Grades 1 to 12 School MATIN-AW NATIONAL HIGH SCHOOL Grade Level 12

DAILY LESSON Teacher RICKY C. AROT Learning Area Philippine Politics

PLAN and Governance
Covered Date Week 4, OCTOBER 10-14-, 2022 Semester First

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
The learners demonstrate an understanding of politics and political science, governance, political ideologies,
A. Content Standards power, states, nations, and globalization.

The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
B. Performance Standards

1. Learning Competencies/ Objectives Learners are expected to: Learners are expected to: Learners are expected to:
Write the LC code for each define power recognize the nature, dimensions, analyze the nature, dimensions,
types, and consequences of types, and consequences of
HUMSS_PG12-Id-11 power. power.
HUMSS_PG12-Id-12 HUMSS_PG12-Id-13
Power: Nature, Dimensions, Types and Consequences
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Book: Book: Book:
Philippine Politics and Governance Philippine Politics and Philippine Politics and
by Rhene C. Tabajen and Erlinda Governance by Rhene C. Tabajen Governance by Rhene C. Tabajen
B. Pulma, pp. 23-30. and Erlinda B. Pulma, pp. 23-30. and Erlinda B.Pulma, pp. 23-30.

4. Additional Materials from Learning Video Clips: Video Clip:

Resource (LR) portal http://ed.ted.com/lessons https://www.thenation.com/article/phili
http://www.iapss.org/wp/2014/09/28/t ppi ne-president-rodrigo-duterte-is-a-
hree wildly- popular-fascist
-dimensions-of-power/
 B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting (3 minutes) (5 minutes) (5 minutes) (3 minutes)
the new lesson
Ask students about their Ask: What is power? Review of the past lesson. Ask students who can deliberate all
understanding about political important facts in consonance to
ideologies. power, dimensions, types, and
consequences

B. Establishing a purpose for the (7 minutes) (5 minutes) (10 minutes) (7 minutes)

lesson
Class Activity: PICTOpinion Class Activity: PasaDeBola Class Activity: Class Activity: Truth or
Consequences
The teachers shows pictures of Ask students about the significant Ask students to present the
prominent world leaders. details learned from the previous pictures of different powerful Procedure: Two students will
topics. personalities. represent of their group. One of
Ask: What do these have in them will ask a question according
common? How they differ from to the topic that has been discussed
this commonality? Why? (A ball shall be passed while the about power. If the student
music theme for the movie answered incorrect, his/her group
Group Work: Jumbled Letters Power Rangers is played. When will sing three lines of
(Power) the music stops, the students Nationalistic song with action. If
who holds the ball shall give his the answer is correct they will
Divide students into 3 groups. Each insights from the previous receive a Hep, Hep, Hurray Clap.
group will choose 5 representatives topics.)
to rearrange the jumbled letters in 1
minute.
C. Presenting examples/instances of the (10 minutes) (5 minutes) (10 minutes) (5 minutes)
new lesson
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, Discuss on the power of the
dimensions, types, and consequences personalities discussed by the Present an actual footage or a
(Based from the processing of of powers students. If possible, encourage the video clip downloaded from the
the group concept maps of class to give comments to ensure social website (YouTube) which
‘power’, the KWL chart will be student-to-student interaction. portrays the application of power
filled initially.) in leading and influencing people
(People Power 1986)

Encourage the students to

Ask: What more you want to know evaluate the video clip.
about the concept of POWER?
D. Discussing new concepts and practicing (20 mins.) (10 mins.) (5 mins.)
new skills #1
Discussion through a Process the question by The teacher processes the
PowerPoint presentation. asking the factors that have activity by bridging the
Discuss the relationship led to such political knowledge of the
between political activity in reference to students and by giving
ideologies and Filipino traits, values, and concrete examples to
configurations of political culture. Criticizing of the emphasize that each
communities ideas will take place in this ideology has an impact
part of the on the lives of Filipinos.
discussion. Art of
 questioning must take
place to get good
answers from students.
E. Discussing new concepts and practicing (15 minutes) (15 minutes) (10 minutes) (10 minutes)
new skills #2
Group Work: Making Sense Group Work: Small Group Class Activity: Filtering Group Work: VideoChikahan
Discussion
The students will brainstorm on a Present a digested political article Let the students discuss by
definition of POWER. Discuss the nature, dimensions, about the nature, dimensions, types, themselves the video clip, which
types and consequences of power and consequences of power portrays the application of power in
Guide Questions: by giving reading text to each Let the students criticize the leading and influencing people.
 Is power group. Guide questions must be article presented and gather After group discussion, the leader
always provided. their ideas or opinions. of each group will sum up their
positive? Encourage them to filter the discussion in front of the class.
negative? Each group will be given time to substance of power based on the
both? present their work. article. Guide questions:
What is the purpose of power?  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?
F. Developing mastery (leads to (10 minutes) (5 minutes) (5 minutes) (10 minutes)
Formative Assessment 3)
Group Work: Hugot/ Pick-up Group Work: After the Image Individual Work: Short Essay Group Work: Slogan Writing
Lines
Present images of different leaders in Ask: Create a short essay presenting Let the students create a short slogan
Have each group arrive at a the society. Let the students recognize and discussing the facts and their about the use of power.
‘hugot line’ or ‘pick up line’ the dimension and types of power critical analysis on the nature,
about the concept of POWER. from the images presented. dimensions, types, and consequences of
They should present these in  Supreme Student power.
front. Government
 Teacher
 Bato dela Rosa
Rodrigo Duterte
 G. Finding practical applications of (3 minutes) (10 minutes) (2 minutes) (5 minutes)
concepts and skills in daily living
Class Activity: If given the Group Work: Group students and Class Activity Class Activity
make them discuss by themselves
chance Ask: If given a on how to recognize the dimension Ask: Considering the present situation, Ask the following:
of power. here in our country how would you  How does the
chance to assume describe the power of our leaders? overuse and misuse
1. government position, what of power affects to
would it be? How are you the people?
going to exercise the power  What do you think
vested in you? are the consequences
of overuse and
misuse of power?
H. Making generalizations and Ask: We have many different Create a one-liner statement which Ask: In every decision we make there Let the students draw an image
abstractions about the lesson definition of power. Based on the will sum up the significant facts of is always a negative and positive representing application of power
given definition what is the best the lesson (5 minutes) effect. We have to think wisely in leading and influencing people in
definition of power for you? Why? before we come up to our decision. his/her community and in a broader
sense, nation.
I. Evaluating learning (5 minutes) (5 minutes) (5 minutes) (3 minutes)

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

Let the students fill the 3- Make a statement or a saying Ask: What do you think is Give a 10-item quiz about the
2-1 chart: 3 things regarding the types and the most significant lesson week’s topic
learned consequences of power which you you get from our
2 most important facts still in mind can post in your Facebook wall. discussion?
1 question remains in mind Cite one HUGOT LINE to
describe your learning.
 J. Additional activities for application Assignment: Research
or remediation Bring pictures of different powerful
personalities.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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: Noted by:

RICKY C. AROT ALFREDO G. GABOR JR.

SHS Teacher School Head
 Unit Test No.1
Second Semester SY 2017-2018

Name: Date:
Section: Teacher:

I.Fill in the blanks with the correct answer. Choose the letter of your answers from the box. All answers should be in capital letters. No erasures.

A. Politics F. Inputs K. Collectivism

B. Individualism G. Fascism L. Liberalism
C. Ideology H. Environmentalism
D. People I. Government
E. Globalization J. Anarchism

1. Is the exercise of power, the science of government, the making of collective decisions, the allocations of scarce resources and the practice of
deception and manipulation.
2. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious
thought and ideas.
3. It is the belief in the supreme importance of the individual over any social group or collective body.
4. Is a movement that stands for outmoded, repressive social and political conditions rejecting democracy, repudiates constitutionalism and stresses
that all values arise from the state against which individual has no rights.
5. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes.
6. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed.
7. It refers to those whom the state is obliged to protect and provide services.
 8. An ideology that is based on the belief that government and laws are not necessary.
9. A central tenet of socialism that is the belief in the capacity of human beings for collective action.
10. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable.

III . Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for Fascism.

11. As the state is inherently evil and oppressive, all states have the same essential character.
12. This ideology has contrasting views of the state.
13. It rejects the state outright, believing it to an unnecessary evil.
14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order.
15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference
for a strong state.
16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief
in totalitarianism.
17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder.
18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation.
19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state
collectivist form.
20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of
ameliorating class tensions.

III. Essay: Explain and elaborate your answers. (5 points)

20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of
political ideology in shaping the way of life of Filipinos? Explain your answers?