School Balibago Primero Integrated School
Teacher Adonis M. Capulong
DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Grade Level 12
Learning Area Philippine Politics and Governance
Teaching Dates and Time Jan. 9, 2018 Quarter 3rd 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:
relate the evolution of Philippine politics and governance. describe the different stages in the evolution of the Philippine politics and governance
HUMSS_PG12-If-g-19 HUMSS_PG12-If-g-20
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 Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/political_development_of_the_philippine_government
https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
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.
(10 minutes) ( 5 minutes) ( 5 minutes) (5 minutes)
KW Chart: Evolution of Philippine politics and What was our form of government before the From the barangay form of government, what Recall/review of previous topics
governance. The learners will be asked to fill in coming of the Spaniards? (barangay) significant changes happened in the Spanish
the chart with the following : Era? (from barangay to the Central
Page 1 of 5

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
1. Things they know about the Philippine Government)
politics and governance
2. Things they want to know about know
about Philippine politics and
governance
Topic K W
(5minutes) (5 minutes) (5 minutes) (10 minutes)
Picture perfect Video clips: Spanish Colonial Government. Event Chain: Transition from the Spanish Mannequin Challenge
The students will be shown a video clip about Government to the Present Government.
The teacher will show pictures of the following? Spanish Colonization and would be asked 1. Pre-colonial government
their reactions about the video 2. Spanish Government
1. Picture of a Datu
3. American Government
2. Trial by Ordeal
4. Present System
3. Gavel
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
The students will now tell something about the When the Spaniards colonized us, what What is the difference between the Spanish Hugot Lines/ (Pick-up or hugot lines) about
pictures they saw. changes did they introduce in our political form of government to our present how the government evolved
system? government?
(15 minutes) .(15 minutes) (15 minutes) (10 minutes)
PowerPoint Presentation: HISTORICAL Discussion on Government During the PowerPoint Presentation: Post-colonial Governments
BACKGROUND OF PHILIPPINE Spanish Colonization
DEMOCRATIC POLITICS (Note : this is a two day lesson)
1. Barangay Government
Page 2 of 5
E. Discussing new concepts
and practicing new skills #2

(5 minutes) (15 minutes) (10 minutes) (10 minutes)

Jigsaw puzzle: each group will be given a
scenario based on the barangay form of
government
F. Developing mastery (leads to
Formative Assessment 3
Debate: Which is better, the early forms of Role Play: Significant event/s from the Pre- Family Resistance History Tree. Students
government or the present government? colonial Government to the Present will be asked to write their family tree based on
Government. their relatives who revolted against the
Rubrics : Spaniards or Japanese.
Rubrics to be attached.
1. Organization of Thought = 5 pts Rubrics :
2. Clarity of Arguments = 5 pts. 1. Accuracy = 5 pts.
3. Presentation = 5 pts. 2. Organization = 5 pts.
3. Presentation = 5pts.

(5minutes) (5 minutes) (5 minutes) (5 minutes)

G. Finding practical applications
of concepts and skills in daily
living
The teacher asks the students about the
similarities/difference of our present barangay to
the pre-colonial barangays?
What practices in the pre-colonial
government is still applicable in our present
form of government
Think-Pair-Share. The students will be In our present form of government, what
grouped and they will assign among significant changes have you
themselves a leader and a presenter. observed?
“What were the effects of Spanish
Colonization to our present form of
government”

H. Making generalizations and (10minutes) (5 minutes) (10 minutes) (5 minutes)

abstractions about the lesson
How did politics and governance evolve in the
Philippines?
The government of the Philippines gradually
evolved from the pre-colonial form (barangay) to
Ask: How did the pre-colonial government
change from the pre-colonial government to
the Spanish Colonial Government?
When the Spaniards colonized the country in
Our present form of government have passed through several stages which molded our
government into what it is right now
Page 3 of 5
 our present form of government 1565, they re-organized the barangays into
tows and municipalities for easy
administration and management

(5 minutes) ( 5 minutes) (5 minutes) (10 minutes)

5-item formative assessment. Essay : “What were the effects of Spanish One-Minute Paper : The students will be Historical Timeline
1. The form of government in the pre-colonial Colonization in our present form of asked to write their comment/reaction to the
period (barangay) government? statement/s below The students will be asked to draw a historical
2. The ruler of the barangay (datu) timeline stating forth the significant events
3– 5 State the roles/powers of the Datu Rubrics : 1. What were the changes that you which transpired from the Pre-Colonial Era to
3. Chief Executive observed from the Spanish Colonial the present form of government.
I. Evaluating learning 1. Content = 4 pts.
4. Chief Legislator Government to our present
5. Chief Judge 2. Organization of Thought = 4 pts. government?
3. Grammar and Presentation = 2 pts.
Rubrics : Rubrics :
1. Content = 4 pts 1. Accuracy = 5 pts.
2. Organization of thought = 4 pts. 2. Organization = 5 pts.
3. Grammar and Presentation = 2 pts. 3. Presentation = 5pts.
The teacher will give an assignment on
J. Additional activities for Government During the Spanish Colonization
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
VI. REFLECTION relevant 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
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
Page 4 of 5
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Page 5 of 5