2 DLP - Philippine - Politics - and - Government
2 DLP - Philippine - Politics - and - Government
2 DLP - Philippine - Politics - and - Government
Department Education
Region III, Central lUZON
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Essay:
Song Analysis
A music video will be played. Students will analyze by answering the question; “How
is politics defined in Philippine setting and what is your political view about the music
Assessment
( minutes)
video?”
Criteria for Grading
Content - 60% (12 points)
Grammar - 20% (4 points)
Clarity - 20% (4 points)
100% 20 points
Answer the following:
Assignment a. How would you use the concepts in politics to improve relationships with your
( minutes). family and friends?
b. How is politics practiced in getting what you want?
Concluding Activity
( minutes)
Remarks
Reflections
Republic of the Philippines
Department Education
Region VII, Central Visayas
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Introductory
Activity
( minutes)
MODULE NO. 1
ROAD TO THE RIGHT CHOICE
Activity
( minutes)
1. What do you feel while doing the activity?
2. Did you find it easy/difficult to conceptualize the costume? Why?
3. Did you see yourself in that cluster in the near future? Why?
1. What did you feel while reading the story?
Analysis 2. What did you learn from the story?
( minutes) 3. What do you think are the factors that affect the choices in life and profession of the
character in the story?
MODULE NO. 2
THE STAR POWER WITHIN
Abstraction
Processing Questions:
( minutes)
1. What possible profession/career would fit into your skills?
2. What other skills do you need to develop to succeed in your chosen career?
Application What steps do you need to undertake to achieve your dreamed profession?
( minutes)
Assessment
Module 1: Road to the Right Choice, Module 2: The Star Power Within
( minutes)
Assignment Interview professionals, skilled workers, businessman or women who are successful in the
( minutes). community with similar career of your choice. You may ask the following questions. (You
may add more questions for your interview.)
Concluding Activity
( minutes)
Remarks
Reflections
Republic of the Philippines
Department Education
Region VII, Central Visayas
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Analysis
( minutes)
DEPARTMENT OF EDUCATION 57
MODULE NO. 4
Abstraction
( minutes)
Fit Me Right
Assignment
Make an on line research about your career track. Submit a reflection paper on the
( minutes).
learnings and insights you have gained from your research.
Concluding Activity
( minutes)
Remarks
Reflections
Learning Competency/ies: Explore the connection between the phenomenon Code: HUMSS_PG12-Ia3
(Taken from the Curriculum Guide) (politics) and the method of inquiry (Political Science)
Introductory
Activity
( minutes)
Role Group the class into four groups and ask them to identify an article from the
newspaper about politics based on the lesson taken yesterday. From their chosen
Activity
( minutes)
article, a representative from each group will have to share awareness our present
politics.
Introductory
Activity
( minutes) Picture Analysis
The teacher presents a picture to the class.
The learners answers the following guide questions:
1. What can be seen in the picture?
2. What does the picture depict?
THE WORLD WITH POLITICS
ROLE PLAYING. The student will be divided into 4 groups and will present how politics is valued in each
organization assigned to them.
1. Family 2. Classroom/ School 3. Peer (Barkadahan) 4. Barangay 5. Work Place (colleagues)
Activity
CRITERIA
( minutes) 10 pts - Content
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
Analysis How does politics affect you as a member of society and the world?
( minutes)
With the aid of a power point presentation the teacher will discuss the following
The values of politics.
1. Politics helps you to know your rights
Abstraction
2. Politics clarifies what you yourself believe.
( minutes) 3. Politics is a living, breathing subject.
4. Politics helps you to understand our nation’s parties.
5. Politics prepares you for adult life.
Application The teacher will facilitate “Minute Papers” will allow an end-of-class reflection in which the students write
( minutes) briefly to answer the questions: “What did you learn today?”” And What questions do you still have?”
Create a SLOGAN that will establish how the good politics can be applied in our daily life.
SLOGAN shall be displayed in the classroom for at least 2 weeks.
The activity will be scored with the following rubrics:
Assessment RUBRICS for the SLOGAN
( minutes) 10 pts - Relevance to the Topic
5 pts – Creativity
5 pts – Neatness
20 pts TOTAL
Summary and Reflection Corner No. 3
Assignment
Summarize what you have learned in this lesson in five to ten sentences. Provide five or six sentences for
( minutes). reflection or opinion regarding the value of politics.
Concluding Activity
( minutes) “Man, by nature, is a political animal.” -----Aristotle
Remarks
Reflections
Republic of the Philippines
Department Education
Region VII, Central Visayas
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Learning Competency/ies: Identify the basic tenets of major political ideologies (i.e., HUMSS_PG12-
Code:
(Taken from the Curriculum Guide) liberalism, socialism, conservatism, etc.) Ib-c-6
From the four (4) groups, conduct the activity entitled “Mix and Match”. The teacher will provide phrases
Abstraction
based from the definitions of the following and the students will try to post where these definitions belong.
( minutes)
Assignment
Research additional information about political ideologies.
( minutes).
Concluding Activity
( minutes) “Man, by nature, is a political animal.” -----Aristotle
Remarks
Reflections
1. Allow the students to reflect on the last part of the song: Dahil walang respeto sa
prinsipyo ng kapwa tao, Kapwa Filipino ang kinakalaban mo! Ang gulo….
Introductory
Activity
Expected Students Answer: Our differences in beliefs, principles/ideologies can
( 5 minutes) greatly affect our society and country.
Activity For ask to deeply understand the the different ideologies and their perspective on
( 20 the state we will have an activity.
minutes)
Collaborative Approach, Inquiry Approach with Differentiated Instruction
Presentor 2- Slogan
Processing Questions:
1. What political ideology do you prefer? Why?
Expected Students Response: Based on the group/students own principle.
Abstraction BRAINSTORMING: The group will utilize the handout to answer the following
( 8 minutes) questions:
1. What is the role accorded to the state by each political ideology?
Expected Students Answer:
Anarchism-Rejects the state outright, believing it to be unnecessary evil.
Socialism-Marxist have stressed the link between the state and class system, seeing it
either as an instrument of class rule or as means of ameliorating class tensions.
Application If you are given a chance to follow a political ideology, which political
( 3 minutes) ideology will you choose? Why?
Expected Students Response: Based on the group/students own principle.
1. 4.
Description:__________________ Description:____________________
Assessment
( 7 minutes)
2. 5.
Description:___________________ Description:____________________
3.
Description:___________________
Reinforcement
Summary and Reflection Corner No. 2
Assignment
( 2 minutes). Summarize what you have learned in this lesson in five to ten sentences. Provide five or
six sentences for reflection or opinion regarding the value of political ideologies .
Concluding Activity “A state is better governed which has but few laws, and those laws strictly observed.”
( 1 minute) -----Rene Descartes
Ask:
Abstraction 1. Which political ideology is most skeptical about democracy and its processes?
( minutes) 2. In the previous week, we have identified organizations for each ideology. Discuss
how the organization is influenced because of the ideology they follow.
Application
( minutes) The political ideology and the configuration of a political community are related.
ESSAY QUESTION:
Assessment
( minutes)
1. Choose one political group in the country and discuss how their ideology influences
their actions or advocacies.
Assignment
( minutes).
The teacher can ask the students to prepare for the activity for the next day.
Concluding Activity
( minutes) “Man, by nature, is a political animal.” -----Aristotle
Remarks
Reflections
Introductory
Activity
The teacher facilitates a FACT or BLUFF game by stating political practices/events
( minutes) of the Philippines.
The teacher presents pictures of historical political events reflecting a specific ideology
Activity in the Philippines. The students will be asked to brainstorm in groups to share their
( minutes) knowledge of the said event and how they think such event has made an impact in
the lives of Filipinos. Ideas will be presented using a graphic organizer.
The teacher processes the activity by bridging the knowledge of the students and by
Analysis
( minutes)
giving concrete examples to emphasize that each ideology has an impact on the lives
of Filipinos.
Abstraction Ask: “What do you think is the best ideology to be applied in the Philippine set-up?”
( minutes)
Application
( minutes)
Political ideologies affect our daily lives as Filipino citizens.
PERFORMANCE TASK
Poster Making: The students will be grouped according to the ideologies. Their task
Assessment
( minutes)
is to create a poster in a CARTOLINA showing the assigned ideology impacts our
present society if followed. Outputs will be presented and explained right after and will
be evaluated by their peers and teacher with the use of a rubric.
Assignment
( minutes).
Concluding Activity
( minutes) “Man, by nature, is a political animal.” -----Aristotle
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Let the students check the answer sheet against the correct answer.
Abstraction
( minutes)
Remarks
Reflections
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Domain Objectives
Knowledge Define power through a concept map
Skills Create hugot line about power
Attitude Appreciate the concept of power as a motivation driver to personal success
Values Display the value power by incorporating the concept of solidarity and citizenship
Content Power: Nature, Dimensions, Types and Consequences
Learning Resources Test papers, answer sheets etc.
Procedures
Class Activity: PICTOpinion
The teachers s hows pictures of prominent world leaders.
Ask: What do these have in common?
Introductory
How they differ from this commonality? Why?
Activity
Group Work: Jumbled Letters (Power)
( minutes)
Divide students into 3 groups. Each group will choose 5 representatives to rearrange the jumbled
letters in 1 minute.
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Domain Objectives
Knowledge Define a state and nation through a concept map
Skills Interpret the significance of state and nation
Attitude Appreciate the concept of nation and state as motivation driver to solidarity
Values Display the value nation and state by incorporating the concept of solidarity and citizenship
States, Nations, and Globalization • The State as Different from the
Content Nation as a Political Concept
Learning Resources
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39
Procedures
Class Activity: ‘Made’ of the Philippines
Introductory Ask: What makes up the Philippines as a country?
Activity
( minutes)
Abstraction
( minutes)
Class Activity: What does learning about the definition of nation and state contribute in your well-being as a
Application student?
( minutes) Ask:
What significant learning have you had about the lesson?
• A natio
Individual Work: Give a short quiz (5-item True or False) about the concepts discussed.
• A nation is political in nature.
Assessment
• A nation is a community of people.
( minutes) • A state is cultural in nature.
• A state relates with the concept of government.
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Philippine Politics and 11/
DLP No: Learning Area:
Governance
Grade Level:
12 Quarter: FIRST Duration: 1 hr.
Time: 10:00-11:00 12:00-1:00 Date: JULY 29, 2019
Section: HPG NCB
HUMSS_PG12-
Learning Competency/ies: Relate the evolution of Philippine politics and governance
(Taken from the Curriculum Guide)
Code: If-g-19
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Domain Objectives
Knowledge Explain the historical background of Philippine Democratic Politics
Skills Interpret the historical background of Philippine Democratic Politics through a jigsaw
Appreciate the historical background of Philippine Democratic Politics as a way of maintaining
Attitude
our freedom
Display the value of historical background of Philippine Democratic Politics as way of building a
Values
strong and stable democratic state.
Content HISTORICAL BACKGROUND OF PHILIPPINE DEMOCRATIC POLITICS
Learning Resources
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39
Procedures
Picture perfect 1. Picture of a Datu 3. Gavel
The teacher will show pictures 2. Trial by Ordeal
of the following?
Introductory
Activity
( minutes)
The students will now tell
something about the pictures
they saw.
Activity Jigsaw puzzle : each group will be given a scenario based on the barangay form of
( minutes) government
Analysis The teacher asks the students about the similarities/difference of our present barangay to
( minutes) the pre-colonial barangays?
PowerPoint Presentation:
Abstraction
HISTORICAL BACKGROUND OF PHILIPPINE DEMOCRATIC POLITICS
( minutes)
1. Barangay Government
How did politics and governance evolve in the Philippines?
Application The government of the Philippines gradually evolved from the pre-colonial form (barangay) to our
( minutes) present form of government
FORMATIVE ASSESSMENT
Assignment
The teacher will give an assignment on Government During the Spanish Colonization
( minutes).
Concluding Activity
( minutes)
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Philippine Politics and 11/
DLP No: Learning Area:
Governance
Grade Level:
12 Quarter: FIRST Duration: 1 hr.
Time: 10:00-11:00 12:00-1:00 Date: August 01, 2019
Section: HPG NCB
HUMSS_PG12-
Learning Competency/ies: describe the different stages in the evolution of the Code: If-g-20
(Taken from the Curriculum Guide) Philippine politics and governance
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Domain Objectives
Identify the different stages in the evolution of the Philippine politics and governance through the
Knowledge
mannequin challenge
Interpret the different stages in the evolution of the Philippine politics and governance through
Skills
hugot line
Appreciate the describe the different stages in the evolution of the Philippine politics and
Attitude
governance
Display the value of describe the different stages in the evolution of the Philippine politics and
Values
governance
Content EVOLUTION OF PHILIPPINE POLITICS AND GOVERNANCE
Learning Resources
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39
Procedures
Introductory
Activity Video clips: Spanish Colonial Government. The students will be shown a video clip about Spanish
( minutes) Colonization and would be asked their reactions about the video
Mannequin Challenge
1. Pre-colonial government
Activity
2. Spanish Government
( minutes)
3. American Government
4. Present System
Analysis
Hugot Lines/ (Pick -up or hugot lines) about how the government evolved
( minutes)
Abstraction When the Spaniards colonized us, what changes did they introduce in our political system?
( minutes) What is the difference between the Spanish form of government to our present government?
Application
In our present form of government, what significant changes have you observed?
( minutes)
Historical Timeline
The students will be asked to draw a historical timeline stating forth the significant events which
transpired from the Pre-Colonial Era to the present form of government.
Assessment
( minutes) Criteria:
1. Accuracy = 5 pts.
2. Organization = 5 pts.
3. Presentation = 5pts
Assignment
Research about the roles and power of the Philippine President
( minutes).
Concluding Activity
( minutes)
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Philippine Politics and 11/
DLP No: Learning Area:
Governance
Grade Level:
12 Quarter: FIRST Duration: 1 hr.
Time: 10:00-11:00 12:00-1:00 Date: August 05, 2019
Section: HPG NCB
HUMSS_PG12-
Learning Competency/ies:
(Taken from the Curriculum Guide)
Explain the roles and powers of the Philippine president Code: Ih-24
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science,
to be Developed governance, political ideologies, power, states, nations, and globalization
Domain Objectives
Knowledge Identify the roles and powers of the Philippine president
Skills Role play the roles and powers of the Philippine president
Show concern of the roles and powers of the Philippine president as it affects the one’s life and
Attitude
society.
Display the value of the roles and powers of the Philippine president as it affects the one’s life
Values
and society.
Content Roles and Powers of the Philippine President
Learning Resources
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- 39
Procedures
KWL Chart
Introductory
Activity
( minutes)
(The teacher will ask the students if they have an existing idea about the roles and power of the
President)
Headline Analysis
The students will be shown some headlines and the teacher will asked the students to answer what power
of the President is being exercise
Activity
( minutes)
Assessment CRITERIA:
( minutes) 1. Understanding of topic =5 pts.
2. Believability of role =5pts.
3. Cooperation =5 pts.
Assignment
Write an essay on how the president can properly utilize the power given to him.
( minutes).
Concluding Activity
( minutes)
Remarks
Reflections
I N S T R U C T I O N A L P L A N (iPlan)
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Name: JUNA S. BABATU-ON POSITION/DESIGNATION: MASTER TEACHER 1
PHILIPPINE POLITICS AND
DLP No: Learning Area:
GOVERNANCE
Grade Level: 11/12 Quarter: FIRST Duration: 1 hr.
Time: 9:20-10:10 1:00-2:00 3:00-4:00 Date: AUGUST 09, 2019
Section: 11-HUMSS 12-GAS 12-GAS
Learning Competency/ies: FIRST PERIODICAL TEST Code:
(Taken from the Curriculum Guide)
Key Concepts/ Understanding The learners demonstrate an understanding of politics and political science, governance,
to be Developed political ideologies, power, states, nations, and globalization
Domain Objectives
Knowledge Analyze the given items for the first periodical test
Skills Evaluate each item carefully and thoughtfully
Attitude Exhibit positive atmosphere and seriousness in answering the test
Values Show acceptance, respect and harmony in doing the first periodical test
Content FIRST PERIODICAL TEST (SECOND DAY)
Learning Resources Module, CG, Test papers, and other learning materials
Procedures
Introductory Checking of Attendance
Activity Message from the Teacher
( minutes)
Analysis Ask the students analyze the given items for the first periodical test.
( minutes)
Read and comprehend critically.
Abstraction
( minutes)
Let the students evaluate each item carefully and thoughtfully.
Ask the students to exhibit positive atmosphere and seriousness in answering the test
Application
( minutes)
Emphasize on showing acceptance, respect and harmony in doing the first periodical
test
Assessment
( minutes) FIRST PERIODICAL TEST (SECOND DAY)
Assignment
( minutes).
Be ready for the checking and item analysis of the first periodical test.
Concluding Activity “ASK YOURSELF IF WHAT YOU’RE DOING TODAY IS GETTING YOU CLOSER TO WHERE YOU
( minutes) WANT TO BE TOMORROW”
-UNKNOWN
Remarks
Reflections