DAY 1 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each The learners shall be able to clearly identify a specific political phenomenon and how it can be studied. Define power Recognize the nature, dimensions, Analyze the nature, dimensions, HUMSS_PG12-Id-11 types, and consequences of types, and consequences of power. power. HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson DAY 4 Assess how power is exercised in different situations. HUMSS_PG12-Id-14 Power: Nature, Dimensions, Types and Consequences 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 Other Learning Resources DAY 3 The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and globalization. II. CONTENT B. DAY 2 Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30. (3 minutes) Ask students about their understanding about political ideologies. Video Clips: http://ed.ted.com/lessons http://www.iapss.org/wp/2014/09/ 28/three-dimensions-of-power/ https://managementstudyguide.co m/types-of-power.htm Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30. Video Clip: https://www.thenation.com/article/ philippine-president-rodrigoduterte-is-a-wildly-popular-fascist/ Video Clip: https://www.youtube.com/watch?v=E E4mjA3u4fc 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. (5 minutes) Ask: What is power? (5 minutes) Review of the past lesson. (3 minutes) Ask students who can deliberate all important facts in consonance to power, dimensions, types, and consequences B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson (7 minutes) Class Activity: PICTOpinion The teachers shows pictures of prominent world leaders. 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) Group Work: Concept Mapping Concept to map: What is power? Know Want Learn (5 minutes) Class Activity: PasaDeBola Ask students about the significant details learned from the previous topics. (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.) (10 minutes) Class Activity: Ask students to present the pictures of different powerful personalities. (7 minutes) Class Activity: Truth or Consequences 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) Group Work: 4 Pics One Word Present activity about the nature, dimensions, types, and consequences of powers (10 minutes) Class Activity: 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. (5 minutes) Class Activity: Video Clip Analysis 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) Encourage the students to evaluate the video clip. (10 minutes) Group Work: VideoChikahan Guide questions: 1. What is the main content of the video? 2. What do you think is the most significant part in the video? 3. What power projected in the video clip? 4. How can power exercise in different situations? (10 minutes) Group Work: 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. Ask: What more you want to know about the concept of POWER? D. Discussing new concepts and practicing new skills #1 (15 minutes) Group Work: Making Sense The students will brainstorm on a definition of POWER. Guide Questions: Is power always positive? negative? both? What is the purpose of power? (15 minutes) Group Work: Small Group Discussion Discuss the nature, dimensions, types and consequences of power by giving reading text to each group. Guide questions must be provided. (10 minutes) Class Activity: Filtering Present a digested political article about the nature, dimensions, types, and consequences of power E. Discussing new concepts and practicing new skills #2 (5 minutes) Group Work: Likes and dislikes Ask the students to define power according to their own understanding. (5 minutes) Group Work: Affirming 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 (10 minutes) Class Activity: 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 F. heart'. Physical power Informational power Emotional power Types of Power: Coercive Power Reward Power Legitimate Power Expert Power (5 minutes) Group Work: After the Image 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) Group Work: Group students and make them discuss by themselves on how to recognize the dimension of power. utilized. Developing mastery (leads to Formative Assessment 3) (10 minutes) Group Work: Hugot/ Pick-up Lines Have each group arrive at a ‘hugot line’ or ‘pick up line’ about the concept of POWER. They should present these in front. G. Finding practical applications of concepts and skills in daily living (3 minutes) Class Activity: If given the chance Ask: If given a chance to assume government position, what would it be? How are you going to exercise the power vested in you? H. Making generalizations and abstractions about the lesson (2 minutes) Class Activity: The Best Ka Ask: We have many different definition of power. Based on the given definition what is the best definition of power for you? Why? (5 minutes) Class Activity: One-Liner Create a one-liner statement which will sum up the significant facts of the lesson (5 minutes) (3 minutes) Class Activity 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. I. (5 minutes) Individual Work:3-2-1 Let the students fill the 3-2-1 chart: 3 things learned (5 minutes) Individual Work: FBpost Make a statement or a saying regarding the types and (5 minutes) Individual Work: Hugot Line Ask: What do you think is the most significant lesson you get from our Evaluating learning (5 minutes) Individual Work: Short Essay Ask: Create a short essay presenting and discussing the facts and their critical analysis on the nature, dimensions, types, and consequences of power. (10 minutes) Group Work: Slogan Writing Let the students create a short slogan about the use of power. (2 minutes) Class Activity Ask: Considering the present situation, here in our country how would you describe the power of our leaders? (5 minutes) Class Activity 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) Group Work: ArtThrob, Pusuan Mo Bes! 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: Short Quiz Give a 10-item quiz about the week’s topic 2 most important facts still in mind 1 question remains in mind 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? consequences of power which you can post in your Facebook wall. Assignment: Research Bring pictures of different powerful personalities. discussion? Cite one HUGOT LINE to describe your learning.
