I PLAN

Learning Area: Phil. Government & Politics Grade level: 11

I PLAN # Quarter: I Duration:6 Date
0 min.
Learning Code
Competencies The evolution of Philippine politics, government, and governance. HUMMS-
(taken from Curriculum PG12-If-g-8
Guide)

Lesson # 1/Title
Key  Make clear understanding on the evolution of Philippine politics, government , and
Concepts/Unders governance.
tandings to be  Report some important concepts / ideas connected to the topic.
developed:
Learning Adapted Cognitive Process Dimensions
objectives: The students will be able to explain/discuss the evolution of the Philippine politics, government
& governance.
The learner can recall information
Knowledge: The Remembering and retrieve relevant knowledge
from long-term memory: identify,
fact or condition retrieve, recognize, duplicate, list,
knowing memorize, repeat, describe,
something with reproduce
familiarity gained The learner can construct meaning
through Understanding from oral, written and graphic
experience or messages: Interpret, exemplify, The students will be able to explain the
classify, summarize, infer,
association. compare, explain, Philippine politics, government &
paraphrase, discuss governance.

Skills Applying The learner can use information to

The ability and undertake a procedure in familiar
situations or in a new way:
capacity acquired execute, implement,
through demonstrate, dramatize,
deliberate interpret, solve, use, illustrate,
systematic, convert, discover
and sustained Analyzing The learner can distinguish
effort to between parts and determine how
smoothly and they relate one to one another,
and to the overall structure and
adaptively
purpose: differentiate, distinguish,
carryout complex compare, contrast, organize,
activities or the outline, attribute, deconstruct
ability, coming
from one’s The learner can make judgments
knowledge, Evaluating and justify decisions: coordinate, The students will describe the evolution of
practice, measure, detect, defend, judge, the Philippine politics, government &
argue, debate, describe, critique,
aptitude, governance .
appraise,
etc., to do evaluate
something
Creating The learner can put elements
together to form a functional
whole,
create a new product or point of
view: generate, hypothesize, plan
design, develop, produce,
construct,
formulate, assemble, devise
Attitude A settled way of thinking or feeling about someone or Develop critical thinking & positive vision
something, typically one that is reflected in a person’s towards our country.
behavior
Values (RA 8491)
A learners’ principles or
standards of behavior;
Maka-Diyos
one’s judgment of what is
important in life
Maka-Tao

Go beyond learner’s life on

earth, include more than
Makakalikasan
wealth and fame, and
would affect the eternal
destiny of millions
Makabansa Shows
patriotis
m, &
unity
among
the
group
Resources List all resources
needed CG, TG, Pentel Pen, Manila Paper

METHODOLOGY
Introductory Activity: What is the meaning of Ideology? What kind of ideas & beliefs that our
(_5___) country run through?
This part introduces the lesson content, although at
times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the
incoming lesson and an idea about what is to follow.
The teacher will divide the students into ____ groups.
One principle in learning is that learning occurs when
it is conducted in a pleasurable and comfortable
atmosphere.
Activity Each group will collaborate to obtain idea /generate concepts from the given
(_30___minutes) topic :
This is an interactive strategy to elicit learner’s prior
learning experience. It serve as springboard for new Briefly describe the scenario that illustrate the Phil. Politics, government &
learning. It illustrates the principle that learning
starts where the learners are carefully structured
governance.
activities such as individual or group discussion, self  Pre- Spanish Period ( Group 1)
or group assessment, dyadic or triadic, interactions,
puzzles, simulations or role play, cybernetics  Spanish Colonization ( Group 2)
exercise, gallery walk and the like may be created.  Japanese Occupation ( Group 3 )
Clear instructions should be considered in this part of
the lesson.  American Occupation ( Group 4 )
 Commonwealth Government (Philippines) ( Group 5 )
Each group will have 3 minutes to present their output in a form of reporting.

Analysis How will you assess the influence of the different colonizers in our political
(_5___minutes) system & governance in country. Is it helpful or not? Support your answer.
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and
opinion about expected issues .Affective questions
are included to elicit the feelings of the learners
about the activity of the topic. The last question or
points taken should lead the learners to understand
the new concepts or skills that are to be presented in
the next part of the lesson.
Abstraction (The teacher will enhance/ give additional input for further clarifications to
(___5__) make things clear.)
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this part
of the lesson.
Application Solicit students ways on how to preserve our ideas & belief in our country.
(___3_)
This part is structured to ensure that commitment of
the learners to do something to apply their learning
in their own environment.
Assessment Briefly explain discuss the system of the Phil. Politics, government &
(__10__) governance . ( Limit your answer a minimum of 2-3 sentences.) 5 pts each
For the teachers to:
1.Assess whether learning objectives have been met  Pre- Spanish Period
for a specified duration
2. Remediate and/or enrich learning intentions and
 Spanish Colonization
success criteria have been met.  Japanese Occupation
( Reminder: Formative assessment may be given
before, during, or after the lesson)  American Occupation
 Commonwealth Government (Philippines)
Assignment 2min.
Reinforcing/strengthening
The days lesson ( Inform students to bring coloring materials needed for the next activity.)
Enriching/inspiring the day’s
lesson
Enhancing/improving the day’s
lesson
Preparing for new lesson
Concluding Activity
(____)
This is usually a brief but affective closing
activity such as a strong quotation, a short
song, an anecdote, parable or a letter that
inspires the learner’s to do something to
practice their new learning.
Prepared by: ROSITA D. TAPAYAN
Division: BOHOL DIVISION
Position/Designation T-III