DLP Philippine Politics and Government

Republic of the Philippines
Department Education
Region VII, Central Visayas
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)

Philippine Politics and Grade Level:
DLP No: 1 Learning Area:
Governance 11/12 Quarter: I Duration: 60 mins.
Time: 10:00-11:00 12:00-1:00 Date: June 04, 2019
Section: HPG NCB
Learning Competency/ies: Articulate the definition of politics Code: HUMSS_PG12-Ia1
(Taken from the Curriculum Guide)
Key Concepts/ Understanding

to be Developed The learners demonstrate an understanding of politics and political science,
governance, political ideologies, power, states, nations, and globalization.
Domain  Objectives
Knowledge Define politics
Skills Construct a semantic web map through the use of words associated with politics
Attitude Display appreciation about the political setting of the country through a song analysis
Values Value the concepts in politics to improve relationships with your family and friends
 Content The Meaning of Politics
 Learning Resources Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma, pp: 1-3
 Procedures
Teacher welcomes the class
Initializing…
 Introductory Teacher tells the students:
Activity “I am the teacher and I am the boss in this class, so you will have to follow me…”
( minutes) Pair and Share
Ask the students to pair with their seatmate and share what they felt after hearing the
teacher’s remark..
Video Clip Viewing
 Activity Before teacher plays a 5-minute video clip, he poses the following questions:
( minutes) a. How did the speaker define politics?
b. What are the concepts cited to explain what politics is?
 Analysis Semantic Web Map
( minutes) Ask the students to give words associated to the word “ Politics”.
 Abstraction Based on the Semantic Web Map you have conceptualized, define politics in relation
( minutes) with the terms provided by the students.
Group Work:
Politikanta
 Application
( minutes) 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.
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
 Assessment
( minutes)
video?”
Criteria for Grading
Content - 60% (12 points)
Grammar - 20% (4 points)
Clarity - 20% (4 points)
100% 20 points
Answer the following:
 Assignment a. How would you use the concepts in politics to improve relationships with your family
( minutes). and friends?
b. How is politics practiced in getting what you want?
 Concluding Activity
( minutes)
 Remarks
 Reflections

DLP No: 2 Learning Area: Career Guidance Grade Level: 11 Quarter: I Duration: 60 mins.
Time: Date: June 06, 2019
Section:
Learning Competency/ies: Code:
CAREER GUIDANCE
to be Developed
Knowledge Discuss on the effective ways of choosing the right career path
Skills Complete module 1 and 2: Road to the Right Choice and The Star Power Within
Attitude Display appreciation with one’s decision through choosing the right career path.
Values Value ones worth by defining and choosing the right career path.
 Content Module 1: Road to the Right Choice, Module 2: The Star Power Within
 Learning Resources Grade 11 Activity Sheets on Career Guidance, PPT. and Videos
 Procedures
Video Analysis: Ang Sikreto sa Tagumpay Ni Selina
Ask students response about the video.
 Introductory
Activity
( minutes)
MODULE NO. 1
ROAD TO THE RIGHT CHOICE
 Activity
( minutes)
1. What do you feel while doing the activity?
2. Did you find it easy/difficult to conceptualize the costume? Why?
3. Did you see yourself in that cluster in the near future? Why?
1. What did you feel while reading the story?
 Analysis 2. What did you learn from the story?
( minutes) 3. What do you think are the factors that affect the choices in life and profession of the
character in the story?
MODULE NO. 2
THE STAR POWER WITHIN
 Abstraction
Processing Questions:
( minutes)
1. What possible profession/career would fit into your skills?
2. What other skills do you need to develop to succeed in your chosen career?
 Application What steps do you need to undertake to achieve your dreamed profession?
( minutes)
 Assessment
Module 1: Road to the Right Choice, Module 2: The Star Power Within
( minutes)
 Assignment Interview professionals, skilled workers, businessman or women who are successful in the
( minutes). community with similar career of your choice. You may ask the following questions. (You
may add more questions for your interview.)
( minutes)
 Remarks
 Reflections

DLP No: 2 Learning Area: Career Guidance Grade Level: 11 Quarter: I Duration: 60 mins.
Time: Date: June 07, 2019
Section:
CAREER GUIDANCE
to be Developed
Knowledge Analyze the chosen career track through the career information sheet.
Skills Reaffirm the chosen career track by
Attitude Display appreciation with one’s decision through choosing the right career track.
Values Value ones worth by defining and choosing the right career path.
 Content Module 3: Reaffirming the Chosen Career Track, Module 4: Fit Me Right
 Learning Resources Grade 11 Activity Sheets on Career Guidance, PPT. and Videos
 Procedures
 Introductory
Activity Why do we need to choose the right career track?
( minutes)
MODULE NO. 3
 Activity
( minutes)
Reaffirming The Chosen Career Track
My Career Information Sheet
 Analysis
( minutes)
DEPARTMENT OF EDUCATION 57
MODULE NO. 4
 Abstraction
( minutes)
Fit Me Right
a. Why did you choose this career track?

 Application
( minutes) b. Do you have the support of your parents?
 Assessment
( minutes)
Module 3: Reaffirming the Chosen Career Track, Module 4: Fit Me Right
 Assignment
Make an on line research about your career track. Submit a reflection paper on the
( minutes).
learnings and insights you have gained from your research.
( minutes)
 Remarks
 Reflections

Time: 10:00-11:00 12:00-1:00 Date: June 11, 2019
Section: HPG NCB
Learning Competency/ies: Differentiate the various views in politics Code: HUMSS_PG12-Ia2

Knowledge Define politics, governance, and other key concepts of political science.
Skills Analyze the basic concepts of political science.
Attitude Show awareness on the different fields of interest in political science.
Values Value the aspect of political science by showing an interest in the field of study.
 Content Various Views in Politics
 Learning Resources Philippines Politics and Governance by: R.A. Pawilen and Reidan M. Pawilen, PPT. CG
 Procedures
 Introductory A Glimpse Back
Activity Write five words or phrases on the box that comes into your mind whenever you hear
( minutes) the words politics and political science.
Test Your Stock Knowledge
Write T on the blank if the statement is true. Write F if the statement is false and
underline the word or phrase that makes the statement false.
1. Political science is the study of power and government system.
2. Power is not a central concept in political science.
 Activity 3. The study of politics involves a complex process of quantitative and qualitative
( minutes) interpretations based on available data.
4. Politics is generally defined as the activity that influences an individual or a group of
people.
5. Only government officials have the right to study politics.
Define politics, governance, and other key concepts of political science.

 Analysis
( minutes)
Analyze the basic concepts of political science.
Why should we study the basic concepts of political science?
 Abstraction
( minutes) Which of the field of interest in political science should leaders and aspiring politicians
focus on? Defend your answer.
 Application Which aspect of political science are you most interested in? Why or why not?
( minutes)
Define each of the following:
1. political science
 Assessment 2. politics
( minutes) 3. international relation
4. law
5. governance
Summary and Reflection Corner
 Assignment
( minutes).
Summarize what you have learned in this lesson in five to ten sentences. Provide five or six
sentences for reflection or opinion regarding politics and governance.
( minutes) “Man, by nature, is a political animal.” -----Aristotle
 Remarks
 Reflections

Time: 10:00-11:00 12:00-1:00 Date: June 14, 2019
Section: HPG NCB
Learning Competency/ies: Explore the connection between the phenomenon Code: HUMSS_PG12-Ia3
(Taken from the Curriculum Guide) (politics) and the method of inquiry (Political Science)

Knowledge Explain the connection between politics and political science.
Skills Analyze the phenomenon and method of inquiry in political science.
Attitude Show awareness on the significant value of learning politics as a student and a good citizen.
Values Value the aspect of political science by showing an interest in the field of study.
 Content Various Views in Politics
 Procedures
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.
 Introductory
Activity
( 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
 Activity
( minutes)
article, a representative from each group will have to share awareness our present
politics.
Present a video clip that discusses political science

 Analysis Ask:
( minutes) Why do you think we study politics?
What are the differences and the connection between politics and Political Science?
Group Mo, Post Mo: Group the class to three teams. Concepts that define politics and Political
 Abstraction Science are jumbled. Those concepts are written separately in pieces of bond paper which will be
( minutes) given to each group. Each student is given the chance to post the concepts where they belong,
whether to politics or Political Science. A time limit is set on this game.
 Application What is your own definition of politics and of Political Science?
( minutes)
QUIZ (True of False)
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.
 Assessment 3. Political science seeks to study the origin, nature and functions of the State, Government and its
( minutes) all organs.
4. Politics is universal and is always the same.
5. Politics involve issues, problems, and activities taking place in the society.
Summary and Reflection Corner No. 2

 Assignment
Summarize what you have learned in this lesson in five to ten sentences. Provide five or six sentences
( minutes).
for reflection or opinion regarding the relationship of politics and political science
 Remarks
 Reflections

Time: 10:00-11:00 12:00-1:00 Date: June 18, 2019
Section: HPG NCB
Learning Competency/ies: Code: HUMSS_PG12-Ia-4
(Taken from the Curriculum Guide) Recognize the value of politics
Knowledge Discuss the value of politics.
Skills Role plays the value of politics.
Attitude Show awareness on the significant value of learning politics as a student and a good citizen.
Values Value the aspect of politics by showing an interest in the field of study.
 Content The Value of Politics
 Procedures
 Introductory
Activity
( minutes) Picture Analysis
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?
THE WORLD WITH POLITICS
ROLE PLAYING. The student will be divided into 4 groups and will present how politics is valued in each
organization assigned to them.
1. Family 2. Classroom/ School 3. Peer (Barkadahan) 4. Barangay 5. Work Place (colleagues)
 Activity
CRITERIA
( minutes) 10 pts - Content
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
 Analysis How does politics affect you as a member of society and the world?
( minutes)
With the aid of a power point presentation the teacher will discuss the following
The values of politics.
1. Politics helps you to know your rights
 Abstraction
2. Politics clarifies what you yourself believe.
( minutes) 3. Politics is a living, breathing subject.
4. Politics helps you to understand our nation’s parties.
5. Politics prepares you for adult life.
 Application The teacher will facilitate “Minute Papers” will allow an end-of-class reflection in which the students write
( minutes) briefly to answer the questions: “What did you learn today?”” And What questions do you still have?”
Create a SLOGAN that will establish how the good politics can be applied in our daily life.
SLOGAN shall be displayed in the classroom for at least 2 weeks.
The activity will be scored with the following rubrics:
 Assessment RUBRICS for the SLOGAN
( minutes) 10 pts - Relevance to the Topic
5 pts – Creativity
5 pts – Neatness
20 pts TOTAL
Summary and Reflection Corner No. 3
 Assignment
Summarize what you have learned in this lesson in five to ten sentences. Provide five or six sentences for
( minutes). reflection or opinion regarding the value of politics.
 Remarks
 Reflections

Time: 10:00-11:00 12:00-1:00 Date: June 24, 2019
Section: HPG NCB
Learning Competency/ies: Identify the basic tenets of major political ideologies (i.e., HUMSS_PG12-
Code:
(Taken from the Curriculum Guide) liberalism, socialism, conservatism, etc.) Ib-c-6

Knowledge Explain the basic tenets of major political ideologies.
Skills Analyze the influence of political ideologies in building a strong state.
Attitude Show awareness on the significant value of learning political ideologies as a student and a good citizen.
Values Value the aspect of political ideologies by showing an interest in the field of study.
 Content POLITICAL IDEOLOGIES
 Procedures
Activity: “5 Minute Review”:
Engage students as partners to discuss and review material.
Procedure:
 Introductory 1. Pick a partner. One person is partner A and the other is partner B.
Activity 2. Partner A reviews information with partner B for one minute. Partner A must talk for the entire one minute.
( minutes) After one minute, partner B reviews information with Partner A for one minute without stopping.
3. Partners continue to switch jobs two more times, now for 30 seconds each.
4. Partners now switch two more times for 15 seconds each to sum up the lessons.
Group Activity: “Kwentong-bahay”

Divide the class by giving numbers to each student 1 to 5. Have each student go to their group that has his/
 Activity her number. All students with number 1 go to 1, etc.
( minutes) 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
.
Present a video clip about Remind the students before 3.2. How people will be
ideologies. the video be presented in affected by these beliefs?
 Analysis https://m.youtube.com/watch?v classthat based from it, answer
=vz-szuwRgAE the following questions:
( minutes) 3.1. How do we acquire
political beliefs?
From the four (4) groups, conduct the activity entitled “Mix and Match”. The teacher will provide phrases
 Abstraction
based from the definitions of the following and the students will try to post where these definitions belong.
( minutes)
 Application 1. Compare the ideologies of your mother and father.

( minutes) 2. Given such experience from your parents, who among them are you in favor? Why?
FILL IN THE BLANKS

1. ______________ is a political philosophy that tends to support the status quo and advocates change only
in moderation.
 Assessment
2. ______________ is an economic, social, and political system seeking government ownership of the means
( minutes) production and services directed by a process of scientific administration and universal assent.
 Assignment
Research additional information about political ideologies.
( minutes).
 Remarks
 Reflections
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)DETAILED LESSON PLAN (DLP)
Time: 10:00-11:00 12:00-1:00 Date: June 27, 2019
Section: HPG NCB
Learning Competency/ies: HUMSS_PG12-

Differentiate political ideologies Code:
Ib-c-6
Interpret the different political ideologies and their perspective on the state through the use
Knowledge
of a compare and contrast chart.
Demonstrate the relevance of different political ideologies and their perspective on the state
Skills
through a role play, slogan and a graphic organizer.
Demonstrate a holistic appreciation of the different political ideologies and their perspective
Attitude
on the state by the use of 4 pics-1 word.
Show concern for others by respecting their beliefs, principles/ideologies and promoting
Values
national unity.
 Content
POLITICAL IDEOLOGIES
 Learning Resources
Philippines Politics and Governance by: R.A. Pawilen and Reidan M. Pawilen, PPT. CG
 Procedures
Song Analysis:
Cotabato by: ASIN
1. Allow the students to reflect on the last part of the song: Dahil walang respeto sa
prinsipyo ng kapwa tao, Kapwa Filipino ang kinakalaban mo! Ang gulo….
 Introductory
Activity
Expected Students Answer: Our differences in beliefs, principles/ideologies can
( 5 minutes) greatly affect our society and country.
2. How should we address our differences in our beliefs, principles/ideologies?

Expected Students Answer: Understand and Respect one’s belief,
principle/ideologies in order to achieve peace.
For ask to deeply understand the the different ideologies and their perspective on
the state we will have an activity.
Collaborative Approach, Inquiry Approach with Differentiated Instruction
1. The teacher divides the class into five (5) groups.

2. The teacher assigns the task prior with the session for brainstorming of ideas and
preparations.
3. Each group will be given 5 minutes to present their creative demonstration and
 Activity make a short discussion of the assign concept:
( 20 minutes)
Presentor 1- Role Play
Presentor 2- Slogan
Presentor 3- Graphic Organizer

4. Special task for Tisha’s group who will do the compare and contrast chart.
5. Special task for Simon’s group who will serve as the process observer and scorer
of the group activity.
“Compare and Contrast”
1. Have the group describe different political ideologies. Compare and generate list of
similarities. Contrast the objects and generate a list of differences. Determine significant
likenesses and differences of political ideologies.
2. Allow each group to share their answers for 5 minutes.
Political Ideologies Similarities Differences

Anarchism
Socialism
Liberalism
Conservatism
Fascism
Expected Students Answer/Response:
Political Ideologies Similarities Differences

Anarchism >Rejects the state outright,
Promotes social order believing it to be an unnecessary
evil
>Direct Democracy
Socialism Contrasting views of the state >Traditionally endorses a form of
radical democracy based on
popular participation and the
 Analysis
desire to bring economic life under
( 14 minutes) public control, dismissing liberal
democracy as simply capitalist
democracy
>Radical Democracy
Liberalism >Sees the state as a neutral
arbiter among competing interests
and groups in society, a vital
guarantee of social order
>Liberal Democracy
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
>Traditional Democracy
Fascism >Sees the state as a supreme
ethical ideal, reflecting the
undifferentiated interests of the
national community, hence their
belief in totalitarianism
>Totalitarian Democracy
Processing Questions:
1. What political ideology do you prefer? Why?
Expected Students Response: Based on the group/students own principle.
BRAINSTORMING: The group will utilize the handout to answer the following questions:
 Abstraction 1. What is the role accorded to the state by each political ideology?
( 8 minutes) Expected Students Answer:
Anarchism-Rejects the state outright, believing it to be unnecessary evil.
Socialism-Marxist have stressed the link between the state and class system, seeing it either
as an instrument of class rule or as means of ameliorating class tensions.
Reflective and Integrative Approach
 Application If you are given a chance to follow a political ideology, which political ideology
( 3 minutes) will you choose? Why?
Expected Students Response: Based on the group/students own principle.
4 pics-1 word: Pictures that represent the different political ideologies.

Instruction: Identify what type of political ideologies is reflected in the pictures. Give a
short description about the identified political ideologies.
1. 4.
Description:__________________ Description:____________________
 Assessment
( 7 minutes)
2. 5.
Description:___________________ Description:____________________
3.
Description:___________________
Reinforcement
 Assignment Summary and Reflection Corner No. 2
( 2 minutes). Summarize what you have learned in this lesson in five to ten sentences. Provide five or six
sentences for reflection or opinion regarding the value of political ideologies.
 Concluding Activity “A state is better governed which has but few laws, and those laws strictly observed.” ----
( 1 minute) -Rene Descartes
 Remarks GRADE 12-HPG NO WEDNESDAY

 Reflections

Time: 10:00-11:00 12:00-1:00 Date: July 08, 2019
Section: HPG NCB
examine the relationship between political
Learning Competency/ies:
ideologies and configurations of political Code: HUMSS_PG12-
communities Ib-c-8
Knowledge Explain the relationhip between political ideologies and configurations of political communities.
Analyze the relationhip between political ideologies and configurations of political communities through a
Skills
semantic web.
 Procedures
Crossword puzzle
A group of six the students will create their own crossword puzzle with the
corresponding definition below. Then, they will answer the work of the other group.
List of words that should be in the puzzle:
 Introductory 1. Political Ideologies
Activity 2. Anarchism
( minutes) 3. Absolutism
4. Liberalism
5. Conservatism
6. Socialism
Discussion through a PowerPoint presentation.

 Activity
( minutes)
Discuss the relationship between political ideologies and configurations of political
communities
 Analysis
Students can be given a copy of a Semantic Web where they can organize
( minutes) ideas/concepts about the discussion
Ask:
 Abstraction 1. Which political ideology is most skeptical about democracy and its processes?
( minutes) 2. In the previous week, we have identified organizations for each ideology. Discuss
how the organization is influenced because of the ideology they follow.
 Application
( minutes) The political ideology and the configuration of a political community are related.
ESSAY QUESTION:
 Assessment
( minutes)
1. Choose one political group in the country and discuss how their ideology influences
their actions or advocacies.
 Assignment
( minutes).
The teacher can ask the students to prepare for the activity for the next day.
 Remarks
 Reflections

Time: 10:00-11:00 12:00-1:00 Date: July 10, 2019
Section: HPG NCB
analyze how political ideologies impact on the social and
political life of Filipino Code: HUMSS_PG12-
Ib-c-10
Knowledge Explain how political ideologies impact on the social and political life of Filipino historical pictures.
Skills Analyze how political ideologies impact on the social and political life of Filipino through poster making.
 Procedures
 Introductory
Activity
The teacher facilitates a FACT or BLUFF game by stating political practices/events of
( minutes) the Philippines.
The teacher presents pictures of historical political events reflecting a specific ideology
 Activity in the Philippines. The students will be asked to brainstorm in groups to share their
( minutes) 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.
The teacher processes the activity by bridging the knowledge of the students and by
 Analysis
( minutes)
giving concrete examples to emphasize that each ideology has an impact on the lives
of Filipinos.
 Abstraction Ask: “What do you think is the best ideology to be applied in the Philippine set-up?”
( minutes)
 Application
( minutes)
Political ideologies affect our daily lives as Filipino citizens.
PERFORMANCE TASK
Poster Making: The students will be grouped according to the ideologies. Their task is
 Assessment
( minutes)
to create a poster in a CARTOLINA showing the assigned 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.
 Assignment
( minutes).
 Remarks
 Reflections

Philippine Politics and 11/
DLP No: Learning Area:
Governance
Grade Level:
12 Quarter: FIRST Duration: 1 hr.
Time: 10:00-11:00 12:00-1:00 Date: JULY 17, 2019
Section: HPG NCB
to be Developed
SUMMATIVE TEST
Knowledge Discuss and analyze the given items for the summative test
Skills Evaluate each item carefully and thoughtfully
Attitude Initiate seriousness in answering the test
Values Display harmony in doing the summative test
 Content CHECKING OF THE SUMMATIVE TEST
 Learning Resources Test papers, answer sheets etc.
 Procedures
 Checking of Attendace
 Introductory  Message from the Teacher
Activity
( minutes)
 CHECKING OF THE SUMMATIVE TEST

 Distribution of Test Questionnaire
 Activity
( minutes)
 Distribution of answer sheet
 Ask the students to perceive their scores.

 Analysis
( minutes)
 Let the students check the answer sheet against the correct answer.
 Abstraction
( minutes)
 Ask the students why the summative test must be appreciated.

 Application
( minutes)
 CHECKING OF THE SUMMATIVE TEST

 Assessment  Feedbacking and recording of the scores
( minutes)
 Assignment  Research about state, nation and globalization

( minutes).
( minutes)
 Remarks
 Reflections

Governance
Grade Level:
Time: 10:00-11:00 12:00-1:00 Date: JULY 23, 2019
Section: HPG NCB
Define power HUMSS_PG12-
Code: Id-11
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Knowledge Define power through a concept map
Skills Create hugot line about power
Attitude Appreciate the concept of power as a motivation driver to personal success
Values Display the value power by incorporating the concept of solidarity and citizenship
 Content Power: Nature, Dimensions, Types and Consequences
 Learning Resources Test papers, answer sheets etc.
 Procedures
Class Activity: PICTOpinion
The teachers s hows pictures of prominent world leaders.
Ask: What do these have in common?
 Introductory
How they differ from this commonality? Why?
Activity
Group Work: Jumbled Letters (Power)
( minutes)
Divide students into 3 groups. Each group will choose 5 representatives to rearrange the jumbled
letters in 1 minute.
Group Work: Concept Mapping

Concept to map: What is power?
 Activity
(Based from the processing of the group concept maps of ‘power’, the KWL chart will
( minutes)
be filled initially.)
Ask: What more you want to know about the concept of POWER?
Group Work: Making Sense
The students will brainstorm on a definition of POWER.
 Analysis
Guide Questions:
( minutes)
• Is power always positive? negative? both?
• What is the purpose of power?
Group Work: Likes and dislikes
 Abstraction Ask the students to define power according to their own understanding.
( minutes) (Critique of the definition of each group should follow after every group has presented. If possible
each group will have a group to critique)
Group Work: Hugot/ Pick-up Lines

 Application
Have each group arrive at a ‘hugot line’ or ‘pick up line’ about the concept of POWER. They should
( minutes)
present these in front.
Class Activity: The Best Ka

 Assessment Ask:
( minutes) We have many different definition of power. Based on the given definition what is the best definition
of power for you? Why?
Individual Work:3-2-1
Let the students fill the 3-2-1 chart:
 Assignment
3 things learned
( minutes).
2 most important facts still in mind
1 question remains in mind
( minutes)
 Remarks
 Reflections

Governance
Grade Level:
Time: 10:00-11:00 12:00-1:00 Date: JULY 26, 2019
Section: HPG NCB
Define nation and state HUMSS_PG12-
Code: Id-11
Knowledge Define a state and nation through a concept map
Skills Interpret the significance of state and nation
Attitude Appreciate the concept of nation and state as motivation driver to solidarity
Values Display the value nation and state by incorporating the concept of solidarity and citizenship
States, Nations, and Globalization • The State as Different from the
 Content Nation as a Political Concept
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39
 Procedures
Class Activity: ‘Made’ of the Philippines
 Introductory Ask: What makes up the Philippines as a country?
Activity
( minutes)
 Activity Class Activity: WordHUNT/WordSMITH

( minutes)
Have the class coin the terms NATION and STATE to which the term ‘country’ is seemingly synonymous.
Group Work: Making Sense of the Definitions
 Analysis Display the definitions of the terms STATE and NATION.
( minutes)
Which do you think between a nation and a state is cultural? political? functional? legal? psychological? Why?
 Abstraction
( minutes)
Class Activity: What does learning about the definition of nation and state contribute in your well-being as a
 Application student?
( minutes) Ask:
What significant learning have you had about the lesson?
• A natio
Individual Work: Give a short quiz (5-item True or False) about the concepts discussed.
 Assessment • A nation is political in nature.
• A nation is a community of people.
( minutes) • A state is cultural in nature.
• A state relates with the concept of government.
Agreed Group Work: Word Play

 Assignment The class is divided into 5 groups. Each group will prepare acrostics of the terms: nation and state.
• 1st 2 groups- NATION
( minutes). • 2nd 2 2 groups-STATE
• Last group-NATION-STATE
( minutes)
 Remarks
 Reflections

Governance
Grade Level:
Time: 10:00-11:00 12:00-1:00 Date: JULY 29, 2019
Section: HPG NCB
HUMSS_PG12-
Relate the evolution of Philippine politics and governance Code: If-g-19
Knowledge Explain the historical background of Philippine Democratic Politics
Skills Interpret the historical background of Philippine Democratic Politics through a jigsaw
Appreciate the historical background of Philippine Democratic Politics as a way of maintaining our
Attitude
freedom
Display the value of historical background of Philippine Democratic Politics as way of building a
Values
strong and stable democratic state.
 Content HISTORICAL BACKGROUND OF PHILIPPINE DEMOCRATIC POLITICS
 Procedures
Picture perfect 1. Picture of a Datu 3. Gavel
The teacher will show pictures 2. Trial by Ordeal
of the following?
 Introductory
Activity
( minutes)
The students will now tell
something about the pictures
they saw.
 Activity Jigsaw puzzle : each group will be given a scenario based on the barangay form of
( minutes) government
 Analysis The teacher asks the students about the similarities/difference of our present barangay to
( minutes) the pre-colonial barangays?
PowerPoint Presentation:
 Abstraction
HISTORICAL BACKGROUND OF PHILIPPINE DEMOCRATIC POLITICS
( minutes)
1. Barangay Government
How did politics and governance evolve in the Philippines?
 Application The government of the Philippines gradually evolved from the pre-colonial form (barangay) to our
( minutes) present form of government
FORMATIVE ASSESSMENT
1. form of government in the pre-colonial

period (barangay)
 Assessment 2. The ruler of the barangay (datu)
( minutes) 3– 5 State the roles/powers of the Datu
3.Chief Executive
4. Chief Legislator
5. Chief Judge
 Assignment
The teacher will give an assignment on Government During the Spanish Colonization
( minutes).
( minutes)
 Remarks
 Reflections

Governance
Grade Level:
Time: 10:00-11:00 12:00-1:00 Date: August 01, 2019
Section: HPG NCB
HUMSS_PG12-
Learning Competency/ies: describe the different stages in the evolution of the Code: If-g-20
(Taken from the Curriculum Guide) Philippine politics and governance
Identify the different stages in the evolution of the Philippine politics and governance through the
Knowledge
mannequin challenge
Interpret the different stages in the evolution of the Philippine politics and governance through
Skills
hugot line
Appreciate the describe the different stages in the evolution of the Philippine politics and
Attitude
governance
Display the value of describe the different stages in the evolution of the Philippine politics and
Values
governance
 Content EVOLUTION OF PHILIPPINE POLITICS AND GOVERNANCE
 Procedures
 Introductory
Activity Video clips: Spanish Colonial Government. The students will be shown a video clip about Spanish
( minutes) Colonization and would be asked their reactions about the video
Mannequin Challenge
1. Pre-colonial government
 Activity
2. Spanish Government
( minutes)
3. American Government
4. Present System
 Analysis
Hugot Lines/ (Pick -up or hugot lines) about how the government evolved
( minutes)
 Abstraction When the Spaniards colonized us, what changes did they introduce in our political system?
( minutes) What is the difference between the Spanish form of government to our present government?
 Application
In our present form of government, what significant changes have you observed?
( minutes)
Historical Timeline
The students will be asked to draw a historical timeline stating forth the significant events which
transpired from the Pre-Colonial Era to the present form of government.
 Assessment
( minutes) Criteria:
1. Accuracy = 5 pts.
2. Organization = 5 pts.
3. Presentation = 5pts
 Assignment
Research about the roles and power of the Philippine President
( minutes).
( minutes)
 Remarks
 Reflections

Governance
Grade Level:
Time: 10:00-11:00 12:00-1:00 Date: August 05, 2019
Section: HPG NCB
HUMSS_PG12-
Explain the roles and powers of the Philippine president Code: Ih-24
Knowledge Identify the roles and powers of the Philippine president
Skills Role play the roles and powers of the Philippine president
Show concern of the roles and powers of the Philippine president as it affects the one’s life and
Attitude
society.
Display the value of the roles and powers of the Philippine president as it affects the one’s life and
Values
society.
 Content Roles and Powers of the Philippine President
 Procedures
KWL Chart
 Introductory
Activity
( minutes) (The teacher will ask the students if they have an existing idea about the roles and power of the
President)
Headline Analysis
The students will be shown some headlines and the teacher will asked the students to answer what power
of the President is being exercise
 Activity
( minutes)
From the question in the activity, the students will be asked

What is Executive Power?
 Analysis Executive
( minutes) Power is the power to administer, implement, and execute the laws enacted by the Legislature. It
is vested by the Con
stitution on the President of the Philippines
 Abstraction Powerpoint Presentation on the :
( minutes) Roles and Powers of the Philippine President
 Application How the powers of the president do affects your life as a student? Cite examples
( minutes)
Dramatization Present a scene depicting a
power of the President
 Assessment CRITERIA:
( minutes) 1. Understanding of topic =5 pts.
2. Believability of role =5pts.
3. Cooperation =5 pts.
 Assignment
Write an essay on how the president can properly utilize the power given to him.
( minutes).
( minutes)
 Remarks
 Reflections
Name: JUNA S. BABATU-ON POSITION/DESIGNATION: MASTER TEACHER 1

PHILIPPINE POLITICS AND
GOVERNANCE
Grade Level: 11/12 Quarter: FIRST Duration: 1 hr.
Time: 9:20-10:10 1:00-2:00 3:00-4:00 Date: AUGUST 09, 2019
Section: 11-HUMSS 12-GAS 12-GAS
Learning Competency/ies: FIRST PERIODICAL TEST Code:
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science, governance,
to be Developed political ideologies, power, states, nations, and globalization
Knowledge Analyze the given items for the first periodical test
Skills Evaluate each item carefully and thoughtfully
Attitude Exhibit positive atmosphere and seriousness in answering the test
Values Show acceptance, respect and harmony in doing the first periodical test
 Content FIRST PERIODICAL TEST (SECOND DAY)
 Learning Resources Module, CG, Test papers, and other learning materials
 Procedures
 Introductory  Checking of Attendance
Activity  Message from the Teacher
( minutes)
 Distribution of Test Questionnaire

 Activity
( minutes)
 Reading of instructions and policies during the test.
 Administration of the First Periodical Test (SHS)
 Analysis  Ask the students analyze the given items for the first periodical test.
( minutes)
Read and comprehend critically.
 Abstraction
( minutes)
 Let the students evaluate each item carefully and thoughtfully.
 Ask the students to exhibit positive atmosphere and seriousness in answering the test
 Application
( minutes)
 Emphasize on showing acceptance, respect and harmony in doing the first periodical
test
 Assessment
( minutes)  FIRST PERIODICAL TEST (SECOND DAY)
 Assignment
( minutes).
 Be ready for the checking and item analysis of the first periodical test.
 Concluding Activity “ASK YOURSELF IF WHAT YOU’RE DOING TODAY IS GETTING YOU CLOSER TO WHERE YOU
( minutes) WANT TO BE TOMORROW”
-UNKNOWN
 Remarks
 Reflections

DLP Philippine Politics and Government

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DETAILED LESSON PLAN (DLP)

Key Concepts/ Understanding

DETAILED LESSON PLAN (DLP)

DETAILED LESSON PLAN (DLP)

My Career Information Sheet

a. Why did you choose this career track?

DETAILED LESSON PLAN (DLP)

Key Concepts/ Understanding

Define politics, governance, and other key concepts of political science.

DETAILED LESSON PLAN (DLP)

Key Concepts/ Understanding

Present a video clip that discusses political science

Summary and Reflection Corner No. 2

DETAILED LESSON PLAN (DLP)

DETAILED LESSON PLAN (DLP)

Key Concepts/ Understanding

Group Activity: “Kwentong-bahay”

 Application 1. Compare the ideologies of your mother and father.

FILL IN THE BLANKS

Learning Competency/ies: HUMSS_PG12-

2. How should we address our differences in our beliefs, principles/ideologies?

Collaborative Approach, Inquiry Approach with Differentiated Instruction

1. The teacher divides the class into five (5) groups.

Presentor 3- Graphic Organizer

Political Ideologies Similarities Differences

Expected Students Answer/Response:

Political Ideologies Similarities Differences

Reflective and Integrative Approach

4 pics-1 word: Pictures that represent the different political ideologies.

 Remarks GRADE 12-HPG NO WEDNESDAY

DETAILED LESSON PLAN (DLP)

Discussion through a PowerPoint presentation.

DETAILED LESSON PLAN (DLP)

DETAILED LESSON PLAN (DLP)

 CHECKING OF THE SUMMATIVE TEST

 Ask the students to perceive their scores.

 Ask the students why the summative test must be appreciated.

 CHECKING OF THE SUMMATIVE TEST

 Assignment  Research about state, nation and globalization

DETAILED LESSON PLAN (DLP)

Group Work: Concept Mapping

Group Work: Hugot/ Pick-up Lines

Class Activity: The Best Ka

DETAILED LESSON PLAN (DLP)

 Activity Class Activity: WordHUNT/WordSMITH

Agreed Group Work: Word Play

DETAILED LESSON PLAN (DLP)

1. form of government in the pre-colonial

DETAILED LESSON PLAN (DLP)

DETAILED LESSON PLAN (DLP)

From the question in the activity, the students will be asked

DETAILED LESSON PLAN (DLP)

Name: JUNA S. BABATU-ON POSITION/DESIGNATION: MASTER TEACHER 1

 Distribution of Test Questionnaire

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