School San Jacinto National High School
Teacher Bonifacio A. Naoe II
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
Grade Level 12
Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 4 (Day 1-Day 4) Quarter 1st 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, types, and analyze the nature, dimensions, types, and assess how power is exercised in different
consequences of power. consequences of power. 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.
Book: Book: Book: Book:
Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma, pp. Rhene C. Tabajen and Erlinda B. Pulma, Rhene C. Tabajen and Erlinda B.Pulma, Rhene C. Tabajen and Erlinda B. Pulma,
23-30. pp. 23-30. pp. 23-30. pp. 23-30.
Video Clips: Video Clip: Video Clip: https://www.youtube.com/watch?
http://ed.ted.com/lessons https://www.thenation.com/article/philippi ne- v=EE4mj A3u4fc
http://www.iapss.org/wp/2014/09/28/three president-rodrigo-duterte-is-a-wildly-
-dimensions-of-power/ popular-fascist/
https://managementstudyguide.com/type
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 s-of-power.htm
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
IV. PROCEDURES 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 or
Ask students about their understanding about Ask: What is power? Review of the past lesson. Ask students who can deliberate all
presenting the new lesson
political ideologies. important facts in consonance to 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 prominent Ask students about the significant details Ask students to present the pictures of different Procedure: Two students will represent of
world leaders. learned from the previous topics. powerful personalities. their group. One of them will ask a question
according to the topic that has been discussed
B. Establishing a purpose for the
Ask: What do these have in common? How they about power. If the student answered incorrect,
lesson
differ from this commonality? Why? (A ball shall be passed while the music his/her group will sing three lines of
theme for the movie Power Rangers is Nationalistic song with action. If the answer is
Group Work: Jumbled Letters (Power) played. When the music stops, the correct they will receive a Hep, Hep, Hurray
students who holds the ball shall give his Clap.
Divide students into 3 groups. Each group will insights from the previous topics.)
choose 5 representatives to rearrange the
jumbled letters in 1 minute.
(10 minutes) (5 minutes) (10 minutes) (5 minutes)

Group Work: Concept Mapping Group Work: 4 Pics One Word Class Activity: Class Activity: Video Clip Analysis

Concept to map: What is power? Present activity about the nature, dimensions, Discuss on the power of the personalities Present an actual footage or a video clip
types, and consequences of powers discussed by the students. If possible, downloaded from the social website
(Based from the processing of the group encourage the class to give comments to ensure (YouTube) which portrays the application of
concept maps of ‘power’, the KWL chart will student-to-student interaction. power in leading and influencing people
C. Presenting examples/instances of
be filled initially.) (People Power 1986)
the new lesson
Know Want Learn Encourage the students to evaluate the video
clip.

Ask: What more you want to know about the

concept of POWER?

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D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
(15 minutes) (15 minutes) (10 minutes) (10 minutes)
Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan
The students will brainstorm on a definition of Discuss the nature, dimensions, types and Present a digested political article about the Let the students discuss by themselves the video
POWER. consequences of power by giving reading nature, dimensions, types, and clip, which portrays the application of power in
text to each group. Guide questions must consequences of power leading and influencing people.
Guide Questions: be provided. Let the students criticize the article After group discussion, the leader of each
 Is power always positive? presented and gather their ideas or group will sum up their discussion in front of
negative? both? Each group will be given time to present their opinions. the class.
 What is the purpose of power? work. Encourage them to filter the substance of
power based on the article. 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?
(5 minutes) (5 minutes) (10 minutes) (10 minutes)
Group Work: Likes and dislikes Group Work: Affirming Class Activity: Group Work:
Ask the students to define power according to Three Dimensions of Power: Let the class perform an analytical and Have the class identify situations in their
their own understanding. The channels of power are the way in which critical discussion about the nature, locality where officials have applied their
power is enacted. They can perhaps more dimensions, types, and consequences of power power. Let them evaluate the use of their
(Critique of the definition of each group should readily be remembered as 'head, hands and based on the articles, which are to be utilized. power. Each of the group will present their work.
follow after every group has presented. If possible heart'.
each group will have a group to critique)  Physical power
 Informational power
 Emotional power
Types of Power:
 Coercive Power
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F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications of Ask: If given a chance to assume
concepts and skills in daily living government position, what would it be? How are
H. Making generalizations and
abstractions about the lesson
 Reward Power
 Legitimate Power
 Expert Power
(10 minutes) (5 minutes)
Group Work: Hugot/ Pick-up Lines Group Work: After the Image
Have each group arrive at a ‘hugot line’ or ‘pick Present images of different leaders in the
up line’ about the concept of POWER. They society. Let the students recognize the
should present these in front. dimension and types of power from the
images presented.
 Supreme Student Government
 Teacher
 Bato dela Rosa
 Rodrigo Duterte
(3 minutes) (10 minutes)
Class Activity: If given the chance Group Work: Group students and make them Class Activity
discuss by themselves on how to recognize
the dimension of power.
you going to exercise the power vested in you?
(2 minutes) (5 minutes)
Class Activity: The Best Ka Class Activity: One-Liner
(5 minutes) (10 minutes)
Individual Work: Short Essay Group Work: Slogan Writing
Ask: Create a short essay presenting and Let the students create a short slogan about the
discussing the facts and their critical analysis use of power.
on the nature, dimensions, types, and
consequences of power.
(2 minutes) (5 minutes)
Class Activity
Ask: Considering the present situation, here Ask the following:
in our country how would you describe the  How does the overuse and
power of our leaders? misuse of power affects to the
people?
 What do you think are the
consequences of overuse and
misuse of power?
(3 minutes) (7 minutes)
Class Activity Group Work: ArtThrob, Pusuan Mo Bes!
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 Ask: We have many different definition of Create a one-liner statement which will sum Ask: In every decision we make there is Let the students draw an image representing
power. Based on the given definition what is the up the significant facts of the lesson (5 always a negative and positive effect. We have application of power in leading and
best definition of power for you? Why? minutes) to think wisely before we come up to our influencing people in his/her community and
decision. in a broader sense, nation.
(5 minutes) (5 minutes) (5 minutes) (3 minutes)

Individual Work:3-2-1 Individual Work: FBpost Individual Work: Hugot Line Individual Work: Short Quiz

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
Let the students fill the 3-2-1 chart: 3 Make a statement or a saying regarding the Ask: What do you think is the most Give a 10-item quiz about the week’s topic
things learned types and consequences of power which significant lesson you get from our
2 most important facts still in mind 1 you can post in your Facebook wall. discussion?
question remains in mind Cite one HUGOT LINE to describe your
learning.
Assignment: Research
Bring pictures of different powerful
personalities.
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
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.

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?

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Prepared by: Noted by:

BONIFACIO A. NAOE II FLORA E. CONDES, EdD

SHS Teacher II Principal III

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