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Lesson Exemplar in SSC2

LESSON School Grade Level
EXEMPLAR
Name of Teacher Learning Area

Teaching Date Quarter

Teaching Time

I. OBJECTIVES 1. Explain the significance of trade in the pre-

colonial Philippines and its impact on the
cultural and economic interactions with
neighboring regions and beyond.
2. Analyze the cultural practices and beliefs of
pre-colonial Filipinos, including religious
beliefs, rituals, art, and writing systems, to
understand their worldview and values.
3. Compare and contrast the various
indigenous groups across the archipelago
in terms of their social organization,
livelihood, and cultural practices to
appreciate the diversity within pre-colonial
Philippine society.

A. Content Standard The learners will understand the diversity of

cultural expressions, languages, and writing
systems among the different indigenous groups
in the Philippines.

B. Performance Standard The learners should be able to make a map or

diagram that illustrates the trade networks and
routes that connected the pre-colonial Philippines
with the rest of Asia, including the goods traded
and the cultural exchanges that occurred.

C. Most Essential Learning Describe the various indigenous groups in the

Competencies (MELC) Philippine archipelago, including their unique
cultures, languages, and social systems, to
demonstrate understanding of the diversity within
pre-colonial Philippine society.

D. Enabling Competencies Identify and Describe Indigenous Groups

II. CONTENT Identify the geographical characteristics of the

Philippine archipelago that influenced the
development of diverse cultures and societies in
the pre-colonial period.

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages MELC SSC Q2, PIVOT BOW R4QUBE

Curriculum Guide p.
 b. Learner’s Guide Pages Self - Learning Modules, pp. 10-13.

c. Textbook Pages SSC Beyond Borders, pp. 50-55

d. Additional Materials from Learning PowerPoint presentations

Resources

B. List of Learning Resources for

Development and
Engagement Activities

IV. PROCEDURES

A. Introduction 1. Review: Energizer

The teacher will divide the class into two groups
and the teacher will teach a dance step. The
students will follow the steps and after that a
song will be played by the teachers. whoever is
the best group performance dance will receive
the prize.

2. Let the pupils arrange the jumbled

letters to form the correct word based
on the clues.

 RABANACAY
(A type of boat used by early Filipinos)
 TATDATU
(A title for leaders or chieftains)
 AALBAY
(A traditional Filipino weapon)
 RBAALANGYI
(Community or social grouping)
 YABAINA
(Ancient Filipino writing system)
 TIPANLAU
(An early form of government or societal
organization)
 IANAWT
(A ritual dance)
 AGMAAL
(Gold ornaments or jewelry used by early
Filipinos)
 IIPPLHNEIS
(The geographical area)
 OORCPE
(Trade goods from China, proof of early
trade)

Today, you will learn exploration of a vibrant and

diverse era that predated the arrival of European
colonizers in the Philippine archipelago—the Pre-
colonial period of Philippine history.

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B. Development 1. A short video regarding the Philippine
History Pre-Colonial Period will be
shown in class. The students will
respond to the questions that follow
after watching the video
https://youtu.be/QEm4iNV1Mq8?
si=YtP0Fx7PcR2iMY9W

Questions:
a. What is the video all about?
b. What were the primary sources of
livelihood for Filipinos in the pre-colonial
period?

2. Group Activities
a. Setting of Standard: Follow the
acronym SMILE
Seat with your group mates
Make sure you are working
Involve yourself
Listen more, talk less
Explain your group work later.

b. Each group will be given a station

assignment. The activity will only take
them 20 minutes to complete, and the
results will be presented in a Three-
minute presentation.

Group Activities

Group 1
Role-Play Activity: Barangay Life
Assign roles within each barangay, such as the
datu (chief), babaylan (shaman), warriors, traders,
and common people.
Provide scenarios or challenges that barangays
might have faced (e.g., trade negotiations, conflict
resolution, celebrations, or rituals).
Groups plan and perform a short skit that
showcases how their barangay would handle the
scenario, reflecting the social structure and cultural
practices of the time.
After each performance, discuss the historical
accuracy, the roles played, and the decisions
made by the barangay members.
Group 2
Debate: The Barangay System: Strengths and
Limitations

Divide participants into two groups. One group will

argue in favor of the strengths and advantages of
the barangay system, while the other group will
discuss its limitations and challenges. Prepare
points for discussion, and after the debate, hold a
reflective session to discuss the insights gained.

Group 3
Storytelling Circle: Myths and Legends
of the Pre-Colonial Philippines

Participants form a circle, and each group

is assigned a different pre-colonial myth
or legend to research. Groups then take
turns narrating their stories to the circle,
using engaging storytelling techniques.
After each story, discuss the moral or
cultural values conveyed.
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C. Engagement Instructions: Match the terms in Column A with
their correct descriptions or associations in
Column B. Write the letter of the correct answer on
the line provided before each number.

Column A

1. Barangay
2. Datu
3. Baybayin
4. Austronesian
5. Balangay
6. Babaylan
7. Alipin
8. Manunggul Jar
9. Pintados
10. Magellan's Cross

Column B

A. A type of boat used by early Filipinos for

transportation and migration purposes.

B. The ancient script used by pre-colonial Filipinos

in Luzon and the Visayas.

C. A term referring to the social class of

dependent servant or slave in pre-colonial
Philippine societies.

D. An ancient burial jar discovered in a cave in

Palawan, signifying early Filipino beliefs in the
afterlife.

E. The primary leader or chief of a barangay,

responsible for governance, justice, and warfare.

F. The term used by early Spaniards to describe

the tattooed indigenous people they encountered
in the Visayas.

G. A basic political and social unit of early

Filipinos, similar to a small village or community.

H. The original inhabitants of the Philippines, part

of a wider linguistic and cultural group that spread
across the Pacific.

I. A religious leader or shaman in pre-colonial

Philippine society, often a woman, who had roles
in healing and spiritual rituals.

J. A Christian cross planted by Portuguese and

Spanish explorers as ordered by Ferdinand
Magellan upon arriving in the Philippines

Fill in the Blanks

1. Before the arrival of Spanish colonizers,

the Philippines was a collection of
__________ communities known as
barangays.

2. The social structure of early Filipino

communities was divided into three
classes: the __________ (ruling class),
the timawa (freeman), and the alipin
(servants and slaves).

3. The __________ system was a form of

writing used by early Filipinos before
Spanish colonization.

4. The __________ were a group of skilled

warriors in certain pre-colonial
Philippine societies who played a crucial
role in community defense.

5. Pre-colonial Filipinos engaged in

__________ with neighboring countries
such as China, Malaysia, and
Indonesia.

6. The term "barangay" originated from the

Malay word __________, which means
boat or ship.

7. __________ were community

gatherings where issues were
discussed, and decisions were made in
pre-colonial Philippine societies.

8. Early Filipinos worshipped various gods

and spirits, with __________ being one
of the supreme gods recognized for
being the creator.

9. __________ was a popular form of epic

poetry that recounted the adventures of
legendary heroes and ancestors in pre-
colonial Philippines.

10. The traditional pre-colonial Filipino

tattoo, known as __________, was a
symbol of bravery and status among
warriors.
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D. Assimilation A. Application:
Why should we understand the pre-
colonial period of Philippine history
provides valuable insights into the
resilience, diversity, and richness of
indigenous Filipino cultures.?

B. Exit Card

• Teacher will ask the pupils the insights they

gained/learned from the day’s lesson.

C. Evaluation
Directions: Read each question
carefully then write the answer on the
answer sheet.

1-4. In the Pre- colonial Society we have 5

subtopics, give at least 4.

5. Give at least 1 benefits of speaking foreign

language.

6-7. Give the 2 way of communication.

9. He introduced Christianity in Cebu.

a. Lapu Lapu

b. Magellan

10. La Liga Filipina was created by?

a. Jose Rizal

b. Garciano Lopez Jaena

V. REFLECTION
In your notebook draw at least one (anything)
that you learned on the different topic on Module
7. The topics; Pre-colonial Philippines, Contact
with foreign people and Spanish Era 1.I learned
that
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Prepared and Submitted By:

Blanco, Hannah Lynn
Leyson, Irish Novie
Trinidad, Cherry Mae

Observed by: Sir, Roy Vincent Borromeo