Philippine Politics and Governance DLP

Grades 1 to 12
School SHS REGION 3 MTOT Grade Level Grade 12

DAILY LESSON LOG
Teacher HUMSS CLASS D GROUP 1 Learning Area Philippine Politics
and
Governance Teaching Dates and Time
WEEK 1 (DAY 1-4) Quarter 1st or 4th Quarter
WEEK 1
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
The learners demonstrate an understanding of politics
A. Content Standards
and political science, governance, political
ideologies, power, states, nations, and globalization.

The learners shall be able to clearly identify a
B. Performance Standards
specific political phenomenon and how it can be studied.
C. Learning
Competencies/Objectives Write the LC code for each
Articulate the definition of politics.
and Differentiate the various views on politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia2
Explore the connection between the phenomenon (politics) and the method of inquiry (Political
Science)
HUMSS_PG12-Ia-3
Recognize the value of politics.
HUMSS_PG12-Ia-4
Students differentiate government from governance.
HUMSS_PG12-Ia-5
II. CONTENT
1.1 The meaning of politics.
1.2 Various views on politics
1.1 The connection between Politics and Political Science.
1.1 The value of Politics. 1.1 The difference between
governance and government.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages
4. Additional Materials from Learning connects the pictures will be guessed
Resource (LR) portal B. Other Learning
by the students. Answer: NATION
Resources Philippines Politics and
Governance by: Rhene Tabajen and (2 minutes) 4 Pics 1 Word: Four
Erlinda Pulma, pp: 1-3 pictures will be shown to students at a
Philippines Politics and Governance by: time. The students shall find the
Rhene Tabajen and Erlinda Pulma, pp: connection of the pictures. A word that
3 connects the pictures will be guessed
by the students. Answer: NATION

https://www.youtube.com/watch?v=j
QK0Xbfel-M
Philippines Politics and Governance by:
Rhene Tabajen and Erlinda Pulma pp.
4- 5 http://youtube/ukqBly7AZSc
Philippines Politics and Governance by:
Rhene Tabajen and Erlinda Pulma pp. Answer: DEBATE
4- 5 http://youtube/ukqBly7AZSc (3 minutes)
(3 minutes)
(3 minutes)
IV. PROCEDURES
Think-Pair-Share Each student should
take a partner wherein partner A
A. Reviewing previous lesson or
reviews information with partner B for 1
presenting the new lesson
minute and vice versa. They have to
(5 minutes) Teacher welcomes the
discuss what they think about the
class and introduces himself/herself.
phenomenon (politics) and the method
Initializing... Teacher tells the students:
of inquiry (Political Science)
“I am the teacher and I am the boss in
Think-Pair-Share Each student should
this class, so you will have to follow
take a partner wherein partner A
me...”
reviews information with partner B for 1
Pair and Share Ask the students to pair minute and vice versa. They have to
with their seatmate and share what they discuss what they think about the
felt after hearing the teacher’s remark.. phenomenon (politics) and the method
(2 minutes) 4 Pics 1 Word: Four of inquiry (Political Science)
pictures will be shown to students at a Think-Pair-Share Each student should
time. The students shall find the take a partner wherein partner A
connection of the pictures. A word that reviews information with partner B for 1
minute and vice versa. They have to (5 minutes)
discuss what they think about the
phenomenon (politics) and the method “KAW NA” . Name of the student will
of inquiry (Political Science) be flashed and will be asked questions
Think-Pair-Share Each student should to review previous lessons.
take a partner wherein partner A “KAW NA” . Name of the student will
reviews information with partner B for 1 be flashed and will be asked questions
minute and vice versa. They have to to review previous lessons.
discuss what they think about the “KAW NA” . Name of the student will
phenomenon (politics) and the method be flashed and will be asked questions
of inquiry (Political Science) to review previous lessons.
(5 minutes) “KAW NA” . Name of the student will
(5 minutes) be flashed and will be asked questions
(5 minutes) to review previous lessons.
Answer: POLITICS B. Establishing a purpose for
the lesson
(4 minutes) A short video clip will be shown to present about government and
governance. http://youtube/ukqBly7AZSc
C. Presenting
examples/instances of the new lesson
(5 minutes) Video Clip Viewing Before teacher plays a 5- minute 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?
(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)
(10 minutes)
( 5 minutes )
(10 minutes) Semantic Web Map
Present a video clip that discusses
A WORLD WITHOUT
GRAFFITI .Each group will be asked to Ask the students to give
political science
POLITICS:
write significant words that will describe words associated to the word “
The student will engage
the video they saw on the cut-out paper Politics”.
Ask:
themselves with an analysis of
and stick it to the wall. Why do you think we study politics?
different scenario in different What are the differences and the
type of organization where in the connection between politics and
student can see the value of Political Science?
politics.
1. Barangay 2. Classroom 3. Family 4. Work Colleagues 5. Peer (Barkadahan)
( 5 minutes)
Picture Analysis
The teacher presents a picture to the class. The learners answers the following guide
questions:
1. What can be seen in the
picture? 2. What does the picture
depict?
.
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.
Discussion:
The meaning of politics
• Politics is the study of (who gets what, when and how) as Harold Laswell states.
(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.
POLITICS
(20 minutes) With the aid of a power point presentation the teacher will discuss the
following
following
following
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.
• Politics is the exercise of power, the science of government, the making of collective
decisions, the allocation of scarce resources and the practice of deception and
manipulation.
Characteristics of politics
( Shieveley, 2013)
1. Politics always involves the making of collective decisions for group of people. 2.
Those decisions are made by some members of the group, exercising power over other
members of the group
- the actual process of how humans interact in groups - constitute man’s activities in
the real world - the practices of elective and
non-elective political systems - the process by which
people try to influence the government - the process by which the
government decides which policies will be enacted - the practice of state and
government - issues, problems, and
activities taking place in society - day-to-day actual activities
of the government - relative (varying) - everyone is involved
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 E. Discussing new concepts
and practicing new skills #2
(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
(7 minutes)
(10 minutes)
5 minute )
(5 minutes) to Formative Assessment 3)
Read and recite. IT BULAGA! The Group Work:
May Konek: The students will be
(GAME) Like or Unlike
student will have to answer the question grouped to 6 teams. Each team will
The students will be presented
stick under their table, if they got a smiley Politikanta
answer the question in a manila
with different scenarios and they
face then they WON and needs to The class is divided into four
paper.
will determine if it show the value
answer the question on their paper. groups. Each group shall think
of politics or not. of a line from a Tagalog song
Ask: “Explain the connection or depicting political statement. A
relation of politics and Political
I. representative would present
Science.” 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
(10 minutes)
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?
H. Making generalizations and abstractions about the lesson
(5 minutes)
(5 minutes)
((20 minutes)
a. How would you use the
Ask the students:
THE WORLD WITH POLITICS concepts in politics to improve
ROLE PLAYING. The student relationships with your family
Why do you think that it is
will be divided into 4 groups and and friends?
necessary for students who aspire
will present how politics is valued b. How is politics practiced in
to be lawyers to take Political
in each organization assigned to getting what you want?
Science?
them. 1. Family

2. Classroom/ School 3. Peer (Barkadahan) 4. Barangay 5. Work Place
(colleagues)
RUBRICS 10 pts - Content 5 pts – Creativity 5 pts – Showmanship 20 pts TOTAL
2 minutes (5 minutes)
(4 minutes)
( 5 minutes) The teacher will facilitate
Ask the students: What is the difference Ask the students:
“Minute Papers” will allow an
of government and governance?
end-of-class Politics is about human
What is your own definition of
reflection in which relationships. It is how humans
politics and of Political Science?
the students write briefly to behave differently when
answer the questions: “What did dealing with others when there
Politics is the actual process of how
you learn today?”” And What is cooperation, competition
humans interact in groups while
questions do you still have?” and conflict. *(and other social
political science is the study of the interactions
fromer.
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. I.
Evaluating learning (10 mins)
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% (12 points) Grammar - 20% (4 points) Clarity - 20%
(4 points)
100% 20 points
(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
( 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
( 6 minutes)
QUIZ(10 PTS.)In a 1⁄2 cross-wise paper, the students will have to illustrate a VENN
DIAGRAM of government and governance.
Assignment: J. Additional activities for
Bring any old application or remediation
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.
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?
School Grade Level 11 or 12 Teacher Learning Area Philippine Politics and
Governance Covered Date Week 2 Semester First
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
Grades 1 to 12 DAILY LESSON PLAN
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
Identify the basic tenets of major political ideologies (i.e., liberalism, socialism,
conservatism, etc.) HUMSS_PG12-Ib-c-6
Differentiate the political ideologies
HUMSS_PG12-Ib-c-6
1. Define ideology and political

ideologies 2. Identify the different
characteristics of ideology
Identify the different political ideologies and its functions
II. CONTENT
2. Political Ideologies
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism,
conservatism, etc.)
A. References
1. Teacher’s Guide
pages 2. Learner’s Materials pages 3. Textbook pages

4. Additional Materials
from Learning
Politics Without Borders” by Mendoza and Melegrito, pages 24- 36

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new lesson
(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-E- O-L-O-G-Y.
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) 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:
1. Anarchism
1. Anarchism
2. Fascism
2. Fascism
3. Socialism
3. Socialism
4. Liberalism
4. Liberalism
5. Conservatism
(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.
B. Establishing a
purpose for the lesson
(15 minutes) Group Activity: “Kwentong- bahay”
(10 minutes) Let the students take the “Political Typology Quiz”
(5 minutes) Activity: 4 pics-1 word: Pictures that represent the different
(5 minutes) Activity: Colored Paper Grouping: Colored papers will be provided by
Resource (LR) portal
B. Other Learning Resources

https://m.youtube.com/watch?v=vz- szuwRgAE
http”//www.people- press.org/quiz/political- typology/
http”//www.people- press.org/quiz/political- typology/
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 Centre 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.people-
press.org/quiz/political- typology/. The interpretation of scores for the quiz is not based
political ideologies: Example:
political ideologies: Example:
1. 2. 3. 4. 5.
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
(5 minutes) Jumble Words
Rearrange the words to find the correct answers to the questions below: 1.
LIERALISMB 2. FMEMINIS 3. MMUCONISM 4. CISOALISM 5. ENNTVIROANMELISM

(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.
D. Discussing new
concepts and practicing new skills #1
(10 minutes) Present a video clip about ideologies. (https://m.youtube.com/watch?v=vz-
szuwRgAE). R emind 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.
(15 minutes)
(5 minutes)
(20 minutes)
(20 minutes) From the four (4) groups, conduct
Guide Questions:
Present the different political
Slogan-making: the activity entitled “Mix and Match”.
Ask the students,
ideologies and their perspectives of
Let each group create their own slogan The teacher will provide phrases
1. What is ideology?
the state through a power point
based on political ideology they based from the definitions of the
2. What are the different
presentation. Provide the students
belong. following and the students will try to
types of ideologies?
with a handouts. post where these definitions belong.
(Please see Appendix F for the rubric) A. IDEOLOGY
(Please see Appendix C) 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
d : i s 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.
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
. Discussing new
2003, 12) E
(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
• Ideology is action-oriented.
• Ideologies mobilize a large number of people.
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) F. Developing mastery
(leads to Formative Assessment 3)
(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.
(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 ideologies
similarities differences
(Please see attached Rubric for Individual Work, Appendix E)
Ask : 1. Compare the ideologies of

your mother and father. 2. 2. Given such experience
Ask: How would each ideology answer a question
(5 minutes) The teacher will enumerate different known organizations and the students
will identify on what political ideology/ ideologies they belong.
Write a short biography to share with the class that addresses this guiding question:
1. Why is this individual a great

from your parents, who among them are you in favor? Why?
“Political ideology Is the state a means to an end, or is the state the end in itself?”
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
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
Ask: Which political ideology best describes the nature of democracy in the Philippines,
and why?
1. Why is this individual a great

leader? 2. How is his/her political belief
linked to the Philippine politics?
Rodrigo Duterte
Benigno Aquino III

Gloria Macapagal Arroyo
H. Making recall from their notes 3. Allow students
generalizations and abstractions about two minutes to share information in their
the lesson group. Each student can add to his or
(5 minutes) Activity: DYAD her list
1. Ask the students to choose (10 minutes) Activity: BOGGLE End the
a partner and share what they lesson by letting the students
understand with these words: “To be summarize the three functions of
clear: ideology is a belief system with political ideology thru an activity entitled
an inadequate basis in reality; religion is “Boggle”. Instructions: 1. Allow students
a belief system with no basis, in reality, two minutes in which to review their
whatever.” – Martin Amis. notes. 2. Allow students two minutes in
(10 minutes) Activity: BOGGLE End the which to jot down any facts they can
lesson by letting the students recall from their notes 3. Allow students
summarize the three functions of two minutes to share information in their
political ideology thru an activity entitled group. Each student can add to his or
“Boggle”. Instructions: 1. Allow students her list
two minutes in which to review their (10 minutes) Activity: BOGGLE End the
notes. 2. Allow students two minutes in lesson by letting the students
which to jot down any facts they can summarize the three functions of
recall from their notes 3. Allow students political ideology thru an activity entitled
two minutes to share information in their “Boggle”. Instructions: 1. Allow students
group. Each student can add to his or two minutes in which to review their
her list notes. 2. Allow students two minutes in
(10 minutes) Activity: BOGGLE End the which to jot down any facts they can
lesson by letting the students recall from their notes 3. Allow students
summarize the three functions of two minutes to share information in their
political ideology thru an activity entitled group. Each student can add to his or
“Boggle”. Instructions: 1. Allow students her list
two minutes in which to review their (10 minutes) Activity: BOGGLE End the
notes. 2. Allow students two minutes in lesson by letting the students
which to jot down any facts they can summarize the three functions of
political ideology thru an activity entitled (15 minutes) Activity: KEY CHART
“Boggle”. Instructions: 1. Allow students Using a chart, identify the major key
two minutes in which to review their concepts of different political ideologies.
notes. 2. Allow students two minutes in Students will be grouped into 5.
which to jot down any facts they can (15 minutes) Activity: KEY CHART
recall from their notes 3. Allow students Using a chart, identify the major key
two minutes to share information in their concepts of different political ideologies.
group. Each student can add to his or Students will be grouped into 5.
her list (15 minutes) Activity: KEY CHART
any information gained in this sharing Using a chart, identify the major key
time. 4. Allow one student from each concepts of different political ideologies.
group to move to another group for two Students will be grouped into 5.
minutes in order to compare (15 minutes) Activity: KEY CHART
information. Record a point for every Using a chart, identify the major key
item your team shares with another concepts of different political ideologies.
group. (Teams who accumulate the Students will be grouped into 5.
most points may be rewarded.) 5. Allow (15 minutes) Activity: KEY CHART
teams to share in large group with the Using a chart, identify the major key
teacher for two minutes. concepts of different political ideologies.
(5 Minutes) Sum It Up! Students will be grouped into 5.
(5 Minutes) Sum It Up! (15 minutes) Activity: KEY CHART
(5 Minutes) Sum It Up! Using a chart, identify the major key
(5 Minutes) Sum It Up! concepts of different political ideologies.
1. Today I have learned that Students will be grouped into 5.
1. Today I have learned that (15 minutes) Activity: KEY CHART
1. Today I have learned that Using a chart, identify the major key
_____________________. 2. The topic concepts of different political ideologies.
that is NOT clear Students will be grouped into 5.
_____________________. 2. The topic (15 minutes) Activity: KEY CHART
that is NOT clear Using a chart, identify the major key
_____________________. 2. The topic concepts of different political ideologies.
that is NOT clear Students will be grouped into 5.
(15 minutes) Activity: KEY CHART
to me is/are ________________.
Using a chart, identify the major key
to me is/are ________________.
concepts of different political ideologies.
(15 minutes) Activity: KEY CHART
Students will be grouped into 5.
Using a chart, identify the major key
concepts of different political ideologies.
(Please see attached Rubric, Appendix
Students will be grouped into 5.
D)
(Please see attached Rubric, Appendix beliefs about political theory and policy
D) Political ideology
(Please see attached rubric, Appendix 3. In your own
C) understanding what is the importance of
political ideology?
I. Evaluating learning Fill in the blanks:
“Ideologies gives us the picture of the
Answer the following:
existing reality, answering “what is
Think about it!
wrong, what went wrong and why”
Think about it!
“Ideologies gives us the picture of the
existing reality, answering “what is
wrong, what went wrong and why”
1. ______________ is a Students will write their answer in 1⁄2
political philosophy that tends to support sheet of yellow paper.
the status quo and advocates change Students will write their answer in 1⁄2
only in moderation. 2. ______________ sheet of yellow paper.
is an Students will write their answer in 1⁄2
economic, social, and political system sheet of yellow paper.
seeking government ownership of the 1. Sees the state as the neutral
means production and services directed 1. Sees the state as the neutral
by a process of scientific administration arbiter – liberalism 2. Has contrasting
and universal assent. 3. ___________ views of the
is derived arbiter – liberalism 2. Has contrasting
from the italian word fasces which views of the
means a bundle of rods with an axe arbiter – liberalism 2. Has contrasting
blade protruding that signified the views of the
authority of magistrates in imperial state – socialism 3. Rejects the state
Rome. 4. _____________ is derived outright –
from the latin word femina meaning state – socialism 3. Rejects the state
women or female. 5. _____________ is outright –
an economic and political doctrine state – socialism 3. Rejects the state
advocating governmental ownership outright –
and direction of production and anarchism 4. Has contrasting view of
services. the
1. It is a systematic anarchism 4. Has contrasting view of
body of concepts especially about the
human life or culture? Ideology anarchism 4. Has contrasting view of
2. Set of related the
anarchism 4. Has contrasting view of state – socialism 5. Sees the state as
the the supreme
state – socialism 5. Sees the state as state – socialism 5. Sees the state as
the supreme the supreme
state – socialism 5. Sees the state as ethical ideal - fascism
the supreme ethical ideal - fascism
Assignment: J. Additional activities for application or remediation
Group Dynamics: Role- playing Group the students into two, decide a scenario and let
them pick one political ideology and be the basis for a role play.
Assignment:
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.
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?
School Grade Level 12 Teacher Learning Area Philippine Politics and
Governance Covered Date Week 3 Day 1 –Day 4 Semester First
I. OBJECTIVES
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
B. Performance Standards
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
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
Political Ideologies
II. CONTENT 2.
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)
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 without Borders (Phoenix
Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
Grades 1 to 12 DAILY LESSON PLAN
IV. PROCEDURES
A. Reviewing previous lesson or
(5 mins.)
presenting the new lesson
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
(5 mins.)
Connect the previous discussion with the new one by conducting a game entitled “
Cooperative Review” wherein the students will be grouped to take turns asking other
groups questions. Often conducted as a game where points are awarded.
(5 mins.) Teacher reviews the past lesson through oral recitation.The assignment may
be used as a “springboard” for the lesson set for the day.
B. Establishing a purpose for the
(3 mins.)
lesson
Brainstorming Session on the following:
Ask: Why is it important to examine and study the relationship between political
ideologies and configurations of political communities?. Process the answers of the
students.
(5 mins.) The teacher facilitates a FACT or BLUFF game by stating political
practices/events of the Philippines.
C. Presenting examples/instances of the new lesson (5mins.)
(2 mins.)
The teacher will facilitate
Say: “In our last “ Noon at Ngayon”
discussions, we have wherein the students will
established the be asked to compare
relationship of political and contrast differences
ideologies and political on how we try to
communities. For today, manage ourselves as a
we are going to go political community
deeper by looking into the factors that influence how we behave politically in our
(10 mins.) (3 mins.) (7 mins.)
community and how we manage our political community.”
Picture Crossword puzzle
Puzzle and A group of six the
Jumbled Word students will create their
Activities own crossword puzzle
Volunteer students will with the corresponding
be asked to form the definition below. Then,
pictures out of the they will answer the
pieces and must match work of the other group.
it with a set of jumbled words that they have to List of words that should
form. (example: election, be in the puzzle:
rallies, law enforcement, 1. Political Ideologies
political assemblies and 2. Anarchism
meetings, peace talks, 3. Absolutism
political organizations). 4. Liberalism 5. Conservatism
Ask: “What is common 6. Socialism
about these pictures? Can you give other political activities that people usually take part
into?
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.
D. Discussing new concepts and
(20 mins.)
practicing new skills #1
Discussion through a PowerPoint presentation. Discuss the relationship between
political ideologies and configurations of political communities
(10 mins.)
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.
(5 mins.)
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.
(30 E. Discussing new concepts and
(10 mins.)
mins.)
(15 min.) practicing new skills #2 Students can be given a
Draw lots (different
NEWS ANALYSIS. The copy of a Semantic
performances)
class will be divided in Web where they can
-talk show
Trios. The teacher organize ideas/concepts
-pageant
presents current and about the discussion
-role play
timely national issues -news casting
that are political in -nature. The trio chooses commercial/advertiseme

one issue and are nt 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.
F. Developing mastery (leads to
(5 mins.)
Formative Assessment 3) 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.
(15 mins.)
Reflection Paper: My Understanding of what Political ideologies and configurations of
political communities
G. Finding practical applications of
(2mins.)
concepts and skills in daily living
Give one reference
(5mins.)
Ask: How does political
(3 mins.) Ask: “What do you think is the best ideology to
ideologies group of the following:
and 1. Liberalism
configurations affect our 2. Socialism
political communities? 3. Conservatism
be applied in the Philippine set-up?”
H. Making generalizations and
The political ideology
abstractions about the lesson
and the configuration of a political community are related.
Political ideologies mirror the configurations of a political organization/community.
There are ideas that have a direct impact on how we try to manage ourselves as a
political community.
Political ideologies affect our daily lives as Filipino citizens.
I. Evaluating learning (5mins.)
ESSAY QUESTION: 1. Choose one political group in the country and discuss how their
ideology influences their actions or advocacies.
The dramatization and the reflection paper serves as the assessment of learning for the
day.
(25 mins.)
WRITTEN TASK Facilitation of a test with at least 25 points. (Definition of Terms,
Modified True or False, Essay).
Rationalizations will be discussed right after.
(40 mins.)
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.
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.
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
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. Politics F. Inputs K. Collectivism B. Individualism G. Fascism L. Liberalism C.

Ideology H. Environmentalism D. People I. Government E. Globalization J. Anarchism
__________ 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 f or Anarchism, S for Socialism, L for Liberalism, C f or
Conservatism and F f or 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 S HS Region 3 MTOT Grade Level 1 2 Teacher H
UMSS Class D Group 2 Learning
Area Philippine Politics and Governance Teaching Dates and Time Week 4 (Day 1-Day 4)
Quarter 1 st or 3rd Quarter
DATE
DAY 1 DAY 2 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. A. Content Standards
The learners demonstrate an understanding of...
politics and political science, governance, political ideologies, power, states, nations, and
The learners shall be able to...
globalization B. Performance Standards
clearly identify a specific political phenomenon and how it can be studied
C. Learning Competencies/Objectives
Learners are expected to: Learners are expected to: Learners are expected to: Learners are
expected to: d efine power recognize the nature, dimensions, types,
and consequences of power.
analyze the nature, dimensions, types, and consequences of power.
assess how power is exercised in different situations Write the LC code for each
HUMSS_PG12-Id-11 HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 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.
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
Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B.Pulma, pp.
23-30.
Video Clip: h ttps://www.thenation.com/article/philippi ne-president-rodrigo-duterte-is-a-wildly-
popular-fascist/
23-30.
Video Clip: h ttps://www.youtube.com/watch?v=EE4mj A3u4fc
Page 1 of 5
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
(3 minutes)
Ask students about their understanding about political ideologies.
(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
(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.
(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.
C. Presenting examples/instances of the new lesson
(10 minutes)
Group Work: Concept Mapping
Concept to map: What is power?
(Based from the processing of the group concept maps of ‘power’, the KWL chart will be filled
initially.)
Know Want Learn
Ask: What more you want to know about the concept of POWER?
(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.
Page 2 of 5
(10 (15 minutes)
(15 minutes)
minutes)
Group Work: Making Sense
Group Work: Small Group Discussion
Class Activity: Filtering
The students will brainstorm on a definition
Discuss the nature, dimensions, types
Present a digested political article about of POWER.
and consequences of power by giving
the nature, dimensions, types, and reading text to each group. Guide
consequences of power Guide Questions:
questions must be provided.
Let the students criticize the article
• Is power always positive?
presented and gather their ideas or negative? both?
Each group will be given time to present
opinions.
• What is the purpose of power?
their work.
Encourage them to filter the substance of power based on the article.
(10 minutes)
Group Work: VideoChikahan
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 D. Discussing new concepts
of the class. and practicing new skills #1
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?
E. Discussing new concepts and practicing new skills #2
(5 minutes)
(5 minutes)
(10 minutes)
(10 minutes)
Group Work: Likes and dislikes
Group Work: Affirming
Class Activity:
Group Work:
Ask the students to define power according
Three Dimensions of Power:
Let the class perform an analytical and
Have the class identify situations in their to their own understanding.
The channels of power are the way in
critical discussion about the nature,
locality where officials have applied their which power is enacted. They can
dimensions, types, and consequences of
power. Let them evaluate the use of their (Critique of the definition of each group
perhaps more readily be remembered as
power based on the articles, which are to
power. Each of the group will present their should follow after every group has
'head, hands and heart'.
be utilized.
work. presented. If possible each group will have a
• Physical power group to critique)
• Informational power
• Emotional power Types of Power:
• Coercive Power
• Reward Power
• Legitimate Power
• Expert Power
Page 3 of 5
(5 (10 minutes)
(5 minutes)
minutes)
Group Work: Hugot/ Pick-up Lines
Group Work: After the Image
Individual Work: Short Essay
Have each group arrive at a ‘hugot line’ or ‘pick up line’ about the concept of POWER.
Present images of different leaders in the society. Let the students recognize the
Ask: Create a short essay presenting and discussing the facts and their critical They should
present these in front.
dimension and types of power from the
analysis on the nature, dimensions, images presented.
types, and consequences of power.
• Supreme Student Government
• Teacher
• Bato dela Rosa
• Rodrigo Duterte
(10 minutes)
Group Work: Slogan Writing
Let the students create a short slogan F. Developing mastery (leads to
about the use of power. Formative Assessment 3
G. Finding practical applications of concepts and skills in daily living
(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?
(3 minutes)
(10 minutes)
(2 minutes)
Class Activity: If given the chance
Group Work: G roup students and make
Class Activity them discuss by themselves on how to Ask: If given a chance to assume
recognize the dimension of power.
Ask: Considering the present situation, government position, what would it be? How
here in our country how would you are you going to exercise the power vested
describe the power of our leaders? in you?
(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.
I. Evaluating learning
(2 minutes)
(5 minutes)
(3 minutes)
Class Activity: The Best Ka
Class Activity: One-Liner
Class Activity
Ask: We have many different definition of
Create a one-liner statement which will
Ask: In every decision we make there is power. Based on the given definition what is
sum up the significant facts of the lesson
always a negative and positive effect. We the best definition of power for you? Why?
(5 minutes)
have to think wisely before we come up to our decision.
(5 minutes)
(5 minutes)
(5 minutes)
(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:
Make a statement or a saying regarding
Ask: What do you think is the most
Give a 10-item quiz about the week’s topic 3 things learned
the types and consequences of power
significant lesson you get from our 2 most important facts still in mind
which you can post in your Facebook
discussion? 1 question remains in mind
wall.
Cite one HUGOT LINE to describe your learning.
Page 4 of 5
Assignment: Research
J. Additional activities for application or remediation
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. V. REMARKS VI. REFLECTION 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. 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?
Page 5 of 5
School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 2 Learning
Area Philippine Politics and Governance Teaching Dates and Time Week 5 (Day 1-Day 4)
DATE
competencies.
politics and political science, governance, political ideologies, power, states, nations, and
The learners shall be able to...
globalization B. Performance Standards clearly identify a specific
political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are
expected to: d efine nation and state differentiate nation from state explain meanings of
globalization evaluate how globalization influences
nation-states Write the LC code for each HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16
HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
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
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. 31-
39 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. 39-
40 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
https://www.youtube.com/watch?v=v0CdoXp8x44 I V. 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
(5 minutes)
Review: Ask the following.
• 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)
(3 minutes)
Review: Ask the following.
• What is a nation?
• What is a state?
• What is a nation-state?
(5 minutes)
Review: SONA (State or Nation, Arrange!
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?
(2 minutes)
Review: Making Sense
Ask: What is globalization?
(8 minutes)
Class Activity: ‘Made’ of the Philippines
Ask: What makes up the Philippines as a country?
Most Possible responses:
• Territory
• People
• Leaders
• Filipinos
• Land
• Sea
(Catapult from these responses that a country is a meaningful entity)
(15 minutes)
Group Work: Word Play
Let the students present their acrostics. Each of the 5 groups will be given 3 minutes to present.
(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
Have the students go through with the things they have, particularly looking at the labels and
listing the countries where those things were made.
Ask the following:
(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?
Page 2 of 9
• 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? • How is nation related with state?
(The teacher accepts answers and writes

them under the “Know” column of the KWL
chart.)
(5 minutes)
(5 minutes)
(5 minutes)
(5 minutes)
(5 minutes)
Class Activity: WordHUNT/WordSMITH

C. Presenting examples/instances of the
new lesson
Have the class coin the terms NATION and
(7 minutes)
STATE to which the term ‘country’ is
(5 minutes)
seemingly synonymous.
(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: Making
Sense/Initializing...
Ask the following processing questions

regarding the students’ acrostics.
• What are the noticeable differences (By this time, the students could already
mentioned in the acrostics? easily grasp the next point of the lesson,
• How is nation different from state? 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
Ask: What questions about the difference Class Activity: Video Analysis
between a nation and a state you have in Class Activity: Video Analysis
mind? (Put their responses in the “Want” Class Activity: Video Analysis
column.
Play a short video about globalization.
Know Want Learn (Make sure that such video will show pros
Class Activity: LaraONE and cons about it.)
Class Activity: LaraONE Play a short video about globalization.
(Make sure that such video will show pros
Have the students find the oneness and cons about it.)
between the images below. Play a short video about globalization.
Have the students find the oneness (Make sure that such video will show pros
between the images below. and cons about it.)
Processing:
Processing:
• What is the video about?
• What is the video about?
• What does it try to tell us?
• What does it try to tell us?
Page 3 of 9
(7 (10 minutes)
minutes)
Group Work: Making Sense of the
Class Activity: Video Clip Viewing Definitions
Video: Nation versus State D isplay the definitions of the terms STATE and NATION.
Guide Questions:
• What are the underlying Lead the class in identifying the key
characteristics distinguishing concepts underlying these definitions.
state from nation? Write key (Discuss this key concepts)
concepts (significant terms).
• Can nation be state, vice versa? Guide Question
• Which do you think between a nation and a state is cultural? political? functional? legal?
psychological? Why?
(The teacher should have pictures to serve as buffer in the activity particularly on the following
concepts: cultural, political, functional, legal, and psychological.)
(5 minutes)
Group Work:
(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)
D. Discussing new concepts and practicing new skills #1
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.
POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL

(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
Ask the following:
After brainstorming, have the students will write concepts from the video clips
• What is common among the
complete the following graphic organizer. regarding the differences and similarities
given meanings? Why? of a nation and a state. Organize the
• How would you define
responses in a concept map)
(10 minutes)
Group Work. KaWHOLEgan
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.)
Page 4 of 9
ISSUE GLOBALIZATION
INFLUENCE Boon (Pros)
Bane (Cons) Group 1. Political
Group 2. Economic Group 3. Religious Group 4. Socio-Cultural
F. Developing mastery (leads to Formative Assessment 3
(5 minutes)
Class Activity: 3 in 1
Students will guess each term based on 3 pictures shown to them.
(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.)
SOVEREIGNTY
concepts in a w-diagram.
Processing Questions:
• What makes a nation different from a state?
• How do these two concepts relate?
(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.)
Video: Elements of a State
(10 minutes)
Group Work: T-Diagram
Have each group justify the Philippines as a nation and as a state using the T- diagram.
THE PHILIPPINES as a Nation as a State
globalization based on the following concepts?
(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.
(10 minutes)
Group Work: PERS time
Illustrate or identify scenarios how globalization works in Philippine context in terms of:
• Political
• Economic
• Religious; and
• Socio-cultural interconnections
Take note: Students can be provided with newspapers and consider articles related to the
mentioned aspects. Relate this to the class for simple discussion.)
(10 minutes)
(The students present their group work.)
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
PEOPLE
GOVERNMENT
TERRITORY
Page 6 of 9
INTERNATIONALRECOGNITION
(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?
(8 minutes)
(7 minutes)
Group Work: Isip-Daluyong!
Group Work: #GoGlobal
Members shall discuss and come up with
Have the students write a group w hat benefits do people get for being
statement of going global. Let them post m embers of a nation/ a state.
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?
(7 minutes)
Group Work: What Now? #GoGLobal or #GoLocal?
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)
Class Activity: W hat does learning about the definition of nation and state contribute in your
well-being as a student?
(5 minutes)
(5 minutes)
(7 minutes)
(5 minutes)
Ask: What significant learning have you had
Class Activity: I nterpret the following
Group Work: ContraDICTIONARY
Ask the following: about the lesson?
image/diagram.
• How can we benefit from Each group conceives a consensual
globalization? Possible Statements:
Ask: What does the following diagram tell
definition of globalization based on their
• How can we be harmed by
• State and Nation are concepts
about our topic?
understanding. Have these written on
globalization? pertaining to a country.
manila papers and posted on the board.
• State is political while nation is cultural.
Possible Statements: (Each group gives its approval and
• We can benefit from globalization disapproval of another group’s definition.)
through trade.
Page 7 of 9
• Globalization can cause cultural transformation.
Possible Statements:
• State and Nation are two distinct terms but interrelated concept.s
• The concept of state encompasses the concept of nation. (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.
Answer Key:
• False
• True
• False
• True
• True
(5 minutes)
Class Activity: H ave the class go back to the KWL Chart and complete the “Learn” column.
Know Want Learn
Ask: What makes a state? How is nation different or related with the concept of state?
(5 minutes)
Individual Work: Explain the concept of globalization.
(5 minutes)
Individual Work. Evaluate the influences of globalization to the Philippines. (The students can
focus on one issue.)
Rubric
Possible Statements:
• Globalization is the interconnection of nation-states.
• Globalization is concerned with the relationships of countries of the world.
Page 8 of 9
Optional Agreed Group Work: Word Play
Optional Research Work: I dentify
Individual Work: Can I live c ountries, which are not yet recognized
without China? The class is divided into 5 groups. Each
as “states”. Learn about their status group will prepare acrostics of the terms:
specifically on how it affects the lives of
Challenge the learners to answer the nation and state.
their people.
following question: Can I live without China?
• 1st 2 groups- NATION
• 2nd 2 2 groups-STATE
• Last group-NATION-STATE
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 (The teacher reminds the students that the acrostics should connect
to the concepts of Nation and a State.)
students have to journal their experiences and be able to write a final reaction about their
experience.
Optional Individual Work: “Wordle” (Doodle with Word/s)
Agree with the students in making a ‘wordle’ about globalization.
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 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

Page 9 of 9
hilippine Politics and Governance Teaching Dates and Time Week 6 (Day 1-Day 4)
Area P
DATE
competencies.
the historical background of Philippine democratic politics, the executive, the judiciary, and
The learners shall be able
decentralization and local governance. B. Performance Standards
to...
explain the roles of different political institutions.

Learners are expected to: Learners are expected to: r elate 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 HUMSS_PG12-If-g-20
II. CONTENT
or two. Philippine
democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance. 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
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_governme
nt https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutio
nal-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
(10 minutes)
KW Chart: Evolution of Philippine politics and governance. The learners will be asked to fill in
( 5 minutes)
What was our form of government before the
( 5 minutes)
(5 minutes)
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 :
1. Things they know about the Philippine
politics and governance 2. Things they want to know about know
about Philippine politics and governance
Topic K W
coming of the Spaniards? (barangay) Era? (from barangay to the Central
Government)
(10 minutes)
Mannequin Challenge
1. Pre-colonial government 2. Spanish Government 3. American Government 4. Present System
(5minutes)
Picture perfect
The teacher will show pictures of the following?
1. Picture of a Datu 2. Trial by Ordeal 3. G
avel
(5 minutes)
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
(5 minutes)
Event Chain: Transition from the Spanish Government to the Present Government.
(5 minutes)
Hugot Lines/ (Pick-up or hugot lines) about how the government evolved
(5 minutes)
(5 minutes)
(5 minutes)
The students will now tell something about the
When the Spaniards colonized us, what
What is the difference between the Spanish pictures they saw.
changes did they introduce in our political
form of government to our present system?
government?
(15 minutes)
.(15 minutes)
(15 minutes) (10 minutes)
PowerPoint Presentation: HISTORICAL
Discussion on Government During the
PowerPoint Presentation: Post-colonial Governments BACKGROUND OF PHILIPPINE DEMOCRATIC
Spanish Colonization POLITICS
(Note : this is a two day lesson)
1. Barangay Government
Page 2 of 5
(5 minutes)
(15 minutes)
(10 minutes)
Jigsaw puzzle: each group will be given a
Debate: Which is better, the early forms of
Role Play: Significant event/s from the Pre- scenario based on the barangay form of
government or the present government?
colonial Government to the Present government
Rubrics :
Government.
1. Organization of Thought = 5 pts
Rubrics to be attached.
2. Clarity of Arguments = 5 pts.
3. Presentation = 5 pts.
(10 minutes)
Family Resistance History Tree. Students will be asked to write their family tree based on their relatives
who revolted against the Spaniards or Japanese.
Rubrics :
1. Accuracy = 5 pts. 2. Organization = 5 pts. 3. Presentation = 5pts.
(5 minutes)
In our present form of government, what
significant changes have you observed?
(5minutes)
(5 minutes)
(5 minutes)
The teacher asks the students about the
What practices in the pre-colonial
Think-Pair-Share. The students will be similarities/difference of our present barangay to
government is still applicable in our present
grouped and they will assign among the pre-colonial barangays?
form of government
themselves a leader and a presenter.
“What were the effects of Spanish Colonization to our present form of government”
(10minutes)
(5 minutes)
(10 minutes) (5 minutes)
How did politics and governance evolve in the
Ask: How did the pre-colonial government
Our present form of government have passed through several stages which molded our Philippines?
change from the pre-colonial government to
government into what it is right now
The government of the Philippines gradually
the Spanish Colonial Government?
Page 3 of 5
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)
5-item formative assessment.

Essay : “What were the effects of Spanish
One-Minute Paper : The students will be 1. The form of government in the pre-colonial
Colonization in our present form of
asked to write their comment/reaction to the period (barangay)
government?
statement/s below
2. The ruler of the barangay (datu)
Rubrics :
1. What were the changes that you
3– 5 State the roles/powers of the Datu
3. Chief Executive
1. Content = 4 pts. 2. Organization of Thought = 4 pts. 3. Grammar and Presentation = 2 pts.
observed from the Spanish Colonial Government to our present government?
4. Chief Legislator
Rubrics : 5. Chief Judge
1. Content = 4 pts 2. Organization of thought = 4 pts. 3. Grammar and Presentation = 2 pts.
(10 minutes)
Historical Timeline
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 :
1. Accuracy = 5 pts. 2. Organization = 5 pts. 3. Presentation = 5pts.
The teacher will give an assignment on Government During the Spanish Colonization
REFLECTION Reflect
on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What
them

remediation E. Which of my teaching strategies worked well? Why did these work?
Page 4 of 5
F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What
Page 5 of 5
Area P
Quarter 1st or 3rd Quarter
DATE
competencies.
to...

Learners are expected to: 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
appraise the influence of prior stages of Philippine political developments of contemporary
Philippine politics. Write the LC code for each HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22
HUMSS_PG12-If-g-23
II. CONTENT
or two. Philippine
democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance. 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
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_governmen
t http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2 I V.
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
The students will be asked to write down what they remember from the previous lessons:
1. Barangay 2. 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. What was the government before the
Spaniards came? (barangay) 2. Who rules the barangay before (datu) 3. When did the Spaniards officially
conquer the Philippines (1565) 4. Who ruled the Philippines during the
Spanish Colonization (gobernador- heneral, governor-general) 5. The form of government of Spain
(monarchy)
(5 minutes)
Picture Analysis
The teacher will give pictures to the students prior to their knowledge on political evolution in the
Philippines.
(10 minutes)
Debate : Positive and Negative Effects of Spanish Colonization
Rubrics :
(15 minutes)
(15 minutes)
Powerpoint Presentation : Effects of Spanish
Powerpoint Presentation : Governments after Colonization
the Spanish Colonization
Page 2 of 4
(10 minutes)
Events Chain (Transition from the pre-colonial government to the Spanish Colonial Government
(10 minutes)
Semantic Maps: Characteristics of the post- colonial governments.
(5 minutes)
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)
(10 minutes)
Ganito Kami Noon, Paano Kayo Ngayon (comparison of the pre-colonial society and the Spanish
Government)
( 5 minutes)
(5 minutes)
What are the effects of the Spanish
What made the Filipinos revolt against Colonization?
Spain?
The Spanish Colonization brought about
The Filipinos revolted against Spain because significant changes particularly from the
of the oppressive leaders and corrupt barangay government to the Spanish Colonial
officials. This brought about the birth of the
Page 3 of 4
Government. (governor-general) Revolutionary Government and the other
governments
(5 minutes)
( 5 minutes)
(30 minutes)
Ask: What are the effects of the previous
Talk Show . The students will be grouped
Concept Mapping : The students will be writing
governments to our present government?
a concept map illustrating the various effects of
corresponding to the different stages of the Philippine Government
Spanish Colonization
Summative Test
Brainstorming . The students will be grouped according to their presentation the following day
REFLECTION Reflect
on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What
them

Page 4 of 4
Area P
DATE
competencies.
to...

Learners are expected to: 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
critique the Philippine presidents’ exercise power Write the LC code for each
HUMSS_PG12-Ih-24 HUMSS_PG12-Ih-25 HUMSS_PG12-Ih-26
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
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
( 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
( 5 minutes)
Powers of the President
1. Appointing Power 2. Borrowing Power
(5 minutes)
Timeline of Former Philippine Presidents.
The students will be shown a timeline of Contemporary Presidents from Joseph
Page 1 of 5
of government 3. Control Power 4. Military
Power 5. Veto Power
Estrada down to Rodrigo Roa Duterte.

1. “ERAP Para sa Mahirap” (Joseph
Estrada) 2. “ Strong Republic”(Gloria
Macapagal- C. Presenting examples/instances of the
Arroyo) 3. “Daang Matuwid” (Benigno Aquino new lesson
III) 4. “Oplan Tokhang” (Rodrigo Duterte) (5 minutes)
Topic
KWL Chart
KWL
KWL (The teacher will ask the students if they have
(5-10 minutes) an existing idea about the roles and power of
the President)
Mix and Match ( 5 minutes)
( 5 minutes)
Concept Map
The students will be shown “taglines” and the
Concept Map
students will tell during whose tenure as
President the tagline corresponds to.
(Powers of the President)
(10 minutes)
Headline Analysis
exercise their powers effectively or not?”
The students will be shown some headlines and The students will be asked the question “In your
the teacher will asked the students to answer own opinion, did the following presidents
what power of the President is being exercised. exercise their powers effectively or not?”
(10 minutes)
Picture Perfect
(The students will be shown pictures and they

will determine what power of the President is
being shown)
(10 minutes)
(10 minutes)
“Think-Pair-Share”
“Think-Pair-Share”
The students will be asked the question “In your

own opinion, did the following presidents Page 2 of 5
( 15 minutes)
Powerpoint Presentation/Lecture-Discussion : D. Discussing new concepts
Programs of the ff. Presidents : and practicing new skills #1
1. Joseph Estrada 2. Gloria Macapagal – Arroyo 3. Benigno Aquino III 4. Rodrigo Roa Duterte
( 15 minutes)
Powerpoint Presentation on the :
Roles and Powers of the Philippine President
Page 3 of 5
(10 (10 minutes)
minutes)
Dramatization Present a scene depicting a
Informal Debate : Granting Emergency power of the President
Powers to the President.
Rubric:
Rubrics :
1. Understanding of topic =5 pts.
2. Believability of role =5pts.
3. Cooperation =5 pts.
(10 minutes)
Data Retrieval Sheet.
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.
F. Developing mastery (leads to
President Program Issues and Formative Assessment 3
Joseph
Controversies
Estrada Gloria Macapagal Arroyo Benigno Aquino III Rodrigo Roa Duterte
(5 minutes)
The students will be asked “What are their views on Oplan Tokhang?” The students will be writing their
answers on a 1⁄4 sheet of paper.
( 5 minutes)
( 5 minutes)
How do the powers of the president affects your
1. If you were the President, which among the life as a student? Cite examples
given powers will you prioritize?
Different presidents have their own ways of exercising their powers.
( 5 minutes)
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) Journal
Entry/Reflective Essay
The students will be asked to reflect on whether our current president is executing his power effectively.
Rubrics :
1. Content = 4 pts.
Debate:
“The Effectiveness of Dutere as a President”
Rubrics :
Page 4 of 5
2. Organization of Thought = 4 pts. 3. Grammar and Presentation = 2 pts.
J. Additional activities for application or remediation The topic will be taught for two days
V. REMARKS VI. REFLECTION 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

Page 5 of 5
School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 6 Learning Area
Philippine Politics and Governance
or 4th Quarter

Teaching Dates and Time Week 7 (day 1-4) Quarter 2nd
Grades 1 to 12 DAILY LESSON LOG
I. OBJECTIVES
A. Content
Standards
The learners demonstrate an understanding of citizenship
B. Performance
Standards
The learners shall be able to propose a project on political engagement and youth empowerment.
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.
Asses an existing program that addresses an issue related to political engagement and youth
empowerment .
empowerment .
empowerment .
empowerment .
HUMSS_PG12-IIe-f-16
HUMSS_PG12-IIe-f-17
HUMSS_PG12-IIe-f-18
II. CONTENT
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
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
Video 1: Issues of Youth Retrieval
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
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 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.
Column A Column B
YFC A. Political
Involve ment
SK B. Parish
Involve ment
(5mins.) Identify the Needed Information Example: -Name some of the institutions that promotes
empowerment and political engagement of the youth.
C. Establishing a
(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
(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
school? (Possible Answers: Glee Club, Science (5minutes) Questions after the Video
Club, Sports Club)-Youth Empowerment 3. Presentation 1.If you were in the shoes of the
What are three most loved youth in the video presentation, what would you
activities that were initiated by SSG? do or your last resort?
(PROMENADE, Teachers’ Day Celebration, Gift (5minutes) Questions after the Video
Giving during Christmas)-Political Engagement Presentation 1.If you were in the shoes of the
6: Social Media Ex. youth in the video presentation, what would you
do or your last resort?
(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.
D. Presenting
Youth Empowerment
examples/instan ces of the new lesson
PROGRAM
(7mins.) "THINKING OUT LOUD" Based on
the activity done earlier each group will be given
Parish Involvement
a minute to share their observation to the whole
YFC
class.
DSWD Sagip Tambay at

Rugby Boy Smoke Free Balanga City, Tobacco Free Violence Against PREDA
Women and Children Political Engagement
PROGRAM
School SSG Barangay S.K.
E. Discussing new
(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
(10mins.) 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 KNOW WHAT I WANT
TO KNOW
WHAT I LEARNE PARISH INVOLVEMENT
(the students Will provide the Possible Answers)
Let recorded video be shown as a basis for answering and assessing WHAT I LEARNED COLUMN.
F. Discussing new
IS IT POSSIBLE 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)
(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:
K W LEARNED PARISH INVOLVE MENT
IS IT POSSIBL E FOR EVERY YOUTH TO JOIN IN THE PARISH ORGANI ZATION?
(10Minutes) Presentation of outputs Sample Programs .1. “Civic organizations
a.Parish Involvement and other church related
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)
(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)
H. Finding practical
(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.
(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.
(5mins.) "WHAT'S ON YOUR MIND" The students will post a groupie with hash tag about their issue
assigned to their group.
I. Making
generalizations and abstractions about the lesson
(5mins)
(5 minutes) "Tell Us Quickly"
In case that you were physically, Identify issues related to
emotionally and sexually abuse, political engagement and
whom you will ask for help and youth empowerment
how will you cope up? based on the lesson
*Ask assistance to government discussed.
and nongovernment agencies such as the DSWD and PREDA
(5MINS.)
(5mins.) Name some of the existing programs that
“Open-Ended Statement” were discussed earlier and its characteristics.
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________________________________.”
and other counselling agencies. ** The duty of (5Mins.) “Reflection”
the youth is to open up with the parents and (5Mins.) “Reflection”
make daily conversation. *** accept that we are (5Mins.) “Reflection”
different individuals with different opportunities. (5Mins.) “Reflection”
Our role is to make a difference in a positive
way. Write your reflection about the government
“I would like to commend the program giving condom to high school students.
_____________________ because Write your reflection about the government
_____________________________.” program giving condom to high school students.
Rubric: Comprehensiveness of Ideas - 5

Discussion of the ideas- 5 Correct format of
writing- 5_
Total 15
J. Evaluating (5mins.) "MOST WATCHED GROUP" Upload
learning the Video on YOUTUBE.
(5MINS.) "MOST LIKED GROUP" Based on (5mins.) "MOST WATCHED GROUP" Upload
the posted groupie with hashtag the students the Video on YOUTUBE.
should gather likes, hearts and happy faces. (5mins.) "MOST WATCHED GROUP" Upload
Rubric: Creativity of the Photo-5 Most liked the Video on YOUTUBE.
Photo- 5 Group Cooperation- 5 15 (5mins.) "MOST WATCHED GROUP" Upload
(15 Minutes) the Video on YOUTUBE.
(15 Minutes) (5mins.) "MOST WATCHED GROUP" Upload
the Video on YOUTUBE.
A short film is to be watched entitled
(5mins.) "MOST WATCHED GROUP" Upload
“Teen-Ager” Ask them “ If you were in the Lead
the Video on YOUTUBE.
Character’s Shoes, to whom will you run and be
comforted?
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?
(5Mins.) “Reflection”
Within a day the most watched video with
comments will get the highest points. Creativity
of the Video -5 Most liked Video- 5 Clearness of
audio and video 5 Group Cooperation-
______5___
It must recorded through a video as a basis for

the conduct of interview which has a theme of
K. Additional the program assigned to each group. The
activities for application or remediation program will be assessed.
Agreement (2mins.) B.Now I’ve Seen
Everything Ask the student to conduct an Let the student plan and share ideas about this.
interview to their respective communities or 20 (to be checked the following day
school about existing programs about
empowerment and political engagement of the
youth to answer the WHAT I LEARNED
Column.
Assignment (2mins.) "MOST WATCHED
GROUP"
Assignment (2mins.) "MOST WATCHED
GROUP"
Assignment (2mins.) "MOST WATCHED V. REMARKS
GROUP"
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
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
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.
School SHS Region 3 MTOT Grade Level 12 Standards
Teacher HUMSS Class D Group 6 Learning The learners demonstrate an understanding of
Area Philippine Politics and Governance citizenship
Teaching Dates and Time Week 8 (Day 1-4)
or 4th Quarter
Quarter 2nd
Grades 1 to 12 DAILY LESSON LOG
B. Performance
Standards
The learners shall be able to propose a project
Day 1 Day 2 Day 3 Day 4 on political engagement and youth
empowerment.
I. OBJECTIVES
C. Learning
A. Content
Conduct a research for a draft proposal on
political engagement and youth empowerment
Competencies/ Objectives Write the LC code for A. References
each 1. Teacher’s Guide
HUMSS _PG12-IIe-g-20 pages 2. Learner’s Materials pages
3. Textbook pages 4. Additional
Materials from Learning Resource (LR) portal B.
Other Learning Resources
II. CONTENT Editorial Cartoon, Data Retrieval Video 1: Daily
13.INTEGRATION-13.1 How the Routine of the Filipino High
concepts/ideas learned in a class can be School Student
utilized in actual experiences. https:www.youtube.com/watch?v=50oZFfnM

EMw&feature=share
IV. PROCEDURES
A. Reviewing
previous lesson or presenting the new lesson
(5 minutes) Recall the process and types of research
B. Establishing a
(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’
(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
C. Presenting
examples/instan ces of the new lesson
(3mins.)
( 3 minutes) "PICTELL" The class will be
A video presentation regarding “Routine divided into three groups. Each
activities” will be presented. 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
(10mins.)
(5minutes) "THINKING OUT LOUD" Based on
Questions after the Video Presentation the activity done earlier each group
1. What can you say about the video? will be given a minute to share their
2. Do you have the same routine? observation to the whole class.
Why?
(15mins.) “Data Retrieval Chart” The students will fill up the concept map about research.
Youth Empowerment
PROGRAM
Parish Involvement
YFC
DSWD Sagip Tambay at
Rugby Boy Smoke Free Tobacco Free Violence Against Women and Children
PREDA
Political Engagement
PROGRAM
School SSG Barangay S.K.
D. Discussing new
(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
(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
E. Discussing new
concepts and practicing new skills #2 F. 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 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.
H. Making
generalizations and abstractions about the lesson
(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.
(5 I. Evaluating
(5MINS.)
Minutes)
(15Mins.) learning
Questions:
“ Research is a systematically & cyclical”.
“Reflection” 1. Why is there a need to
This means that you need to follow a step by conduct a research?
step process to successfully conduct a
Write your reflection about the result of the research that you have 2. What practical benefits can
research study.
conducted. you get from research?
Rubric: Comprehensiveness of Ideas - 10 Discussion of the ideas- 10 Correct format of writing- 10_
Total 30
J. Additional
activities for application or remediation
( 2 minutes) Assignment: If you’re an athlete or an artist, do you still need to conduct research? Why or
why not?
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
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
RESEARCH
➢ Is a systematic application of the scientific inquiry in order to find solutions to problems and contribute
to knowledge.
IMPORTANCE RESEARCH
1. Gather relevant information 2. Understand history 3. Improve quality of life 4. Personal and professional
development
Characteristics of research
1. Empirical 2. Analytical 3. Systematic 4. Cyclical 5. Original
PROCESS OFRESEARCH
1. DEFINE YOUR TOPIC 2. WRITE THE PROBLEM STATEMENT 3. MAKE AN OUTLINE 4. DEVELOP
A RESEARCH STRATEGY 5. EVALUATE YOUR SOURCES 6. WRITE AND REVISE YOUR PAPER 7.
DOCUMENT YOUR SOURCES

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Grades 1 to 12

School SHS REGION 3 MTOT Grade Level Grade 12 ​

ideologies, power, states, nations, and globalization.

by the students. ​Answer: NATION

them. ​1. Family

Day 1 Day 2 Day 3 Day 4

1. Define ideology and political

pages 2. Learner’s Materials pages ​3. Textbook pages

Politics Without Borders” by Mendoza and Melegrito, pages 24- 36

Example: I- initiates improvements and projects D- evelops projects E- evolution of O-

B. Other Learning Resources

LIERALISMB 2. ​ FMEMINIS 3. MMUCONISM 4. CISOALISM 5. ENNTVIROANMELISM

Ask : ​1. Compare the ideologies of

1. Why is this individual a great

Example: 1. National Democratic Front (NDF) -1973 2. Malayang Kilusan ng Bagong

1. Why is this individual a great

Benigno Aquino III

ideologies, power, states, nations, and globalization.

that are political in -nature. The trio chooses ​commercial/advertiseme

to critic the factors that ​Presentation of each

A. No. of learners who earned 80% in

Name: __________________________________________ Date:

A. Politics F. Inputs K. Collectivism B. Individualism G. Fascism L. Liberalism C.

__________ 1. Is the exercise of power, the science of government, the making of

III. Essay: Explain and elaborate your answers. (5 points)

promotes concept development. ​

relevant questions. ​A.

(The teacher accepts answers and writes

Class Activity: WordHUNT/WordSMITH

Ask the following processing questions

Ask the students now; what concepts they

E. Discussing new concepts and practicing new skills #2

relevant questions. ​A.

explain the roles of different political institutions.

5-item formative assessment.

relevant questions. ​A.

explain the roles of different political institutions.

relevant questions. ​A.

explain the roles of different political institutions.

promotes concept development. ​

assessment activities. Sustain learning systematically by providing

B. Establishing a purpose for the lesson

(The students will be shown pictures and they

The students will be asked the question “In your

you meet them. you can ask them

relevant questions. ​A.

​ ​or 4​th ​Quarter

DSWD Sagip Tambay at

Rubric: Comprehensiveness of Ideas - 5

It must recorded through a video as a basis for

III. LEARNING RESOURCES

1. Empirical 2. Analytical 3. Systematic 4. Cyclical 5. Original

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Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

School SHS REGION 3 MTOT Grade Level Grade 12

by the students. Answer: NATION

them. 1. Family

pages 2. Learner’s Materials pages 3. Textbook pages

LIERALISMB 2. FMEMINIS 3. MMUCONISM 4. CISOALISM 5. ENNTVIROANMELISM

Ask : 1. Compare the ideologies of

that are political in -nature. The trio chooses commercial/advertiseme

to critic the factors that Presentation of each

promotes concept development.

relevant questions. A.

relevant questions. A.

relevant questions. A.

relevant questions. A.

promotes concept development.

relevant questions. A.

or 4th Quarter