School MATIN-AW NATIONAL HIGH SCHOOL Grade Level 12

Teacher RICKY C. AROT Learning Area Philippine Politics and

Governance
Teaching Dates and Time Week 5, October 17- 21, 2022 Quarter 1st Quarter

DATE DAY 1 DAY 2 DAY DAY 4

PARTS 3

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
I. OBJECTIVES 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…
A. Content Standards politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
B. Performance Standards clearly identify a specific political phenomenon and how it can be studied

Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning
define nation and state differentiate nation from state explain meanings of globalization evaluate how
Competencies/Objectives
globalization influences
nation-states
Write the LC code for each HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT 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
III. LEARNING 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.
RESOURCES
A. References

1. Teacher's Guide pages

2. Learner's Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B.
39 Pulma, pp. 39- 40
Difference Versus Nation and State: What is Globalization?
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B. Other Learning https://www.youtube.com/watch?v=hyt_oM6cLtA
Resources Nations, States, and Nation States
https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s
State vs. Nation https://www.youtube.com/watch?
v=rPwf3qOFV7w
Elements of A State:
https://www.youtube.com/watch?
v=xPD477FuqtY Is Globalization
Good or Bad?
https://www.youtube.com/watch?
v=8sSNyXEShqI Globalization
Pros and Cons:
https://www.youtube.com/watch?
v=cVPwmpu3HAE
The Cost of Globalization:
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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 Nation, Review: Making Sense
 What is a nation? Arrange!
 What is power?  What is a state? Ask: What is globalization?
 How should one exercise his/her  What is a nation-state? Let the students categorize each concept
power? written in meta-cards if it falls under the
 Who have powers in the country? concept of nation or state.
Most Possible Responses: People, Ask the following:
Government  What is the difference between
a nation and state? (Students
(Such responses are important springboards may give words/phrases as
to connect the concept of power to the next answers. These can be
topic on the definition of state and nation) organized in a Venn diagram on
the 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 Class Activity: PictoQuiz
between the review and this portion of
Let the students present their acrostics. the lesson. For example the teacher may Have the class identify images to which
Ask: What makes up the Philippines as a Each of the 5 groups will be given 3 find relating one of the criteria in they refer.
country? minutes to present. considering a state which is international Example:
recognition, which somehow be made
Most Possible responses: later as an entry concept about every
 Territory country’s immersion in the global arena
 People such as the essence of the activity
 Leaders below.)
 Filipinos
 Land Dyad: SHOPares Ask: How do these relate with the concept
 Sea of globalization?
Have the students go through with the
things they have, particularly looking at
(Catapult from these responses that a
the labels and listing the countries where
country is a meaningful entity)
those things were made.
Ask the following:
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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
(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 Play a short video about globalization.
between the images below. (Make sure 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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(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 and similarities
of a nation and a state. Organize the
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? Why?
 How would you define
(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.
POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL
(15 minutes)
Group Work: Boon or Bane?
After brainstorming, have the students
complete the following graphic organizer.
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 concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
INFLUENCE
(The teacher guides the class in arriving
Boon Bane
at the following synthesizing definition of (Pros) (Cons)
globalization) Group 1. Political
Globalization is a process of forging Group 2. Economic
international political, economic, Group 3. Religious
religious, and socio-cultural Group 4. Socio-Cultural

Processing Questions: interconnections.

 What makes a nation different
from a state?
 How do these two concepts
relate?

(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.)
(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

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

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 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

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

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

RICKY C. AROT ALFREDO G. GABOR JR.

SHS Teacher School Head
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