School NEW CABLAN SENIOR HIHH SCHOOL
Teacher JOSEPH R. MONDOÑEDO
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
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Grade Level 11 AND 12
Learning Area Philippine Politics and Governance
Teaching Dates and Time October 03-07, 2022 (7:30am-4:30pm) Quarter 1ST
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.
Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39 Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 39- 40
Difference Versus Nation and State: What is Globalization? https://www.youtube.com/watch?
https://www.youtube.com/watch?v=hyt_oM6cLtA Nations, States, v=xPD477FuqtY Is Globalization Good or Bad?
and Nation States https://www.youtube.com/watch?v=sa- https://www.youtube.com/watch?v=8sSNyXEShqI
41DBGHfw&t=3s State vs. Nation Globalization Pros and Cons:
https://www.youtube.com/watch?v=rPwf3qOFV7w https://www.youtube.com/watch?v=cVPwmpu3HAE
Elements of A State: The Cost of Globalization:
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IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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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 Nation, Arrange! Review: Making Sense
 What is a nation?
 What is power? Let the students categorize each concept written in Ask: What is globalization?
 What is a state? meta-cards if it falls under the concept of nation or
 How should one exercise his/her power?
 Who have powers in the country?  What is a nation-state? state.
Ask the following:
Most Possible Responses: People,
Government  What is the difference between a nation
and state? (Students may give
(Such responses are important springboards to words/phrases as answers. These can
connect the concept of power to the next topic on the be organized in a Venn diagram on the
definition of state and nation) board).
 How are these two concepts related?
(8 minutes) (15 minutes) (5 minutes) (6 minutes)
Class Activity: „Made‟ of the Philippines Group Work: Word Play (The teacher ensures the connection between the Class Activity: PictoQuiz
review and this portion of the lesson. For example
Let the students present their acrostics. Each of the the teacher may find relating one of the criteria in Have the class identify images to which they refer.
Ask: What makes up the Philippines as a country? 5 groups will be given 3 minutes to present. considering a state which is international Example:
recognition, which somehow be made later as an
Most Possible responses: entry concept about every country’s immersion in
the global arena such as the essence of the
 Territory activity below.)
 People
 Leaders Dyad: SHOPares
 Filipinos
Have the students go through with the things they Ask: How do these relate with the concept of
 Land have, particularly looking at the labels and listing globalization?
 Sea the countries where those things were made.
(Catapult from these responses that a country Ask the following:
is a meaningful entity)
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(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 time limit)
C. Presenting examples/instances of the
new lesson
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(5 minutes)
Class Activity: Making
Sense/Initializing…
Ask the following processing questions 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 oneness between Play a short video about globalization. (Make sure
the images below. that such video will show 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 GLOBALIZATION from jumbled
letters.)
Ask the students now; what concepts they can
associate with the term
Globalization. (They should organize the
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 responses in a concept map)

(10 minutes) (7 minutes) (10 minutes) (5 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
Guide Question
practicing new skills #1
 Which do you think between a nation
and a state is cultural? political?
functional? legal? psychological?
Why?
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?
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.)
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.

(The teacher should have pictures to serve as buffer POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL
in the activity particularly on the following concepts:
cultural, political, functional, legal, and
psychological.)

(10 minutes) (5 minutes) (6 minutes) (15 minutes)

Group Work: Definition Map Group Work: W-Diagram Processing. Making Sense Group Work: Boon or Bane?
E. Discussing new concepts and
practicing new skills #2 Give the students meta-cards where they will write Ask the following: After brainstorming, have the students complete
concepts from the video clips regarding the the following graphic organizer.
 What is common among the given
differences and similarities of a nation and a state.
meanings? Why?
Organize the
 How would you define

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 concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
(The teacher guides the class in arriving at the INFLUENCE
following synthesizing definition of globalization) Boon Bane
Globalization is a process of forging (Pros) (Cons)
international political, economic, religious, Group 1. Political
and socio-cultural interconnections. Group 2. Economic
Group 3. Religious
Group 4. Socio-Cultural
Processing Questions:
 What makes a nation different from a
state?
 How do these two concepts relate?

(Students have to identify concepts related to state (At this point, the teacher guides the students in
and nation. They will have to give their own definition distinguishing between a nation and a state.
of the concepts and later be associated with the Discuss the elements of a state that distinguishes
definition of authorities as already discussed.) it from a nation.)

Video: Elements of a State

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

Class Activity: 3 in 1 Group Work: T-Diagram Group Work: PERS time (The students present their group work.)

Students will guess each term based on 3 pictures shown Justify that the Philippines as a nation and as a state Illustrate or identify scenarios how globalization Processing: Making Sense
to them. using the T- diagram. works in Philippine context in terms of:
THE PHILIPPINES  Political Ask the following:
 Economic  Which of the issues influenced by
F. Developing mastery (leads to globalization strike you the most? Why?
as a Nation as a State  Religious; and
Formative Assessment 3  How would you describe
 Socio-cultural interconnections
globalization‟s influences to the country
Take note: Students can be provided with in general?
newspapers and consider articles related to the
mentioned aspects. Relate this to the class for
simple discussion.)

S O V E R E I G N T Y

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 P E O P L E

G O V ERNMEN T

T E R R I T OR Y

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G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
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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) (8 minutes) (7 minutes) (7 minutes)
Class Activity: What does learning about the definition Group Work: Isip-Daluyong! Group Work: #GoGlobal Group Work: What Now? #GoGLobal or #GoLocal?
of nation and state contribute in your well-being as a
student? Members shall discuss and come up with what Have the students write a group statement of
benefits do people get for being members of a going global. Let them post their work on the Have the students contemplate on their previous
nation/ a state. board for the whole class to see. Give each statement about going global and present them the
student a like and a dislike icon and post it to the concept of going local?
statements of their choice. Let them rewrite their work on the board and
post likes and dislikes icon.
Processing Question:
 Which garnered the most likes? Processing Question:
dislikes?  Which garnered the most likes?
 Why it garnered the most likes? dislikes?
dislikes?  Why it garnered the most likes?
dislikes?.
(5 minutes) (5 minutes) (7 minutes) (5 minutes)
Ask: What significant learning have you had about Class Activity: Interpret the following Group Work: ContraDICTIONARY Ask the following:
the lesson? image/diagram.  How can we benefit from
Each group conceives a consensual definition of globalization?
Possible Statements: Ask: What does the following diagram tell about our globalization based on their understanding. Have  How can we be harmed by
topic? these written on manila papers and posted on the globalization?
 State and Nation are concepts
board.
pertaining to a country.
 State is political while nation is Possible Statements:
(Each group gives its approval and disapproval of
cultural. another group’s definition.)  We can benefit from globalization
through trade.
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  Globalization can cause cultural
Possible Statements: 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-item True or Class Activity: Have the class go back to the KWL Individual Work: Explain the concept of Individual Work. Evaluate the influences of
False) about the concepts discussed. Chart and complete the globalization. globalization to the Philippines. (The students can
 A nation is political in nature. “Learn” column. focus on one issue.)
 A nation is a community of people.
 A state is cultural in nature.
Know Want Learn
 A state relates with the concept of
government.
 A nation is bounded by a common interest.
Ask: What makes a state? How is nation different
Answer Key: or related with the concept of state?
I. Evaluating learning
 False
 True
 False
 True Rubric
 True

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

The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
relevant questions.

A. No. of Learners who earned

80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work? No.
of learners who have
caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other
teachers?

Prepared By: Checked By: Noted By:

Joseph R. Mondoñedo Susan T. Laxamana, Ed.D Albert A. Llego
Subject Teacher Subject Group Head OIC-ASST. School Principal
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