LESSON EXEMPLAR FOR CLASSROOM OBSERVATION

Name of School: MANUEL L. QUEZON Grade Level: GRADE 11

NATIONAL HIGH SCHOOL
Name of MS. HANNAE ALYZA N. Learning Area: PHILIPPINE POLITICS
GRADE 11 TO 12 Teacher: PASCUA AND GOVERNANCE
DAILY LESSON LOGS Teaching Dates SEPTEMBER 9, 2019 Quarter: FIRST
and Time:

I. OBJECTIVES
The learners demonstrate an understanding of politics and political science,
A. Content Standard
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 recognize the nature, dimensions, types, and
C. Objectives/ Learning Competencies
consequences of power. HUMSS_PG12-Id-12
II. CONTENT Power: Nature, Dimensions, Types and Consequences
III. LEARNING RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages Philippine Politics and Governance by Renan E. Ramos pp. 38-40
4. Additional from
LRMDS portal
B. Other Learning Resources Powerponit, & worksheet.
IV. PROCEDURES
A. Motivation/Reviewing previous lesson or 4-PICS 1-WORD ACITIVY:
presenting the new lesson The class will be divide into two groups, each group will formulate a certain
word out of four pictures. The first group to give the correct answer will be the
winner. SETS OF GIVEN ACTIVITY

GIVE WERPA CLAP TO GROUP WHO WILL GIVE THE CORRECT

ANSWER.
B. Establishing purpose of the lesson Ask the students of the following HOTs questions:
1. How does a power exist?
2. When do you think you are govern by a power?
3. Why do people need power?
C. Presenting examples/instances of the Ask the students of what power can be recognize in each slide?
new lesson

D. Discussing new concepts and practicing Let the students recognize by themselves the dimensions and types of power
new skills #1 shown on the slides. Guide the students to know each dimensions and types of
power by asking these sets of questions:
1. Why do you consider this slide as:
physical, informational, and emotional dimension of power?
2. Why do you consider this slide as:
coercive, reward, legitimate, expert, and referent types of power?
3. Cite another situation wherein you can say this is a/an: coercive,
reward, legitimate, expert, and referent power.
E. Discussing new concepts and practicing Ask the students of the following HOTS questions then guide them by giving
new skills #2 some examples.
1. What consequences is govern by:
 Expert power such as professionals doing their duties and
responsibilities.
 Referent power such as national officials doing their duties
and responsibilities.
 Legitimate power such as superiors enforcing their
subordinate.
 Reward power such as giving praises to student with very
good performance.
 Coercive power such as mother giving grounds to her children.

F. Developing Mastery (Leads to WERPA-AFTER THE IMAGE

Formative Assessment) Present images of different leaders in the society. Let the students recognize
the dimension and types of power from the images presented and let them
explain their answer briefly:
 GIVE WERPA CLAP TO STUDENT WHO WILL GIVE THE CORRECT
ANSWER.
G. Finding practical applications of MY-WERPA-EXPERIENCE:
concepts and skills in daily living Let the student share the dimension and type of power they have made
memorable in their life.

MY-WERPA-OPINION:
Let other students tell the consequences of power made by their classmates.
H. Making generalizations and WERPA CONTINUITY:
abstractions about the lesson Let the students share their stored learning in the lesson one after the other.
I. Evaluation/Assessment WERPA QUESTIONS:
Answer the following:
1. Recognize the nature of power embodied to the following with concrete
example:
a. Teacher
b. President
c. Doctor
d. SSG officer
e. Artist
2. Recognize the dimension, types and consequence of power for the
following situation:

J. Additional activities for application or MY-BIGGEST-WERPA:

remediation Share your power experience through your own choice below:
 Song
  Spoken word Poetry
 Drawing
 Slogan
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 this work
F. What difficulties did I encounter which
my principal/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:

HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ

Teacher II OIC-Office of the Principal

WORK SHEET IN PHILIPPINE POLITICS & GOVERNANCE

NAME: _______________________________________ DATE:____________ SCORE:
OBJECTIVE: Learners are expected to recognize the nature,
dimensions, types, and consequences of power. HUMSS_PG12-Id-12
PART 1: Recognize the nature of power embodied to the following with concrete example:
INDIVIDUALS NATURE OF POWER
a. Teacher

b. President

c. Doctor

d. SSG officer

e. Artist

PART 2: Recognize the dimension, types and consequence of power for the following situation:

SITUATION DIMENSIONS TYPES CONSEQUENCES

POWER POINT USED IN THE

DEMONSTRATION TEACHING
 Instructional material used to implement deveolpmentally sequenced
teaching and learning process to meet curriculum requirements and varied
teaching contexts.
 Instructional material highlighting different teaching strategies that develop
critical and creative thinking.
 Instructional material highlighting different teaching
strategies that develop critical and creative thinking.
 Instructional material highlighting different teaching strategies that develop critical and
creative thinking and other HOTS.
 Instructional material used to implement deveolpmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts.
 Instructional materials highlighting learner centered strategies that promote literacy skills.

 Instructional material highlighting

differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interest
and experiences.