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I. Objectives: The Learners Shall Be Able To Learners Are Expected To

The document outlines a lesson plan for an 11th grade Philippine Politics and Governance class. The lesson plan aims to help students define the concept of power through group activities and discussions. Students will engage in concept mapping, brainstorming definitions of power, and discussing its positive and negative aspects. Formative assessments include a 3-2-1 chart where students identify 3 things learned, 2 important facts, and 1 remaining question. The teacher will use student journals to apply lessons to daily life and address any needs for remediation.

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Jennifer Evangelista
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111 views4 pages

I. Objectives: The Learners Shall Be Able To Learners Are Expected To

The document outlines a lesson plan for an 11th grade Philippine Politics and Governance class. The lesson plan aims to help students define the concept of power through group activities and discussions. Students will engage in concept mapping, brainstorming definitions of power, and discussing its positive and negative aspects. Formative assessments include a 3-2-1 chart where students identify 3 things learned, 2 important facts, and 1 remaining question. The teacher will use student journals to apply lessons to daily life and address any needs for remediation.

Uploaded by

Jennifer Evangelista
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School Don Mariano Marcos National Grade level 11

High School
Teacher Jennifer H. Evangelista Learning Area Philippine Politics and
Governance
Teaching Dates September Quarter First

I. OBJECTIVES To be able the students to define power.

A. Content Standards The learners demonstrate an understanding of…


politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance Standards The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to:
C. Learning
define power HUMSS_PG12-Id-11
Competencies/Objectives

II. CONTENT Power: Nature, Dimensions, Types and Consequences

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 Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30.
IV. PROCEDURES

A. Reviewing previous lesson or (3 minutes)


presenting the new lesson
Ask students about their understanding about political ideologies.
B. Establishing a purpose for the 7 minutes)
lesson
Class Activity: PICTOpinion

The teachers shows pictures of prominent world leaders.

Ask: What do these have in common? How they differ from this commonality? Why?

Group Work: Jumbled Letters (Power)

Divide students into 3 groups. Each group will choose 5 representatives to rearrange the jumbled letters in 1 minute.
C. Presenting examples/instances 10 minutes)
of the new lesson
Group Work: Concept Mapping

Concept to map: What is power?

(Based from the processing of the group concept maps of ‘power’, the KWL chart will be filled initially.)

Know Want Learn

Ask: What more you want to know about the concept of POWER?

D. Discussing new concepts and (15 minutes)


practicing new skills #1
Group Work: Making Sense

The students will brainstorm on a definition of POWER.


Guide Questions:
 Is power always positive? negative? both?
 What is the purpose of power?
(5 minutes)

Group Work: Likes and dislikes


E. Discussing new concepts and
practicing new skills #2 Ask the students to define power according to their own understanding.

(Critique of the definition of each group should follow after every group has presented. If possible each group will have a
group to critique)
(10 minutes)
F. Developing mastery (leads to
Group Work: Hugot/ Pick-up Lines
Formative Assessment 3
Have each group arrive at a ‘hugot line’ or ‘pick up line’ about the concept of POWER. They should present these in front.
(3 minutes)

G. Finding practical applications of Class Activity: If given the chance


concepts and skills in daily living
Ask: If given a chance to assume government position, what would it be? How are you going to exercise the power
vested in you?
(2 minutes)

H. Making generalizations and Class Activity: The Best Ka


abstractions about the lesson
Ask: We have many different definition of power. Based on the given definition what is the best definition of power for
you? Why?
(5 minutes)

Individual Work:3-2-1
I. Evaluating learning
Let the students fill the 3-2-1 chart:
3 things learned
2 most important facts still in mind
1 question remains in mind
J. Additional activities for The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their
application or remediation journals personalized and creative.
V. REMARKS
VI. REFLECTION
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: JENNIFER H. EVANGELISTA Checked by: DOHNARDWYN A. VIDEZ

Teacher Head Teacher III

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