School
Teacher
Teaching Dates and Time Week 5 (Day 1-Day 4)
DATE
PARTS
I. OBJECTIVES
DAY
1
Grade Level
Learning Area
Quarter
DAY
2
DAY
3
DAY
4
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
12
Philippine Politics and Governance
1st or 3rd Quarter
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 con tent 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
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B. Other Learning Resources
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Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda
B. Pulma, pp. 31- 39
Difference Versus Nation and State:
https://www.youtube.com/watch?v=hyt_oM6c
LtA Nations, States, and Nation States
https://www.youtube.com/watch?v=sa41DBGHfw&t=3s State vs. Nation
https://www.youtube.com/watch?v=rPwf3qOF
V7w
Elements of A State:
Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda
B. Pulma, pp. 39- 40
What is Globalization?
https://www.youtube.com/watch?v=xPD4
77FuqtY Is Globalization Good or Bad?
https://www.youtube.com/watch?v=8sSNy
XEShqI Globalization Pros and Cons:
https://www.youtube.com/watch?v=cVPw
mpu3HAE
The Cost of Globalization:
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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)
(8 minutes)
(15 minutes)
Class Activity: „Made‟ of the Philippines Group Work: Word Play
Ask: What makes up the Philippines as a
country?
B. Establishing a purpose for
the lesson
Most Possible responses:
 Territory
 People
 Leaders
 Filipinos
 Land
 Sea
(Catapult from these
responses that a country is a
meaningful entity)
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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 al lotment.
Let the students present their acrostics.
Each of the 5 groups will be given 3
minutes to present.
Ask: What is globalization?
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)
(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.)
Dyad: SHOPares
(6 minutes)
Class Activity: PictoQuiz
Have the class identify images to which
they refer.
Example:
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
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those things were made.
Ask the following:
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
C. Presenting
examples/instances of the new
lesson
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)
(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.
Have the students find the oneness
Ask the following processing questions
between the images below.
regarding the students‟ acrostics.
 What are the noticeable
differences mentioned in the
acrostics?
 How is nation different from
state?
 How is nation related with state?
(It could be thru jumbled letters or in
the form of a game where letters are
to be provided to students grouped
into two and race towards coining
the terms in a given time limit)
Class Activity: LaraONE
Class Activity: Video Analysis
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
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Globalization.
organize the
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(They
should
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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
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?
Distribute copies of meanings of
globalization to each group. They will
Guide Questions:
brainstorm on the meaning and highlight
 What are the underlying
its keywords/s. (The teacher
characteristics distinguishing
should ensure that such
state from nation? Write key
highlighted keyword be written
concepts (significant terms).
on the board or in meta-cards
 Can nation be state, vice versa? 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)
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.
(The teacher should have pictures
to serve as buffer in the activity
particularly on the following
concepts: cultural, political,
functional, legal, and
psychological.)
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E. Discussing new concepts
and practicing new skills #2
(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.
POLITICAL
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ECONOMIC
RELIGIOUS
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SOCIOCULTURAL
concepts in a w-diagram.
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.
(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 Tpictures shown to them.
globalization works in Philippine context
diagram.
in terms of:
THE PHILIPPINES
 Political
 Economic
as a Nation
as a State
 Religious; and
 Socio-cultural
interconnections
S
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globalization based on the
following concepts?
O VE
R
E
IG N
TY
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?
Take note: Students can be
provided with newspapers and
consider articles related to the
mentioned aspects. Relate this to
the class for simple discussion.)
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ISSU
E
GLOBALIZATI
ON
INFLUENCE
Boon
Bane
(Pros) (Cons)
Group 1. Political
Group 2. Economic
Group 3. Religious
Group 4. Socio-Cultural
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P E
O P
L
E
G O VERNMEN T
T E R
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R
I T OR Y
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I N T E R N A T I ON A L
R E C OG 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)
Class Activity: What does learning
about the definition of nation and
state contribute in your well-being as
a student?
G. Finding practical applications
of concepts and skills in daily
living
(8 minutes)
(7 minutes)
(7 minutes)
Group Work: Isip-Daluyong!
Group Work: #GoGlobal
Group Work: What Now? #GoGLobal or
#GoLocal?
Members shall discuss and come up with
what benefits do people get for being
members of a nation/ a state.
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?
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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?.
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H. Making generalizations and
abstractions about the lesson
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(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.
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
(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
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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.
Possible Statements:
 Globalization
is
the
interconnection of nationstates.
 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.)
Ask: What makes a state? How is nation
different or related with the concept of
state?
Rubri
c
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Know
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Want
Learn
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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?
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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.
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