School Sta.

Cruz National High School Grade Level 12

GRADE 1 to 12 Learning Philippine Politics and
DAILY LESSON Teacher JEFFREY A. PACAYRA
Area Governance
PLAN Teaching Dates and
Quarter 1
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner s demonstrate an understanding of …
politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance The learners shall be able to…
Standard clearly identify a specific political phenomenon and how it can be studied
C. Learning Learners are expected to:
Competency / differentiate nation from state
Objectives
HUMSS_PG12-Ie-16
II. CONTENT States, Nations, and Globalization
 The State as Different from the Nation as a Political Concept
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Power: Nature, Dimensions, Types and Consequences
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning Book:
Resource Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30.

Video Clips:
http://ed.ted.com/lessons
http://www.iapss.org/wp/2014/09/28/three-dimensions-of-power/
https://managementstudyguide.com/types-of-power.htm
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 IV. PROCEDURES
A. Reviewing previous (3 minutes)
lesson or presenting
the new lesson Review: Ask the following.
 What is a nation?
 What is a state?
 What is a nation-state?

B. Establishing a (15 minutes)

purpose for the lesson
Group Work: Word Play

Let the students present their acrostics. Each of the 5 groups will be given 3 minutes to present.

C. Presenting examples/ (5 minutes)

Instances of the new
lesson Class Activity: Making Sense/Initializing…

Ask the following processing questions regarding the students’ acrostics.

 What are the noticeable differences mentioned in the acrostics?
 How is nation different from state?
 How is nation related with state?

(The teacher accepts answers and writes them under the “Know” column of the KWL chart.)

Ask: What questions about the difference between a nation and a state you have in mind? (Put their responses in the “Want” column.

Know Want Learn

D. Discussing new (7 minutes)

concepts and
practicing new skills # Class Activity: Video Clip Viewing
1
Video: Nation versus State

Guide Questions:
2
  What are the underlying characteristics distinguishing state from nation? Write key concepts (significant terms).
 Can nation be state, vice versa?

E. Discussing new (5 minutes)

concepts and
practicing new skills # Group Work: W-Diagram
2
Give the students meta-cards where they will write concepts from the video clips regarding the differences and similarities of a nation and a state. Organize the
concepts in a w-diagram.

Processing Questions:
 What makes a nation different from a state?
 How do these two concepts relate?

(At this point, the teacher guides the students in distinguishing between a nation and a state. Discuss the elements of a state that distinguishes it from a nation.)

Video: Elements of a State

F. Developing mastery (10 minutes)
(leads to Formative
Assessment 3) Group Work: T-Diagram

Have each group justify the Philippines as a nation and as a state using the T-diagram.
THE PHILIPPINES
as a Nation as a State

G. Finding practical (8 minutes)

application of
concepts and skills in Group Work: Isip-Daluyong!
daily living
Members shall discuss and come up with what benefits do people get for being members of a nation/ a state.

3
H. Making (5 minutes)
generalizations and
abstractions about Class Activity: Interpret the following image/diagram.
the lesson
Ask: What does the following diagram tell about our topic?

Possible Statements:
 State and Nation are two distinct terms but interrelated concept.s
 The concept of state encompasses the concept of nation.
I. Evaluating learning (5 minutes)

Class Activity: Have the class go back to the KWL Chart and complete the “Learn” column.

Know Want Learn

Ask: What makes a state? How is nation different or related with the concept of state?
J. Additional activities Rubric
for application or
remediation

V. REMARKS
VI. REFLECTION

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A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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?

Checked by:

AMIAGRACIA D. DE JESUS
Head Teacher IV / SHS Coordinator