Semi-Detailed Lesson Plan
in
PHILIPPINE POLITICS AND GOVERNANCE
Grade 11 (HUMSS)
1ST Quarter
September 25, 2023
I. OBJECTIVES
Content Standard
The learners demonstrate an understanding of politics and political science,
governance, political ideologies, power, states, nations, and globalization.
Performance Standard
The learner is able to clearly identify a specific political phenomenon and how it
can be studied.
Learning Competency
Analyze the nature, dimensions/types, and consequences of power.
II. SUBJECT MATTER
Topic: THE NATURE, DIMENSIONS/TYPES AND CONSEQUENCES OF POWER
Reference: Philippine Politics & Governance Textbook, pages 43-49.
Materials: Powerpoint Presentation
III. PROCEDURE
A. Preparation
Routinary Activities
 Prayer
 Greeting
 Classroom Management
 Checking of Attendance
 Review of the previous lesson
B. Motivation/ Opening Activity
“Classroom Experiment”
In this activity, students will engage in a seating arrangement exercise to
illustrate the difference between power and authority. Initially, they will all adhere
to the teacher's assigned seating (representing authority). Subsequently, a student
will propose an alternative arrangement, and if the majority approves, the new
arrangement will be adopted, demonstrating the exercise of power. Following the
activity, a discussion will ensue, enabling students to comprehend the contrast
between formal roles (authority) and individuals' capacity to exert influence
(power) within the classroom context.
Processing Questions:
1. Have you noticed something uncommon in our routine before class
starts?"
2. What did you like most about the activity?
C. Presentation of Objective
In this lesson, the learners shall be able to:
• Understand the nature of power;
• Analyze the nature of power;
•
•
Identify the bases of power; and
Determine the consequences and potential results of power.
D. Discussion
The teacher will establish the link between the previous activity and the new topic.
The teacher will discuss the following concepts:
a. The Nature of Power
 Definitions and Concepts of Power
 Nature of Power
 Bases of Power
-Expert power
-Referent Power
-Legitimate Power
-Reward Power
-Coercive Power
-Informational Power
 Consequences and Potential Results of Power
E. Generalization
"Wisdom Wall"
In this activity, students will be given post-it notes and will be tasked with
condensing the key knowledge and concepts they have learned during a discussion
onto these small notes. Once completed, students will share and post their notes on a
designated wall or poster, creating a visually appealing "Wisdom Wall."
Through this creative exercise, students will not only summarize their
understanding but will also collaboratively explore the collective wisdom of the class,
identifying patterns, connections, and themes that emerge from their succinct
summaries, making learning both interactive and memorable.
F. Application
The class will be divided into five groups and do the following activity:
“Knowledge is Power”
Scenario:
In a small town, there is a high school with a Student Council responsible for
organizing school events and representing the student body. The Student Council
president, Sarah, holds a significant amount of power within the council due to her
charisma, strong leadership skills, and the fact that she is a popular figure in the
school. She has been using her power effectively to make decisions that benefit the
majority of the students. However, a situation arises that challenges her authority and
requires students to apply concepts of power.
Problem:
The Student Council is tasked with organizing the school's annual charity
fundraising event. Sarah, the Student Council president, wants to allocate a
significant portion of the funds raised to support a local animal shelter, as she is a
passionate animal lover. She believes this cause is essential and that it aligns with the
majority of students' values.
However, a group of council members and some students strongly disagree with
this decision. They argue that the money should be used to support a different cause,
such as a local food bank, which they believe would benefit a larger portion of the
community. They feel that Sarah's decision is based on her personal preferences
rather than the needs of the community.
Guide Questions:
1. What makes Sarah influential in the student council?
2. Is Sarah's leadership position a form of power?
3. Why do some council members disagree with Sarah’s decision?
4. What could be the best thing Sarah could do to correctly apply her power?
IV. EVALUATION
Modified True or False. Write true if the statement is correct. Otherwise, write false and
correct the statement by replacing the underlined word or phrase to make the
statement true.
1. Power is always associated with formal positions of authority, such as being a
manager or a leader in an organization.
2. Coercive power relies on the ability to reward others for compliance, often using
incentives or benefits as leverage.
3. Referent power is based on an individual's expertise, knowledge, or skills in a
particular area.
4. Power does not have the ability to manipulate the wishes and preferences of others
without their awareness or consent.
5. Legitimate power is derived from an individual's personal qualities and their ability to
inspire trust and admiration.
V. ASSIGNMENT
Advance reading on the “Dimensions/Faces of Power”.
“Knowledge is Power”
Scenario:
In a small town, there is a high school with a Student Council responsible
for organizing school events and representing the student body. The Student
Council president, Sarah, holds a significant amount of power within the
council due to her charisma, strong leadership skills, and the fact that she is a
popular figure in the school. She has been using her power effectively to
make decisions that benefit the majority of the students. However, a situation
arises that challenges her authority and requires students to apply concepts
of power.
Problem:
The Student Council is tasked with organizing the school's annual charity
fundraising event. Sarah, the Student Council president, wants to allocate a
significant portion of the funds raised to support a local animal shelter, as she
is a passionate animal lover. She believes this cause is essential and that it
aligns with the majority of students' values.
However, a group of council members and some students strongly
disagree with this decision. They argue that the money should be used to
support a different cause, such as a local food bank, which they believe
would benefit a larger portion of the community. They feel that Sarah's
decision is based on her personal preferences rather than the needs of the
community.
Guide Questions:
5. What makes Sarah influential in the student council?
6. Is Sarah's leadership position a form of power?
7. Why do some council members disagree with Sarah’s decision?
8. What could be the best thing Sarah could do to correctly apply her
power?