School MOGCHS
Teacher Bert Anthony S. Bade
DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Wri te the LC code for each
II. CONTENT
III. LEARNING RESOURCES
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Grade Level 12
Learning Area Philippine Politics and Governance
Teaching Dates and Time September 30 – October 4, 2019 Quarter 2nd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and competencies. These
are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to: Learners are expected to: Learners are expected to:
analyze the evolution of Philippine politics and governance. assess the effects of the colonial appraise the influence of prior stages of
experience on Philippine politics and Philippine political developments of
governance contemporary Philippine politics.
HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22 HUMSS_PG12-If-g-23
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jherarayn/political_development_of_the_philippine_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
The students will be asked to write down what
they remember from the previous lessons:
1. Barangay
2. Datu
3. Guardia Civil
4. Governor-General
(10 minutes)
Game Ka Na Ba? The students will be
grouped into groups of five or six members.
They will be given illustration boards to write
their answers.
1. What was the government before
the Spaniards came? (barangay)
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 2. Who rules the barangay before
(datu)
3. When did the Spaniards officially
conquer the Philippines (1565)
4. Who ruled the Philippines during the
Spanish Colonization (gobernador-
heneral, governor-general)
5. The form of government of Spain
(monarchy)
(10 minutes) (5 minutes)

Debate : Positive and Negative Effects of Picture Analysis

Spanish Colonization
The teacher will give pictures to the students prior to
their knowledge on political evolution in the Philippines.
C. Presenting Rubrics :
examples/instances of the new
lesson 1. Organization of Thought = 5 pts

2. Clarity of Arguments = 5 pts.

3. Presentation = 5 pts.

(15 minutes) (15 minutes)

D. Discussing new concepts Powerpoint Presentation : Effects of Spanish Powerpoint Presentation : Governments after the
and practicing new skills #1 Colonization Spanish Colonization

E. Discussing new concepts

and practicing new skills #2

(10 minutes) (10 minutes)

Events Chain (Transition from the pre-colonial Semantic Maps: Characteristics of the post-colonial
F. Developing mastery (leads to government to the Spanish Colonial governments.
Formative Assessment 3 Government

G. Finding practical applications (10 minutes) (5 minutes)

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 Ganito Kami Noon, Paano Kayo Ngayon Essay: “What will be your contributions to the present
(comparison of the pre-colonial society and form of government”
the Spanish Government)
of concepts and skills in daily Rubrics :
living 1. Content = 4 pts.
2. Organization of Thought = 4 pts
Grammar and Presentation = 2 pts (5 minutes)

( 5 minutes) (5 minutes)
What are the effects of the Spanish
Colonization? What made the Filipinos revolt against Spain?

H. Making generalizations and

abstractions about the lesson The Spanish Colonization brought about The Filipinos revolted against Spain because of the
significant changes particularly from the oppressive leaders and corrupt officials. This brought
barangay government to the Spanish Colonial about the birth of the Revolutionary Government and the
Government. (governor-general) other governments

(5 minutes) ( 5 minutes) (30 minutes) Summative Test

Ask: What are the effects of the previous governments
to our present government? Talk Show . The students will be grouped
I. Evaluating learning corresponding to the different stages of
Concept Mapping : The students will be the Philippine Government
writing a concept map illustrating the various
effects of Spanish Colonization

Brainstorming . The students will be grouped according

J. Additional activities for to their presentation the following day
application or remediation
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them relevant
VI. REFLECTION questions.
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
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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: Reviewed by: Noted by: Approved by:

Bert Anthony S. Bade Leah N. Gersana Rafunzel E. Epanes Pedro R. Estaño

SHS Teacher II MT I – SHS MT – II, SHS OIC Secondary Schools Principal

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