuals with different
opportunities. Our role is to make
a difference in a positive way.
(15 Minutes)
A short film is to be watched
entitled “Teen-Ager” Ask them “ If
you were in the Lead Character’s
Shoes, to whom will you run and
be comforted?
“I would like to commend the _____________________
because _____________________________.”
(5Mins.)
“Reflection”
(5mins.)
"MOST WATCHED GROUP"
Upload the Video on YOUTUBE.
Write your reflection about the
government program giving condom
to high school students.
Rubric:
Comprehensiveness of Ideas Discussion of the ideasCorrect format of writingTotal
5
5
5_
15
Agreement
(2mins.)
B.Now I’ve Seen Everything
Ask the student to conduct an
interview to their respective
communities or school about existing
programs about empowerment and
political engagement of the youth to
answer the WHAT I LEARNED
Column.
It must recorded through a video as
a basis for the conduct of interview
which has a theme of the program
assigned to each group. The
program will be assessed.
Let the student plan and share ideas
about this.
V. REMARKS
Assignment
(2mins.)
"MOST WATCHED GROUP"
Within a day the most watched video with comments
will get the highest points.
Creativity of the Video
-5
Most liked Video5
Clearness of audio and video 5
Group Cooperation- ______5___
20
(to be checked the following day
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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?
QUESTIONS TO BE ANSWERED:
1. What is the main issue in your reading material?
2. Share the idea/s in your reading material with the class.
3. What could be the ways to change the perspective of the youth if he is experiencing a problem like this?
Broken Families
The problems begin at home. Since the 1950s, the number of single parent homes has consistently increased to the point of catastrophe. Today, 14 million single parents
are responsible for 28 million children. Raising a child is difficult enough in a two parent home, especially in tough economic conditions. The situation is even direr when
there is only one parent. Economically, a single parent is likely to bring less income home. This equates to fewer opportunities for such vital necessities as education.
Trying to make ends meet also takes time – time that is spent away from children who need a parent’s guiding/influence. Absent a parent’s diligent guidance, children
become subject to higher dropout rates, higher risk of dangerous sexual behaviors and pregnancies, higher chances of drug and alcohol abuse –etc. It truly takes a village
to raise a child.
Drug/Alcohol Abuse
There was a time in cinematic history where virtually every actor/actress was portrayed on screen with a cigarette in hand. Smoking, it was implied, was cool. As a result
everyone was doing it, including kids. Well, as awareness to the danger of smoking increased, “cool” images of smoking disappeared. Unfortunately, the same can’t be
said about drugs and alcohol. These vices are staples in everyday media. Simply, drinking and using drugs is shown as being cool. The numbers bear the tale. 21% of
high school seniors say they get high and 41% of the same group report drinking alcohol. Our kids are literally moving around in an intoxicated daze. Immature behavior
is then amplified due to being under the influence. Drunk driving, poor grades and attendance, anti-social and violent behavior and the list goes on.
Violence
A child’s education is the foundation from which he or she will be able to go forth out into the world and build a life. Schools play a major role in this endeavor, and
therefore it is reasonable to expect that these places of learning would be safe havens for the children while they are preparing for adulthood. Unfortunately, this is not
always the case. In many instances, especially in low income, urban settings, schools can be a war zone. We are not talking about minor bullying, but rather serious
violence. Consider that in the last decade 284 kids were murdered due to school violence – these were shootings, stabbings, fighting and suicides. Growing up is tough
enough without having to be worried about being killed while going to math class.
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
Day 1
SHS Region 3 MTOT
HUMSS Class D Group 6
Week 8 (Day 1-4)
Day 2
Grade Level
Learning Area
Quarter
12
Philippine Politics and Governance
2nd or 4th Quarter
Day 3
I. OBJECTIVES
The learners demonstrate an understanding of citizenship
A. Content
Standards
The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC
code for each
Conduct a research for a draft proposal on political engagement and youth empowerment
HUMSS _PG12-IIe-g-20
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
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)
portal
B. Other Learning
Resources
Editorial Cartoon, Data Retrieval
Video 1: Daily Routine of the Filipino High
School Student
https:www.youtube.com/watch?v=50oZFfnM
Day
4
EMw&feature=share
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
(5 Mins.)
"GENIUS HAT": The students will
sing "TATLONG BIBE" while
passing the genius hat and when
the teacher tapped the table the
song will be stopped and the one
who is wearing the genius hat will
give one word about research. (e.g.
information)
(5 minutes.)
“TELL ME…SHARE”. The students will write
about his/her ‘DAILY ROUTINES’
B. Establishing a
purpose for the
lesson
(3mins.)
"PICTELL" The class will be
divided into three groups. Each
group will be given an editorial
cartoon about issues that can be
used in research wherein these
groups will identify the editorial
cartoon assigned to them and give
some of their observations within
their group.Group 1: Study Habits
Group 2: Political Leaders
Group3: Violence
( 3 minutes)
A video presentation regarding “Routine
activities” will be presented.
(10mins.)
"THINKING OUT LOUD" Based on
the activity done earlier each group
will be given a minute to share their
observation to the whole class.
(5minutes)
Questions after the Video Presentation
1. What can you say about the video?
2. Do you have the same routine?
Why?
C. Presenting
examples/instan
ces of the new
lesson
(5 minutes)
Recall the process and types of research
(10 minutes)
“Family Feud”
Guess the assessment of your fellow students about the following
empowerment and political engagement of the youth in our school.
Example: According to 50 surveyed students:
What are three most loved activities that were initiated by SSG?
(PROMENADE, Teachers’ Day Celebration, Gift Giving during
Christmas)-Political Engagement
(15mins.)
“Data Retrieval Chart” The students will fill up the concept map about
research.
Youth
Empowerment
Parish
Involvement
DSWD
Smoke Free
Violence Against
Women and
Children
Political
Engagement
School
Barangay
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to Formative
Assessment 3)
PROGRAM
YFC
Sagip Tambay at
Rugby Boy
Tobacco Free
PREDA
PROGRAM
SSG
S.K.
(20mins.)
"DISCUSSION & REPORT"
Each group will be given a Reading
Material with guide questions. The
students will answer the guide
questions and share their ideas
about nature , importance and
characteristics of research.
(20minutes)
‘DISCUSSION ”
“Process and Type of Research”
Each class will be divided into three groups
and present a draft proposal research about
the following topics:
a. Political engagement
b. Youth empowerment
(10 mins.)
"CONTEXTUALIZATION"
According to the group created
earlier, each group will identify and
share issues related to research.
(10 Minutes)
“SHARE IT “
Let the group share their chosen draft
proposal research about the given topic and
explain it to the class.
(30 minutes)
Presentation of the output
a. A Draft proposal research per group.
(5mins)
"Tell Us Quickly"
Identify issues related to research
based on the lesson discussed.
(5 minutes)
Tell Us Quickly"
Identify the different process and types of
research.
(15 MINS.)
Tell Us Quickly"
Enumerate the different title for each strand based on the topic given.
(20Minutes)
Presentation of outputs
GROUP WORK:
Form a group of three. Think your own title about the following topics:
a. Political engagement
b. Youth empowerment
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I.
J.
(5MINS.)
Questions:
1. Why is there a need to
conduct a research?
2. What practical benefits can
you get from research?
Evaluating
learning
Additional
activities
application
remediation
for
or
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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?
( 2 minutes)
Assignment:
If you’re an athlete or an artist, do
you still need to conduct research?
Why or why not?
(5 Minutes)
“ Research is a systematically & cyclical”.
This means that you need to follow a step by
step process to successfully conduct a
research study.
(15Mins.)
“Reflection”
Write your reflection about the result of the research that you have
conducted.
Rubric:
Comprehensiveness of Ideas Discussion of the ideasCorrect format of writingTotal
10
10
10_
30
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?
RESEARCH
➢
Is a systematic application of the scientific inquiry in order to find solutions to problems and contribute to knowledge.
IMPORTANCE RESEARCH
1.
2.
3.
4.
Gather relevant information
Understand history
Improve quality of life
Personal and professional development
Characteristics of research
1.
2.
3.
4.
5.
Empirical
Analytical
Systematic
Cyclical
Original
PROCESS OFRESEARCH
1.
2.
3.
4.
5.
6.
7.
DEFINE YOUR TOPIC
WRITE THE PROBLEM STATEMENT
MAKE AN OUTLINE
DEVELOP A RESEARCH STRATEGY
EVALUATE YOUR SOURCES
WRITE AND REVISE YOUR PAPER
DOCUMENT YOUR SOURCES
Grades 1 to 12
DAILY LESSON LOG
Grade Level 12
Learning Area Philippine Politics and Governance
Quarter 1st or 2nd Quarter
School SHS Region 3 MTOT
Teacher HUMSS Class D Group 4
Teaching Dates and Time Week 9 (Day 1-4)
Day 1
Day 2
Day 3
Day 4
Appraise the impact of Congress’s performance
on Philippine development
HUMSS_PG12-Ii-29
Articulate a position or advocacy to a Philippine
legislator through a formal correspondence
HUMSS_PG12-Ii-30
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Obje
ctives
Write the LC code
for each
The learners demonstrate an understanding of the historical background of Philippine democratic politics, the executive,
the legislative, the judiciary, and decentralization and local governance
The learners shall be able to explain the roles of different political institutions
Discuss the roles and responsibilities of the
Philippine Senate and the House of
Representatives
HUMSS_PG12-Ii-27
Assess the performance of the Philippine
Congress
HUMSS_PG12-Ii-28
The roles and responsibilities of the Philippine Senate and the House of Representatives.
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)
http://www.icivs.org/node/1366/resource
www.slideshare.net
Philippine Politics Democratic Ideals And
Realities; Chapter 3, p. 137
Diana J. Mendoza
Ateneo De Manila University Press
http://www.philstar.com/headlines/2016/06/1550
240/belmonte-cites-accomplishments-outgoingcongress
portal
Copyright 2010
http://www.icivs.org/node/1366/resource
www.slideshare.net
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
(2min)
Recitation:
Identify the roles of the president.
B. Establishing a
purpose for the
lesson
(3min)
Does the president have the sole power to rule
the country? If no, who rules with the president?
(Senate and the House of Representatives)
C. Presenting
examples/instances
of the new lesson
(7min)
Using a graphic organizer, give 5 names of
senators and 2 congressmen that they know.
•Upper
House
D. Discussing new
concepts and
practicing new skills
#1
(3min)
Review: Match Me Up
Present pictures that depict the roles of the
congress. Let the students identify these roles.
(Use the same pictures yesterday)
(3min)
What are the roles and responsibilities of the
Philippine Senate and the House of
Representatives?
(3min)
Cite some accomplishments of the Philippine
congress.
(3min)
What are the impacts of Zero Waste
Management Program in our school that is
implemented by the Yes-O Organization?
(3min)
Show pictures of the current situation of your
barangay that need immediate solution.
(2min)
Ask the students to identify the current
representative/ congressman (woman) in their
district.
(5min)
Ask students to present examples of ordinances
in their barangays, which they think create
immense impact on their daily lives.
(15min)
Provide news clips (current) pertaining on the
roles of the Congress. Based on those news
clips, the group assess the responsibilities of
the Congress using the checklist below.
(10min)
Discuss the accomplishments of the Philippine
Congress through PowerPoint.
•Lower
House
(10min)
Activity: PicTell
Divide the class into 8 groups and distribute the
pictures. Each group is tasked to describe the
pictures assigned to them.
Responsibilities of the
Congress
Approve the
government budget
Appointment of public officials
Undertake the projects
under the CDF
Put a ✓ if
performed
House of Representatives
www.congress.gov.ph/download/16th/perfreport
.16th.congress.firstregression
Senate
https://www.franken.senate.gov/files/documents
/Franken_Record_of_Accomplishment.pdf
http://ledac.neda.gov.ph/wpcontent/uploads/2014/01/LEDAC-2011Accomplishment-Report.pdf
(5 min)
Present sample and discuss the characteristics
of an articulated advocacy or position through
the use of PowerPoint.
Propose amendments
to the constitution.
Authorize limited emergency powers for the
president.
Authorize limited
emergency powers for
the president.
Appointment of public
officials.
Sample news clips:
Approve the government budget
Undertake the
projects under
the CDF
Propose,
review, and
adopt bills for
enactment into
law
Propose amendments to the constitution.
Allow for referenda
Overturn a
Presidential
veto
The group will report on their work.
E. Discussing new
concepts and
practicing new skills
#2
(20min)
The teacher will discuss the following through
powerpoint presentation:
1. The basic structure of the Legislative branch.
2. The roles and responsibilities of the congress
and how a bill becomes a law.
(4min)
Video presentation on Congress’
accomplishments:
• House of Representatives
https://www.youtube.com/watch?v=Y
VhOEehUyIA
•
F. Developing mastery
(leads to Formative
Assessment 3)
Group Activity: Find My Partner
Divide the class into 2 groups. Distribute the
sets of pictures to one group and listed roles to
the other group. Each student will find the role
that matches the picture.
(20min)
Walk through the assessments done by the
students in the previous activity.
Senate
https://www.youtube.com/watch?v=9k
R9WOeZuZg
(10min)
Group activity:
Make a graphic organizer or diagram showing
the Congress’ program and their advantages
and disadvantages to Philippine development.
A representative of each group shall present
their graphic organizer.
G. Finding practical
applications of
concepts and skills
in daily living
(3min)
Ask:
Why do we need to know the roles and
responsibilities of the congress?
(10min)
Open Letter:
Group students by three’s. Each group will
construct a letter addressed to their respective
Congressman to air a particular concern.
(5min)
Group dynamics:
Each group shall create a program that is
beneficial to the school.
(5min)
Group activity:
Each group shall develop an advocacy or
position that is advantageous to the community.
H. Making
generalizations and
abstractions about
the lesson
(5min)
Ask:
What is the main role or function of the
Congress?
(The main function of the Congress is to
make laws.)
I.
(10min)
Formative assessment:
10 item quiz.
Fill in the blanks:
1. The Philippine’s legislative department is
Phil. Congress
also known as the ______.
2. The congress is composed of the Upper
and the Lower house which is also known
Senate and ______
House of Representatives
as the _____
respectively.
24 senators.
3. The senate is composed of ____
200
4. The Lower House is composed of ____
district representatives.
budget
5. Approve the government _____.
projects under CDF.
6. Undertake _____
7. Propose, review, and adopt bills for
enactment into ______.
law
8. Overturn
____
a presidential veto with respect
to proposed legislation.
referenda
9. Allow for ______.
10. Propose _____
to the
amendments
constitution.
Evaluating learning
J. Additional activities Assignment:
for application or Research on the complete list of current
senators of the country and district
remediation
representatives in their respective provinces.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
(5min)
Ask:
Why do we need to assess the performance of
the congress?
(Assessment on the performance of the
congress is needed to determine whether
they really rendered an effective service to
our countryman.)
(5min)
Rate the performance of our district
representative using the following scale:
(1 = lowest; 5=highest)
(3min)
What can you say about the Congress’s
performance on Philippine Development
Statement:
The initiated program of our Congress’s
evidently improved the lives of the people in our
country.
(7min)
Essay:
Evaluate the importance of the K-12 program to
the over-all development of our country.
(5min)
Group dynamics:
Each group shall present their advocacy or
position stressing its benefits to the community.
(10min)
Summative test (10 items) on the legislative
branch of the Philippine government.
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:
Allan D. Salvador – Pampanga
Medelyn T. Valiente – Nueva Ecija
Conrado V. Ayunon Jr. – Bulacan
Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan
Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan
Rechelle V. Guilas – Tarlac Province
Sharon P. Alvarez - Zambales
Grades 1 to 12
DAILY LESSON LOG
School SHS Region 3 MTOT
Grade Level 12
Teacher HUMSS Class D Group 4
Learning Area Philippine Politics and Governance
Quarter 1st or 2nd Quarter
Teaching Dates and Time Week 10 (Day 1-4)
DAY 1
DAY 2
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
The learners demonstrate an understanding of the historical background of the Philippine democratic, politics, the executive, the legislative the judiciary and decentralization and local
governance
The learners shall be able to explain the roles of the different political institutions.
Identify the role and responsibilities of the Philippine
Judiciary
Discuss how the Judiciary exercises political
neutrality and fairness
HUMSS_PG12-Ij-31
HUMSS_PG12-Ij-32
The Judiciary
8.1 The role and responsibilities of the Philippine Judiciary
Politics and Governance with 1987 Philippine Constitution,
Josielyn M. Mendoza et al. page 181-188
Philippine Politics and Governance,
Rhene C. Tabajen and Erlinda B. Pulma, page 81-87
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
To assess students’
performance covering
competencies acquired in
the 1st quarter.
Summative Assessment
( Quarterly Exam)
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) portal
B. Other Learning Resources
Evaluate the performance of the
Philippine Judiciary as a dispenser
of justice and protector of
constitutional safeguard to
freedom.
HUMSS_PG12-Ij-33
( 3 min )
Oral Recitation
( 5 min )
Human Chain Reaction Game
Identify the fundamental roles of the Executive and
As a form of review the students shall participate in a
Legislative Branches of the Philippine Government.
game.
The teacher will start discussing the first part of the
lesson then he/she will select one student to give
additional concept from the lesson. The student will
call on another student, and so on and so forth to
complete the concept of the previous lesson.
B. Establishing a purpose for the lesson
( 5 min )
Graphic Organizer Interpretation
( 3 min )
Picture Analysis
The student will interpret the graphic organizer.
The student will interpret the picture with the aid of
guide questions.
With the current campaign of
President Duterte’s War on Drugs,
are you in favor or against the said
campaign? Do you think this
Campaign reflects the true nature
of justice?
Philippine
Goverment
Legislative
What is the relationship of the 3 branches of the
Philippine Government as shown in the graphic
organizer?
1.) What are the symbolisms that are evident
in the sculpture? What do they represent?
2.) How do these symbols illustrate the
meaning of “equal justice and law”?
C. Presenting examples/instances of the
new lesson
DEBATE:
The class will be split into two
groups and will be having a debate
on the following issue:
Executive
Judiciary
Performance Task:
( 5 min )
Picture Analysis
The student will be presented with the picture of
President Rodrigo Duterte, Senator Leila De Lima and
Chief Justice Maria Lourdes Sereno.
What are the issues or cases that are attributed to the
personalities in the pictures shown?
( 5 min )
Concept Map
“Injustice in my society”
The students will give examples of injustices that
they have experience or seen firsthand in their own
community.
How do you feel about the people that have been
deprived of justice?
D. Discussing new concepts and
practicing new skills #1
( 5 min )
( 10 min )
Lecture Discussion aided by Cornell Note-Taking
Method
Meaning of Political Neutrality
The Philippine Judiciary
Meaning of Judicial Power
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
Video Presentation
https://www.youtube.com/watch?v=NzKf3m-OGV8
( 15 min )
( 10 min )
(Discussion with the Aid of PPT)
Roles and Responsibilities of the Philippine Judiciary
Scope of judicial powers
(1) Adjudicatory
(2) Power of Judicial Review
(3) Incidental Power
Discussion of the Organizational Structure of the
Judiciary Branch of the Philippine and their particular
function.
Discussion using a VENN DIAGRAM about Equality
and Fairness
( 7 min )
Collaborative Activity
- Fill in the BOX -
( 5 min )
Reflective Paper
The student will be divided into 5 group with 3 members
each. They are task to write on the manila paper their
ideas about the 3 scopes of judicial power following the
format given below.
EQUALITY
FAIRNESS
What do you think are the major factors that
contribute to the problem of slow administration of
justice in the country?
Expound your answer with a minimum sentence of 3
to 5 sentences.
Adjudicatory
Judicial Review
Incidental
G. Finding practical applications of
concepts and skills in daily living
They will be posting the output on board and the
class will critic the work of their classmates.
( 5 min )
Essay
As a SHS Student how can you show that you value
virtue justice in your day today life? Cite at least 2-3
example.
( rubrics for essay )
H. Making generalizations and
abstractions about the lesson
How does the judiciary check the other branches of the
government?
The Judiciary settles disputes and has the power to
mediate conflicts between the other branches of the
government.
( 5 min)
( 10 min )
Classroom Relationship Management
The class will be having a forum with regards to their
classroom relationships (e.g. class behavioral
environment like bullying, rapport, etc.). The
following issues that arise from the forum shall be
addressed by a class resolution which will be agreed
and approved by everyone in the class. Taking into
consideration the value of justice and neutrality while
creating the resolution.
In your opinion what changes in the legal system
must be initiated to improve the effectiveness and
efficiency of our judicial system.
One of the changes in the legal system that must be
initiated to improve the effectiveness and efficiency
of our judicial system is to declutter the file cases
that every court has, or fast track some cases that
needs to be address immediately like those pending
cases involving senior citizen.
( 5 min )
I.
Evaluating learning
( 10 min )
Pen and Paper
( 7 min)
Slogan Making
( 5 groups)
Fill out the graphic organizer with the role and
responsibilities of the Supreme Court.
SUPREME
COURT
Create a SLOGAN that will established how the
judiciary system exercise political neutrality and
fairness.
SLOGAN together with the written RESOLUTION
created shall be displayed in the classroom as a
reminder of the resolution they have done in relation
with the previous activity.
The activity will be scored with the following rubrics:
RUBRICS for the SLOGAN
10 pts - Relevance to the Topic
5 pts – Creativity
5 pts – Neatness
20 pts TOTAL
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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:
Allan D. Salvador – Pampanga
Medelyn T. Valiente – Nueva Ecija
Conrado V. Ayunon Jr. – Bulacan
Nelly M. Alejandro – Nueva Ecija
Sharon P. Alvarez - Zambales
Franchesca S. Valenzuela – Bulacan
Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan
Rechelle V. Guilas – Tarlac Province
APPENDIX A
Political Typology Quiz
Title: Are You Liberal or Conservative or Somewhere in Between?
Instruction: Take the quiz below to find out at which point in the political spectrum are you more oriented to. Give yourself a score of one (1)
point if you agree, and a score of zero (0) point if you disagree with each of the statements. If you are uncertain with your answer, then choose
what comes closest to your view.
The quiz was adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine sociopolitical context. The full Political Typology Quiz can be accessed online through the link http”//www.people-press.org/quiz/political-typology/. The
interpretation of scores for the quiz is not based on any known or used scale.
Score
The government must regulate business to protect public interest.
Government regulation causes more harm than good.
Most people can succeed if they work hard.
Hardwork does not guarantee success in life.
This country should do whatever it takes to protect the environment.
This country has neglected the environment.
The use of military force is the best way to defeat terrorism.
Reliance on the use of military force to defeat terrorism causes hatred that leads to more terrorism
Discrimination against women leads to injustice in society.
Women are to be blamed for their situation in society.
Business corporations in the country make too much profit.
Most business corporations in the country make a fair and reasonable amount of profit.
The government provides sufficient social services.
The government is inadequate in providing social services.
Government must intervene for population control.
Government must let couples decide on how many children they want.
The government is always underrated for its performance.
Too much power is in the hands of a few elites/oligarchy.
Power in society must be distributed fairly.
The best way to ensure peace is through military strength.
Good diplomacy is the best way to ensure peace.
One must have a religion to be moral and have good values.
Filipinos are naturally independent and hardworking.
Filipinos need government support to succeed in life.
Homosexuality should be accepted by society.
Homosexuality should be discouraged by society.
Filipinos must give up their privacy and freedom to be protected from terrorism.
Filipinos should not give up their privacy and freedom to be protected from terrorism.
Government aid to the poor does more harm than good, by making people too dependent on government assistance.
Government aid to the poor does more good than harm, because people can’t get out of poverty until their basic needs are met.
Stricter environmental laws and regulations cost too many jobs and leads to lost economic opportunities.
Stricter environmental laws and regulations are worth the cost.
Our country has made the changes needed to promote and protect the rights of members of the LGBT (lesbian, gay, bisexual, and
transsexual) community.
Our country needs to do more to promote and protect LGBT rights.
Intermarriages between Filipinos and other races are good for the society.
Intermarriages between Filipinos and other races are not good for the society.
For the purpose of the quiz, the higher your score, the more conservative you are; the lower your score, the more liberal you are.
TOTAL
APPENDIX B
Functions of Political Ideologies:
1. It offers an analysis of the status quo by examining what works and what does not work as well as other various issues and problems that the
state and the broader society are confronted with.
2. It evaluates alternatives to the status quo and prescribes a preferred or desired social order.
3. It specifies the means by which the preferred or desired social order can be achieved
APPENDIX C
Different Ideologies and their Perspectives of the State
Political Ideologies Perspectives on the State
Anarchism
• Rejects the state outright, believing it to be an unnecessary evil
• The sovereign, compulsory, and coercive authority of the state is seen as a nothing less than legalized oppression
operating in the interests of the powerful, propertied, and privileged
• As the state is inherently evil and oppressive, all states have the same essential character
• Endorses direct democracy and call for continuous popular participation and radical decentralization
• Electoral or representative democracy is merely a façade that attempts to conceal elite domination and reconcile the
masses to their oppression.
Socialism
• Has contrasting views of the state
• Marxists have stressed the link between the state and the class system, seeing it either as an instrument of class rule or
as a means of ameliorating class tensions.
• Other socialists, however, regard the state as an embodiment of the common good and thus approve of interventionism in
either its social- democratic or state-collectivist form.
• Traditionally endorses a form of radical democracy based on popular participation and the desire to bring economic life
under public control, dismissing liberal democracy as simply capitalist democracy
• Nevertheless, modern social democrats are now firmly committed to liberal-democratic structures.
Liberalism
• Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order
• While classical liberals treat the state as a necessary evil and extol the virtues of a minimal or nightwatchman state,
modern liberals recognize the state’s positive role in widening freedom and promoting equal opportunities.
• Understands democracy in individual terms as consent expressed through the ballot box, democracy being equated with
regular and competitive elections
• While democracy constrains abuses of power, it must always be conducted within a constitutional framework in order to
prevent majoritarian tyranny
Conservatism
• Links the state to the need to provide authority and discipline and to protect society from chaos and disorder, hence,
their traditional preference for a strong state
• However, whereas traditional conservatives support a pragmatic balance between the state and civil society, neoliberals
have called for the state to be “rolled back” as it threatens economic prosperity and is driven, essentially by, bureaucratic
self-interest
• Endorses liberal-democratic rule but with qualifications about the need to protect property and traditional institutions from
the untutored will of “the many”
• The new right, however, has linked electoral democracy to the problems -f over- government and economic stagnation
Fascism
• Particularly in the Italian tradition, sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the
national community, hence their belief in totalitarianism
• The Nazis, however, saw the state more as a vessel that contains, or tool that serves, the race or nation.
• Embraces the ideas of totalitarian democracy, holding that a genuine democracy is an absolute dictatorship as the
leader monopolizes ideological wisdom and is alone able to articulate the true interests of the people.
• Party and electoral competition are thus corrupt and degenerate
• Source; adapted from Heywood, A 2003, Political Ideologies, New York, palgrave Macmillan, p 192 and p 46.
APPENDIX D
RUBRIC FOR GROUP WORK (Group Discussions, Role Play, etc)
Advanced
Competent
4 points
3 points
Contributions/
Always willing to help and do more; Cooperative; usually offers
participation
routinely offered useful ideas; and
useful ideas; and generally
Attitude
always displays positive attitude
displays positive attitude
Working with
others/
Cooperation
Does more than others; is highly
productive; assumes leadership role
as necessary; and works extremely
well with others.
Does part of the work; is
cooperative;
works well with others; and
rarely argues
Focus on task
/commitment
Tries to keep people working
together; almost always focused on
the task and what needs to be done;
is very self-directed; and
participated in all group meetings
Does not cause problems in
the group; focuses on the
task and what needs to be
done most of the time;
participated in most group
meetings; and provides
leadership when asked
Communication/
Always listens to, shares with, and
listening
supports the efforts of others;
Information sharing provides effective feedback to other
members; and relays a great deal of
related information.
Usually listens to, shares
with, and supports the
efforts of others; sometimes
talks too much; provides
some effective feedback to
others; and relays some
basic related information.
Progressing
2 points
Sometimes cooperative;
sometimes offers useful
ideas; and rarely displays
positive attitude
Beginning
1 point
Seldom cooperative;
rarely offers useful ideas;
and is disruptive
Could have done more of
the work – has difficulty;
requires structure; directions
and leadership; sometimes
argues
Sometimes not a good team
member; sometimes
focuses on the task and
what needs to be done;
must be prodded and
reminded to keep on task;
and participated in some
group meetings.
Often listens to, shares with,
and supports the efforts of
others; usually does most of
the talking – rarely listens to
others; provides little
feedback to others; and
relays very little related
information
Seldom cooperative;
rarely offers useful ideas;
and is disruptive
Did not do any work –
does not contribute; does
not work well with others;
usually argues with
teammates
Provided no leadership;
often is not a good team
member; does not focus
on the task and what
needs to be done; lets
others do the work; and
participated in few or no
group meetings
APPENDIX E
Self-disclosure /
Depth of reflection
Exemplary
4 points
Student demonstrates an in-depth
reflection on, and personalization of
the theories, concepts, and/or
strategies presented in the course
materials. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples from personal
experiences are provided, as
applicable.
Connection to
outside experiences
Student makes in-depth synthesis
of thoughtfully selected aspects of
experiences related to the topic
and makes clear connections
between what is learned from
outside experiences and the topic.
Connection to
readings
Student makes in-depth synthesis
of thoughtfully selected aspects of
readings related to the topic and
makes clear connections between
what is learned from readings and
Rubric for Individual Work
Sufficient
3 points
Student demonstrates a
general reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials.
Viewpoints and
interpretations are
supported. Appropriate
examples are provided from
personal experiences, as
applicable.
Minimal
2 points
Student demonstrates a
minimal reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials.
Viewpoints and
interpretations are
unsupported or supported
with flawed arguments.
Examples are not provided
or are irrelevant to the
assignment.
Student goes into some
Student goes into little detail
detail explaining some
explaining some specific
specific ideas or issues from ideas or issues from outside
outside experiences related experiences related to the
to the topic and makes
topic and m very few
general connections
connections between what
between what is learned
is learned from outside
from outside experiences
experiences and the topic.
and the topic.
Student goes into more
Student goes into little detail
detail explaining some
explaining some specific
specific ideas or issues from ideas or issues from
readings related to the topic readings related to the topic
and makes general
and makes general
Beginning
1 point
Student demonstrates a
lack of reflection on, or
personalization of, the
theories, concepts,
and/or strategies
presented in the course
materials. Viewpoints
and interpretations are
missing, inappropriate,
and/or unsupported.
Examples are not
provided.
Student merely identifies
some general ideas or
issues from outside
experiences related to
the topic.
Student identifies some
general ideas or issues
from readings related to
the topic. Readings are
the topic. Includes reference to at
least two readings other than those
assigned for class.
Connection to class
discussions
Student synthesizes, analyzes and
evaluates thoughtfully selected
aspects of ideas or issues from the
class discussion as they relate to
this topic.
connections between what
is learned from readings
and the topic. Includes
reference to at least one
reading other than those
assigned for class.
Student synthesizes clearly
some directly appropriate
ideas or issues from the
class discussion as they
relate to this topic.
connections between what
is learned from readings
and the topic.
only those assigned for
the topic.
Student attempts to
synthesize some directly
appropriate ideas or issues
from the class discussion as
they relate to this topic.
Student has difficulty
restating some general
ideas or issues from the
class discussion as they
relate to this topic.
APPENDIX F
Rubric in Slogan Making
Craftsmanship
Creativity
Originality
4
The slogan is exceptionally
attractive in terms of
neatness. Well constructed
and not messy.
The slogan is exceptionally
creative. A lot of thought
and effort was used to
make the banner.
Exceptional use of new
ideas and originality to
create slogan.
3
The slogan is attractive in
terms of neatness. Good
construction and not very
messy.
The slogan is creative and
a good amount of thought
was put into decorating it.
2
The slogan is acceptably
attractive though it may be
a bit messy.
1
The slogan is distractingly
messy.
The slogan is creative and
some thought was put into
decorating it.
The slogan does not
reflect any degree of
creativity.
Good use of new ideas
and originality to create
slogan.
Average use of new ideas
and originality to create
slogan.
No use of new ideas and
originality to create the
slogan.
APPENDIX
POWER
The Meaning of Power
• Politics always involves the exercise of power by one person or persons to
another person or persons (Shively, 2012)
• Power is the ability to get someone to do something he/she wants to
accomplish thus making things happen in the way he/she wants. In having
such ability, along with the exercise of power is an influence.
➢ Influence is the process by which a person’s affects the behavior and
feeling of another person.
➢ In order to influence a person there must an authority which is the
right to change another person.
 Power is a well prime ingredient of politics (Roskin et.al.,2012).
Sources of Power
1. Organizational Power is a power derived from a person’s position in an
organization and from control over valuable resources afforded by that
position.
➢ Reward power. It is the extent to which a leader can use extrinsic
and intrinsic rewards to control the influence other people.
➢ Coercive power. It is the degree to which a leader can deny desired
rewards or administer punishments to control other people and let
them follow his wants.
➢ Legitimate power. It is the extent to a leader can use subordinates ‘
internalized values or beliefs that the boss has a right of command
to control his subordinates’ behavior. That id legitimacy is lost,
authority will not be accepted by subordinates. It is otherwise
known as formal hierarchical authority.
➢ Information power. The leader has the access to and control of
information.This complements legitimate hierarchical power.This
could be granted to specialists and managers in the middle of the
information system. The people may protest information in order to
increase their power,
➢ Process power. The leader has full control over the methods of
production and analysis. Thereby, placing an individual in the
position of influencing how inputs are transformed int outputs as
well as managing the analytical process used to make choices.
➢ Representative power. The legal right conferred to speak by the firm
as a representative of a potentially significant group composed of
individuals from departments or outside the firm. Helps complex
organizations deal with a variety of constituents.
2. Individual Power or personal power is a power derived from personal
characteristics that are of value to the organization.
➢ Expert power
 The ability to control another person’s behavior through the
possession of knowledge , experience, or judgement that the
other person needs but not have.
 Is relative, not absolute.
➢ Rational persuasion
 The ability to control another person’s behavior by
convincing the ther person of a desirability of a goal and a
reasonable way of achieving it.
 Much of a supervisor’s daily activity involves rational
persuasion.
➢ Referent power
 The ability to control another behavior because the persons
wants to identify with the power source.
 Can be enhanced by linking to morality and ethics and long
term vision.
Symbols of Power
A. Kanter’s Symbols of Power
The primary characteristic of Kanter’s seven symbols of power
is that they provide an ability to aid or assist another person. .Her
symbols are active and other-directed.
The symbols are:
1. Ability to intercede for someone in trouble.
2. Ability to get placements for favored employees
3. Exceeding budget limitations
4. Procuring above-average raises for employees
5. Getting items on the agenda at meetings
6. Access to recent information
7. Having top managers seek out one’s program
B. Kanter’s Symbols of Powerlessness
Powerlessness is a lack of power, which may have different
symptoms in
managers at various levels of the organization.
C. Karda’s Symbols of Power
Korda’s symbol of power are easy to determine, and they
include office
furnishings, time power and standing by.
➢ Ways to expand power (Shermerhorn, 2003)
 Clearly define roles and responsibilities
 Provide opportunities for creative problem solving coupled with the
discretion to act.
 Emphasize different ways of exercising influence
 Provide support to individuals to they become comfortable with
developing their power.
 Expand inducements for thinking and acting, not just obeying.
Two Faces of Power
Mccelland takes a stand for the use of authority in a right or wrong fashion.
1. Personal power is use for personal gain and involves the in a win-lose
approach.
2. Social control involves the use of power to create motivation or to
accomplish group goals.
Types of Authority (Weber in Ethridge & Handelman, 2004)
1. Charismatic Authority. It is an influence possessed by person by virtue of
their personal magnetism. They have the capacity to gain respect and
even adulation to the point of moving followers to make great sacrifices.
It flows not from the legal basis of one’s power but an individual.
2. Rational-Legal Authority. It is a leadership based on established law.
People obey the leader or executive because they accept his or her power
under the law.
3. Traditional Authority. The leadership is based on from the culture that is
people often give allegiance to the one who occupy the institutional
positions.
4. Coercive Authority. The power to use force such as police or military force
to demand obedience from the subordinate.
APPENDIX
States Nations and Globalization
Concept of a State
State taken from the Latin stare (to stand) a state is a political community that occupies
a definite territory; having an organized government with the authority to make and
enforce laws without the consent of a higher authority. It is also defined as a
self-governing political entity.
Elements of a State
1 People - also known as population or inhabitants.
2. Territory - refers to the portion of the earth which composed of aerial (air space
above), fluvial (waters around and connecting the islands of the archipelago) and the
terrestrial (landmass) domains.
Maritime terms:
a. Territorial Sea - coastal states have sovereignty, including exclusive fishing
rights (12 nautical miles)
b. Contiguous zone- coastal state can enforce its customs, immigration, and
sanitation laws and exercise “hot pursuit” out of its territorial waters (24
nautical miles) .
c. Exclusive Economic Zone - state has recognized rights to explore, exploit,
conserve, and manage the natural resources (200 nautical miles).
d. Continental Shelf - countries have exclusive rights to natural resources up to
350 nm.
e. High Seas - beyond EEZ - “common heritage of humankind.”
3. Sovereignty - refers to supreme and absolute power within its territorial boundaries.
Types of Sovereignty
1. internal is the power of the state to rule within its territory
2. External is the freedom of the state to carry out its activities without
subjection to or control by other states.
Characteristics of Sovereignty
1. Sovereignty is absolute from the legal point of view.
2. Sovereignty is permanent
3. Sovereignty of the state is universal
4. Sovereignty is inalienable
5. Sovereignty cannot be divided between or shared by a plurality
6. Sovereignty is exclusive
4. Government – refers to the institution or agency or instrumentalities through which
the state maintains social order, provide public services, and enforces binding decisions.
International recognition, e.g. by the UN
Forms of Government
1. Distribution of Power
a. Unitary government power is held by one central authority. Example:
Philippines, Denmark, Italy, Finland Peru.
b. Confederation it is a voluntary association of independent states that often
only delegate a few powers to the central government. Weak or loose
organization of states agrees to follow a powerful central government.
Examples: The Commonwealth of Independent States (CIS) formerly known
as the Soviet Union, Switzerland’s canton system.
c. Federal government power is divided between one central and several
regional authorities. Example: Malaysia, USA, Nigeria, Australia
2. Citizen Participation
a. Autocracy. Form of government wherein one person possesses unlimited
power. The citizen has limited, if any, role in government. The leader is from
a family or from a social class or from a strong party. In addition, Monarchy is
a government in which a supreme power is lodged in the hands of a monarch
who reigns over a state or territory, usually for life and by hereditary right;
the monarch may be wither a sole absolute ruler or a sovereign – such a king,
queen, or prince – with constitutionally limited authority.
Form of Autocratic Government
1. Absolute or Totalitarian Dictatorship. The ideas of a single leader glorified.
Government tries to control all aspects of social and economic life.
Moreover, the government is not responsible to the people. Thus, the
people lack the power to limit their rulers. Examples: Adolf Hitler, Benito
Mussolini, Joseph Stalin.
2. Absolute Monarchy. The king, queen, or emperor exercises the supreme
and unlimited powers of government wherein the position is usually
inherited. Absolute monarch rules by divine right are rare today but from
the 1400s to the 1700s they rule most of Western Europe. Example: King
of Saudi Arabia. The counterpart of absolute monarchy is limited
monarchy wherein the ruler has a limited power as mandated by the
constitution.
b. Oligarchy. It is the government by the few. Sometimes a small group
exercises control, especially for corrupt and selfish purposes. The group gets
its power from military power, social power, wealth, religion or a
combination. In here, the citizen has a very limited role. Thus, political
opposition is usually suppressed-sometimes violently. Example: Communist
countries such as China, Leaders in the party and armed forces control
government.
Note: Autocracy and oligarchy sometimes claim they rule for the people
but in reality, the people have very little say in both types of
government. They may hold elections which only one candidate or
control the results in various ways. Moreover, even when the
government have a legislature or national assembly, they often only
approve decisions made by the leaders.
c. Democracy. It is a government based on the consent of the governed. The
people are the sovereign, thud, they hold the highest political authority.
Citizens have freedom to criticize their leaders because they are the one who
elected them in the position. People have high a degree of participation in
every government processes.
Democracy has two forms: Indirect democracy or representative democracy
is a form of democratic government wherein the people directly elect their
leaders who will govern them and perform governmental functions; and
Direct democracy is a form of government wherein the people will convene
in a mass assembly and directly formulate an expressed the will of the state
3. Legitimacy
a. De jure. It is a form of government wherein it has the peoples support
and possess constitutional mandate. Therefore, it is a legitimate
government.
b. De facto. It is a form of government supported by the people but no
constitutional mandate or legal support.
Executive and Legislative Relationship
a. Presidential – a form of government in which executive branch exists separately
from the legislature. The president is constitutionally independent from the
legislature because they are elected directly by the people.
b. Parliamentary – a form of government in which members of an executive branch
(the cabinet and its leader - a prime minister are nominated to their positions by
a legislature or parliament, and are directly responsible to it)
An Independent State
➢ Has space or territory which has internationally recognized boundaries.
➢ Has people who live there on an ongoing basis.
➢ Has economic activity and an organized economy. A country regulates
foreign trade and domestic trade and issues money.
➢ Has the power of social engineering, such as education
➢ Has a transportation system for moving goods or services.
➢ Has a government which provided public services and police power.
➢ Has sovereignty. No other state should have the power over the country’s
territory.
➢ Has external recognition. A country has been “voted into the club” by other
countries.
Origins of the State
1. Evolution Theory – States evolved from family units. The families grew into a
large extended family that heads of the family served as a government.
Eventually evolved into tribal councils with a hierarchy of authority.
2. Force Theory - Governments, emerged when people were brought under the
control of some power. States emerged from the conquest of other families or
tribes.
3. Divine Right - Belief that kings are chosen to rule the Ancient state by a deity
examples include Egyptians and Aztecs.
4. Social Contract - It existed during the 17th Century and the Age of Enlightenment.
People begin to challenge the monarchy and the idea of Divine Right.
Concept of Nation
➢ Nation (Anderson 1991, Poggi 2008) is the social construction of a collective
identity. It is an imagined political community that is imagined as both
inherently limited and sovereign.
➢ It is also defined as a group of people who share the same territory, geography,
language, customs and sometimes religion.
Distinction between the State and Nation (Murali, et.al. 2005)
State
Exited not only at present but also in the
ancient period.
It is legal political.
People organized for law within a definite
territory.
A state must be sovereign.
Nation
Modern phenomenon.
It is racial cultural.
People psychologically joined together with
common will to live together.
People continue as a nation even if they do
not remain sovereign.
Inhabited by heterogeneous groups of Inhabited by homogenous groups of people.
people
Concept of Globalization
Globalization also known as global industrialism is a process of forging international
political, economic, religious, and socio-cultural interconnections. The concept of
sovereign nation-states is increasingly being challenged by globalization.
SUMMATIVE ASSESSMENT
1. He serves as chieftain, legislator and judge in his barangay.
a. maharlika
c. datu
b. timawa
d. umaklolohan
2. He was appointed by the King of Spain as his official representative in the colony.
a. alcalde mayor
c. gobernadorillo
b. governor-general
d.cabeza
3. Which of the following statement is false?
a. Acta de Tejeros contained a resolution nullifying the result of the Tejeros convention.
b. Aguinaldo first established a dictatorial government wherein the chief of state was called the
Dictator.
c. The treaty of Paris states that the Spain will turn over the Philippines to the US for the sum of
$20,000,000.
d. Through the Philippine Assembly, Filipinos were able to participate in the making of laws for
the country.
4. What significant event happens on 1986?
a. Philippine Constitution was drafted and ratified by the people through plebiscite.
b. Assassination of Senator Benigno Aquino
c. Declaration of Martial Law
d. Snap election and first EDSA revolution
5. It serves as a transitional government preparatory to the resumption of the Philippine Independence.
a. Commonwealth Government
c. Malolos Constitution
b. Schurman Commission
d. Constitutional Convention
6. Arrange into chronological sequence of event
1. Biak na Bato Republic
3. Revolutionary Government
2. Malolos Republic
4. Civil Government
a. 1,3,2,4
b. 3,2,1,4
c. 1,2,3,4
d. 2,1,3,4
7. Executive Power is defined as _________________
a. the authority under the Constitution to make laws and subsequently, when the need arise
to alter and repeal them.
b. the power to administer, implement, and execute the laws enacted by the legislature.
c. the power to ratify treaties, and declare state of war.
d. the power to apply the laws, to contests or disputes concerning legally recognized rights or
duties.
8. He is the shortest serving President of the Philippines.
a. Diosdado Macapagal
c. Joseph Estrada
b. Ferdinand Marcos
d. Sergio Osmeña
9. The actor Robin Padilla, upon the order of the president was released from prison. What power of the
President was exercised?
a. Appointing power
c. Pardoning Power
b. Removal power
d. Veto Power
10. Former president Joseph Estrada was subject to Impeachment trial on the following grounds
except__
a. bribery
c. graft and corruption
b. betrayal of public trust
d. treason
11. The president known for his Philippines 2000 policy.
a. Corazon Aquino
c. Gloria Macapagal-Arroyo
b. Fidel Ramos
d. Benigno Aquino Jr.
12. All of the following are powers of the President, except for ?
a. Pardoning Power
c. Referent Power
b. Borrowing Power
d. Appointing Power
13. The Katipunan was a secret society that precipitated our glorious revolution on August 26, 1896 and
it was organized by
a. Emilio Jacinto
c. Apolinario Mabini
b. Andres Bonifacio
d. Antonio Luna
14. He is the longest serving President of the Philippines who declared Martial Law.
a. Diosdado Macapagal
c. Joseph Estrada
b. Ferdinand Marcos
d. Sergio Osmeña
15. It established a government intended to be popular, representative and responsible.
a. Commonwealth Government
c. Malolos Constitution
b. Schurman Commission
d. Constitutional Convention