School SHS Region 3 MTOT Grade Level 12

Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 4 (Day 1-Day 4) Quarter 1st or 3rd Quarter

DAY 1 DAY 2 DAY 3 DAY 4

DATE
PARTS 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.
I. OBJECTIVES 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…
A. Content Standards
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
B. Performance Standards
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning
Competencies/Objectives define power recognize the nature, dimensions, types, analyze the nature, dimensions, types, assess how power is exercised in different
and consequences of power. and consequences of power. situations
Write the LC code for each HUMSS_PG12-Id-11 HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 HUMSS_PG12-Id-14
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.
II. CONTENT Power: Nature, Dimensions, Types and Consequences

III. LEARNING RESOURCES 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.

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Book: Book: Book: Book:
Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma, pp. Rhene C. Tabajen and Erlinda B. Pulma, Rhene C. Tabajen and Erlinda B.Pulma, Rhene C. Tabajen and Erlinda B. Pulma,
23-30. pp. 23-30. pp. 23-30. pp. 23-30.

B. Other Learning Resources Video Clips: Video Clip: Video Clip:

http://ed.ted.com/lessons https://www.thenation.com/article/philippi https://www.youtube.com/watch?
http://www.iapss.org/wp/2014/09/28/three ne-president-rodrigo-duterte-is-a-wildly- v=EE4mjA3u4fc
-dimensions-of-power/ popular-fascist/
https://managementstudyguide.com/type
s-of-power.htm
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
IV. PROCEDURES 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.

Page 1 of 5
 (3 minutes)
A. Reviewing previous lesson or
Ask students about their understanding
presenting the new lesson
about political ideologies.
(7 minutes)
Class Activity: PICTOpinion
The teachers shows pictures of prominent
world leaders.
B. Establishing a purpose for
Ask: What do these have in common? How
the lesson
they differ from this commonality? Why?
Group Work: Jumbled Letters (Power)
Divide students into 3 groups. Each group
will choose 5 representatives to rearrange
the jumbled letters in 1 minute.
(10 minutes)
Group Work: Concept Mapping
Concept to map: What is power?
(Based from the processing of the group
concept maps of ‘power’, the KWL chart will
be filled initially.)
C. Presenting
examples/instances of the new
Know Want Learn
lesson
Ask: What more you want to know about the
concept of POWER?
(5 minutes)
Ask: What is power?
(5 minutes)
Class Activity: PasaDeBola
Ask students about the significant details
learned from the previous topics.
(A ball shall be passed while the music
theme for the movie Power Rangers is
played. When the music stops, the
students who holds the ball shall give his
insights from the previous topics.)
(5 minutes)
Group Work: 4 Pics One Word
Present activity about the nature,
dimensions, types, and consequences of
powers
(5 minutes)
Review of the past lesson.
(10 minutes)
Class Activity:
Ask students to present the pictures of
different powerful personalities.
(10 minutes)
Class Activity:
Discuss on the power of the personalities
discussed by the students. If possible,
encourage the class to give comments to
ensure student-to-student interaction.
(3 minutes)
Ask students who can deliberate all
important facts in consonance to power,
dimensions, types, and consequences
(7 minutes)
Class Activity: Truth or Consequences
Procedure: Two students will represent of
their group. One of them will ask a question
according to the topic that has been
discussed about power. If the student
answered incorrect, his/her group will sing
three lines of Nationalistic song with action.
If the answer is correct they will receive a
Hep, Hep, Hurray Clap.
(5 minutes)
Class Activity: Video Clip Analysis
Present an actual footage or a video clip
downloaded from the social website
(YouTube) which portrays the application of
power in leading and influencing people
(People Power 1986)
Encourage the students to evaluate the
video clip.
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 (15 minutes) (15 minutes) (10 minutes) (10 minutes)

Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan

The students will brainstorm on a definition
of POWER.
Guide Questions:
 Is power always positive?
D. Discussing new concepts negative? both?
and practicing new skills #1  What is the purpose of power?
(5 minutes)
Discuss the nature, dimensions, types
and consequences of power by giving
reading text to each group. Guide
questions must be provided.
Each group will be given time to present
their work.
(5 minutes)
Present a digested political article about
the nature, dimensions, types, and
consequences of power
Let the students criticize the article
presented and gather their ideas or
opinions.
Encourage them to filter the substance of
power based on the article.
(10 minutes)
Let the students discuss by themselves the
video clip, which portrays the application of
power in leading and influencing people.
After group discussion, the leader of each
group will sum up their discussion in front
of the class.
Guide questions:
 What is the main content of the
video?
 What do you think is the most
significant part in the video?
 What power projected in the video
clip?
 How can power exercise in
different situations?
(10 minutes)

Group Work: Likes and dislikes Group Work: Affirming Class Activity: Group Work:

E. Discussing new concepts
and practicing new skills #2
Ask the students to define power according
to their own understanding.
(Critique of the definition of each group
should follow after every group has
presented. If possible each group will have a
group to critique)
Three Dimensions of Power: Let the class perform an analytical and Have the class identify situations in their
The channels of power are the way in critical discussion about the nature, locality where officials have applied their
which power is enacted. They can dimensions, types, and consequences of power. Let them evaluate the use of their
perhaps more readily be remembered as power based on the articles, which are to power. Each of the group will present their
'head, hands and heart'. be utilized. work.
 Physical power
 Informational power
 Emotional power
Types of Power:
 Coercive Power
 Reward Power
 Legitimate Power
 Expert Power

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F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
(10 minutes)
Group Work: Hugot/ Pick-up Lines
Have each group arrive at a ‘hugot line’ or
‘pick up line’ about the concept of POWER.
They should present these in front.
(3 minutes)
Class Activity: If given the chance
Ask: If given a chance to assume
government position, what would it be? How
are you going to exercise the power vested
in you?
(2 minutes)
Class Activity: The Best Ka
Ask: We have many different definition of
power. Based on the given definition what is
the best definition of power for you? Why?
(5 minutes)
Individual Work:3-2-1
Let the students fill the 3-2-1 chart:
3 things learned
2 most important facts still in mind
1 question remains in mind
(5 minutes)
Group Work: After the Image
Present images of different leaders in the
society. Let the students recognize the
dimension and types of power from the
images presented.
 Supreme Student Government
 Teacher
 Bato dela Rosa
 Rodrigo Duterte
(10 minutes)
Group Work: Group students and make
them discuss by themselves on how to
recognize the dimension of power.
(5 minutes)
Class Activity: One-Liner
Create a one-liner statement which will
sum up the significant facts of the lesson
(5 minutes)
(5 minutes)
Individual Work: FBpost
Make a statement or a saying regarding
the types and consequences of power
which you can post in your Facebook
wall.
(5 minutes)
Individual Work: Short Essay
Ask: Create a short essay presenting and
discussing the facts and their critical
analysis on the nature, dimensions,
types, and consequences of power.
(2 minutes)
Class Activity
Ask: Considering the present situation,
here in our country how would you
describe the power of our leaders?
(3 minutes)
Class Activity
Ask: In every decision we make there is
always a negative and positive effect. We
have to think wisely before we come up
to our decision.
(5 minutes)
Individual Work: Hugot Line
Ask: What do you think is the most
significant lesson you get from our
discussion?
Cite one HUGOT LINE to describe your
learning.
(10 minutes)
Group Work: Slogan Writing
Let the students create a short slogan
about the use of power.
(5 minutes)
Class Activity
Ask the following:
 How does the overuse and
misuse of power affects to the
people?
 What do you think are the
consequences of overuse and
misuse of power?
(7 minutes)
Group Work: ArtThrob, Pusuan Mo
Bes!
Let the students draw an image or an
illustration representing application of
power in leading and influencing people in
his/her community and in a broader sense,
nation.
(3 minutes)
Individual Work: Short Quiz
Give a 10-item quiz about the week’s topic
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 Assignment: Research
J. Additional activities for
Bring pictures of different powerful
application or remediation
personalities.
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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