Learning Area
Learning Delivery Modality
DAILY
LESSON
PLAN
I.
A.
III.
Face to Face Modality
School
Teacher
Teaching Date
Teaching Time
OBJECTIVES
Content Standards
E. T. Tirona MNIHS
Jazrael A. Mangullo
October 12, 2023
11 HUMSS 1 (2:00-3:00)
Grade Level
Learning Area
Quarter
No. of Days
Grade 11
PPG
First Quarter
1 day
At the end of the lesson, the students must be able to:
1.
Define and discuss the nature, dimensions and types of power
2.
Illustrate the effects of consequence of power to one’s self
3.
Recognize the significance of having consciousness on the given lesson
The learner demonstrates understanding of the core concepts and
theories in performing hair coloring and hair bleaching.
B. Performance Standards
The learners shall be able to clearly identify a specific political phenomenon and
how it can be studied
C. Most Essential Learning
Competencies
Analyze the nature, dimensions/types, and consequences of power
D. Enabling Competencies
II.
Philippine Politics and Governance
CONTENT
HUMSS_PG12- Id-13
None
Power: Nature, Dimensions, Types and Consequences
LEARNING RESOURCES
A. References
a) Teacher’s Guide
Pages
b) Learner’s Material
Pages
PPG Curriculum Guide
PPG MELC
https://www.yourarticlelibrary.com/india-2/national-power-meaning-naturedimensions-and-methods/48477
https://www.princegeorgecitizen.com/opinion/columnists/understanding-thenature-of-power-1.20519583
http://changingminds.org/explanations/power/three_faces.htm
c) Textbook Pages
d) Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development
IV. PROCEDURES
https://www.yourarticlelibrary.com/india-2/national-power-meaning-naturedimensions-and-methods/48477
https://www.princegeorgecitizen.com/opinion/columnists/understanding-thenature-of-power-1.20519583
http://changingminds.org/explanations/power/three_faces.htm
Collaborative Approach – Interactive Instruction Strategy – Small Group
Discussion
 Preliminaries
- Greetings
- Checking of cleanliness and orderliness
- Prayer
- Checking of attendance
- Checking of assignment (if there is any)
- Review of previous discussion



The learners will have the walkthrough on the lesson’s expectations.
Content of the lesson will be presented.
The learning objectives will be introduced to the learners.
Annotation:
Objective 4: Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning (PPST 1.6.2). The teacher will
use the English and Filipino language as a medium of instruction inside the classroom. The learners will be encouraged to speak in English.
Objective 5: Established safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines and procedures. (PPST 2.1.2). The teacher will make sure to remind the students about the do's and dont's inside the classroom; all
the learners will be given the chance to share their ideas in class.
Objective 6: Maintained learning environments that promote fairness, respect and care to encourage learning. (PPST 2.2.2). The teacher will
make sure to remind the students about the do's and dont's inside the classroom; all the learners will be given the chance to share their ideas
in class.
A. Reviewing previous lesson or
presenting the new lesson
The teacher will ask the students to recall the different political ideologies and how
these can shape the society discussed from the previous session.
B. Establishing a purpose for the
lesson
The students will analyze the images and answer the questions below.
Process Questions:
LOTS: What do you think is the connection of the photo to power?
C. Presenting examples/instances
of the new lesson
The students will answer the question.
HOTS: What are the pros and cons of using power?
Annotation: Objective 2
Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. (PPST 1.4.2)
Literacy skills include listening, speaking, reading, and writing. They also include such things as awareness of the sounds of
language, awareness of print, and the relationship between letters and sounds. In What’s New, pictures can provide a visual
representation of the community problems we’re discussing. This can help students better understand and relate to the issues,
especially if they have limited personal experience with them.
Numeracy skills can be applied in various problems (Common Community Problems faced by the Filipinos and the Marginalized
Sector) which includes topic like budget, cause and effect for lack of money/income. Use of research-based results also
promotes numeracy skills in the context of data analyzation.
Annotation: Objective 3
Applied a range of teaching strategies to develop critical and creative thinking, as well as higher order thinking skills. (PPST
1.4.2)The use of effective questions from LOTS to HOTS was evident in the lesson plan. Analyzing pictures encourages critical
thinking. Students can infer information, make connections, and draw conclusions based on what they see in the images.
D. Discussing new concepts and
practicing new skills #1
The teacher will discuss:
Power Taxonomy
Annotation: Objective 1: Applied
knowledge of content within and
across curriculum teaching areas.
(PPST 1.1.2). The lesson can be
integrated to Araling Panlipunan,
Economics and Research
Annotation: Objective 2
Used a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills. (PPST
1.4.2)
Numeracy skills can be applied in
various
problems
(Common
Community Problems faced by the
Filipinos and the Marginalized Sector)
which includes topic like budget, cause
and effect for lack of money/income.
Use of research-based results also
promotes numeracy skills in the
context of data analyzation.
Incorporating infographics can make
learning more engaging and relevant
for students. It also aligns with the
increasing importance of visual literacy
skills in the digital age. Teachers can
use infographics as both teaching tools
and assignments to develop and assess
a wide range of literacy skills.
-
Informational Power – Power that comes from access to and control over
information. Information is a form of influence and social power by providing
information to a person resulting them to think and act in different way
-
Dimensions or Faces of Power - According to Heywood (2007), the following
are the various ways how power is exercised by members of society. These are
called dimensions or faces of power: Power as Decision-Making, Power as
Agenda Setting and Power as Thought Control.
E. Discussing new concepts and
practicing new skills #2
Class Sharing: "How can power can change a person lives either negative or positive
aspects?"
Skill Practice: Critical Thinking, Reflection, and Sociocultural Awareness
F. Developing Mastery
(Lead to Formative Ass
essment)
Annotation: Objective 1: Applied
knowledge of content within and across
curriculum teaching areas. (PPST 1.1.2).
The lesson can be integrated to Araling
Panlipunan, Economics, Research,
Biology.
Directions. Group Activity. (Small Group Discussion). Each group will be provided with
different real-life scenarios faced by our community. They should discuss this using the
process questions below. Answers will be presented during class.
Community Problem Simulation
1. Oplan Tokhang, killing innocent people without due process
2. Spreading fake news and black propaganda
3. Confidential Fund
4. Red Tagging
5. Angat Buhay Programs
6. Promotions and Reward
Annotation: Objective 3
Applied a range of teaching strategies
to develop critical and creative
thinking, as well as higher order
thinking skills. (PPST 1.4.2)
The use of effective questions from
LOTS to HOTS is seen in this activity.
This
progression
of
questions
encourages students to move from
basic understanding to more complex
analysis and evaluation of the scenario,
promoting higher-order thinking skills
in the process.
Process Questions:
• How would power be used in certain scenario? It Just or unjust?
• How does power used in different scenario affects us and our daily life? And do you
power is subject for corruption?
G. Finding practical application of
concepts and skills in daily living
Annotation: Objective 1: Applied
knowledge of content within and
across curriculum teaching areas.
(PPST 1.1.2). The lesson can be
integrated
to
Empowerment
Technology and Creative Writing.
Annotation: Objective 2
Used a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills. (PPST
1.4.2)
DIRECTIONS. Reflect on and answer the following questions:
Think of someone who you think should receive an advice about the importance of
knowing the cause-and-effect relationship between the different types of power and
consequences of power. Write a “suggestion letter” to that person. Write your output
on a separate sheet of paper. Your output will be graded using the criteria below:
Content - 25 Points
Structure - 10 Points
Word choice - 10 Points
Grammatical accuracy - 5 Points
Total - 50 Points
Incorporating infographics can make
learning more engaging and relevant
for students. It also aligns with the
increasing importance of visual literacy
skills in the digital age. Teachers can
use infographics as both teaching tools
and assignments to develop and assess
a wide range of literacy skills.
Activities like timeline enhances
numeracy skills because students
practice sequencing and order,
counting and measurement, problem
solving and data interpretation.
H. Making generalizations and
abstractions about the lesson
The students will reflect on how their awareness of how power should be us, and how
it can shape a better future
I. Evaluating learning
Pen and Paper Test
J. Additional activities for
application or remediation
The teacher provided additional video material where students can review at their
own pace.
https://www.youtube.com/watch?v=sxPQlzne2NQ
V. REMARKS
VI. RELECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities
C. No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which teaching strategy became
of great help? How?
F.
What difficulty have I
encountered that was solved
because of the technical
assistance given by the head
teacher and supervisor?
G. What material have I created
that I would like to share with
my co-teachers?
Small group discussion allows students to practice skills such as active participation,
enhanced critical thinking, learning from diverse perspectives, helps build
relationships.
Learning objectives, DLP format, activities to provide for students.
Slide deck, Quiz
Prepared and submitted by:
Checked by:
Noted:
Approved:
JAZRAEL A. MANGULLO
SHS Teacher
CHERYL D. CAÑEZAL
Master Teacher I
NICANOR E. SARDIDO
Teacher-in-Charge, SHS
BELINDA C. LOYOLA
Principal IV
Rubric for Envisioning a Bright Future and Setting Goals
Excellent (4)
Good (3)
Fair (2)
Needs Improvement
(1)
Creativity
Demonstrates
exceptional creativity
in presenting the
future vision and
goals; the project is
original and engaging.
Shows creativity in
presenting the future
vision and goals; the
project is engaging.
Presents the future
vision and goals in a
somewhat
creative
manner;
some
engagement.
Lacks creativity in
presenting the future
vision and goals; the
project
is
not
engaging.
Design and
Organization
The project is welldesigned
and
organized, with clear
visual appeal and
effective
structure.
Information is logically
and
coherently
presented.
The project is welldesigned
and
organized, with good
visual appeal and a
clear
structure.
Information is mostly
logically
and
coherently presented.
The project has some
design
and
organization
elements,
but
improvements could
be made for better
visual appeal and
structure. Information
is somewhat logically
presented.
The project lacks
effective design and
organization;
it
appears cluttered or
disorganized, making
it difficult to follow.
Information is not
logically presented.
Content and
Relevance
The content is highly
relevant to the topic of
future vision and goalsetting.
It
demonstrates a deep
understanding of the
subject matter and
effectively
conveys
the future vision and
goals.
The
content
is
relevant to the topic of
future vision and goalsetting. It conveys a
good understanding of
the subject matter and
presents the future
vision
and
goals
clearly.
The
content
is
somewhat relevant to
the topic, but there
may
be
some
inconsistencies
or
gaps in conveying the
future vision and
goals.
The content lacks
relevance to the topic
of future vision and
goal-setting. It does
not effectively convey
the future vision and
goals.
Criteria