Republic of the Philippines

Department of Education
Region V
Division of City Schools
Sorsogon City
SORSOGON NATIONAL HIGH SCHOOL
Senior High School
DETAILED LESSON PLAN
I. OBJECTIVES:
At the end of the lesson, students should be able to learn about:

Knowledge: Assess democratic interventions prevailing in political and social institutions

(HUMSS_MCT12-IIa-c-6)
Skills: Explain the reasons for their preferred democratic practices
II. SUBJECT MATTER:

Topic Democratic Interventions

Reference: Internet, (MELCS) and REX BOOK pg. 202

Materials: Laptop, Projector, PPT, Board and Chalk, manila paper and pentel pen

III. TEACHING PROCEDURE

Teacher Activity Leaner’s Activity

a. PRIMING
Good afternoon, Class. “Good afternoon, Sir”

“Okay” Before we will start to our lesson, (Student Praying)

May I call Ms. ______ to lead the prayer.

Class, please check your area and arrange your

chairs.

“Okay” I will check your attendance in group, “Yes, we are ready Sir.”
we’ll start with

“Very Good” So are you ready with our new

lesson?

“Well. That’s good to know.

b. Motivation
Video Clip Presentation (5 minutes)
Before watching the video, tell students
that as they watch the video, they should
try to look for the democratic practices
shown.
Watch the video, “Once Upon a Time,
 Local Democracy”. Constitution and laws Local Government
Good public services are close to citizens
Strong local government working for you
 Utilities
 Water
 Roads
 Schools
c. Establishing a purpose for the lesson  Hospitals
Song Analysis: “Bawat Bata” by Sugarfree (5
minutes)
Processing Questions:
1. How does the song describe “bata” or
child? According to the song, every child has a right
such as right to have name, right to play it
should be there is no discrimination.
2. What is the message of the song?
It is all about the rights of citizen, right is for
3. What are your realizations about the everyone
song? Let the learners share their realization.
d. Presenting examples/instances of the new
lesson
Think-Pair-Share (5 minutes)
1. Ask students to choose a partner.
2. Given the four democratic practices,
a free election,
b citizen participation,
c majority rule/ minority right, and
d constitutional government,

Ask each pair to input what they know about

each practice using the Think-Pair-Share form.

e. Discussing new concepts and practicing new

skills #1

Concept Mapping (5 minutes) Discuss the

reasons why democracy is best for any
country.

f. Discussing new concepts and practicing new

 skills #2
News casting: 1. In a news casting format, ask
students to answer this question: What are
your reasons for favoring the following
democratic practices? (10 minutes)
a. Free election
b. Citizen participation
c. Majority rule/ minority right
d. Constitutional government
F. Developing mastery (leads to Formative
Assessment 3)
Data Retrieval Chart: (5 minutes) Ask students to
complete the chart given below:

Democratic Practices Reasons for Democratic

Preferences
Free election Free election: Everyone has given a chance to
Citizen participation
vote their prospect candidates.
Majority rule/
minority right
Constitutional Citizen participation: Citizen as given a
government chance to participate in the government’s
activities

Majority rule: it about no one’s above the

law, even the government official should
follow the rule and regulations

Constitutional government: The law is based

g. Finding practical applications of concepts on the constitution which is the constitution is
and skills in daily living based on the needs/rights of people.
As a member/officer of the SSG, which
among the reasons presented, do you
consider the best?
h. Making generalizations and abstractions Majority rule: as a SSG officer our job should
about the lesson be based on the needs of majority.
1. Do you actively participate in the
democratic practices in your school/
community? What are your reasons in
doing so? Or in not doing so? (5 minutes)
2. What constitutes a “good” society can be
seen in the fulfilment of basic needs, the
desire to be in association with other
people, and their clamor for participation
in the governance of society.”
i. Evaluating learning
Rap Composition (10 minutes)
 Divide the class into four (4) groups.
 Each group should compose a one (1)
stanza rap showing the reasons why
 they need to participate in
Democratic Practices
Rubric for Song Composition
criteria Poor Competence Very excellent
goo
d
Relevance to
the theme
Creative
Presentation
Overall
Impact
total 15 points

IV. REMARKS
V. REFLECTION
1. No. of learners who
earned 80% in the
evaluation
2. No. of learners who
require additional
activities for remediation
3. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

VI. Assignment

Prepared by:

Aldwin B. Baylon