ST.

ANGELUS OF SICILY ACADEMY

Ipil-ipil Street, Tayud, Liloan, Cebu
School I.D. No.: 447144
Tel. No.: (032) 424 1399
Website: saintangelo.school

TEACHER’S LEARNING PLAN

GRADE 10

Teacher: Princess May M. Ano-os Subject: Civics

Period: 2nd Quarter Topic: Migration

Content Standard:
The student will understand the cause and effect of political issues in maintaining stability in the government
and to have good relation with the different countries in the world.
Performance Standard:
Propose various ways on how to show active participation in the political issues prevalent in communities and
in the country.

EXPLORE
Migration

People have been able to continue exploring endless prospects in every corner of the globe as a result of
globalization. People relocate for a variety of reasons, including economic opportunity, social freedom, and
political liberty.

Activity 1: Map Tracing (Input)

The teacher will post a world map and a map of the Philippines on a jamboard. Using the two map, the
students will look for the following:

1. Places in the world where they have relatives

2. Place of origin of their family

After the map tracing activity, the students will be asked with the following question:

a. Which part of the country do most of the families from the class originated from?
b. Which countries/continents do most of the relatives of the members of the class migrate to?

Activity2: Graphic Organizer (Output)

The teacher will divide the class into three. Each group must identify the reasons why people choose to
migrate to other countries and they have to make a graphic organizer to present their work.
 Learning Competency FIRM UP (Acquisition)
A1. Differentiate the Activity 3.1: Lesson Discussion (input)
two types of Filipino Instructions: Read the news article from rappler about the stories of OFWs
Migrants during pandemic. With the use of the article, make sure to identify the two types
of Filipino labor migrants. Click the link then link below to access the article.
A2. Determine the
causes of migration in https://www.rappler.com/nation/transiting-ofw-tough-choice-coronavirus-
and out of the country pandemic

Activity 3.2: Comparing the Two Types of Filipino Migrants (Venn

Diagram)

Instructions: With the use of Venn Diagram, students must be able to compare
and contrast the types of Filipino migrants based from the given news article.
When using the venn Diagram, they must be guided with the following questions:

1. What similarities of the two types of Filipino migrant?

2. Who are considered as temporary migrants? Irregular migrants?
3. What are some reasons that could lead Filipino migrants be branded as
irregular migrants?

Activity 4.1: History of Philippine Migration (Input)

Instructions: With the same groupings, students are tasked to read the brief
history of Philippine Migration in their book (page 103-107). After reading, they
will trace the path of migration based on when, where, and how Filipinos
migrated to other countries.

Activity 4.2: Tracing Path of Migration (Illustration)

Instruction: After brainstorming with their group about the history of migration,
they will now make an illustration that will represent the process and history of
migration of Filipinos to the different countries starting from the Manila-
Acapulco trade up to the latest data in their book. Their presentation should
include explanation of the following questions:

1. Where did the Filipinos migrate?

2. When was the peak of Filipino migration?
3. How were the Filipinos able to migrate?
4. What were the factors that led Filipinos to migrate to other countries?
5. What were the occupation of Filipino migrants in the Foreign countries?

Activity 5.1: Lesson Discussion (Input)

With the use of power point presentation and video clips, the teacher will discuss
the causes of migration, migration issues, guidelines for Filipino migrants and
programs and services for overseas workers.

Video Clip 1: https://www.youtube.com/watch?v=R_OcRUq-CEs&t=12s

Activity 5.2: Illustration of Migration (Scaffold Activity 1)

Instructions: Maintaining the same groupings, they will illustrate a symbol that
represent one cause of migration and another symbol that will represent one
implication of migration on the following:

 Social
 Political
 economic
Learning Competency DEEPEN (Meaning Making)
M1. Explain the Activity 6: Article Reading (Input)
effects of migration in
social, political and Instruction: Read the news articles “We are forgotten: On OFWs and mental
economical aspect. health and OFW says immigration officers involved in trafficking her to Syria.”
Click the link to access the video.

EQ. How does Links:

migration affect the
 https://www.rappler.com/voices/ispeak/opinion-ofw-dealing-mental-
society, politics and
health-issues
livelihood?
 https://www.rappler.com/nation/overseas-filipino-says-immigration-
officers-involved-trafficking-syria

Guide questions:

 What is the impact of migration to an individual?

 How does the articles reflect the struggles of all Filipino Workers abroad?
 How can you lessen the negative impacts of labor migration in social, economic,
and political aspects?

Activity 7: Expressing my Gratitude to the modern Heroes (Letter Writing)

Instructions: Write a thank you letter to any of the labor migrants related or close to you:

 Parent
 Close relative
 Parents of your classmates/ friends

The letter may contain words of gratitude for the effort of the person you are writing with
and how his/her efforts are benefitting his/her love ones and the country.

Activity 8: The Irony of Migration (Scaffold Activity 2)

Instructions: Watch the short video clip on the contribution of the labor migrants and
answer the guide questions below.

Video Clip: https://www.youtube.com/watch?v=01hkSuglS5M

Guide Questions:

 Based on the video, why is it important to solve the issues and problems of
migrant workers?
 What is the role of labor migrants to our economy?
 Why do you think it is difficult for some migrants to save money?
 How and which among the programs of the government can truly help the
migrants?

Learning Competency TRANSFER

T1. Propose solutions Activity 9: Survey Interview (Scaffold Activity 3)
to the migration
Instructions: Interview a relative or family friend who happens to be a labor
Prepared by: Checked by:
Ms. Princess May M. Ano-os Ms. Fritzei Mae C. Taok
School Instructor Department Leader

Noted by: Approved by:

Mr. Brian D. Gimenez Rofelyn W. Pepito, Dev.Ed.D.
Academic Coordinator School Directress