Grades 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
School SHS REGION 3 MTOT Grade Level Grade 12
Teacher HUMSS CLASS D GROUP 1 Learning Area Philippine Politics and
Governance
Teaching Dates and WEEK 1 (DAY 1-4) Quarter 1st or 4th Quarter
Time
WEEK 1
DAY 1 DAY 2 DAY 3 DAY 4
The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
Articulate the definition Explore the connection between Recognize the Students differentiate government
of politics. the phenomenon (politics) and value of politics. from governance.
and the method of inquiry (Political
Differentiate the various Science) HUMSS_PG12-Ia-4 HUMSS_PG12-Ia-5
views on politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia-3
HUMSS_PG12-Ia2
1.1 The meaning of politics.
1.1 The connection between 1.1 The value of Politics. 1.1 The difference between
1.2 Various views on Politics and Political Science. governance and government.
politics
 4. Additional Materials
from Learning Resource
(LR)
Portal
B. Other Learning Resources Philippines Politics and
Governance by: Rhene
Tabajen and Erlinda
Pulma, pp: 1-3
IV. PROCEDURES
A. Reviewing previous lesson (5 minutes)
or presenting the new Teacher welcomes the class
lesson and introduces himself/herself.
Initializing…
Teacher tells the students:
“I am the teacher and I am
the boss in this class, so
you will have to follow
me…”
Pair and Share
Ask the students to pair
with their seatmate and
share what they felt after
hearing the teacher’s
remark..
Philippines Politics and
Governance by: Rhene Tabajen
and Erlinda Pulma, pp: 3
https://www.youtube.com/watch?v=j
QK0Xbfel-M
(2 minutes)
4 Pics 1 Word: Four pictures will
be shown to students at a time.
The students shall find the
connection of the pictures. A word
that connects the pictures will be
guessed by the students.
Answer: NATION
Answer: DEBATE
Philippines Politics and Governance
by: Rhene Tabajen and Erlinda Pulma
pp. 4- 5
http://youtube/ukqBly7AZSc
(3 minutes) (5 minutes)
Think-Pair-Share “KAW NA” . Name of the student will
Each student should take be flashed and will be asked
a partner wherein partner questions to review previous
A lessons.
reviews information with partner
B for 1 minute and vice
versa. They have to discuss
what they think about the
phenomenon (politics) and
the method of inquiry
(Political Science)

B. Establishing a purpose for (5 minutes)
the lesson 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?
C. Presenting (5 minutes)
examples/instances of the Semantic Web Map
new lesson Ask the students to give
words associated to the word
“ Politics”.
Answer: POLITICS
(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.
(10 minutes)
Present a video clip that
discusses political science
Ask:
Why do you think we study
politics? What are the
differences and the connection
between politics and Political
Science?
(4 minutes)
( 5 minutes) A short video clip will be
shown to present about
Picture Analysis government and governance.
http://youtube/ukqBly7AZSc
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?
.
( 5 minutes ) (10 minutes)
A WORLD WITHOUT GRAFFITI .Each group will be asked
POLITICS: to write significant words that will
The student will engage describe the video they saw on the
themselves with an analysis cut-out paper and stick it to the wall.
of different scenario in
different type of organization
where in the student can see
the value of politics.
1.Barangay
2.Classroom
3.Family
4.Work Colleagues
5.Peer (Barkadahan)
D. Discussing new concepts (30 minutes)
and practicing new skills Based on the Semantic
#1 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.
• 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
(8 minutes) (20 minutes) . (5 minutes)
Group Mo, Post Mo: Group the With the aid of a power PICK MO ‘TO. Two representative
class to three teams. Concepts point presentation the from each group will have to pick and
that define politics and Political teacher will discuss the identify one significant word which
Science are jumbled. Those following refers to government and another to
concepts are written separately governance.
in pieces of bond paper which The values of politics.
will be given to each group. 1.Politics helps you to
Each student is given the know your rights
chance to post the concepts 2.Politics clarifies what
where they belong, whether to you yourself believe.
politics or Political Science. A 3 .Politics is a living,
time limit is set on this game. breathing subject.
4.Politics helps you to
POLITICS understand our nation’s
- the actual process of parties.
how humans interact in 5.Politics prepares you for
groups adult life.
- 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 (5 minutes) . ( 7 minutes)
and practicing new skills Pass the Mic: The teacher will
#2 show in detail the different The teacher will discuss with the aid of
definitions of politics and a power point presentation about the
Political Science. Each student concept of governance which is
will be asked to read the concept defined as the process of decision-
one-by-one while passing the making and the process by which
mic. 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)
to Formative Assessment
3) Group Work:
Politikanta
The class is divided into
four groups. Each group
shall think of a line from a
Tagalog song depicting
political statement. A
representative would present
and explain to the class
what is political about the
song’s lyrics that they have
chosen.
G. Finding practical (5 minutes)
applications of concepts
and skills in daily living a.How would you use the
concepts in politics to
improve relationships with
your family and friends?
b.How is politics practiced
in getting what you want?
H. Making generalizations and 2 minutes
abstractions about the
Lesson
(10 minutes)
May Konek: The students will be
grouped to 6 teams. Each team
will answer the question in a
manila paper.
Ask: “Explain the connection or
relation of politics and Political
Science.”
(5 minutes)
Ask the students:
Why do you think that it is
necessary for students who
aspire to be lawyers to take
Political Science?
(5 minutes)
Ask the students:
( 5 minute ) (5 minutes)
Read and recite. IT BULAGA! The
(GAME) Like or Unlike student will have to answer the
The students will be question stick under their table, if they
presented with different got a smiley face then they WON and
scenarios and they will needs to answer the question on their
determine if it show the value of paper.
politics or not.
I.
((20 minutes) (10 minutes)
THE WORLD WITH POLITICS The teacher will facilitate a
ROLE PLAYING. The student SYMPOSIUM where each group will
will be divided into 4 groups have to discuss the government
and will present how politics is assigned to them ( MARCOS, C.
valued in each organization AQUINO, ,RAMOS, MACAPAGAL-
assigned to them. ARROYO , B. AQUINO &
DUTERTE) and the kind of governance
1. Family it practiced in the Philippines.
2. Classroom/ School GUIDE QUESTIONS:
3. Peer (Barkadahan) 1.Is there a governance structure
4. Barangay in place?
5. Work Place 2.If so, what it is? Does it work?
(colleagues) How does it work? How it can be
improved?
RUBRICS 3.If not, what do you think might
10 pts - Content be needed?
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
(4 minutes) ( 5 minutes)
The teacher will facilitate Ask the students: What is the
“Minute Papers” will allow an difference of government and
governance?
 Politics is about human
relationships. It is how
humans behave differently
when dealing with others
when there is cooperation,
competition and conflict.
*(and other social
interactions
I. Evaluating learning (10 mins)
QUIZ (True of False)
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
ANSWERS
What is your own definition
of politics and of Political
Science?
Politics is the actual process of
how humans interact in groups
while political science is the
study of the fromer.
(5 minutes)
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.
1. True
2. False
3. True
4. False
5. True
end-of-class reflection in which
the students write briefly to GOVERNMENT is merely an
answer the questions: “What instrument for the purpose of
did you learn today?”” And governance while GOVERNANCE is
What questions do you still the exercise of political, economic,
have?” 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.
( 7 min) ( 6 minutes)
Slogan Making
( 5 groups) QUIZ(10 PTS.)In a ½ cross-wise
Create a SLOGAN that will paper, the students will have to
established how the good illustrate a VENN DIAGRAM of
politics can be applied in our government and governance.
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
 J. Additional activities for Assignment: Bring any Assignment: Review the lesson (3 minutes)
application or remediation old newspaper for
tomorrow’s activity. 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?
 Grades 1 to School Grade Level 11 or 12
12 DAILY Teacher Learning Area Philippine Politics and Governance
LESSON Covered Date Week 2 Semester First
PLAN

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and
A. Content Standards globalization

B. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
Standards

1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies
Objectives liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6

1.Define ideology and

political ideologies Identify the different Differentiate the political ideologies
2.Identify the different political ideologies and
characteristics of ideology its functions
2.Political Ideologies
II. CONTENT 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 https://m.youtube.com/watch?v=vz- http”//www.people-
Resources szuwRgAE press.org/quiz/political-
typology/
Politics Without Borders” by
Politics Without Borders” by Politics Without Borders” Politics Without Borders” by Mendoza
Mendoza and Melegrito, pages by Mendoza and Mendoza and Melegrito, pages and Melegrito, pages 24- 36
24- 36 Melegrito, pages 24- 36 24- 36

IV. PROCEDURES

A. Reviewing (5 minutes) (5 minutes) (10 minutes) (5 minutes)

previous lesson or Activity: “5 Minute Review”: Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
presenting the new Engage students as partners ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write:
lesson to discuss and review students give at the teacher’s table and each 3 key terms from what they have
material. characteristics of group will select a representative just learned, 2 ideas they would
Procedure: ideology based from the to pick one and give them time like to learn more about, and 1
1.Pick a partner. One person is letters of the word I-D-E- to collaborate their ideas in concept or skill they think they
partner A and the other is partner O-L-O-G-Y. relation to ideologies and political have mastered.
B. ideologies. Example:
2.Partner A reviews information Example:
with partner B for one minute. I- initiates improvements 1. Anarchism
Partner A must talk for the and projects
entire one minute. After one D- evelops projects
minute, partner B reviews E- evolution of 2. Fascism
information with Partner A for O- ffer solutions
one minute without stopping. L- ead people 3. Socialism
3.Partners continue to switch jobs O- rganize programs
two more times, now for 30 G- eared towards unity
seconds each. Y- outh working 4. Liberalism
4.Partners now switch two more together
times for 15 seconds each to
sum up the lessons.
5. Conservatism
B. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes)
purpose for the Group Activity: “Kwentong- Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper
lesson bahay” “Political Typology Quiz” Pictures that represent the different Grouping: Colored papers will be
provided by
Divide the class by giving
numbers
to each student 1 to 5. Have each Centre
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 political ideologies: the teacher and each student will
pick
Example: one color that represents his/her
own
Title: Are You Liberal perspective of political
or Conservative or ideology. Blue- Anarchism
Somewhere in Between? Yellow-Socialism
Pink-Liberalism
Instruction: Take the Green-Conservatism
quiz below to find out at Black- Fascism
which point in the
political spectrum are
you more oriented to.
Give yourself a score of 1.
one (1) point if you
agree, and a score of
zero (0) point if you
disagree with each of
the
statements. If you are 2.
uncertain with your
answer, then choose
what comes closest to
your view.
The quiz was 3.
adopted from the
“Political Typology Quiz”
by the Pew Research
Centre but was
modified
to apply to the 4.
Philippine
socio-political context.
The full Political
Typology Quiz can be
accessed online through
the link
http”//www.people- 5.
press.org/quiz/political-
typology/. The
interpretation of scores
for the quiz is not based
 on any known or used
scale. (Please see
Appendix A)

C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes)

examples/instances Present a video clip about After taking the quiz, Jumble Words Group themselves according to
of the new lesson ideologies. students will be the papers of the same color and
(https://m.youtube.com/watch?v=vz- assessed if they are Rearrange the words to find make them justify their choice.
szuwRgAE). Remind the students conservative or liberal the correct answers to the Select a representative from the
before the video be presented in based on their scores questions below: group to present their insights.
classthat based from it, answer the from the Political
following questions: Typology Quiz. 1. LIERALISMB
3.1. How do we acquire 2. FMEMINIS
political beliefs? 3. MMUCONISM
3.2. How people will be 4. CISOALISM
affected by these beliefs? 5. ENNTVIROANMELISM

D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes)

concepts and From the four (4) groups, Guide Questions: Present the different political Slogan-making:
practicing new skills conduct the activity entitled “Mix Ask the students, ideologies and their perspectives Let each group create their own
#1 and Match”. The teacher will 1.What is ideology? of the state through a power slogan based on political ideology
provide phrases based from the 2.What are the point presentation. Provide the they belong.
definitions of the following and different types of students with a handouts.
the students will try to post where ideologies?
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 : is 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 2003,
12)
E. Discussing new (10 minutes) (15 minutes)
concepts and Discuss through a power Activity: Jumbled Letters
practicing new skills point presentation the Students will be given
#2 different characteristics of set of jumbled letters
ideologies. and they will try to
• Ideologies provide an compose the different
explanation for problems ideologies from it.
that confronts modern Purpose: Introduce the
societies by providing different political
futuristic visions.
 • Ideology is action-oriented. ideologies such as:
• Ideologies mobilize a
large number of people.
F. Developing mastery (5 minutes)
(leads to Activity: “One-sentence
Formative summary”
Assessment 3) Summarize the definition of
ideology and political ideologies
by doing “one- sentence
summary”. Students are asked to 2.Can you see any
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.
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)
(5 minutes) (15 minutes) (10 minutes)
Ask the students: “Compare and Contrast”
Oral Recitation Presentation of ‘Role Playing Have students describe different
1.What is the role to about political ideologies’. political ideologies. Compare and
the state by each generate list of similarities. Contrast
political ideology? (based from their assignment) the objects and generate a list of
differences. Determine significant
pattern or trend among (Please see attached likenesses and differences of
the five types of Rubric, Appendix F) political ideologies.
ideologies regarding the
role of the state? Political similarities differences
Ask: How would ideologies
each ideology
answer a question: Is
the state a means to
an end, or is the
state the end in
itself?
 (Please see attached Rubric
for Individual Work,
Appendix E)

G. Finding practical Ask : Ask: (5 minutes) Write a short biography to share

applications of How would each The teacher will enumerate with the class that addresses this
concepts and skills in 1. Compare the ideologies ideology answer a different known organizations and guiding question:
daily living of your mother and question the students will identify on
father. what political ideology/ ideologies 1. Why is this individual a
2. 2. Given such “Political ideology Is the they belong. great leader?
experience from your state a means to an 2. How is his/her political
parents, who among end, or is the state the Example: belief linked to the
them are you in favor? end in itself?” 1.National Democratic Front (NDF) Philippine politics?
Why? -1973
2.Malayang Kilusan ng
Bagong Kababaihan
(MAKIBAKA)- Socialism
3.Opus Dei (Work of
God)- conservatism
4.Philosophical Association of Rodrigo Duterte
the Philippines- liberalism

Ask: Which political ideology best

describes the nature of
democracy in the Philippines,
and why?

Benigno Aquino III

Gloria Macapagal Arroyo

H. Making (5 minutes)
generalizations and Activity: DYAD
abstractions about 1. Ask the students to
the lesson choose a partner and
share what they
understand with these
words:
“To be clear: ideology is a
belief system with an
inadequate basis in reality;
religion is a belief system
with no basis, in reality,
whatever.” – Martin Amis.
(10 minutes) (5 Minutes) (15 minutes)
Activity: BOGGLE Sum It Up! Activity: KEY CHART
End the lesson by letting 1. Today I have learned that Using a chart, identify the major
the students summarize _. key concepts of different political
the three functions of 2. The topic that is NOT ideologies. Students will be
political ideology thru an clear to me is/are grouped into 5.
activity entitled “Boggle”. _.
Instructions: (Please see attached Rubric,
1.Allow students Appendix D)
two minutes in
which to review
their notes.
2.Allow students two
minutes in which to
jot down any facts they
can recall from their
notes
3.Allow students two
minutes to share
information in their
group. Each student
can add to his or her
list
any information
gained in this sharing
time.
4.Allow one student
from each group to
move to another group
for two minutes in
order to compare
information. Record a
point for every item
your team shares with
another group. (Teams
who accumulate the
most points may be
rewarded.)
5.Allow teams to share
in large group with the
teacher for two minutes.
 (Please see attached
rubric, Appendix C)

I. Evaluating learning Fill in the blanks: Answer the following: Think about it! Answer the following:
1. is a 1. It is a 1. Sees the state as the
political philosophy that systematic “Ideologies gives us the picture of neutral arbiter – liberalism
tends to support the body of the existing reality, answering 2. Has contrasting views of
status quo and advocates concepts “what is wrong, what went wrong the state – socialism
change only in especially and why” 3. Rejects the state outright –
moderation. about human anarchism
2. is an life or culture? Students will write their answer in 4. Has contrasting view of
economic, social, and Ideology ½ sheet of yellow paper. the state – socialism
political system seeking 2. Set of 5. Sees the state as the
government ownership related supreme ethical ideal -
of the means production beliefs about fascism
and services directed political theory
by a process of and policy
scientific administration Political ideology
and universal assent. 3. In your own
3. is derived understanding
from the italian word what is the
fasces which means a importance of
bundle of rods with an political
axe blade protruding that ideology?
signified the authority of
magistrates in imperial
Rome.
4. _ is
derived from the latin
word femina meaning
women or female.
5. _ is an
economic and political
doctrine advocating
governmental ownership
and direction of
production and services.
 J. Additional activities Assignment: Assignment:
for application or
remediation Group Dynamics: Role- Group Dynamics: Interview
playing Interview a politician in your
Group the students community regarding their advocacy
into two, decide a and belief. Based on his/her
scenario and let them advocacy and belief, identify the kind
pick one political of ideology that he/she believes in.
ideology and be the
basis for a role play.

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?
 Grades 1 to School Grade Level 12
12 DAILY Teacher Learning Area Philippine Politics and
LESSON Governance
PLAN Covered Date Week 3 Day 1 –Day 4 Semester First

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
The learners demonstrate an understanding of politics and political science, governance, political
A. Content Standards ideologies, power, states, nations, and globalization.

The learners shall be able to clearly identify a specific political phenomenon and how it can be
B. Performance Standards studied.

1. Learning Competencies/ Objectives

Write the LC code for each
examine the relationship between political critique ideas that have
ideologies and configurations of political a direct impact on how
communities we try to manage
HUMSS_PG12Ib-c-8 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

II. CONTENT 2. Political Ideologies

2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism,
conservatism, etc.)
III. LEARNING RESOURCES
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/instances of
the new lesson
(5 mins.) (5 mins.) (5 mins.)
Teacher reviews the
Quiz Bee Connect the previous past lesson through oral
As a review, the discussion with the new recitation.The
teacher will divide the one by conducting a assignment may be
class with 5 members game entitled “ used as a “springboard”
each. They will show Cooperative Review” for the lesson set for the
their knowledge by wherein the students will day.
answering the be grouped to take turns
questions in boards asking other groups
they have to raise. questions. Often
conducted as a game
1. What are the major where points are
political ideologies? awarded.
Identify each and
explain
(3 mins.) (5mins.) (2 mins.) (5 mins.)
The teacher facilitates a
Brainstorming Session The teacher will Say: “In our last FACT or BLUFF game
on the following: facilitate “ Noon at discussions, we have by stating political
Ngayon” wherein the established the practices/events of the
Ask: Why is it important students will be asked to relationship of political Philippines.
to examine and study compare and contrast ideologies and political
the relationship between differences on how we communities. For today,
political ideologies and try to manage ourselves we are going to go
configurations of as a political community deeper by looking into
political communities?. the factors that influence
Process the answers of how we behave
the students. politically in our
community and how we
manage our political
community.”
(10 mins.) (3 mins.) (7 mins.)

D. Discussing new concepts and
practicing new skills #1
Crossword puzzle Picture 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:
be in the puzzle: election, rallies, law
1. Political Ideologies enforcement, political
2. Anarchism assemblies and
3. Absolutism meetings, peace talks,
4. Liberalism political organizations).
5. Conservatism
6. Socialism Ask: “What is common
about these pictures?
Can you give other
political activities that
people usually take part
into?
(20 mins.) (10 mins.)
Discussion through a Process the question by
PowerPoint asking the factors that
presentation. Discuss have led to such political
the relationship between activity in reference to
political ideologies and Filipino traits, values,
configurations of and culture. Criticizing of
political communities the ideas will take place
in this part of the
discussion. Art of
questioning must take
place to get good
answers from students.
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.
(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.
E. Discussing new concepts and (10 mins.) (30 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 (5 mins.) (15 mins.)

to Formative Assessment
3)
Ask: Reflection Paper: My
1. Which political Understanding of what
ideology is most Political ideologies and
skeptical about configurations of political
democracy and communities
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.
G. Finding practical applications of (2mins.) (5mins.) (3 mins.)
concepts and skills in daily living Ask: “What do you think
Give one reference Ask: How does political is the best ideology to
 group of the following: ideologies and be applied in the
1. Liberalism configurations affect our Philippine set-up?”
2. Socialism political communities?
3. Conservatism

H. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies
abstractions about the lesson and the configuration of mirror the configurations have a direct impact on affect our daily lives as
a political community of a political how we try to manage Filipino citizens.
are related. organization/community. ourselves as a political
community.
I. Evaluating learning (5mins.) The dramatization and (25 mins.) (40 mins.)
the reflection paper
ESSAY QUESTION: serves as the WRITTEN TASK PERFORMANCE TASK
1. Choose one political assessment of learning Facilitation of a test with Poster Making: The
group in the country and for the day. at least 25 points. students will be grouped
discuss how their (Definition of Terms, according to the
ideology influences their Modified True or False, ideologies. Their task is
actions or advocacies. Essay). to create a poster in a
1/4 illustration board
Rationalizations will be showing the assigned
discussed right after. 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/ ASSIGNMENT: ASSIGNMENT:

or remediation AGREEMENT: Interview a government The students will be
The teacher can ask the official asked to bring materials
students to prepare for (barangay/municipality/ that are to be used for
the activity for the next city official and ask the activity on the next
day. him/her about her day.
advocacies. From the
responses, the students
 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
materials did I use/discover which
I wish to share with other
teachers?
 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 for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for 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?

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
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 4 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
define power recognize the nature, dimensions, analyze the nature, dimensions, assess how power is exercised in
types, and consequences of power. types, and consequences of power. different situations
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.
Power: Nature, Dimensions, Types and Consequences
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.
Page 1 of
 Book: Book: Book: Book:
Philippine Politics and Governance by Philippine Politics and Governance Philippine Politics and Governance by Philippine Politics and Governance
Rhene C. Tabajen and Erlinda B. Pulma, by Rhene C. Tabajen and Erlinda B. Rhene C. Tabajen and Erlinda by Rhene C. Tabajen and Erlinda B.
pp. 23-30. Pulma, pp. 23-30. B.Pulma, pp. 23-30. Pulma, pp. 23-30.

B. Other Learning Resources Video Clips: Video Clip: Video Clip:

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
https://www.thenation.com/article/philippi https://www.youtube.com/watch?v=EE4mj
ne-president-rodrigo-duterte-is-a-wildly- A3u4fc
popular-fascist/

Page 2 of
 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
IV. PROCEDURES 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.
(3 minutes) (5 minutes) (5 minutes) (3 minutes)
A. Reviewing previous lesson
Ask students about their Ask: What is power? Review of the past lesson. Ask students who can deliberate all
or presenting the new lesson
understanding about political important facts in consonance to
ideologies. power,
dimensions, types, and consequences
(7 minutes) (5 minutes) (10 minutes) (7 minutes)

Class Activity: PICTOpinion Class Activity: PasaDeBola Class Activity: Class Activity: Truth or Consequences

The teachers shows pictures of Ask students about the significant Ask students to present the pictures Procedure: Two students will represent of
prominent world leaders. details learned from the previous of different powerful personalities. their group. One of them will ask a
topics. question according to the topic that has
B. Establishing a purpose for
Ask: What do these have in common? been discussed about power. If the
the lesson
How they differ from this commonality? student answered incorrect, his/her group
Why? (A ball shall be passed while the will sing three lines of Nationalistic song
music theme for the movie Power with action. If the answer is correct they
Group Work: Jumbled Letters (Power) Rangers is played. When the music will receive a Hep, Hep, Hurray Clap.
stops, the students who holds the ball
Divide students into 3 groups. Each shall give his insights from the
group will choose 5 representatives to previous topics.)
rearrange the jumbled letters in 1
minute.

Page 3 of
 (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.)
C. Presenting
examples/instances of the new
lesson
Ask: What more you want to know about
the concept of POWER?
Know Want Learn
(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 4 of

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
(15 minutes)
Group Work: Making Sense
The students will brainstorm on a
definition of POWER.
Guide Questions:
 Is power always
positive? negative?
both?
 What is the purpose of power?
(5 minutes)
Group Work: Likes and dislikes
Ask the students to define power
according to their own understanding.
(Critique of the definition of each group
should follow after every group has
presented. If possible each group will have a
group to critique)
(15 minutes)
Group Work: Small Group Discussion Class Activity: Filtering
Discuss the nature, dimensions,
types and consequences of power by
giving reading text to each group.
Guide questions must be provided.
Each group will be given time to
present their work.
(5 minutes)
Group Work: Affirming
Three Dimensions of Power:
The channels of power are the way
in which power is enacted. They can
perhaps more readily be remembered
as 'head, hands and heart'.
 Physical power
 Informational power
 Emotional power
Types of Power:
 Coercive Power
 Reward Power
 Legitimate Power
 Expert Power
(10 minutes)
Present a digested political article about
the nature, dimensions, types, and
consequences of power
Let the students criticize the
article presented and gather their
ideas or opinions.
Encourage them to filter the substance
of power based on the article.
(10 minutes)
Class Activity:
Let the class perform an analytical
and critical discussion about the
nature, dimensions, types, and
consequences of power based on the
articles, which are to be utilized.
(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 of the class.
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?
(10 minutes)
Group Work:
Have the class identify situations in
their locality where officials have applied
their power. Let them evaluate the use
of their power. Each of the group will
present their work.
Page 5 of

F. Developing mastery (leads
to Formative Assessment 3
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
(10 minutes)
Group Work: Hugot/ Pick-up Lines
Have each group arrive at a ‘hugot line’
or ‘pick up line’ about the concept of
POWER. They should present these in
front.
(3 minutes)
Class Activity: If given the
chance Ask: If given a chance to
assume
government position, what would it be?
How are you going to exercise the power
vested in you?
(2 minutes)
Class Activity: The Best Ka
Ask: We have many different definition of Create a one-liner statement which will
power. Based on the given definition what is sum up the significant facts of the
the best definition of power for you?
Why?
(5 minutes)
Individual Work:3-2-1
Let the students fill the 3-2-1 chart:
3 things learned
2 most important facts still in
mind 1 question remains in
mind
(5 minutes)
Group Work: After the Image
Present images of different leaders in
the society. Let the students
recognize the dimension and types of
power from the images presented.
 Supreme Student Government
 Teacher
 Bato dela Rosa
 Rodrigo Duterte
(10 minutes)
Group Work: Group students and
make them discuss by themselves
on how to recognize the dimension
of power.
(5 minutes)
Class Activity: One-Liner
lesson (5 minutes)
(5 minutes)
Individual Work: FBpost
Make a statement or a saying
regarding the types and
consequences of power which you
can post in your Facebook wall.
(5 minutes)
Individual Work: Short Essay
Ask: Create a short essay presenting
and discussing the facts and their
critical analysis on the nature,
dimensions, types, and
consequences of power.
(2 minutes)
Class Activity
Ask: Considering the present
situation, here in our country how
would you describe the power of
our leaders?
(3 minutes)
Class Activity
Ask: In every decision we make there
is always a negative and positive effect.
We have to think wisely before we
come up to our decision.
(5 minutes)
Individual Work: Hugot Line
Ask: What do you think is the
most significant lesson you get
from our discussion?
Cite one HUGOT LINE to describe
your learning.
(10 minutes)
Group Work: Slogan Writing
Let the students create a short
slogan about the use of power.
(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?
(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.
(3 minutes)
Individual Work: Short Quiz
Give a 10-item quiz about the week’s
topic
Page 6 of
Page 7 of
 Assignment: Research
J. Additional activities for Bring pictures of different
application or remediation 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
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
VI. REFLECTION 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 8 of

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
School TARRAGONA NATIONAL HIGH SCHOOL Grade Level GAS 12
Teacher CHRISTINE MAE C. DOCDOC Learning Area Philippine Politics and Governance
Teaching Dates and Time February 3-6, 2020 Quarter 2ND QUARTER
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
define nation and state differentiate nation from state explain meanings of globalization evaluate how globalization influences
nation-states
HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
States, Nations, and Globalization States, Nations, and Globalization
 The State as Different from the Nation as a Political Concept  Globalization as a Context of Relations Among Nation-States
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.
Page 1 of
 Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp.
31- 39 39- 40
Difference Versus Nation and State: What is Globalization?
https://www.youtube.com/watch?v=hyt_oM6cLtA https://www.youtube.com/watch?v=xPD477FuqtY
B. Other Learning Resources
Nations, States, and Nation States Is Globalization Good or Bad?
https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s https://www.youtube.com/watch?v=8sSNyXEShqI
State vs. Nation https://www.youtube.com/watch? Globalization Pros and Cons:
v=rPwf3qOFV7w https://www.youtube.com/watch?v=cVPwmpu3HAE
Elements of A State: The Cost of Globalization:

Page 2 of

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s https://www.youtube.com/watch?v=v0CdoXp8x44
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
(5 minutes) (3 minutes) (5 minutes) (2 minutes)
Review: Ask the following. Review: Ask the following. Review: SONA (State or Review: Making Sense
 What is a nation? Nation, Arrange!
 What is power?  What is a state? Ask: What is globalization?
 How should one exercise  What is a nation-state? Let the students categorize each
his/her power? concept written in meta-cards if it falls
 Who have powers in the country? under the concept of nation or state.
Most Possible Responses: People, Ask the following:
Government  What is the difference
between a nation and state?
(Such responses are important (Students may give
springboards to connect the concept of words/phrases as answers.
power to the next topic on the definition These can be organized in a
of state and nation) Venn diagram on the board).
 How are these two
concepts related?
(8 minutes) (15 minutes) (5 minutes) (6 minutes)
Class Activity: ‘Made’ of the Group Work: Word Play (The teacher ensures the connection Class Activity: PictoQuiz
Philippines between the review and this portion
Let the students present their of the lesson. For example the teacher Have the class identify images to
acrostics. Each of the 5 groups will may find relating one of the criteria in which they refer.
Ask: What makes up the Philippines as be given 3 minutes to present. considering a state which is Example:
a country? international recognition, which
somehow be made later as an entry
Most Possible responses: concept about every country’s
 Territory immersion in the global arena such as
 People the essence of the activity below.)
 Leaders
 Filipinos Dyad: SHOPares Ask: How do these relate with the
 Land concept of globalization?
 Sea Have the students go through with
the things they have, particularly
looking at the labels and listing the
(Catapult from these responses that
countries where those things were
a country is a meaningful entity)
made.
Page 3 of
Ask the following:

Page 4 of

(7 minutes)
Class Activity: WordHUNT/WordSMITH
Have the class coin the terms NATION
and STATE to which the term ‘country’
is 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
C. Presenting time limit)
examples/instances of the new
lesson
(5 minutes)
Class Activity: Making
Sense/Initializing…
Ask the following processing questions oneness between the images
regarding the students’ acrostics.
 What are the noticeable
differences mentioned in
the acrostics?
 How is nation different
from state?
 How is nation related with
state?
(The teacher accepts answers and
writes them under the “Know” column
of the KWL chart.)
Ask: What questions about the
difference between a nation and a state
you have in mind? (Put their responses
in the “Want” column.
Know Want Learn
 How do you find the
discovery of the things being
used by your pair? Speak your
thoughts. No holds barred.
Do you find him/her
nationalistic or not? DO you
find him/her out of fad or
not? etc.
 How do we usually call the
things we buy in our
country? How do you
understood it? Why?
 How about those people
buying
imported products? How do
we regard them? Why?
(5 minutes) (5 minutes)
Class Activity: LaraONE Class Activity: Video Analysis
Have the students find the Play a short video about globalization.
(Make sure that such video will show
below. pros and cons about it.)
Processing:
 What is the video about?
 What does it try to tell us?
(By this time, the students could
already easily grasp the next point of
the lesson, which is to coin the word
Page 5 of
GLOBALIZATION from jumbled
letters.)

Ask the students now; what concepts

they can associate with the term
Globalization. (They should organize
the

Page 6 of

(10 minutes)
Group Work: Making Sense of
the Definitions
Display the definitions of the terms
STATE and NATION.
Lead the class in identifying the key
concepts underlying these definitions.
(Discuss this key concepts)
D. Discussing new concepts
and practicing new skills #1
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.)
(10 minutes)
Group Work: Definition Map
E. Discussing new concepts
and practicing new skills #2
(7 minutes)
Class Activity: Video Clip
Viewing Video: Nation versus
State
Guide Questions:
 What are the underlying
characteristics distinguishing
state from nation? Write
key concepts (significant
terms).
 Can nation be state, vice
versa?
(5 minutes)
Group Work: W-Diagram
Give the students meta-cards where
they will write concepts from the
video clips regarding the differences
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.)
(6 minutes)
Processing. Making Sense
Ask the following:
 What is common among
the given meanings?
(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)
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.
(15 minutes)
Group Work: Boon or Bane?
After brainstorming, have the
students complete the following
graphic organizer.
Page 7 of
and similarities of a nation and a Why?
state. Organize the  How would you define

POLITICAL ECONOMIC RELIGIOUS SOCIO-

CULTURAL

Page 8 of

(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.)
(5 minutes)
Class Activity: 3 in 1
Students will guess each term based on 3 Have each group justify the Illustrate or identify scenarios how
pictures shown to them.
F. Developing mastery (leads
to Formative Assessment 3
S O V E R E I G N T Y
concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
INFLUENCE
(The teacher guides the class in Boon Bane
arriving at the following synthesizing (Pros) (Cons)
definition of globalization) Group 1. Political
Globalization is a process of Group 2. Economic
forging international political, Group 3. Religious
economic, religious, and socio- Group 4. Socio-Cultural
Processing Questions: cultural interconnections.
 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) (10 minutes) (10 minutes)
Group Work: T-Diagram Group Work: PERS time (The students present their group work.)
Processing: Making Sense
Philippines as a nation and as a state globalization works in Philippine
using the T- diagram. context in terms of: Ask the following:
THE PHILIPPINES  Political  Which of the issues influenced
as a Nation as a State  Economic by globalization strike you the
 Religious; and most? Why?
 Socio-cultural interconnections  How would you describe
globalization’s influences to
Take note: Students can be provided the country in general?
with newspapers and consider articles
related to the mentioned aspects.
Relate this to the class for simple
discussion.)
Page 9 of
 P E O P L E

G O V E R N M E N T

T E R R I T O R Y

Page 10
 I N T E R N A T I O N A L
R E C O G N I T I O N
(After the activity, the teacher will point
out that these play part in understanding
about a nation and a state; but does not
necessarily expound since a topic
regarding this will be discussed next
day)
Ask: Which between nation and state
is related to the following concepts?
Why?
(5 minutes)
Class Activity: What does learning about Group Work: Isip-Daluyong!
the definition of nation and state contribute
in your well-being as a student?
G. Finding practical
applications of concepts and
skills in daily living
(5 minutes)
(8 minutes)
Members shall discuss and come up
with what benefits do people get for
being members of a nation/ a state.
(5 minutes)
(7 minutes)
Group Work: #GoGlobal
Have the students write a group
statement of going global. Let them
post their work on the board for the
whole class to see. Give each
student a like and a dislike icon and
post it to the statements of their
choice.
Processing Question:
 Which garnered the most
likes? dislikes?
 Why it garnered the most
likes? dislikes?
(7 minutes)
(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)
Page 11
 Ask: What significant learning have you
had about the lesson?
H. Making generalizations
Possible Statements:
and abstractions about the
 State and Nation are
lesson
concepts pertaining to a
country.
 State is political while nation
is cultural.
Class Activity: Interpret the
following image/diagram.
Ask: What does the following diagram
tell about our topic?
Group Work: ContraDICTIONARY
Each group conceives a consensual
definition of globalization based on
their understanding. Have these
written on manila papers and posted
on the board.
(Each group gives its approval and
disapproval of another group’s
definition.)
Ask the following:
 How can we benefit
from globalization?
 How can we be harmed
by globalization?
Possible Statements:
 We can benefit from
globalization through trade.
Page 12
  Globalization can cause
Possible Statements: cultural transformation.
 Globalization is the
interconnection of nation-states.
 Globalization is concerned
with the relationships of
countries of the world.
Possible Statements:
 State and Nation are two
distinct terms but interrelated
concept.s
 The concept of state
encompasses the concept
of nation.
(5 minutes) (5 minutes) (5 minutes) (5 minutes)

Individual Work: Give a short quiz (5- Class Activity: Have the class go Individual Work: Explain the concept Individual Work. Evaluate the
item True or False) about the concepts back to the KWL Chart and of globalization. influences of globalization to the
discussed. complete the Philippines. (The students can focus
 A nation is political in nature. “Learn” column. on one issue.)
 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.
Ask: What makes a state? How is
I. Evaluating learning Answer Key: nation different or related with the
 False concept of state?
 True Rubric
 False
 True
 True

Page 13
Know Want Learn

Page 14
 Agreed Group Work: Word Play Optional Research Work: Identify Optional Individual Work: Can I Optional Individual Work: “Wordle”
countries, which are not yet live without China? (Doodle with Word/s)
The class is divided into 5 groups. recognized as “states”. Learn about
Each group will prepare acrostics of their status specifically on how it Challenge the learners to answer Agree with the students in making a
the terms: nation and state. affects the lives of their people. the following question: Can I live ‘wordle’ about globalization.
without China?
J. Additional activities for  1st 2 groups- NATION
application or remediation  2nd 2 2 groups-STATE The students have to list all things
 Last group-NATION-STATE made in China in their house and be
able to refrain from using them for a
(The teacher reminds the students that week. The students have to journal
the acrostics should connect to the their experiences and be able to
concepts of Nation and a State.) write a final reaction about their
experience.
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
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
VI. REFLECTION 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

Page 15
share with other
teachers?

Page 16

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
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
IV. PROCEDURES
School TARRAGONA NATIONAL HIGH SCHOOL Grade Level GAS 12
Teacher CHRISTINE MAE C. DOCDOC Learning Area Philippine Politics and Governance
Teaching Dates and Time FEBRUARY 17-21, 2020 Quarter 2ND Quarter
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to: Learners are expected to:
relate the evolution of Philippine politics and governance. describe the different stages in the evolution of the Philippine politics and governance
HUMSS_PG12-If-g-19 HUMSS_PG12-If-g-20
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.
Philippine democratic politics
5.Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
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.
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_government
https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
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.
Page 1 of
 (10 minutes) ( 5 minutes) ( 5 minutes) (5 minutes)
A. Reviewing previous lesson
or presenting the new lesson KW Chart: Evolution of Philippine politics What was our form of government before From the barangay form of government, Recall/review of previous topics
and governance. The learners will be asked the what significant changes happened in the
to fill in Spanish

Page 2 of

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
the chart with the following : coming of the Spaniards? (barangay) Era? (from barangay to the
Central Government)
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
(5minutes) (5 minutes) (5 minutes) (10 minutes)
Picture perfect Video clips: Spanish Colonial Event Chain: Transition from the Mannequin Challenge
Government. The students will be shown a Spanish Government to the Present
The teacher will show pictures of the video clip about Spanish Colonization and Government. 1. Pre-colonial government
following?
would be asked their reactions about the 2. Spanish Government
1. Picture of a Datu video 3. American Government
2. Trial by Ordeal 4. Present System
3. Gavel
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
The students will now tell something about When the Spaniards colonized us, what What is the difference between the Hugot Lines/ (Pick-up or hugot lines)
the pictures they saw. changes did they introduce in our Spanish form of government to our about how the government evolved
political system? present government?
(15 minutes) .(15 minutes) (15 minutes) (10 minutes)
PowerPoint Presentation: HISTORICAL Discussion on Government During PowerPoint Presentation: Post-colonial Governments
BACKGROUND OF PHILIPPINE DEMOCRATIC the Spanish Colonization
POLITICS (Note : this is a two day lesson)
1. Barangay Government
Page 3 of
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
(5 minutes)
Jigsaw puzzle: each group will be given
a scenario based on the barangay
form of government
(5minutes)
The teacher asks the students about the
similarities/difference of our present barangay
to the pre-colonial barangays?
(10minutes)
How did politics and governance evolve in
the Philippines?
The government of the Philippines gradually
(15 minutes)
Debate: Which is better, the early forms
of government or the present
government?
Rubrics :
1. Organization of Thought = 5 pts
2.Clarity of Arguments = 5 pts.
3.Presentation = 5 pts.
(5 minutes)
What practices in the pre-colonial
government is still applicable in our
present form of government
(5 minutes)
Ask: How did the pre-colonial government
change from the pre-colonial government
to the Spanish Colonial Government?
(10 minutes)
Role Play: Significant event/s from the
Pre- colonial Government to the
Present Government.
Rubrics to be attached.
(5 minutes)
Think-Pair-Share. The students will
be grouped and they will assign
among themselves a leader and a
presenter.
“What were the effects of
Spanish Colonization to our
present form of government”
(10 minutes)
Our present form of government have passed through several stages which molded our
government into what it is right now
(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?
(5 minutes)
Page 4 of
Page 5 of

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who
continue
to require remediation
E. Which of my teaching
strategies worked well? Why
evolved from the pre-colonial form (barangay) When the Spaniards colonized the country
to our present form of government in 1565, they re-organized the barangays
into tows and municipalities for easy
administration and management
(5 minutes) ( 5 minutes) (5 minutes) (10 minutes)
5-item formative assessment. Essay : “What were the effects of One-Minute Paper : The students will Historical Timeline
1.The form of government in the pre- Spanish Colonization in our present be asked to write their comment/reaction
colonial period (barangay) form of government? to the statement/s below The students will be asked to draw a
historical timeline stating forth the
2.The ruler of the barangay (datu) Rubrics : 1. What were the changes that you significant events which transpired from the
observed from the Spanish Pre-Colonial Era to the present form of
3– 5 State the roles/powers of the Datu 1. Content = 4 pts. Colonial Government to our government.
2. Organization of Thought = 4 pts. present government?
3.Chief Executive 3. Grammar and Presentation = 2
pts.
4.Chief Legislator
Rubrics : Rubrics :
5.Chief Judge 1. Accuracy = 5 pts.
1. Content = 4 pts
2. Organization of thought = 4 pts. 2. Organization = 5 pts.
3. Grammar and Presentation = 2 pts. 3. Presentation = 5pts.
The teacher will give an assignment on
Government During the Spanish
Colonization
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.
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.
Page 6 of
did these work?

Page 7 of
 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 8 of

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
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
IV. PROCEDURES
A. Reviewing previous lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 7 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
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 appraise the influence of prior stages
experience on Philippine politics of Philippine political developments
and governance of contemporary Philippine politics.
HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22 HUMSS_PG12-If-g-23
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.
Philippine democratic politics
5.Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
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.
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_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2
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.
The students will be asked to write down
what they remember from the previous
Page 1 of
or presenting the new lesson lessons:
1. Barangay
2. Datu

Page 2 of

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
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)
(10 minutes) (5 minutes)
Debate : Positive and Negative Effects Picture Analysis
of Spanish Colonization
The teacher will give pictures to the
students prior to their knowledge on
political evolution in the Philippines.
Rubrics :
1.Organization of Thought = 5 pts
2.Clarity of Arguments = 5 pts.
3.Presentation = 5 pts.
(15 minutes) (15 minutes)
Powerpoint Presentation : Effects of Powerpoint Presentation : Governments
Spanish Colonization after the Spanish Colonization
Page 3 of
E. Discussing new concepts
and practicing new skills #2

(10 minutes) (10 minutes)

Events Chain (Transition from the pre-colonial Semantic Maps: Characteristics of the
F. Developing mastery (leads government to the Spanish Colonial post- colonial governments.
to Formative Assessment 3 Government

(10 minutes) (5 minutes)

Ganito Kami Noon, Paano Kayo Essay: “What will be your contributions to
Ngayon (comparison of the pre-colonial the
society and the Spanish Government) present form of government”
G. Finding practical
applications of concepts and Rubrics :
skills in daily living 1. Content = 4 pts.
2. Organization of Thought = 4
pts Grammar and Presentation = 2
pts (5 minutes)

( 5 minutes) (5 minutes)

H. Making generalizations
and abstractions about the
lesson
What are the effects of the
Spanish Colonization?
The Spanish Colonization brought about
significant changes particularly from the
barangay government to the Spanish
Colonial
What made the Filipinos revolt against
Spain?
The Filipinos revolted against Spain
because of the oppressive leaders and
corrupt officials. This brought about the
birth of the
Page 4 of
Page 5 of
 Government. (governor-general) Revolutionary Government and the
other governments

(5 minutes) ( 5 minutes) (30 minutes) Summative Test

Ask: What are the effects of the Talk Show . The students will be
I. Evaluating learning previous governments to our present grouped corresponding to the different
Concept Mapping : The students will be government? stages of the Philippine Government
writing a concept map illustrating the various
effects of Spanish Colonization

Brainstorming . The students will be

grouped according to their presentation the
J. Additional activities for
following day
application or remediation
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
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
VI. REFLECTION 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
Page 6 of
other teachers?

Page 7 of

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
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
IV. PROCEDURES
A. Reviewing previous lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 8 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
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 critique the Philippine presidents’ exercise
presidents exercised their powers power
HUMSS_PG12-Ih-24 HUMSS_PG12-Ih-25 HUMSS_PG12-Ih-26
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.
The Executive
7.1 The role of the Philippine President in relation to his/her powers.
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.
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
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.
( 5 minutes) ( 5 minutes) (5 minutes)
Presidential Form of Government. The Powers of the President Timeline of Former Philippine Presidents.
Page 1 of
or presenting the new lesson teacher will be asking some students to 1. Appointing Power The students will be shown a timeline
have a short recap of the previous lesson 2. Borrowing Power of Contemporary Presidents from
and at the same time, ask their idea of the Joseph
Presidential form

Page 2 of
 of government 3. Control Power Estrada down to Rodrigo Roa Duterte.
4. Military Power
5. Veto Power

(5 minutes) ( 5 minutes) (5-10 minutes)

KWL Chart Concept Map Mix and Match

(The teacher will ask the students if they have (Powers of the President)
an existing idea about the roles and power
of the President) The students will be shown “taglines” and
the students will tell during whose tenure
as President the tagline corresponds to.
B. Establishing a purpose for
1. “ERAP Para sa Mahirap” (Joseph
the lesson Estrada)
To K W L 2. “ Strong Republic”(Gloria Macapagal-
pic Arroyo)
3. “Daang Matuwid” (Benigno Aquino III)
4. “Oplan Tokhang” (Rodrigo Duterte)

(10 minutes) (10 minutes) (10 minutes)

Headline Analysis Picture Perfect “Think-Pair-Share”

The students will be shown some headlines (The students will be shown pictures and The students will be asked the question
and the teacher will asked the students to they will determine what power of the “In your own opinion, did the following
answer what power of the President is being President is being shown) presidents exercise their powers
exercised. effectively or not?”

C. Presenting
examples/instances of the new
lesson

Page 3 of
 ( 15 minutes) ( 15 minutes)

Powerpoint Presentation on the : Powerpoint Presentation/Lecture-Discussion :

D. Discussing new concepts Programs of the ff. Presidents :
Roles and Powers of the Philippine President
and practicing new skills #1 1. Joseph Estrada
2. Gloria Macapagal – Arroyo
3. Benigno Aquino III
4. Rodrigo Roa Duterte

E. Discussing new concepts

and practicing new skills #2

Page 4 of

F. Developing mastery (leads
to Formative Assessment 3
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
(10 minutes) (10 minutes) (10 minutes)
Dramatization Present a scene depicting Informal Debate : Granting Emergency Data Retrieval Sheet.
a power of the President Powers to the President.
The student will be asked to fill-in a
Rubric: Rubrics : DRS which illustrates the Programs and
Issues and Controversies during the
1. Understanding of topic =5 pts. 1. Organization of Thought = 5 pts incumbency of the said president.
2.Believability of role =5pts. 2.Clarity of Arguments = 5 pts. President Program Issues and
Controversies
3.Cooperation =5 pts. 3.Presentation = 5 pts. Joseph
Estrada
Gloria
Macapagal
Arroyo
Benigno
Aquino III
Rodrigo
Roa
Duterte
( 5 minutes) ( 5 minutes) (5 minutes)
How do the powers of the president affects 1. If you were the President, which among The students will be asked “What are
your life as a student? Cite examples the given powers will you prioritize? their views on Oplan Tokhang?” The
students will be writing their answers on
a ¼ sheet of paper.
( 5 minutes) Different presidents have their own ways
of exercising their powers.
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 Journal Entry/Reflective Essay Debate:
minutes)
The students will be asked to reflect on “The Effectiveness of Dutere as a President”
whether our current president is executing
his power effectively.
Rubrics :
Rubrics : 1.Organization of Thought = 5 pts
1. Content = 4 pts. 2.Clarity of Arguments = 5 pts.
Page 5 of
 2. Organization of Thought = 4 pts. 3. Presentation = 5 pts.
3. Grammar and Presentation = 2
pts.

J. Additional activities for

application or remediation The topic will be taught for two days

V. REMARKS
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
VI. REFLECTION 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 6 of
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
LOG
Teaching Dates and Time Week 7 (day 1-4) Quarter 2nd or 4th Quarter

Day 1 Day 2 Day 3 Day

4

I. OBJECTIVES

The learners demonstrate an understanding of citizenship

A. Content
Standards

The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards

C. Learning Identify issue related to Determine programs that address Asses an existing program that addresses an issue related to political engagement and youth
Competencies/ political engagement and the issues related to political empowerment .
Objectives youth empowerment. engagement and youth
Write the LC empowerment.
code for each
HUMSS_PG12-IIe-f-16 HUMSS_PG12-IIe-f-18
HUMSS_PG12-IIe-f-17

13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
II. CONTENT

III. LEARNING
RESOURCES

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 Editorial Cartoon, Data
Resources Retrieval
IV. PROCEDURES
A. Reviewing (5 Mins.)
previous lesson "GENIUS HAT": The
or presenting students will sing
the new lesson "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.,)
C. Establishing a (3mins.)
purpose for the "PICTELL" The class will
lesson 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
Video 1: Issues of Youth
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
(2mins.)
What are the different issues
related to political engagement
and youth empowerment present
in your community?
( 3 minutes)
A video presentation regarding
“Issues of the youth” will be
presented
Interview questionnaire, Interview Video
(5mins.) (5mins.)
"Finding Dory" Help Dory to find Identify the Needed Information
its way home. Match the different Example:
programs in Column A which is -Name some of the institutions that promotes
being addressed by the statements empowerment and political engagement of the youth.
in the Column B.
Column A Column B
YFC A. Political
Involve
ment
SK B. Parish
Involve
ment
(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
 6: Social Media school?
Ex. (Possible Answers: Glee
Club, Science Club, Sports
Club)-Youth Empowerment
3. What are three most loved
activities that were initiated
by SSG?
(PROMENADE, Teachers’ Day
Celebration, Gift Giving during
Christmas)-Political Engagement

D. Presenting (7mins.) (5minutes) (15mins.)

examples/instan "THINKING OUT LOUD" Questions after the Video “Data Retrieval Chart” The
ces of the new Based on the activity done Presentation students will fill up the concept map
lesson earlier each group will be 1.If you were in the shoes of the about youth empowerment and
given a minute to share youth in the video presentation, political engagement based on
their observation to the what would you do or your last yesterday’s discussion.
whole class. resort?

Youth PROGRAM
Empowerment
Parish YFC
Involvement
DSWD Sagip Tambay at
Rugby Boy
Smoke Free Balanga City,
Tobacco Free
Violence Against PREDA
 Women and
Children
Political PROGRAM
Engagement
School SSG
Barangay S.K.

E. Discussing new (20mins.) (10minutes) (10mins.) (10Mins.)

concepts and "DISCUSSION &
practicing new REPORT"
skills #1 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
Group the class into 5 and let a.“K-W-L CHART” Presentation of the interview conducted.
them brainstorm on the programs According to the groups in the class,
that could help save the youth the students must complete the “K- a.“K-W-L CHART”
( refer to the Issues presented W-L CHART” about the programs in According to the groups in the class, the students must
yesterday) Ask and guide them to the data retrieval chart done earlier. complete the “K-W-L CHART” about the programs in
come up with different Example: the data retrieval chart done earlier.
Organizations and Programs that WHAT I KNOW WHAT I WANT Example:
address different issues TO KNOW K W LEARNED
PARISH IS IT POSSIBLE PARISH IS IT (the students
INVOLVEMENT FOR EVERY INVOLVE POSSIBL Will provide the
YOUTH TO JOIN MENT E FOR Possible
IN THE PARISH EVERY Answers)
ORGANIZATION? YOUTH
TO JOIN
(ASK THEM TO ANSWER THE K IN THE
AND W COLUMNS ONLY) PARISH
ORGANI
(Teachers will provide a template for ZATION?
Parental Consent, Principal’s Let recorded video be shown as a basis for answering
Approval and Proper Brgy. and assessing WHAT I LEARNED COLUMN.
Communications)

Assign the groups accordingly.

(See attached Questionnaires and
Rubric)

F. Discussing new (10Minutes)

concepts and Presentation of outputs
practicing new Sample Programs
skills #2 .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 (10 mins.) (10 Minutes) (20 Mins.)

mastery (leads "CONTEXTUALIZATION “Paint a Picture “ A. ”MusiKabataan”
to Formative " According to the group Let the group pick one issue Base on their assessment of the interview, each group
Assessment 3) created earlier, each regarding political involvement will make a music video that shows the best practices
group will identify and and issues about youth of today. of the existing program.
share issues related to (ex. The Video should last for 3mins.
political engagement and Drug Dependence, Bullying and
youth empowerment in etc.) Ask them to paint a picture (10Mins.)
their locality or what program should be in charge B. ”AnneBisyosa”
community. of the issue and their action Students Presentation of the output.
giving them time to move –act and
freeze after the count of ten. (See attached Rubric)

H. Finding practical (5mins.)

applications of "WHAT'S ON YOUR
concepts and MIND" The students will
skills in daily post a groupie with hash
living tag about their issue
assigned to their group.

I. Making (5mins) (5 minutes) (5MINS.) (5mins.)

generalizations "Tell Us Quickly" In case that you were physically, Name some of the existing programs that “Open-Ended Statement”
and abstractions Identify issues related to emotionally and sexually abuse, were discussed earlier and its Complete the statement:
about the lesson political engagement and whom you will ask for help and characteristics. “There are many programs for the empowerment and
youth empowerment how will you cope up? political
based on the lesson *Ask assistance to government engagement of the youth but for me, the best practice in those
discussed. and nongovernment agencies is
such as the DSWD and PREDA
because .”
 and other counselling agencies. “I would like to commend the
** The duty of the youth is to open because .”
up with the parents and make
daily conversation.
*** accept that we are different
individuals with different
opportunities. Our role is to make
a difference in a positive way.
J. Evaluating (5MINS.) (15 Minutes) (5Mins.) (5mins.)
learning "MOST LIKED GROUP" A short film is to be watched “Reflection” "MOST WATCHED GROUP"
Based on the posted entitled “Teen-Ager” Ask them “ If Upload the Video on YOUTUBE.
groupie with hashtag the you were in the Lead Character’s Write your reflection about the
students should gather Shoes, to whom will you run and government program giving condom
likes, hearts and happy be comforted? to high school students.
faces.
Rubric: Rubric:
Creativity of the Photo-5 Comprehensiveness of Ideas - 5
Most liked Photo- 5 Discussion of the ideas- 5
Group Cooperation- 5 Correct format of writing- 5_
15 Total 15

K. Additional Agreement Assignment

activities for (2mins.) (2mins.)
application or B.Now I’ve Seen Everything "MOST WATCHED GROUP"
remediation Ask the student to conduct an
interview to their respective Within a day the most watched video with comments
communities or school about existing will get the highest points.
programs about empowerment and Creativity of the Video -5
political engagement of the youth to Most liked Video- 5
answer the WHAT I LEARNED Clearness of audio and video 5
Column. Group Cooperation- 5
20
It must recorded through a video as (to be checked the following day
a basis for the conduct of interview
which has a theme of the program
assigned to each group. The
program will be assessed.

Let the student plan and share ideas

about this.

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?
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.
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
LOG
Teaching Dates and Time Week 8 (Day 1-4) Quarter 2nd or 4th Quarter

Day 1 Day 2 Day 3 Day

4

I. OBJECTIVES

The learners demonstrate an understanding of citizenship

A. Content
Standards

The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards

C. Learning Conduct a research for a draft proposal on political engagement and youth empowerment
Competencies/ HUMSS _PG12-IIe-g-20
Objectives
Write the LC
code for each
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
II. CONTENT

III. LEARNING
RESOURCES

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 Editorial Cartoon, Data Retrieval Video 1: Daily Routine of the Filipino High
Resources School Student
https:www.youtube.com/watch?v=50oZFfnM

IV. PROCEDURES
A. Reviewing (5 Mins.)
previous lesson "GENIUS HAT": The students will
or presenting sing "TATLONG BIBE" while
the new lesson 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)
B. Establishing a (3mins.)
purpose for the "PICTELL" The class will be
lesson divided into three groups. Each
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
C. Presenting (10mins.)
examples/instan "THINKING OUT LOUD" Based on
ces of the new the activity done earlier each group
lesson will be given a minute to share their
observation to the whole class.
EMw&feature=share
(5 minutes.)
“TELL ME…SHARE”. The students will write
about his/her ‘DAILY ROUTINES’
( 3 minutes)
A video presentation regarding “Routine
activities” will be presented.
(5minutes)
Questions after the Video Presentation
1. What can you say about the video?
2. Do you have the same routine?
Why?
(5 minutes)
Recall the process and types of research
(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
(15mins.)
“Data Retrieval Chart” The students will fill up the concept map about
research.
 Youth PROGRAM
Empowerment
Parish YFC
Involvement
DSWD Sagip Tambay at
Rugby Boy
Smoke Free Tobacco Free
Violence Against PREDA
Women and
Children
Political PROGRAM
Engagement
School SSG
Barangay S.K.

D. Discussing new (20mins.) (20minutes)

concepts and "DISCUSSION & REPORT"
practicing new Each group will be given a Reading
skills #1 Material with guide questions. The
students will answer the guide
questions and share their ideas
about nature , importance and
characteristics of research.
‘DISCUSSION ”
“Process and Type of Research” (20Minutes)
Each class will be divided into three groups Presentation of outputs
and present a draft proposal research about GROUP WORK:
the following topics: Form a group of three. Think your own title about the following topics:
a. Political engagement a. Political engagement
b. Youth empowerment b. Youth empowerment

E. Discussing new
concepts and
practicing new
skills #2
F. Developing (10 mins.) (10 Minutes) (30 minutes)
mastery (leads "CONTEXTUALIZATION" “SHARE IT “ Presentation of the output
to Formative According to the group created Let the group share their chosen draft a. A Draft proposal research per group.
Assessment 3) earlier, each group will identify and proposal research about the given topic and
share issues related to research. explain it to the class.

G. Finding practical
applications of
concepts and
skills in daily
living

H. Making (5mins) (5 minutes) (15 MINS.)

generalizations "Tell Us Quickly" Tell Us Quickly" Tell Us Quickly"
and abstractions Identify issues related to research Identify the different process and types of Enumerate the different title for each strand based on the topic given.
about the lesson based on the lesson discussed. research.
 I. Evaluating (5MINS.) (5 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 ( 2 minutes)
activities for Assignment:
application or If you’re an athlete or an artist, do
remediation 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
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?
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
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON LOG Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 9 (Day 1-4) Quarter 1st or 2nd Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
The learners demonstrate an understanding of the historical background of Philippine democratic politics, the
A. Content Standards executive, the legislative, the judiciary, and decentralization and local governance

The learners shall be able to explain the roles of different political institutions
B. Performance
Standards
C. Learning Discuss the roles and responsibilities of Assess the performance of the Appraise the impact of Congress’s performance Articulate a position or advocacy to a
Competencies/Obje the Philippine Senate and the House of Philippine Congress on Philippine development Philippine legislator through a formal
ctives Representatives HUMSS_PG12-Ii-28 HUMSS_PG12-Ii-29 correspondence HUMSS_PG12-Ii-30
Write the LC code HUMSS_PG12-Ii-27
for each
The roles and responsibilities of the Philippine Senate and the House of Representatives.
II. CONTENT

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials http://www.icivs.org/node/1366/resource Philippine Politics Democratic Ideals http://www.philstar.com/headlines/2016/06/1550

from Learning www.slideshare.net And Realities; Chapter 3, p. 137 240/belmonte-cites-accomplishments-outgoing-
Resource (LR) Diana J. Mendoza congress
Ateneo De Manila University Press
 portal Copyright 2010
http://www.icivs.org/node/1366/resource
www.slideshare.net
B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous (2min) (3min) (3min) (3min)

lesson or Recitation: Review: Match Me Up What are the roles and responsibilities of Cite some accomplishments of the
presenting the new Identify the roles of the president. Present pictures that depict the roles of the Philippine Senate and the House of Philippine congress.
lesson the congress. Let the students identify these Representatives?
roles. (Use the same pictures yesterday)

B. Establishing a (3min) (3min) (3min)

purpose for the Does the president have the sole power to What are the impacts of Zero Waste Show pictures of the current situation of
lesson rule the country? If no, who rules with the Management Program in our school that your barangay that need immediate
president? (Senate and the House of is implemented by the Yes-O solution.
Representatives) Organization?
C. Presenting (7min) (2min) (5min)
examples/instances Using a graphic organizer, give 5 names Ask the students to identify the current Ask students to present examples of
of the new lesson of senators and 2 congressmen that they representative/ congressman (woman) in ordinances in their barangays, which they
know. their district. think create immense impact on their daily
lives.
• Upper •Lower
House House

D. Discussing new (10min) (15min) (10min) (5 min)

concepts and Activity: PicTell
practicing new skills Divide the class into 8 groups and distribute
#1 the pictures. Each group is tasked to
describe the pictures assigned to them.
Appointment of public officials
Provide news clips (current) pertaining on Discuss the accomplishments of the Present sample and discuss the
the roles of the Congress. Based on those Philippine Congress through PowerPoint. characteristics of an articulated advocacy or
news clips, the group assess the position through the use of PowerPoint.
responsibilities of the Congress using the House of Representatives
checklist below. www.congress.gov.ph/download/16th/perfreport
Responsibilities of the Put a  if .16th.congress.firstregression
Congress performed
Approve the Senate
government budget https://www.franken.senate.gov/files/documents
Undertake the projects /Franken_Record_of_Accomplishment.pdf
under the CDF http://ledac.neda.gov.ph/wp-
content/uploads/2014/01/LEDAC-2011-
Accomplishment-Report.pdf
 Propose amendments
to the constitution.

Authorize limited
emergency powers for
Authorize limited emergency powers for the president.
the president. Appointment of public
officials.

Sample news clips:

Approve the government budget

Undertake the
projects under
the CDF

Propose,
review, and
adopt bills for
enactment into

Propose amendments to the constitution.

Allow for referenda

Overturn a
Presidential
veto
 The group will report on their work.

E. Discussing new (20min) (4min)

concepts and The teacher will discuss the following Video presentation on Congress’
practicing new skills through powerpoint presentation: accomplishments:
#2 1.The basic structure of the Legislative branch.  House of Representatives
2.The roles and responsibilities of the https://www.youtube.com/watch?v=Y
congress and how a bill becomes a law. VhOEehUyIA

 Senate
https://www.youtube.com/watch?v=9k
R9WOeZuZg

F. Developing Group Activity: Find My Partner (20min) (10min)

mastery (leads to Divide the class into 2 groups. Distribute Walk through the assessments done by Group activity:
Formative the sets of pictures to one group and listed the students in the previous activity. Make a graphic organizer or diagram showing
Assessment 3) roles to the other group. Each student will the Congress’ program and their advantages
find the role that matches the picture. and disadvantages to Philippine development.

A representative of each group shall

present their graphic organizer.

G. Finding practical (3min) (10min) (5min) (5min)

applications of Ask: Open Letter: Group dynamics: Group activity:
concepts and skills Why do we need to know the roles Group students by three’s. Each group Each group shall create a program that Each group shall develop an advocacy or
in daily living and responsibilities of the will construct a letter addressed to their is beneficial to the school. position that is advantageous to the
congress? respective Congressman to air a particular community.
concern.
 H. Making (5min) (5min) (3min) (5min)
generalizations and Ask: Ask: What can you say about the Congress’s Group dynamics:
abstractions about What is the main role or function of Why do we need to assess the performance performance on Philippine Development Each group shall present their advocacy or
the lesson the Congress? of the congress? position stressing its benefits to the
(The main function of the Congress is (Assessment on the performance of Statement: community.
to make laws.) the congress is needed to determine The initiated program of our Congress’s
whether they really rendered an effective evidently improved the lives of the people in
service to our country.
our countryman.)
I. Evaluating learning (10min) (5min) (7min) (10min)
Formative assessment: Rate the performance of our district Essay: Summative test (10 items) on the legislative
10 item quiz. representative using the following Evaluate the importance of the K-12 program branch of the Philippine government.
Fill in the blanks: scale: (1 = lowest; 5=highest) to the over-all development of our country.
1. The Philippine’s legislative department is
also known as the _P_hil_._C. ongress
2. The congress is composed of the
Upper and the Lower house which is
also known ntatives
as the _Senate and House of
Represe
respectively.
3. The senate is composed of 24
senators.
4. The Lower House is composed of
_200
district representatives.
5. Approve the government budget .
6. Undertake _p_roje_cts under CDF.
7. Propose, review, and adopt bills
for enactment into l_aw .
8. Overturn a presidential veto with
respect
to proposed legislation.
9. Allow for r_e_fe_r_e.nda
10. Prop
ose _a_me_ndments to
the constitution.
J. Additional activities Assignment:
for application or Research on the complete list of current
remediation senators of the country and district
representatives in their respective
provinces.
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?
Prepared by:
Allan D. Salvador – Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez -
Zambales Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City

Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province

 Grades 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 10 (Day 1-4) Quarter 1st or 2nd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
The learners demonstrate an understanding of the historical background of the Philippine democratic, politics, the executive, the legislative the judiciary and decentralization and
local governance
The learners shall be able to explain the roles of the different political institutions.
Identify the role and responsibilities of the Discuss how the Judiciary exercises Evaluate the performance of To assess students’
Philippine Judiciary political neutrality and fairness the Philippine Judiciary as a performance covering
dispenser of justice and competencies acquired in
HUMSS_PG12-Ij-31 HUMSS_PG12-Ij-32 protector of constitutional the 1st quarter.
safeguard to freedom.
HUMSS_PG12-Ij-33
The Judiciary Summative Assessment
8.1 The role and responsibilities of the Philippine Judiciary ( Quarterly Exam)
Politics and Governance with 1987 Philippine
Constitution, Josielyn M. Mendoza et al. page 181-
188
Philippine Politics and Governance,
Rhene C. Tabajen and Erlinda B. Pulma, page 81-87
( 3 min ) ( 5 min )
Oral Recitation Human Chain Reaction Game
Identify the fundamental roles of the Executive and As a form of review the students shall participate
in a

B. Establishing a purpose for the lesson ( 5 min )
C. Presenting examples/instances of the
new lesson
Legislative Branches of the Philippine Government.
Graphic Organizer Interpretation
The student will interpret the graphic organizer.
Executive
Philippine
Goverment
Judiciary Legislative
What is the relationship of the 3 branches of
the Philippine Government as shown in the
graphic organizer?
( 5 min )
Picture Analysis
The student will be presented with the picture of
President Rodrigo Duterte, Senator Leila De Lima
and Chief Justice Maria Lourdes Sereno.
What are the issues or cases that are attributed to
the personalities in the pictures shown?
game.
The teacher will start discussing the first part of
the lesson then he/she will select one student
to give additional concept from the lesson. The
student will call on another student, and so on
and so forth to complete the concept of the
previous lesson.
( 3 min )
Picture Analysis Performance Task:
The student will interpret the picture with the aid DEBATE:
of guide questions.
The class will be split into two
groups and will be having a
debate on the following issue:
With the current campaign of
President Duterte’s War on
Drugs, are you in favor or against
the said campaign? Do you
think this Campaign reflects the
true nature of justice?
1.) What are the symbolisms that are
evident in the sculpture? What do they
represent?
2.) How do these symbols illustrate the
meaning of “equal justice and law”?
( 5 min )
Concept Map
“Injustice in my society”
The students will give examples of injustices
that they have experience or seen firsthand in
their own
community.
How do you feel about the people that have
been deprived of justice?
D. Discussing new concepts and ( 5 min ) ( 10 min )
practicing new skills #1
Lecture Discussion aided by Cornell Note- Meaning of Political Neutrality
Taking Method
Video Presentation
The Philippine Judiciary https://www.youtube.com/watch?v=NzKf3m-OGV8
Meaning of Judicial Power

E. Discussing new concepts and ( 15 min ) ( 10 min )

practicing new skills #2
(Discussion with the Aid of PPT) Discussion using a VENN DIAGRAM about
Roles and Responsibilities of the Philippine Equality and Fairness
Judiciary Scope of judicial powers
(1) Adjudicatory
(2) Power of Judicial Review
EQUALITY FAIRNESS
(3) Incidental Power
Discussion of the Organizational Structure of
the Judiciary Branch of the Philippine and their
particular function.

F. Developing mastery (leads ( 7 min ) ( 5 min )

to Formative Assessment Collaborative Activity
3) - Fill in the BOX -
The student will be divided into 5 group with 3
members each. They are task to write on the
manila paper their ideas about the 3 scopes of
judicial power following the format given below.
Reflective Paper
What do you think are the major factors that
contribute to the problem of slow administration
of justice in the country?
Expound your answer with a minimum sentence of
3 to 5 sentences.

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Adjudicatory
Judicial Review
Incidental
They will be posting the output on board and
the class will critic the work of their classmates.
( 5 min ) ( 10 min )
Essay Classroom Relationship Management
As a SHS Student how can you show that you The class will be having a forum with regards to
value virtue justice in your day today life? Cite their classroom relationships (e.g. class
at least 2-3 example. behavioral environment like bullying, rapport,
etc.). The following issues that arise from the
forum shall be addressed by a class resolution
( rubrics for essay ) which will be agreed and approved by everyone in
the class. Taking into consideration the value of
justice and neutrality while
creating the resolution.
How does the judiciary check the other branches of In your opinion what changes in the legal
the government? system must be initiated to improve the
effectiveness and efficiency of our judicial
The Judiciary settles disputes and has the power system.
to mediate conflicts between the other branches
of the government. One of the changes in the legal system that must
be initiated to improve the effectiveness and
( 5 min) efficiency of our judicial system is to declutter
the file cases that every court has, or fast track
some cases that needs to be address
immediately like those pending cases involving
senior citizen.
( 5 min )
( 10 min ) ( 7 min)
Pen and Paper Slogan Making
( 5 groups)
 Fill out the graphic organizer with the role Create a SLOGAN that will established how
and responsibilities of the Supreme the judiciary system exercise political
Court. neutrality and fairness.

SLOGAN together with the written RESOLUTION

SUPREME created shall be displayed in the classroom as a
COURT reminder of the resolution they have done in relation
with the previous activity.

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
J. Additional activities for application
or
remediation
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
Preparedcan by:help
me solve?
AllanG.D.What innovation
Salvador or localized materials
– Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez -
did I use/discover which I wish to Zambales
share with other teachers?
Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province
 APPENDIX A
Political Typology Quiz
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 on any known or used scale.
Score
The government must regulate business to protect public interest.
Government regulation causes more harm than good.
Most people can succeed if they work hard.
Hardwork does not guarantee success in life.
This country should do whatever it takes to protect the environment.
This country has neglected the environment.
The use of military force is the best way to defeat terrorism.
Reliance on the use of military force to defeat terrorism causes hatred that leads to more terrorism
Discrimination against women leads to injustice in society.
Women are to be blamed for their situation in society.
Business corporations in the country make too much profit.
Most business corporations in the country make a fair and reasonable amount of profit.
The government provides sufficient social services.
The government is inadequate in providing social services.
Government must intervene for population control.
Government must let couples decide on how many children they want.
The government is always underrated for its performance.
Too much power is in the hands of a few elites/oligarchy.
Power in society must be distributed fairly.
The best way to ensure peace is through military strength.
Good diplomacy is the best way to ensure peace.
One must have a religion to be moral and have good values.
Filipinos are naturally independent and hardworking.
Filipinos need government support to succeed in life.
Homosexuality should be accepted by society.
Homosexuality should be discouraged by society.
Filipinos must give up their privacy and freedom to be protected from terrorism.
Filipinos should not give up their privacy and freedom to be protected from terrorism.
Government aid to the poor does more harm than good, by making people too dependent on government assistance.
Government aid to the poor does more good than harm, because people can’t get out of poverty until their basic needs are
met.
Stricter environmental laws and regulations cost too many jobs and leads to lost economic opportunities.
Stricter environmental laws and regulations are worth the cost.
Our country has made the changes needed to promote and protect the rights of members of the LGBT (lesbian, gay, bisexual, and
transsexual) community.
Our country needs to do more to promote and protect LGBT rights.
Intermarriages between Filipinos and other races are good for the society.
Intermarriages between Filipinos and other races are not good for the society.
For the purpose of the quiz, the higher your score, the more conservative you are; the lower your score, the more liberal you TOTAL
are.
 APPENDIX B

Functions of Political Ideologies:

1.It offers an analysis of the status quo by examining what works and what does not work as well as other various issues and problems
that the state and the broader society are confronted with.
2.It evaluates alternatives to the status quo and prescribes a preferred or desired social order.
3.It specifies the means by which the preferred or desired social order can be achieved
 APPENDIX C
Different Ideologies and their Perspectives of the State
Political Ideologies Perspectives on the State
Anarchism  Rejects the state outright, believing it to be an unnecessary evil
 The sovereign, compulsory, and coercive authority of the state is seen as a nothing less than legalized
oppression operating in the interests of the powerful, propertied, and privileged
 As the state is inherently evil and oppressive, all states have the same essential character
 Endorses direct democracy and call for continuous popular participation and radical decentralization
 Electoral or representative democracy is merely a façade that attempts to conceal elite domination and
reconcile the masses to their oppression.
Socialism  Has contrasting views of the state
 Marxists have 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.
 Other socialists, however, regard the state as an embodiment of the common good and thus approve of
interventionism in either its social- democratic or state-collectivist form.
 Traditionally endorses a form of radical democracy based on popular participation and the desire to bring
economic life under public control, dismissing liberal democracy as simply capitalist democracy
 Nevertheless, modern social democrats are now firmly committed to liberal-democratic structures.
Liberalism  Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social
order
 While classical liberals treat the state as a necessary evil and extol the virtues of a minimal or nightwatchman
state,
modern liberals recognize the state’s positive role in widening freedom and promoting equal opportunities.
 Understands democracy in individual terms as consent expressed through the ballot box, democracy being equated
with regular and competitive elections
 While democracy constrains abuses of power, it must always be conducted within a constitutional framework in
order to prevent majoritarian tyranny
Conservatism  Links the state to the need to provide authority and discipline and to protect society from chaos and disorder,
hence, their traditional preference for a strong state
 However, whereas traditional conservatives support a pragmatic balance between the state and civil society,
neoliberals have called for the state to be “rolled back” as it threatens economic prosperity and is driven, essentially
by, bureaucratic self-interest
  Endorses liberal-democratic rule but with qualifications about the need to protect property and traditional institutions
from
the untutored will of “the many”
 The new right, however, has linked electoral democracy to the problems -f over- government and economic
stagnation
Fascism  Particularly in the Italian tradition, sees the state as a supreme ethical ideal, reflecting the undifferentiated interests
of the national community, hence their belief in totalitarianism
 The Nazis, however, saw the state more as a vessel that contains, or tool that serves, the race or nation.
 Embraces the ideas of totalitarian democracy, holding that a genuine democracy is an absolute dictatorship
as the leader monopolizes ideological wisdom and is alone able to articulate the true interests of the
people.
 Party and electoral competition are thus corrupt and degenerate
 Source; adapted from Heywood, A 2003, Political Ideologies, New York, palgrave Macmillan, p 192 and p 46.
 APPENDIX D

RUBRIC FOR GROUP WORK (Group Discussions, Role Play, etc)

Advanced Competent Progressing Beginning
4 points 3 points 2 points 1 point
Contributions/ Always willing to help and do Cooperative; usually offers Sometimes cooperative; Seldom cooperative;
participation more; routinely offered useful useful ideas; and sometimes offers useful rarely offers useful
Attitude ideas; and always displays generally displays ideas; and rarely ideas; and is disruptive
positive attitude positive attitude displays positive
attitude
Working with Does more than others; is highly Does part of the work; is Could have done more of Seldom cooperative;
others/ productive; assumes leadership role cooperative; the work – has difficulty; rarely offers useful
Cooperation as necessary; and works extremely works well with others; requires structure; directions ideas; and is disruptive
well with others. and rarely argues and leadership; sometimes
argues
Focus on task Tries to keep people working Does not cause problems Sometimes not a good Did not do any work –
/commitment together; almost always focused in the group; focuses on team member; sometimes does not contribute;
on the task and what needs to be the task and what needs focuses on the task and does not work well with
done; is very self-directed; and to be done most of the what needs to be done; others; usually argues
participated in all group meetings time; participated in most must be prodded and with teammates
group meetings; and reminded to keep on
provides leadership task; and participated in
when asked some
group meetings.
Communication/ Always listens to, shares with, Usually listens to, shares Often listens to, shares Provided no leadership;
listening and supports the efforts of with, and supports the with, and supports the often is not a good team
Information sharing others; provides effective efforts of others; efforts of others; usually member; does not focus
feedback to other members; and sometimes talks too does most of the talking – on the task and what
relays a great deal of related much; provides some rarely listens to others; needs to be done; lets
information. effective feedback to provides little feedback to others do the work; and
others; and relays some others; and participated in few or no
basic related information. relays very little related group meetings
information
 APPENDIX E
Rubric for Individual Work
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Self-disclosure / Student demonstrates an in-depth Student demonstrates a Student demonstrates a Student demonstrates a
Depth of reflection reflection on, and personalization general reflection on, and minimal reflection on, and lack of reflection on, or
of
the theories, concepts, and/or personalization of, the personalization of, the personalization of, the
strategies presented in the theories, concepts, and/or theories, concepts, and/or theories, concepts,
course
materials. Viewpoints and strategies presented in thestrategies presented in the and/or strategies
interpretations are insightful and course materials. course materials. presented in the course
well supported. Clear, detailed Viewpoints and Viewpoints and materials. Viewpoints
examples from personal interpretations are interpretations are and interpretations are
experiences are provided, as supported. Appropriate unsupported or supported missing, inappropriate,
applicable. examples are provided from with flawed arguments. and/or unsupported.
personal experiences, as Examples are not provided Examples are not
applicable. or are irrelevant to the provided.
assignment.
Connection to Student makes in-depth Student goes into some Student goes into little Student merely identifies
synthesis detail
outside experiences of thoughtfully selected aspects detail explaining some explaining some specific some general ideas or
of experiences related to the specific ideas or issues ideas or issues from issues from outside
topic from outside
and makes clear connections outside experiences related experiences related to the experiences related to
between what is learned from to the topic and makes topic and m very few the topic.
outside experiences and the general connections connections between what
topic.
between what is learned is learned from outside
from outside experiences experiences and the topic.
and the topic.
Connection to Student makes in-depth Student goes into more Student goes into little Student identifies some
synthesis detail
readings of thoughtfully selected aspects detail explaining some explaining some specific general ideas or issues
of readings related to the topic specific ideas or issues ideas or issues from from readings related to
and from
makes clear connections between readings related to the readings related to the the topic. Readings are
topic topic
what is learned from readings and makes general and makes general
and
 the topic. Includes reference to connections between what connections between what only those assigned for
at least two readings other than is learned from readings is learned from readings the topic.
those assigned for class. and the topic. Includes and the topic.
reference to at least one
reading other than those
assigned for class.
Connection to Student synthesizes, analyzes and Student synthesizes clearly Student attempts to Student has difficulty
class
discussions evaluates thoughtfully selected some directly appropriate synthesize some directly restating some general
aspects of ideas or issues from ideas or issues from the appropriate ideas or ideas or issues from the
the issues
class discussion as they relate to class discussion as they from the class discussion class discussion as they
as
this topic. relate to this topic. they relate to this topic. relate to this topic.
 APPENDIX F
Rubric in Slogan Making

4 3 2 1
Craftsmanship The slogan is The slogan is attractive The slogan is acceptably The slogan is
exceptionally attractive in in terms of neatness. attractive though it may distractingly
terms of neatness. Well Good construction and be a bit messy. messy.
constructed and not not very messy.
messy.
Creativity The slogan is The slogan is creative The slogan is creative The slogan does
exceptionally creative. A and a good amount of and some thought was not reflect any
lot of thought and effort thought was put into put into decorating it. degree of
was used to decorating it. creativity.
make the banner.
Originality Exceptional use of new Good use of new Average use of new No use of new ideas and
ideas and originality to ideas and originality to ideas and originality to originality to create the
create slogan. create slogan. create slogan. slogan.
 APPENDIX
POWER
The Meaning of
Power

 Politics always involves the exercise of power by one person or

persons to another person or persons (Shively, 2012)
 Power is the ability to get someone to do something he/she wants
to accomplish thus making things happen in the way he/she wants. In
having such ability, along with the exercise of power is an
influence.
 Influence is the process by which a person’s affects the behavior
and feeling of another person.
 In order to influence a person there must an authority which
is the right to change another person.
 Power is a well prime ingredient of politics (Roskin et.al.,2012).

Sources of Power
1. Organizational Power is a power derived from a person’s position
in an organization and from control over valuable resources afforded
by that position.
 Reward power. It is the extent to which a leader can use
extrinsic and intrinsic rewards to control the influence other
people.
 Coercive power. It is the degree to which a leader can deny
desired rewards or administer punishments to control other
people and let them follow his wants.
 Legitimate power. It is the extent to a leader can use
subordinates ‘ internalized values or beliefs that the boss has
a right of command to control his subordinates’ behavior. That
id legitimacy is lost, authority will not be accepted by
subordinates. It is otherwise known as formal hierarchical
authority.
 Information power. The leader has the access to and control
of information.This complements legitimate hierarchical
power.This could be granted to specialists and managers in
the middle of the information system. The people may protest
information in order to increase their power,
 Process power. The leader has full control over the methods
of production and analysis. Thereby, placing an individual in
the position of influencing how inputs are transformed int
outputs as well as managing the analytical process used to
make choices.
 Representative power. The legal right conferred to speak by the
firm as a representative of a potentially significant group
composed of individuals from departments or outside the firm.
Helps complex organizations deal with a variety of
constituents.
 2. Individual Power or personal power is a power derived from
personal characteristics that are of value to the organization.
 Expert power
 The ability to control another person’s behavior through
the possession of knowledge , experience, or judgement
that the other person needs but not have.
 Is relative, not absolute.
 Rational persuasion
 The ability to control another person’s behavior by
convincing the ther person of a desirability of a goal
and a reasonable way of achieving it.
 Much of a supervisor’s daily activity involves rational
persuasion.
 Referent power
 The ability to control another behavior because the
persons wants to identify with the power source.
 Can be enhanced by linking to morality and ethics and
long term vision.

Symbols of Power
A. Kanter’s Symbols of Power
The primary characteristic of Kanter’s seven symbols of
power is that they provide an ability to aid or assist another
person. .Her symbols are active and other-directed.
The symbols are:
1. Ability to intercede for someone in trouble.
2. Ability to get placements for favored employees
3. Exceeding budget limitations
4. Procuring above-average raises for employees
5. Getting items on the agenda at meetings
6. Access to recent information
7. Having top managers seek out one’s program

B.Kanter’s Symbols of Powerlessness

Powerlessness is a lack of power, which may have
different symptoms in managers at various levels of the
organization.

C.Karda’s Symbols of Power

Korda’s symbol of power are easy to determine, and they
include office furnishings, time power and standing by.

 Ways to expand power (Shermerhorn, 2003)

 Clearly define roles and responsibilities
  Provide opportunities for creative problem solving coupled with
the discretion to act.
 Emphasize different ways of exercising influence
 Provide support to individuals to they become comfortable with
developing their power.
 Expand inducements for thinking and acting, not just obeying.

Two Faces of Power

Mccelland takes a stand for the use of authority in a right or wrong fashion.
1. Personal power is use for personal gain and involves the in a win-
lose approach.
2. Social control involves the use of power to create motivation or to
accomplish group goals.

Types of Authority (Weber in Ethridge & Handelman, 2004)

1. Charismatic Authority. It is an influence possessed by person by

virtue of their personal magnetism. They have the capacity to gain
respect and even adulation to the point of moving followers to
make great sacrifices. It flows not from the legal basis of one’s
power but an individual.

2. Rational-Legal Authority. It is a leadership based on established

law. People obey the leader or executive because they accept his or
her power under the law.
3. Traditional Authority. The leadership is based on from the culture
that is people often give allegiance to the one who occupy the
institutional positions.
4. Coercive Authority. The power to use force such as police or military
force to demand obedience from the subordinate.
 APPENDIX

States Nations and Globalization

Concept of a State
State taken from the Latin stare (to stand) a state is a political community that
occupies a definite territory; having an organized government with the authority
to make and enforce laws without the consent of a higher authority. It is also
defined as a self-governing political entity.

Elements of a State
1 People - also known as population or inhabitants.
2. Territory - refers to the portion of the earth which composed of aerial (air space
above), fluvial (waters around and connecting the islands of the archipelago)
and the terrestrial (landmass) domains.

Maritime terms:
a. Territorial Sea - coastal states have sovereignty, including exclusive
fishing rights (12 nautical miles)
b. Contiguous zone- coastal state can enforce its customs, immigration,
and sanitation laws and exercise “hot pursuit” out of its territorial
waters (24 nautical miles) .
c. Exclusive Economic Zone - state has recognized rights to explore,
exploit, conserve, and manage the natural resources (200 nautical
miles).
d. Continental Shelf - countries have exclusive rights to natural resources
up to 350 nm.
e. High Seas - beyond EEZ - “common heritage of humankind.”

3. Sovereignty - refers to supreme and absolute power within its territorial boundaries.

Types of Sovereignty
1. internal is the power of the state to rule within its territory
2. External is the freedom of the state to carry out its activities
without subjection to or control by other states.

Characteristics of Sovereignty
1. Sovereignty is absolute from the legal point of view.
2. Sovereignty is permanent
3. Sovereignty of the state is universal
4. Sovereignty is inalienable
5. Sovereignty cannot be divided between or shared by a plurality
6. Sovereignty is exclusive
4. Government – refers to the institution or agency or instrumentalities through
which the state maintains social order, provide public services, and enforces binding
decisions.
International recognition, e.g. by the UN

Forms of Government
1. Distribution of Power
a. Unitary government power is held by one central authority.
Example: Philippines, Denmark, Italy, Finland Peru.
b. Confederation it is a voluntary association of independent states that
often only delegate a few powers to the central government. Weak or
loose organization of states agrees to follow a powerful central
government.
 Examples: The Commonwealth of Independent States (CIS) formerly known
as the Soviet Union, Switzerland’s canton system.
c. Federal government power is divided between one central and
several regional authorities. Example: Malaysia, USA, Nigeria,
Australia
2. Citizen Participation
a. Autocracy. Form of government wherein one person possesses unlimited
power. The citizen has limited, if any, role in government. The leader is
from a family or from a social class or from a strong party. In addition,
Monarchy is a government in which a supreme power is lodged in the
hands of a monarch who reigns over a state or territory, usually for life
and by hereditary right; the monarch may be wither a sole absolute
ruler or a sovereign – such a king, queen, or prince – with
constitutionally limited authority.

Form of Autocratic Government

1. Absolute or Totalitarian Dictatorship. The ideas of a single leader
glorified. Government tries to control all aspects of social and
economic life. Moreover, the government is not responsible to the
people. Thus, the people lack the power to limit their rulers.
Examples: Adolf Hitler, Benito Mussolini, Joseph Stalin.
2. Absolute Monarchy. The king, queen, or emperor exercises the
supreme and unlimited powers of government wherein the position
is usually inherited. Absolute monarch rules by divine right are rare
today but from the 1400s to the 1700s they rule most of Western
Europe. Example: King of Saudi Arabia. The counterpart of absolute
monarchy is limited monarchy wherein the ruler has a limited power
as mandated by the constitution.

b. Oligarchy. It is the government by the few. Sometimes a small group

exercises control, especially for corrupt and selfish purposes. The group
gets its power from military power, social power, wealth, religion or a
combination. In here, the citizen has a very limited role. Thus, political
opposition is usually suppressed-sometimes violently. Example:
Communist countries such as China, Leaders in the party and armed
forces control government.

Note: Autocracy and oligarchy sometimes claim they rule for the people
but in reality, the people have very little say in both types of
government. They may hold elections which only one candidate or
control the results in various ways. Moreover, even when the
government have a legislature or national assembly, they often only
approve decisions made by the leaders.

c. Democracy. It is a government based on the consent of the governed.

The people are the sovereign, thud, they hold the highest political
authority. Citizens have freedom to criticize their leaders because they are
the one who elected them in the position. People have high a degree of
participation in every government processes.

Democracy has two forms: Indirect democracy or representative

democracy is a form of democratic government wherein the people
directly elect their leaders who will govern them and perform
governmental functions; and Direct democracy is a form of government
wherein the people will convene in a mass assembly and directly
formulate an expressed the will of the state
 3. Legitimacy

a. De jure. It is a form of government wherein it has the peoples

support and possess constitutional mandate. Therefore, it is a
legitimate government.

b. De facto. It is a form of government supported by the people but

no constitutional mandate or legal support.

Executive and Legislative Relationship

a. Presidential – a form of government in which executive branch exists
separately from the legislature. The president is constitutionally
independent from the legislature because they are elected directly by the
people.
b. Parliamentary – a form of government in which members of an executive
branch (the cabinet and its leader - a prime minister are nominated to their
positions by a legislature or parliament, and are directly responsible to it)
An Independent State
 Has space or territory which has internationally recognized boundaries.
 Has people who live there on an ongoing basis.
 Has economic activity and an organized economy. A country
regulates foreign trade and domestic trade and issues money.
 Has the power of social engineering, such as education
 Has a transportation system for moving goods or services.
 Has a government which provided public services and police power.
 Has sovereignty. No other state should have the power over the country’s
territory.
 Has external recognition. A country has been “voted into the club” by other
countries.
Origins of the State
1. Evolution Theory – States evolved from family units. The families grew
into a large extended family that heads of the family served as a
government. Eventually evolved into tribal councils with a hierarchy of
authority.
2. Force Theory - Governments, emerged when people were brought under
the control of some power. States emerged from the conquest of other
families or tribes.
3. Divine Right - Belief that kings are chosen to rule the Ancient state by a
deity examples include Egyptians and Aztecs.
4. Social Contract - It existed during the 17th Century and the Age of
Enlightenment. People begin to challenge the monarchy and the idea of
Divine Right.
Concept of Nation
 Nation (Anderson 1991, Poggi 2008) is the social construction of a
collective identity. It is an imagined political community that is imagined as
both inherently limited and sovereign.
 It is also defined as a group of people who share the same territory,
geography, language, customs and sometimes religion.
Distinction between the State and Nation (Murali, et.al. 2005)

State Nation
Exited not only at present but also in the Modern phenomenon.
ancient period.
It is legal political. It is racial cultural.
People organized for law within a definite
People psychologically joined together
territory. with
common will to live together.
A state must be sovereign. People continue as a nation even if they
do
not remain sovereign.
Inhabited by heterogeneous groups of Inhabited by homogenous groups of
people people.

Concept of Globalization

Globalization also known as global industrialism is a process of forging

international political, economic, religious, and socio-cultural interconnections.
The concept of sovereign nation-states is increasingly being challenged by
globalization.
SUMMATIVE ASSESSMENT

1. He serves as chieftain, legislator and judge in his barangay.

a. maharlika c. datu
b. timawa d. umaklolohan

2. He was appointed by the King of Spain as his official representative in the colony.
a. alcalde mayor c. gobernadorillo
b. governor-general d.cabeza

3. Which of the following statement is false?

a. Acta de Tejeros contained a resolution nullifying the result of the Tejeros convention.
b.Aguinaldo first established a dictatorial government wherein the chief of state was called
the Dictator.
c. The treaty of Paris states that the Spain will turn over the Philippines to the US for the
sum of
$20,000,000.
d. Through the Philippine Assembly, Filipinos were able to participate in the making of laws
for the country.

4. What significant event happens on 1986?

a. Philippine Constitution was drafted and ratified by the people through plebiscite.
b. Assassination of Senator Benigno Aquino
c. Declaration of Martial Law
d. Snap election and first EDSA revolution

5. It serves as a transitional government preparatory to the resumption of the Philippine

Independence.
a. Commonwealth Government c. Malolos Constitution
b. Schurman Commission d. Constitutional Convention

6. Arrange into chronological sequence of event

1. Biak na Bato Republic 3. Revolutionary Government
2. Malolos Republic 4. Civil

Government a. 1,3,2,4 b. 3,2,1,4 c. 1,2,3,4

d. 2,1,3,4

7. Executive Power is defined as _ _ _

a. the authority under the Constitution to make laws and subsequently, when the need
arise to alter and repeal them.
b. the power to administer, implement, and execute the laws enacted by the legislature.
c. the power to ratify treaties, and declare state of war.
d. the power to apply the laws, to contests or disputes concerning legally recognized
rights or duties.

8. He is the shortest serving President of the

Philippines.
a. Diosdado Macapagal c. Joseph Estrada
b. Ferdinand Marcos d. Sergio Osmeña

9.The actor Robin Padilla, upon the order of the president was released from prison. What
power of the President was exercised?
a. Appointing power c. Pardoning Power
b. Removal power d. Veto Power
10. Former president Joseph Estrada was subject to Impeachment trial on the following
grounds except
a. bribery c. graft and corruption
b. betrayal of public trust d. treason

11. The president known for his Philippines 2000 policy.

a. Corazon Aquino c. Gloria Macapagal-Arroyo
b. Fidel Ramos d. Benigno Aquino Jr.

12. All of the following are powers of the President, except for ?
a. Pardoning Power c. Referent Power
b. Borrowing Power d. Appointing Power

13. The Katipunan was a secret society that precipitated our glorious revolution on August 26, 1896
and it was organized by
a. Emilio Jacinto c. Apolinario Mabini
b. Andres Bonifacio d. Antonio Luna

14. He is the longest serving President of the Philippines who declared Martial Law.
a. Diosdado Macapagal c. Joseph Estrada
b. Ferdinand Marcos d. Sergio Osmeña
15. It established a government intended to be popular, representative and responsible.
a. Commonwealth Government c. Malolos Constitution
b. Schurman Commission d. Constitutional Convention