DAILY Dr.

Cecilio Putong National Grade Level & Section

School High School 11 –HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates October 28-31, 2019 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

politics and political science, governance, political ideologies, power, states, nations, and globalization
A. Content Standards
B. Performance
clearly identify a specific political phenomenon and how it can be studied
Standards
1. articulate definitions of politics HUMSS_PG12Ia-1
2. differentiate the various views on politics HUMSS_PG12Ia-2
C. Learning
3. explore the connection between the phenomenon (politics) and the method of inquiry (Political Science) HUMSS_PG12Ia-3
Competencies 4. recognize the value of politics HUMSS_PG12Ia-4
5. differentiate governance from government HUMSS_PG12Ia-5
D. Objectives
Knowledge (K)  Identify rules and policies in the  Identify rules and policies in the  Define politics and its functions in the  Discuss Political Science and its
classroom classroom society ; importance in the society;

 Understand the rules and policies  Understand the rules and policies  Generate ideas in distinguishing the  Execute the meaning of politics in
Skills (S) in the classroom through in the classroom through listening; definition of politics through semantic the essence of political science
listening; web and group activity; through group activity;
 Formulate ideas in answering the
activity;

Attitude (A)  Appreciate and value the rules  Appreciate and value the rules and  Display and exercise critical thinking,  Display collaboration in
and Policies in the classroom Policies in the classroom creativity, collaboration in participating group activity and
participating actively in the group discussion;
activity and discussion;

Values (V)  Display and perform a sense of national unity and civic consciousness in all political activities in the society
 Uphold duties and responsibilities in the society
II. CONTENT Rules and Policies Rules and Policies Politics Politics and Political Science
III. LEARNING
Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES

IV. PROCEDURES
A. Introductory Activity  The Teacher introduce herself in Teacher welcomes the class and 4 Pics 1 Word: Four pictures will be
the class introduces himself/herself. shown to students at a time. The
 Introduce her rules and policies in Initializing… students shall find the connection of the
the classroom during her session Teacher tells the students: pictures. A word that connects the
“I am the teacher and I am the pictures will be guessed by the students.
boss in this class, so you will
have to follow me…”
Answer: NATION
Pair and Share
Ask the students to pair with their Answer: DEBATE
seatmate and share what they
felt after hearing the teacher’s Answer: POLITICS
remark..

B. Activity Rules and Policies Video Clip Viewing Before Role Group the class into four groups
 Be on time teacher plays a 5-minute video and ask them to identify an article from
 Send an excuse letter if you clip, he poses the following the newspaper about politics based on
want they want to be excuse questions: the lesson taken yesterday. From their
in the class a. how did the speaker define chosen article, a representative from
 Pay courtesy/ respect when politics? each group will have to share awareness
late b. what are the concepts cited to our present politics.
 Ask permission for personal explain what politics is?
necessities
D. Analysis  Ask politely during Ask:
discussion Semantic Web Map Why do you think we study politics?
 Participate the class actively Ask the students to give words What are the differences and the
 Do not answer in chorus associated to the word “Politics”. connection between politics and Political
 Let the students add some Science?

 Let the class know the

grading system
Literate that grading system is
deemed full and let the them know
the statement like “what you give is
what you get”
E. Abstraction Rules and Policies Group Mo, Post Mo: Group the Based on the Semantic Web Map you
 Be on time class to three teams. Concepts have conceptualized, define politics in
 Send an excuse letter if you that define politics and Political relation with the terms provided by the
want they want to be excuse Science are jumbled. Those students.
in the class concepts are written separately
 Pay courtesy/ respect when in pieces of bond paper which Discussion:
late will be given to each group. Each The meaning of politics
 Ask permission for personal student is given the chance to • Politics is the study of (who gets
necessities post the concepts where they what, when and how) as Harold
 Ask politely during discussion belong, whether to politics or Laswell states.
 Participate the class actively Political Science. A time limit is • Politics is the exercise of power,
 Do not answer in chorus set on this game. the science of government, the
 Let the students add some POLITICS making of collective decisions, the
- the actual process of how humans
allocation of scarce resources and
interact in groups
- constitute man’s activities in the real
the practice of deception and
 Let the class know the grading world manipulation.
system - the practices of elective and non-

 Literate that grading system is

elective political systems Characteristics of politics
- the process by which people try to
( Shieveley, 2013)
deemed full and let the them influence the government
know the statement like “what - the process by which the government
you give is what you get” decides which policies will be 1. Politics always involves the
enacted making of collective decisions for
- the practice of state and government
group of people.
- issues, problems, and activities
2. Those decisions are made by some
taking place in society
- day-to-day actual activities of the
members of the group, exercising power
 government over other members of the group.
- relative (varying)
- everyone is involved
POLITICAL SCIENCE
- the scientific study of politics
- study of politics, political systems,
and governments
- focuses on the theory and practice of
government
- theory of state and government
- seeks to study the origin, nature and
functions of the state, government
and its all organs
- universal studied by few
F. Application a. How would you use the Ask the students:
concepts in politics to improve
relationships with your family and Why do you think that it is necessary for
friends? students who aspire to be lawyers to
b. How is politics practiced in take Political Science?
getting what you want?
G. Assessment Politics is about human Ask the students:
relationships. It is how humans What is your own definition of politics
behave differently when dealing and of Political Science?
with others when there is
cooperation, competition and Politics is the actual process of how
conflict. *(and other social humans interact in groups while political
interactions science is the study of the former.
H. Assignment
Study about the lesson for further understanding

V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation

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?
Prepared by: Checked by:
Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11 –HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates November 5-8, 2019 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

politics and political science, governance, political ideologies, power, states, nations, and globalization
A. Content Standards
B. Performance
clearly identify a specific political phenomenon and how it can be studied
Standards
1. articulate definitions of politics HUMSS_PG12Ia-1
2. differentiate the various views on politics HUMSS_PG12Ia-2
C. Learning
3. explore the connection between the phenomenon (politics) and the method of inquiry (Political Science) HUMSS_PG12Ia-3
Competencies 4. recognize the value of politics HUMSS_PG12Ia-4
5. differentiate governance from government HUMSS_PG12Ia-5
D. Objectives
Knowledge (K)  Discuss Political Science and its  Exemplify politics and its  Identify the meaning of governance  Describe good governance;
importance in the society; importance in the society and its functions;

 Execute the meaning of politics in  Formulate ideas in analyzing the  Illustrate the functions of governance  Compare and contrast good
Skills (S) the essence of political science different scenario of not having a by analyzing the different views of governance of the political
through group activity; politics in the society through political leaders in good governance leaders through group discussion
 Formulate ideas in answering the group discussion and role playing; through group activity; and activity;
activity;

Attitude (A)  Display collaboration in  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
participating group activity and thinking in group activity and thinking in group activity and different perspectives of the class;
discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the thinking in group activity and
different perspectives of the class; discussion;
 Values (V)  Display and perform a sense of national unity and civic consciousness in all political activities in the society
 Display appreciation on the role and function of governance
II. CONTENT POLITICS AND POLITICAL SCIENCE Governance Good Governance
III. LEARNING Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity 4 Pics 1 Word: Four pictures will Think-Pair-Share  Prayer  Prayer
be shown to students at a time. Each student should take a partner  Greetings  Greetings
The students shall find the wherein partner A reviews  Recapitulation  Recapitulation
connection of the pictures. A word information with partner B for 1
that connects the pictures will be minute and vice versa. They have to “KAW NA” “Tableau”
guessed by the students. discuss what they think about the
phenomenon (politics) and the Pick students form the class  Let the students create a tableau
method of inquiry (Political Science) to think of the words that can of having a good governance
Answer: NATION define governance.

Answer: DEBATE

Answer: POLITICS

B. Activity Role Group the class into four Picture Analysis Group Activity: Let the students analyze the following:
groups and ask them to identify an
article from the newspaper about
politics based on the lesson taken
yesterday. From their chosen
article, a representative from each
group will have to share
awareness our present politics.

Ask:
C. Analysis Why do you think we study The teacher presents a picture to  Think Big and Beautiful
politics? the class. Group the students into two  Speak Excellence and
What are the differences and the The learners answers the following groups and let them brainstorm Extraordinary
connection between politics and guide questions: on the definition of governance  Act Sense and Service
Political Science? 1. What can be seen in the and its functions.  Be Time-conscious and Team-
picture? inspired
2. What does the picture depict? Wrap-up the activity of the learners
A WORLD WITHOUT POLITICS: and give follow-up questions:
The student will engage themselves The students will engage 1. Is it feasible to the society?
with an analysis of different scenario themselves in the analysis of the 2. Is having a good governance
in different type of organization different perspectives of good necessary?
where in the student can see the governance.
value of politics.
1. Barangay 1. Jess Robredo Leadership
2. Classroom 2. Bayani Fernando
3. Family 3. Josefina Dela Cruz
4. Work Colleagues
5. Peer (Barkadahan)
D. Abstraction Group Mo, Post Mo: Group the With the aid of a power point Discuss the following: Lecture:
class to three teams. Concepts presentation the teacher will discuss  Jess Robredo –“effective  The Naga Model of Jess
that define politics and Political the following governance is a mindset”. Robredo
Science are jumbled. Those It is a desire. It is an  The Bulacan Experience of
concepts are written separately in The values of politics. attitude of a leaders to be Josefina M. Dela Cruz
pieces of bond paper which will be 1. Politics helps you to know your the best that they can be in
the delivery of public  Marikina:Model City of Bayani
given to each group. Each student rights Fernando
service. It is about
is given the chance to post the 2. Politics clarifies what you yourself becoming excellent in
concepts where they belong, believe. meeting public
whether to politics or Political 3 .Politics is a living, breathing expectations.
Science. A time limit is set on this subject.  “Think New, Act New”
game. 4. Politics helps you to understand Think Global act local”
our nation’s parties.  Josefina M. Dela Cruz
POLITICS 5. Politics prepares you for adult life. (former governor Bulacan)
- the actual process of how —defines governance as
humans interact in groups nothing more than use of
- constitute man’s activities political power to be
in the real world effective, efficient and
- the practices of elective responsive to the needs of
the people.
and non-elective political
 Bayani Fernando (City of
systems
 - the process by which Marikina, multi awarded
people try to influence the mayor)—says that for
government governance to take a root,
- the process by which the the presence of a strong,
government decides which stern, strict, dedicated
leadership is needed.
policies will be enacted
 According to him,
- the practice of state and governance without
government conviction cannot possibly
- issues, problems, and govern, cannot have a
activities taking place in mind of its own and thus,
society can easily be pressured. (a
- day-to-day actual activities must to have a strong
of the government political will to go over and
- relative (varying) above the transformation)
- everyone is involved
POLITICAL SCIENCE
- the scientific study of
politics
- study of politics, political
systems, and
governments
- focuses on the theory and
practice of government
- theory of state and
government
- seeks to study the origin,
nature and functions of the
state, government and its
all organ
- universal studied by few

E. Application Ask the students: THE WORLD WITH POLITICS 1.  How did those political leaders
ROLE PLAYING. The student will 1. Who are we as people? able to envision their strong
Why do you think that it is be divided into 4 groups and will 2. How did political leaders do stern of leadership for the
necessary for students who aspire present how politics is valued in their best in having a good betterment of their subjects?
to be lawyers to take Political each organization assigned to them. governance?
 Are they the right person to be
Science? 1. Family 3. Are institutions of government
strong and resilient? an example of an outstanding
 2. Classroom/ School political leaders who stunt in
3. Peer (Barkadahan) having a good governance?
4. Barangay
5. Work Place (colleagues)
RUBRICS
10 pts - Content
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
F. Assessment Ask the students: The teacher will facilitate “Minute Let the students make their own Students are ask to make their own
What is your own definition of Papers” will allow an end-of-class definition of Governance and Formula of Good Governance.
politics and of Political Science? reflection in which the students write how important it is in the society.
briefly to answer the questions:
Politics is the actual process of “What did you learn today?”” And
how humans interact in groups What questions do you still have?
while political science is the study
of the former.
G. Assignment Study the lesson for further Research about Governance Study the lesson further Research about Government
understanding. understanding.

V. REMARKS

VI. REFLECTION
h. No. of learners who earned 80% in the evaluation

i. No. of learners who require additional activities for

remediation
j. Did the remedial lessons work? No. of learners who
have caught up with the lesson
k. No. of learners who continue to require remediation

l. Which of my teaching strategies worked well? Why

did these work?
m. What difficulties did I encounter which my principal
or supervisor can help me solve?
n. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head
 DAILY Dr. Cecilio Putong National Grade Level & Section
School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates November 11-15, 2019 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

politics and political science, governance, political ideologies, power, states, nations, and globalization
A. Content Standards
B. Performance
clearly identify a specific political phenomenon and how it can be studied
Standards
1. articulate definitions of politics HUMSS_PG12Ia-1
2. differentiate the various views on politics HUMSS_PG12Ia-2
C. Learning
3. explore the connection between the phenomenon (politics) and the method of inquiry (Political Science) HUMSS_PG12Ia-3
Competencies 4. recognize the value of politics HUMSS_PG12Ia-4
5. differentiate governance from government HUMSS_PG12Ia-5
D. Objectives
Knowledge (K)  Discuss the difference of  Identify the forms of government;  Identify state as a political and legal  Define and discuss nation from a
government and governance; concept state;

 Differentiate government and  Discuss the different forms of  Illustrate the origin of the state and  Compare and contrast state and
Skills (S) governance through Venn government and its function; its concept through oral questioning nation through a Venn Diagram;
Diagram and group activity; and short play;
 Formulate ideas in answering the
activity;
 Attitude (A)  Display collaboration in  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
participating group activity and thinking in group activity and thinking in group activity and different perspectives of the class;
discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the thinking in group activity and
different perspectives of the class; discussion;

Values (V)  Display and perform a sense of national unity and civic consciousness in all political activities in the society
 Display appreciation on the role and function of governance and government
II. CONTENT GOVERNMENT AND FORMS OF GOVERNMENT STATE AND NATION
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation

B. Activity The teacher will facilitate a The Teacher group the students Class Activity: ‘Made’ of the Class Activity: WordHUNT/WordSMITH
SYMPOSIUM where each group into 4 groups and let them Philippines
will have to discuss the discuss the following: Have the class coin the terms NATION and
government assigned to them STATE to which the term ‘country’ is
(MARCOS, C. AQUINO, RAMOS, 1. As to number of persons exercising Ask: What makes up the Philippines seemingly synonymous.
sovereign powers as a country?
MACAPAGAL-ARROYO, B.
a. Monarchy – power belongs to one (It could be thru jumbled letters or in the
AQUINO & DUTERTE) and the Most Possible responses:
person in which the supreme and final form of a game where letters are to be
kind of governance it practiced in  Territory provided to students grouped into two
the Philippines. authority is in the hands of as single
person, e.g. king, queen, empress,  People and race towards coining the terms in a
given time limit)
C. Analysis GUIDE QUESTIONS: without regard to the source of his  Leaders
election or nature or declaration of his  Filipinos
1. Is there a governance structure tenure.  Land
in place? Classifications:  Sea
2. If so, what it is? Does it work? i. Absolute Monarchy – which the
ruler rules by divine right; given by God; (Catapult from these responses that
How does it work? How it can be
e.g. Thailand, Saudi Arabia a country is a meaningful entity)
improved? ii. Limited Monarchy – which the
3. If not, what do you think might ruler rules in accordance with a
be needed constitution; e.g. England – Britain
b. Aristocracy – power is in the
hands of few people; which the political
power is exercised by a few privileged
class; also known as oligarchy
c. Democracy – which the political
power is exercised by the majority of
the people, or by the people itself.
Classifications:
i. Direct/Pure Democracy – which
the will of the state is formulated or
expressed directly through the people Group Work: Making Sense of the
ii. Indirect/Representative – Definitions
Republican
2. As to extent of powers exercised by Display the definitions of the terms STATE
a central or national government and NATION.
a. Unitary Gov’t – in which the control
of national and local affairs is exercised Lead the class in identifying the key
by the central/national gov’t; e.g. concepts underlying these definitions.
Philippine constitution (Discuss this key concepts)
b. Federal Gov’t – which the powers of
gov’t are divided between two sets of Guide Question
organs: one for national affairs and  Which do you think between a
local affairs (governors) nation and a state is cultural?
3. As to relationship between the political? functional? legal?
executive and the legislative branches psychological? Why?
of the gov’t
a. Parliamentary Gov’t – which the (The teacher should have pictures to serve
state caters upon the legislative the as buffer in the activity particularly on the
power to terminate the tenure of the following concepts: cultural, political,
office of the “real” executive functional, legal, and psychological.)
b. Presidential Gov’t – which the state
makes the executive constitutionally
 independent of the legislative as regard
his tenure
4. As to the number of tenure of the
officials
a. Hereditary
b. Elective/Popular
D. Abstraction GOVERNMENT is merely an The Teacher exemplify the Discuss the following: Lecture:
instrument for the purpose of discussion of the students and Origin of States:  Nation – is a group of people bound
governance while GOVERNANCE discuss the following:  Divine right theory – the state is together by certain characteristics such
is the exercise of political,  Government- agency through of divine creation and the ruler as common social origin, language,
economic, and administrative which the will of the state are is ordained by God to govern customs, and traditions, and who
authority to manage a nation’s formulated, expressed carried out. the people. believe that they are one and distinct
affairs.. Governance embraces all Kinds of Government  Necessity or force theory – from others
 De jure or Legitimate Government states must have been created  State – community of persons more or
of the methods--- good and bad
—established according to the through force, by some great less numerous, permanently occupying
----- the societies use to distribute warriors who imposed their will a definite portion of territory, having a
Constitution of the nation, lawfully
power and manage public upon the weak government of their own to which the
entitled to recognition and
resources and problems. supremacy and administration of  Paternalistic theory - attributes great body of inhabitants render
the nation. the origin of states to the obedience, and enjoying freedom from
 De factor or Illegitimate enlargement of the family which external control.
Government—maintains itself by a remained under the authority of
display of force against the will of the father or mother. By natural Nation State
the rightful legal government. stages, the family grew into a Ethnic concept Political concept
There are three kinds of de facto clan, then developed into a May or may not be Cannot be
government, to wit: by revolution, tribe which broadened into a controlled by controlled by other
secession and occupation. nation, and the nation became external control countries
 Government by Revolution— a state. (foreign countries) (external)
established an inhabitants who rise  Social contract theory – states One race only Consists of
in revolt against the deposed must have been formed by different races
legitimate regime. deliberate and voluntary
 Government by Secession— compact among the people to
established by the inhabitants of a form a society and organize
state who secede therefrom government for their common
without overthrowing its good. This theory justifies the
government. right of the people to revolt
 Government by Occupation— against a bad ruler.
established in the course of war by
invading forces of one belligerent
country in the territory of another
belligerent country.
Purpose and necessity of Government:
  Advancement of Public Welfare –
benefit of the people; protection of
society
 Consequence of absence – avoid
the access of government; fight
against disorder/anarchy (chaos)
E. Application Ask the students: Let the students analyze the 1.
following: 1. How does the origin of the state
What is the difference of differ to each other?
government and governance?  Japanese Imperial Army 2. Is state a political concept of
Why do you think that it is ethnic concept?
 US
necessary to differentiate between  Spanish Colonization
the two terms?  American Regime
How they differ to each other?
Processing Questions:
 What makes a nation different from
a state?
 How do these two concepts relate?

(At this point, the teacher guides the

students in distinguishing between a nation
and a state. Discuss the elements of a state
that distinguishes it from a nation.)

F. Assessment In a ½ cross-wise paper, the Analyze the form of government that Illustrate the concept and origin Create a Venn Diagram on the
students will have to illustrate a the Philippines has in terms of the of state that the Philippines has difference between Nation and State.
VENN DIAGRAM of government following: through a short play.
and governance.  As to number of persons
exercising sovereign powers
 As to extent of powers exercised
by a central or national
government
 As to relationship between the
executive and the legislative
branches of the gov’t
 As to the number of tenure of the
officials
G. Assignment Study the lesson for further Research about the State and Study the lesson further Study the lesson for further
understanding. Nation understanding. understanding and Research about
Political Ideologies.
V. REMARKS

VI. REFLECTION
o. No. of learners who earned 80% in the evaluation

p. No. of learners who require additional activities for

remediation
q. Did the remedial lessons work? No. of learners who
have caught up with the lesson
r. No. of learners who continue to require remediation

s. Which of my teaching strategies worked well? Why

did these work?
t. What difficulties did I encounter which my principal
or supervisor can help me solve?
u. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates November 18-22, 2019 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

politics and political science, governance, political ideologies, power, states, nations, and globalization
A. Content Standards
B. Performance
clearly identify a specific political phenomenon and how it can be studied
Standards
1. Identify the basic tenets of major political ideologies (i.e., liberalism, socialism, conservatism, etc.) HUMSS_PG12Ib-c-6
2. differentiate the political ideologies HUMSS_PG12Ib-c-7
C. Learning
3. examine the relationship between political ideologies and configurations of political communities HUMSS_PG12Ib-c-8
Competencies 4. critique ideas that have a direct impact on how we try to manage ourselves as a political community HUMSS_PG12Ib-c-9
5. analyze how political ideologies impact on the social and political life of Filipino HUMSS_PG12Ib-c-10
D. Objectives
 Knowledge (K)  Discuss the definition of Ideology;  Identify the definition of political  Differentiate anarchism ideology from  Distinguish liberalism ideology
ideology; absolutism ; from conservatism;

 Generate ideas in identifying the  Discuss the concept of political  Compare and contrast the two  Hypothesize the two political
Skills (S) characteristics of ideologies ideologies through group activity political ideologies through Semantic ideologies (liberalism and
through group activity; and oral recitation; web and group activity; conservatism) through timetable
 Formulate ideas in answering the and group activity;
activity;

Attitude (A)  Display collaboration in  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
participating group activity and thinking in group activity and thinking in group activity and different perspectives of the class;
discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Display and perform a sense of valuism and appreciation of the different Political Ideologies in the government
II. CONTENT UNDERSTANDING POLITICAL IDEOLOGIES (Anarchism, Absolutism, Liberalism, Conservatism, Socialism, Communism, Neoliberalism & Rationalism)
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
B. Activity Group Activity: “Kwentong-bahay” THINK-PAIR-SHARE Semantic Web Group Activity;

Divide the class by giving numbers Let the class find pair and think of the Group the students into two Let the students do a short play
to each student 1 to 5. Have each possible definition of the following: groups and make a semantic depicting the difference between the
student go to their group that has web on the following: two political ideologies:
 Political Ideology
his/ her number. All students with
 Different types of Ideologies
number 1 go to 1, etc. Ask the  Anarchism  Liberalism
students: How do your parents  Absolutism  Conservatism
manage your household? What
are the things you wish to change
C. Analysis the way your household is
managed? Select a volunteer to Reinforce the activity through the 1. How did you come-up with your
share their collaborated efforts. Guide Questions: follow up questions: play?
1. What is the difference 2. Do they differ to each other?
Ask : Ask the students, between the two? 3. Do you think that kind of political
1. What is ideology? 2. Are they interrelated to each ideology is existing today?
1. Compare the ideologies of
other? In what way? How?
your mother and father. 2. What are the different types of
2. 2. Given such experience ideologies?
from your parents, who
among them are you in
favor? Why?
D. Abstraction DISCUSS: The Teacher exemplify the Discuss the following: Lecture:
 Different of discussion of the students and
characteristics
ideologies. discuss the following: 1. Anarchism - The belief that the 1. Liberalism - A set of political beliefs
 Ideologies provide an explanation Understanding Political Ideologies best government is absolutely emphasizing individual rights and
for problems that confronts  Ideology - refers to a system no government. This ideology liberties
modern societies by providing of beliefs about how society argues that everything about 2. Conservatism - A set of political beliefs
futuristic visions should function, behave, and governments is repressive and based on preservation of customs and
 Ideology is action-oriented. operate therefore must be abolished traditions that define the character of a
 Ideologies mobilize a large  Political Ideology is a set of entirely.  society
number of people. related beliefs about political 2. Absolutism - The belief that a
theory and policy held by an single ruler should have control
individual, group of individuals over every aspect of the
or a particular social class. government and of the people’s
lives
 E. Application Activity: “One-sentence summary” Oral Recitation 2.
Summarize the definition of ideology 1. What is the role to the state by 1. How does anarchism
and political ideologies by doing “one- each political ideology? ideology formed?
sentence summary”. Students are 2. Can you see any pattern or trend 2. How does absolutism
asked to write a single summary among the five types of ideologies ideology differ to anarchism? “Compare and Contrast”
sentence that answers “(what and
regarding the role of the state? Have students describe different political
why” questions about the topic.
Possible answers: Ask: How would each ideology ideologies. Compare and generate list of
What: For me, ideology is the answer a question: Is the state a similarities. Contrast the objects and
thinking characteristic of an individual, means to an end, or is the state the generate a list of differences. Determine
group, or culture. end in itself? significant likenesses and differences of
Why: For me, Ideologies are political ideologies.
important because it provides an
explanation for problems that Political similarities differences
confronts modern societies by ideologies
providing futuristic visions.
 How do we acquire political
beliefs?
 How people will be affected
by these beliefs?
F. Assessment DYAD Jumbled Letters Venn Diagram
1. Ask the students to Create a Venn diagram on the
choose a partner and share what Students will be given set of jumbled anarchism and absolutism form
they understand with these words: letters and they will try to compose of political ideologies.
“To be clear: ideology is a belief the different ideologies from it.
system with an inadequate basis in
reality; religion is a belief system
with no basis, in reality, whatever.”
– Martin Amis.
G. Assignment Study the lesson for further Research about the different types Study the lesson further Research about Socialism and
understanding. of Political Ideologies understanding. Communism Ideologies

V. REMARKS

VI. REFLECTION
v. No. of learners who earned 80% in the evaluation

w. No. of learners who require additional activities for

remediation
x. Did the remedial lessons work? No. of learners who
have caught up with the lesson
y. No. of learners who continue to require remediation
z. Which of my teaching strategies worked well? Why
did these work?
aa. What difficulties did I encounter which my principal
or supervisor can help me solve?
bb. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates November 25-29, 2019 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

 politics and political science, governance, political ideologies, power, states, nations, and globalization
A. Content Standards
B. Performance
clearly identify a specific political phenomenon and how it can be studied
Standards
 assess how power is exercised in different situations HUMSS_PG12Id-14
 define nation and state HUMSS_PG12Ie-15
C. Learning
 differentiate nation from state HUMSS_PG12Ie-16
Competencies
 explain meanings of globalization HUMSS_PG12Ie-17
 evaluate how globalization influences nation-states HUMSS_PG12Ie-18
D. Objectives
Knowledge (K)  Identify and understand the  Define nation and its  Differentiate nation and state;  Explain the meaning of
inherent power of the state; characteristics; globalization;

 Generate ideas in analyzing each  Differentiate nation and state  Compare and contrast the nation  evaluate how globalization
Skills (S) of the characteristics and affairs through group activity; and state through W-diagram, T- influences nation-states through
of the inherent power of the state diagram and group activity; group activity;
through group activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Display and perform a sense of valuism and appreciation of the different function of power in the state and government.
II. CONTENT INHERENT POWER OF THE STATE NATION, STATE AND GLOBALIZATION
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation
Activity: Pick-tell: Jumbled pictures Review: Ask the following. Review: SONA (State or Nation, Arrange!
will be available at the teacher’s Review: Ask the following.
 table and each group will select a • What is power? • How should one  What is a nation? Let the students categorize each
representative to pick one and give exercise his/her power? • Who have  What is a state? concept written in meta-cards if it
them time to collaborate their ideas powers in the country? falls under the concept of nation or
in relation to inherent power of the state.
state. Example: Most Possible Responses: People,
 LICEPO RPOWRE Government Ask the following:
 NTENMIE IANMOD • What is the difference between a
 RPOWRE XAATOIN (Such responses are important nation and state? (Students may give
springboards to connect the concept words/phrases as answers. These
of power to the next topic on the can be organized in a Venn diagram
definition of state and nation) on the board).
• How are these two concepts
related?
B. Activity KWL Chart Activity: Class Activity: ‘Made’ of the Philippines Class Activity: Making Class Activity: LaraONE
Asks the students what they want Sense/Initializing…
to know, what they know and learn Have the students find the oneness
Ask: What makes up the Philippines as Ask the following processing between the images below.
using meta-strips in a form of
a country? questions:
words/phrases.
• What are the noticeable
KNOW WANT LEARN Most Possible responses: • Territory • differences mentioned in the
People • Leaders • Filipinos • Land •
acrostics? • How is nation
Sea
different from state? • How is
(Catapult from these responses that a nation related with state?
C. Analysis country is a meaningful entity)
: • What are the underlying (By this time, the students could already
characteristics distinguishing state easily grasp the next point of the lesson,
The Teacher organize and simplify from nation? Write key concepts which is to coin the word
the answer of the students and (significant terms). • Can nation be
GLOBALIZATION from jumbled letters.)
give follow up questions: state, vice versa?
Ask the students now; what concepts
they can associate with the term
1. What do you know on the
Globalization. (They should organize the
inherent power of the state?
2. What do you want to know to
discover on the inherent power
of the state?
3. What do you learn on the
inherent power of the state?
D. Abstraction WHAT’S ON YOUR MIND? (Group Group Work: Making Sense of the LECTURE: Group Work. KaWHOLEgan
Work) Definitions • Nation – is a group of
 The Teacher will handouts to the people bound together by certain Distribute copies of meanings of
students Display the definitions of the terms characteristics such as common globalization to each group. They will
 The Teacher will give each of the STATE and NATION. social origin, language, customs, brainstorm on the meaning and highlight its
inherent power of the State with and traditions, and who believe that keywords/s. (The teacher should ensure that
the same group and let them Lead the class in identifying the key they are one and distinct from such highlighted keyword be written on the
brainstorm on the kinds of concepts underlying these definitions. others board or in meta-cards posted on the board
inherent power of the state and (Discuss this key concepts) • State – community of so that synthesis of the given meanings
its constitutional limitations. persons more or less numerous, interpreted by each group will be facilitated
 After brainstorming, the Teacher Guide Question • Which do you think permanently occupying a definite smoothly.)
let the students pick 2 between a nation and a state is portion of territory, having a
representatives from the group to cultural? political? functional? legal? government of their own to which
present their output. psychological? Why? the great body of inhabitants render
CRITERIA: obedience, and enjoying freedom
Content 15 (The teacher should have pictures to from external control.
Delivery 10 serve as buffer in the activity
Coordination 5 particularly on the following concepts:
30 cultural, political, functional, legal, and
psychological.)
REINFORCE students’ group work
through discussion.

E. Application THINKING OUT LOUD (Students have to identify concepts 3. Making Sense
Analyze situations and scenario related to state and nation. They will Group Work: W-Diagram
related to each of the inherent power have to give their own definition of Ask the following:
of the state based on the lesson the concepts and later be Give the students meta-cards where  What is common among the given
discussed. associated with the definition of they will write concepts from the meanings? Why?
authorities as already discussed.) video clips regarding the differences  How would you define globalization
and similarities of a nation and a based on the following concepts?
state. Organize the concepts in a w-
What does learning about the diagram. (The teacher guides the class in arriving at
definition of nation and state the following synthesizing definition of
contribute in your well-being as a globalization)
student? Processing Questions:
• What makes a nation Globalization is a process of forging
different from a state? international political, economic, religious,
• How do these two and socio-cultural interconnections.
concepts relate?

(At this point, the teacher guides the

students in distinguishing between a
 nation and a state.
F. Assessment The Teacher assess students’ True or False) about the concepts Group Work: T-Diagram Group Work: ContraDICTIONARY
understanding through an discussed.
individual activity. a. A nation is political in nature. Justify the Philippines as a nation Each group conceives a consensual
1. A Building is on the verge of b. A nation is a community of and as a state using the T-diagram. definition of globalization based on their
collapse was ordered to be people. • A state is cultural in THE PHILIPPINES understanding. Have these written on manila
as a Nation as a State papers and posted on the board.
demolished. The owner nature.
objected thereto since the c. A state relates with the concept (Each group gives its approval and
demolition constitutes taking of government. disapproval of another group’s definition.)
w/out payment of just d. A nation is bounded by a
compensation. Is the common interest. Possible Statements:
contention of the owner  Globalization is the interconnection
correct? Answer Key: • False • True • False • of nation-states.
2. An ordinance was passed True • True  Globalization is concerned with the
requiring private cemeteries relationships of countries of the
to serve 6% of their total world.
areas for burial paupers. The
owners of the private
cemeteries demand payment
for just compensation
because the ordinance
sought to deprive them of
their property. However, the
city involved that such
ordinance was done in the
exercise of their police power
under general welfare
clause. Is the argument of
the city tenable?
G. Assignment Study the lesson for further Research about the NATION- Study the lesson further Research about the Pre-colonial
understanding. STATE understanding. Government

V. REMARKS

VI. REFLECTION
cc. No. of learners who earned 80% in the evaluation

dd. No. of learners who require additional activities for

remediation
ee. Did the remedial lessons work? No. of learners who
have caught up with the lesson
ff. No. of learners who continue to require remediation

gg. Which of my teaching strategies worked well? Why

did these work?
hh. What difficulties did I encounter which my principal
or supervisor can help me solve?
ii. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates December 9-13, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance
explain the roles of different political institutions
Standards
C. Learning 1. relate the evolution of Philippine politics and governance HUMSS_PG12If-g-19
Competencies 2. describe the different stages in the evolution of the Philippine politics and governance HUMSS_PG12If-g-20
3. analyze the evolution of Philippine HUMSS_PG12
 4. assess the effects of the colonial experience on Philippine politics and governance HUMSS_PG12If-g-22
5. appraise the influence of prior stages of Philippine political developments on contemporary Philippine politics HUMSS_PG12If-g-23
D. Objectives
Knowledge (K)  Identify the management, laws  Identify the laws, roles, and  Identify and recognize the reasons of  Define Malolos Constitution;
and warfare during pre-colonial government during Spanish Filipino revolts against Spanish
government; Colonization; Colonization;

 Compare and contrast pre-  Generate ideas in identifying the  Discuss the motives of Filipino  Evaluate how Filipinos drafted the
Skills (S) colonial government and today’s laws, roles, and government revolts against Spanish Colonization Malolos Constitution and form
government in the Philippines during Spanish Colonization through KWL chart and timeline the first Philippine Republic
through a group activity and oral through group activity and activity; through a group activity;
questioning; discussion;
Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Display and perform a sense of valuism in every historical scenario that had happened in the transition of democratic government in the Philippines
II. CONTENT HISTORICAL BACKGROUND OF THE DEMOCRATIC GOVERNMENT IN THE PHILIPPINES
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation
Activity: THINK PAIR-SHARE Review: Ask the following. Review:
 Let the students brainstorm Ask :
on the form of government • What is the difference between What were the factors What ignite the Filipinos to draft their
during pre-colonial era pre-colonial government and today’s drive the Filipinos to own Constitution to form a republic
government? revolt against Spanish form of government?
Colonization?
B. Activity Concept Mapping: Class Activity: Class Activity: KWL CHART Class Activity:

Let the students think of a word Group the students into 2 groups and Asks the students what they Let the class divide into two and give
C. Analysis /phrases that is in relation to pre- let them brainstorm on a certain topic want to know, what they know them a certain topic to brainstorm in 5-8
colonial government. during Spanish Colonization: minutes. Let the representative of the
and learn using meta-strips in a
form of words/phrases. group perform their output.
1. Government by the Spain
2. The Revolution of Filipinos KNOW WANT LEARN The Teacher will give the Criteria :

1. Does the pre-colonial a. What are the transformation brought 1. What type of government was
government have by the Spaniards in the government of established by the Malolos Constitution?
similarities/difference of our the Philippines? 2. Who drafted the Malolos
present barangay today? b. How did the colonialism transform Constitutions?
The Teacher organize and
2. Does the pre-colonial the politics and governance in the
Philippines during Spanish simplify the answer of the
government has a branches of
Colonization? students and give follow up
the government? questions:

1. What made Filipinos revolt

against Spanish Colonization?
2. Does Filipinos were
successful in revolting against
Spanish Colonization?
3. What are the revolts made by
the Filipinos?
D. Abstraction REINFORCE: Discuss: LECTURE: TALK:

 Pre-colonial Government  Spanish Colonial Government  Propaganda Movement  Malolos Constitution

 Datu  Katipunan  First Philippine Republic
 Maharlika  Tejeros Convention
 Timawa
 Slaves
 E. Application THINKING OUT LOUD Analyze the following: ROLE PLAY
The teacher asks the students Trace the Development of
about the similarities/difference of Nationhood from pre-colonial times DYAD activity: Make a timeline on Let the divide into and portray the scenarios
our present barangay to the pre- up to the Spanish Colonization. the chronological event happened happened in the following:
colonial barangays? during the Early revolts of the
Filipinos.  Malolos Constitution
PERIOD NATIONHOOD
How did politics and governance  First Philippine Republic
evolve in the Philippines?
The government of the Philippines
gradually evolved from the pre- Precolonial
colonial form (barangay) to our Roleplay Rubrics: (will be given by the
present form of government Teacher)

F. Assessment The Teacher assess students’ Spanish

understanding through an Colonial
individual activity. Period
3. What is the role of the Datu
in the pre-colonial
government? 1.How were the Filipinos
4. Does the Datu have an affected by the Spanish
advisory body in helping him colonialism ?
manage the barangay
affairs?
5. What is the role of the
maharlikas, timawa and
slaves in the barangay/
G. Assignment Study the lesson for further Research about the Early Revolts of Study the lesson further Research about American Regime
understanding. the Filipinos understanding.

V. REMARKS

VI. REFLECTION
jj. No. of learners who earned 80% in the evaluation

kk. No. of learners who require additional activities for

remediation
ll. Did the remedial lessons work? No. of learners who
have caught up with the lesson
mm. No. of learners who continue to require remediation

nn. Which of my teaching strategies worked well? Why

did these work?
oo. What difficulties did I encounter which my principal
or supervisor can help me solve?
pp. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
 Teaching Dates January 20-24, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance
explain the roles of different political institutions
Standards
1. discuss the roles and responsibilities of the Philippine Senate and the House of Representatives HUMSS_PG12Ii-27
C. Learning 2. assess the performance of the Philippine Congress HUMSS_PG12Ii-28
Competencies 3. appraise the impact of Congress’s performance on Philippine development HUMSS_PG12Ii-29
4. articulate a position or advocacy to a Philippine legislator through a formal correspondence HUMSS_PG12Ii-30
D. Objectives
Knowledge (K)  Identify and discuss the nature of  Discuss the possible  Identify and recognize the  Define bill from law;
Philippine laws; responsibilities of the Philippine qualification and functions of
Senate and the House of Philippine Senate and the House of
Representatives; Representatives
 Differentiate Philippine  Generate ideas in identifying some  Compare and contrast the  Evaluate how the Congress
Skills (S) Constitution from the Republic of the Philippine Senate and the qualification and function of Philippine authors bill to become a law
acts and laws enacted by House of Representatives in the Senate and the House of through Group activity;
Congress through group activity; country through an activity; Representatives through T-diagram
and group activity;
Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Perform and abide laws implemented by the Government

II. CONTENT ARTICLE VI, LEGISLATIVE BRANCH (1987 Philippine Constitution)
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
 Activity: THINK PAIR-SHARE Ask the following: Picture Analysis:
 Let the students brainstorm Divide the class into two groups and Ask:
on the form of government • Who is the Congressman in the let each group analysis a certain How a bill becomes a law?
during pre-colonial era first district of Bohol? picture.
Ask :
Does the function of a Senators
and House of Representatives in
the government are the same?
B. Activity Class Activity: Using a graphic organizer, give 5 THINKING OUT-LOUD KWL Chart Activity:
names of Senators and 2 Divide the class into two groups Asks the students what they want to
Congressmen that they know. and let them brainstorm the know, what they know and learn using
C. Analysis Divide in the class into 7 groups qualification and function of a meta-strips in a form of words/phrases.
and let them define and discuss senator and house of
 Cite some possible function of KNOW WANT LEARN
the following: representatives into 10 minutes.
senators and Congressman
 Administrative Law Then, let them choose 3
 Civil Service Law representatives to present their
 Civil Law output in the span of 5 minutes.
 Commercial Law
 Criminal Law Group 1- Qualifications
 Taxation Law Group 2 Roles/Functions Question:
 Labor Law How a bill becomes a law?

1. Does the Constitution and Criteria: Content 15, Delivery&

Republic Act differ each Organization 10, Coordination 5
other?
D. Abstraction REINFORCE: Discuss: LECTURE: TALK:
 Constitution
 Republic Act  Introduction to the Philippine  Legislative Branch  Process on Bill becomes Law
 Administrative Law Congress
 Civil Service Law
 Civil Law
 Commercial Law
 Criminal Law
 Taxation Law
 Labor Law
E. Application THINKING OUT LOUD Open Letter: The Teacher assess student’s Concept Mapping:
understanding by asking the
 What are the various laws Group students by three’s. Each group following: Let the class create a concept map on the
enacted by the Congress? will construct a letter addressed to their 1. What is the main role or function process of how bill becomes a law.
 How respective Congressman to air a of the Congress?
 particular concern. 2. Does the Congress perform
significant roles and function in the
government?
2. How does the Philippine Roleplay Rubrics: (will be given by the
Congress become a bicameral Teacher)
F. Assessment
aspect?
1.
1. Is there a need to assess the T-Diagram Activity: ESSAY WRITING:
performance of the Congress? Justify the similarities and
Why? differences of the Congress using  How does the legislative process
Pen-Paper Test 10 items the T-diagram. ensure the validity of laws?
THE PHILIPPINES
 How do branches of government
as a as a
Senator House of work together in the creation of
Represent laws?
ative

H. Assignment Study the lesson for further Research about the functions and Study the lesson further Research about
understanding. qualification of the Congress understanding.
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation

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?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head
 DAILY Dr. Cecilio Putong National Grade Level & Section
School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates January 13-17, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance
explain the roles of different political institutions
Standards
1. explain the roles and powers of the Philippine president HUMSS_PG12Ih-24
C. Learning
2. analyze how contemporary Philippine presidents exercised their powers HUMSS_PG12Ih-25
Competencies 3. critique the Philippine presidents’ exercise of power HUMSS_PG12Ih-26
D. Objectives
Knowledge (K)  Recognize the qualification of the  Identify the different ministerial  Describe the different function of the  Describe how Presidents
presidency and successors in the power of the Executive branch of department or offices that serves as exercises their executive power;
position; the government ; the members of the cabinet;

 Discuss the qualification of the  Generate ideas in identifying the  Compare and contrast the different  Evaluate how Presidents
Skills (S) presidency and successors in the different ministerial power of the function of the department or offices exercises their executive power
position through graphic Executive branch of the that serves as the members of the through group activity and data
organizer and group activity; government through an activity; cabinet; retrieval activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Display a sense of appreciation on the power of the President as the head of the State
II. CONTENT ARTICLE VII, EXECUTIVE BRANCH (1987 Philippine Constitution)
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla
IV. PROCEDURES
A. Introductory Activity  Prayer  Prayer  Prayer  Prayer
 Greetings  Greetings  Greetings  Greetings
 Recapitulation  Recapitulation  Recapitulation  Recapitulation
Activity: THINK PAIR-SHARE Ask the following: Ask :
 What do you think are the What do you think are the Ask:
qualification of the Philippine department of offices that serves How will the president exercise their
president? as the members of the cabinet? power?
B. Activity Group Activity: THINKING OUT-LOUD SMALL GROUP DISCUSSION Mix and Match
 Divide the class into three
Divide the class into two groups. Divide the class into 5 groups and The students will be shown “taglines” and the
groups and assign them 7 students will tell during whose tenure as President
C. Analysis Using a graphic organizer, give 5 let them define and discuss the department/offices that the tagline corresponds to.
possible qualifications in running for a following:
serves as the members of 1. “ERAP Para sa Mahirap” (Joseph Estrada)
Presidency and discuss it. 2. “ Strong Republic”(Gloria Macapagal-Arroyo)
the cabinet to brainstorm its
 Executive Order functions. 3. “Daang Matuwid” (Benigno Aquino III)
4. “Oplan Tokhang” (Rodrigo Duterte)
 Presidential Decree
 Administrative Order
 Proclamation
 Military Power

D. Abstraction Discuss: LECTURE: LECTURE: TALK:

 Qualification to become a  Executive Branch  Cabinet of the  Government of Estrada to the

President Philippines Rodrigo “Roa” Duterte
 E. Application Concept Map
( Qualification of the President) What is the role of the Cabinet in
ESSAY WRITING: governance?
. How does each of the Data Retrieval Sheet.
1. If you were the President, which department/offices perform its The student will be asked to fill-in a DRS which
among the given powers will you function? illustrates the Programs and Issues and
prioritize? Controversies during the incumbency of the said
. .
Qualificati
on of the
Pesident president.
President Program Issues and
Controversies
. Joseph
Estrada
F. Assessment Gloria
Macapagal
Arroyo
Benigno
Aquino III
Rodrigo Roa
Pen-Paper Test 10 items Duterte

Tag board Game ESSAY WRITING:

How will the president can properly
utilize the power given to him? The class is divide into two groups  “What are your views on the
and do the tag board game in Oplan Tokhang?”
identifying the function s of each
department or offices that serves as
 Different presidents have their
the members of the cabinet;
own ways of exercising their
powers.
H. Assignment Study the lesson for further Research about the functions of the Study the lesson further Research about Legislative Branch
understanding. different department of the Cabinet understanding.
V. REMARKS
VI. REFLECTION
h. No. of learners who earned 80% in the evaluation

i. No. of learners who require additional activities for

remediation
j. Did the remedial lessons work? No. of learners who have
caught up with the lesson
k. No. of learners who continue to require remediation

l. Which of my teaching strategies worked well? Why did these

work?
m. What difficulties did I encounter which my principal or
supervisor can help me solve?
n. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by: Checked by:
Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates January 6-10, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance
explain the roles of different political institutions
Standards
1. explain the roles and powers of the Philippine president HUMSS_PG12Ih-24
C. Learning
2. analyze how contemporary Philippine presidents exercised their powers HUMSS_PG12Ih-25
Competencies 3. critique the Philippine presidents’ exercise of power HUMSS_PG12Ih-26
D. Objectives
Knowledge (K)  Define Constitution;  Identify the different kinds of
Constitutional Rights;

 Discuss Constitution and its  Generate ideas in identifying the

Skills (S) essential parts through group different kinds of Constitutional
activity; Rights through an activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical
thinking in participating group thinking in group activity and
activity and discussion; discussion;
 Show willingness to listen the
different perspectives of the class;
Values (V) Display and perform the laws have been implemented in the Government
II. CONTENT 1987 Philippine Constitution
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity  Prayer  Prayer
 Greetings  Greetings
 Recapitulation  Recapitulation
Activity: THINK PAIR-SHARE Ask the following:
 What is the highest law of the What are the Constitutional Rights
land? of every Filipino citizen?

B. Activity Group Activity: THINKING OUT-LOUD

Divide the class into two groups. Divide the class into 5 groups and
C. Analysis Using a graphic organizer, give 5 let them define and discuss the
possible kinds of Constitution following:

 Political Rights
 Civil Rights
 Social and Economic Rights
 Rights of an Accused

D. Abstraction Discuss: LECTURE:

 Constitution  Constitutional Rights

 Essential parts of
Constitution

E. Application THINKING OUT LOUD CASE STUDY:

1. Can a Constitution exist even
 Divide the class into two groups. Give without the Preamble? If the
them the essential parts of the answer is yes, then why did the
Constitution and let them identify the framers of the Constitution
corresponding articles and sections include the Preamble in the
that belong to the category. 1987 Philippine Constitution?
2. Is the provision defining the
territory of the Philippines an
F. Assessment essential part of the
Constitution?

Pen-Paper Test 10 items

H. Assignment Study the lesson for further Research about the functions of the
understanding. President
V. REMARKS
VI. REFLECTION
o. No. of learners who earned 80% in the evaluation

p. No. of learners who require additional activities for

remediation
q. Did the remedial lessons work? No. of learners who have
caught up with the lesson
r. No. of learners who continue to require remediation

s. Which of my teaching strategies worked well? Why did these

work?
t. What difficulties did I encounter which my principal or
supervisor can help me solve?
u. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head
 DAILY Dr. Cecilio Putong National Grade Level & Section
School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates January 27-31, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance Standards explain the roles of different political institutions
1. identify the roles and responsibilities of the Philippine Judiciary HUMSS_PG12Ij-31
C. Learning Competencies 2. discuss how the Judiciary exercises political neutrality and fairness HUMSS_PG12Ij-32
3. Evaluate the performance of the Philippine Judiciary as a dispenser of justice and a protector of constitutional safeguards to freedom HUMSS_PG12Ij-33
D. Objectives
Knowledge (K)  Identify the three branches of the  Recognize the scope of the judicial  Identify and recognize the  Define bill from law;
government ; power of the government; qualification and functions of
Philippine Senate and the House of
Representatives
 Discuss and interpret the three  Generate ideas in identifying the  Compare and contrast fairness and  Evaluate how the Congress
Skills (S) branches of the government scope of the judicial power in the equality through Venn diagram and authors bill to become a law
through group activity; government through an activity; group activity; through Group activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Perform and abide laws implemented by the Government

II. CONTENT ARTICLE VIII, JUDICIAL BRANCH (1987 Philippine Constitution)
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
Ask the following:
• What do you mean by judicial
branch of the government?
B. Activity Class Activity: Collaborative Activity Picture Analysis Group Activity:
- Fill in the BOX - The student will interpret the picture
with the aid of guide questions. Group the students into two groups and
The student will be divided into 5 group with
C. Analysis Divide in the class into 3 groups and 3 members each. They are task to write on let them brainstorm the flow chart of the
let them discuss and interpret the the manila paper their ideas about the 3 Court of the Philippines.
graphic organizer. scopes of judicial power following the
format given below.

Executive
Executive
1. What is the highest court of the land?
2. What court that hear cases on the
Adjudicatory issues face by the public officials?
Philippine
Philippine
Goverment
Goverment
1.) What are the symbolisms
that are evident in the
Judiciary
Judiciary Legislative
Legislative
Judicial Review sculpture? What do they
represent?
2.) How do these symbols
What is the relationship of the 3 branches
of the Philippine Government as shown in illustrate the meaning of
the graphic organizer? “equal justice and law”?
Incidental

They will be posting the output on board

and the class will critic the work of their
classmates.
EQUALITY FAIRNESS
D. Abstraction REINFORCE: Discuss: LECTURE: TALK:
 Branches of the Government
 Scope of judicial powers  Judicial Branch  Flow chart of the Court of the
 Adjudicatory Philippines
 Power of Judicial Review
 Incidental Power
E. Application How does the judiciary check the other Concept Map Concept Mapping:
branches of the government? “Injustice in my society”
THINKING OUT LOUD AND Let the class create a concept map on the
PICTURE ANALYSIS The Judiciary settles disputes and has The students will give examples of highest and lowest court of the Philippines.
the power to mediate conflicts between injustices that they have experience
the other branches of the government. or seen firsthand in their own
The student will be presented with the community.
picture of President Rodrigo Duterte,
Senator Leila De Lima and Chief How do you feel about the people
Justice Maria Lourdes Sereno. that have been deprived of justice?
F. Assessment
 What are the issues or cases
that are attributed to the Essay ESSAY
personalities in the pictures Using a VENN DIAGRAM compare
shown? As a SHS Student how can you show and contrast Equality and Fairness In your opinion what changes in the legal
 How does the three that you value virtue justice in your day system must be initiated to improve the
branches of the government today life? Cite at least 2-3 example. effectiveness and efficiency of our judicial
perform the system of system.
checks and balances?
( rubrics for essay )

H. Assignment Study the lesson for further Research about the functions and Study the lesson further Research about Election and Political
understanding. qualification of the Judicial Branch understanding. Parties
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation

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?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates January 27-31, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance
A. Content Standards
B. Performance Standards explain the roles of different political institutions
1. identify the roles and responsibilities of the Philippine Judiciary HUMSS_PG12Ij-31
C. Learning Competencies 2. discuss how the Judiciary exercises political neutrality and fairness HUMSS_PG12Ij-32
3. Evaluate the performance of the Philippine Judiciary as a dispenser of justice and a protector of constitutional safeguards to freedom HUMSS_PG12Ij-33
D. Objectives
Knowledge (K)  Identify the three branches of the  Recognize the scope of the judicial  Identify and recognize the  Define bill from law;
government ; power of the government; qualification and functions of
Philippine Senate and the House of
Representatives
 Discuss and interpret the three  Generate ideas in identifying the  Compare and contrast fairness and  Evaluate how the Congress
Skills (S) branches of the government scope of the judicial power in the equality through Venn diagram and authors bill to become a law
through group activity; government through an activity; group activity; through Group activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; discussion;
 different perspectives of the class;
Values (V) Perform and abide laws implemented by the Government
II. CONTENT ARTICLE VIII, JUDICIAL BRANCH (1987 Philippine Constitution)
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
Ask the following:
• What do you mean by judicial
branch of the government?
B. Activity Class Activity: Collaborative Activity Picture Analysis Group Activity:
- Fill in the BOX - The student will interpret the picture
with the aid of guide questions. Group the students into two groups and
The student will be divided into 5 group with
C. Analysis Divide in the class into 3 groups and 3 members each. They are task to write on let them brainstorm the flow chart of the
let them discuss and interpret the the manila paper their ideas about the 3 Court of the Philippines.
graphic organizer. scopes of judicial power following the
format given below.

Executive
Executive
1. What is the highest court of the land?
2. What court that hear cases on the
Adjudicatory issues face by the public officials?
Philippine
Philippine
Goverment
Goverment
3.) What are the symbolisms
that are evident in the
Judiciary
Judiciary Legislative
Legislative
Judicial Review sculpture? What do they
represent?
4.) How do these symbols
What is the relationship of the 3 branches
of the Philippine Government as shown in illustrate the meaning of
the graphic organizer? “equal justice and law”?
Incidental

EQUALITY FAIRNESS
 They will be posting the output on board
and the class will critic the work of their
classmates.
D. Abstraction REINFORCE: Discuss: LECTURE: TALK:
 Branches of the Government
Scope of judicial powers  Judicial Branch  Flow chart of the Court of the
 Adjudicatory Philippines
 Power of Judicial Review
 Incidental Power
E. Application THINKING OUT LOUD AND How does the judiciary check the other Concept Map Concept Mapping:
PICTURE ANALYSIS branches of the government? “Injustice in my society”
Let the class create a concept map on the
The Judiciary settles disputes and has The students will give examples of highest and lowest court of the Philippines.
The student will be presented with the the power to mediate conflicts between injustices that they have experience
picture of President Rodrigo Duterte, the other branches of the government. or seen firsthand in their own
Senator Leila De Lima and Chief community.
Justice Maria Lourdes Sereno.
How do you feel about the people
 What are the issues or cases that have been deprived of justice?
F. Assessment that are attributed to the
personalities in the pictures Essay ESSAY
shown? Using a VENN DIAGRAM compare
 How does the three As a SHS Student how can you show and contrast Equality and Fairness In your opinion what changes in the legal
branches of the government that you value virtue justice in your day system must be initiated to improve the
perform the system of today life? Cite at least 2-3 example. effectiveness and efficiency of our judicial
checks and balances? system.

( rubrics for essay )

H. Assignment Study the lesson for further Research about the functions and Study the lesson further Research about Election and Political
understanding. qualification of the Judicial Branch understanding. Parties
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation

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?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates February 3-7, 2020 Quarter First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

elections and political parties and civil society and social movements
A. Content Standards
B. Performance Standards analyze the interactions between state and society
1. describe the nature of elections and political parties in the Philippines HUMSS_PG12IIc-d-6
2. identify the types of electoral systems HUMSS_PG12IIc-d-7
C. Learning Competencies 3. assess the implications of the type of electoral systems on politics and governance HUMSS_PG12IIc-d-8
4. analyze the nature of elections and political parties in the Philippines HUMSS_PG12IIc-d-9
D. Objectives
Knowledge (K)  Identify the types of Election  Recognize the scope of the  Identify and recognize the process of  Define party-list and political
process and its electoral system electoral process; the conducting an election and other system in the Philippines;;
practice in the Philippines; related electoral events;

 Discuss the qualification of the  Generate ideas in identifying the  Discuss and interpret the conduct of  Evaluate how the party-list and
Skills (S) voters and organization in the scope of the electoral process elections and other related electoral political system in the Philippines
Philippines that closely watch the through group activity;; events through group activity; work as a mechanism to help a
entire election through group candidates win an election
activity; through group activity ;
Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show willingness to listen the
thinking in participating group thinking in group activity and thinking in group activity and different perspectives of the class;
activity and discussion; discussion; discussion;  Display collaboration and critical
 Show willingness to listen the  Show willingness to listen the thinking in group activity and
different perspectives of the class; different perspectives of the class; discussion;

Values (V) Perform properly the right to exercise to vote in an election

II. CONTENT ELECTIONS IN THE PHILIPPINES
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla

IV. PROCEDURES
A. Introductory Activity • Prayer • Prayer  Prayer  Prayer
• Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
Ask the following:
Video clips: • What is an electoral process? What are the process in What is party-list?
What can you say on the video? conducting an election?

B. Activity WORD ASSOCIATE Group Activity: 4pics One Word

Creative Activity: What words are associated to election? Use each of the following words in a
Directions; sentence. Procedure :
1. The learners would write words
C. Analysis Group the students into 6 groups  Dictatorial
on the board associated to election.
and assign them a certain topic to  Regime 1. Four pictures will be shown by the
 Legitimacy teacher so as to arrive on a single term.
discuss and present it in a creative
way.  Incumbent
 Balloting
Group 1-Types of Election  Suffrage
Group 2- Common Practices How does these connect and give meaning
Group 3-Omnibus Election Code to an election? 1. How does political parties in the
Group 4- Organization Philippines evolved based on history?
Group 5- Voters 2. What is Party-List System in the
Group 6-Absentee Philippines?

Criteria for Rating:

 Content 20
 Delivery 15
 Organization and Creativity10
 Coordination 5
D. Abstraction REINFORCE: Discuss: LECTURE: TALK:
 The Teacher will give
additional information on the  Electoral Process  Conduct of Elections  Power Point Presentation of the
 Topic and Other Electoral nature of elections and political
Events parties in the context of the
Philippines

E. Application THINKING OUT LOUD True or False: Matching Type

What are the advantages and Direction: Write T if the statement is Direction: Match Column A from Column B. Write
 Why do we need elections? disadvantages of each electoral system? TRUE and Write F if the statement is your answer on the given space before each
 Why voting is an important How do you choose your leaders in terms FALSE. Please do write your answer on number.
of: the given space before each number. Column A Column B
responsibility of citizenship?
a. Personal Characteristics (e.g. _____ 1. Special Election is done or ___1. Political Party a. Malolos Congress
 How does an election conducted to select normally through ___2.Emilio Aguinaldo b. LAKAS-NUCD
Age, Sex, Civil Status)
important for a democratic & b. Educational Background balloting. ___3. American Colonial Period c. LDP
republican country? _____ 2. The acronym AFP stands for ___4. Ferdinand Marcos d. SAKDAL PARTY
 How do you choose a ARMED FORCES OF THE ___5. Fidel Ramos e. KBL
candidate you vote for? PHILIPPINES. ___6. Joseph Estrada f. NPC
F. Assessment A. List down the possible _____ 3. R.A No. 8536 was created ___7. Corazon Aquino g. majority of the
disqualification of the following: List down the ways that an authorizing COMELEC to use an cities & provinces
electoral process can affect the automated election system. ___8. Eduardo Cojuangco h. organized group
 Voters _____ 4. Snap Election is the process of citizens
 Absentee election.
by which voters in a country select the ___9. Benigno Ramos I. majority of the
B. List down the significance of officials who will exercise the powers of regions
the Omnibus Election Code. government. ___10. National Party j. LAMMP
_____ 5. Every Filipino should be 18 k. Federal Party
years old or above on the day of KEY TO CORRECTIION:
election to exercise their right to vote. 1. h 6. J
_____ 6. A certain Filipino voter can 2. a 7. C
participate on the day of the election 3. k 8. F
though they are not included on the 4. e 9. D
registered master list of COMELEC.
_____ 7. Barangay is the smallest unit 5. b 10. I
of the government.
_____ 8. COMELEC is composed of a
Chairman and six Commissioners who
are natural-born citizens of the
Philippines.
_____ 9. The Chairman and
Commissioners of COMELEC is
appointed by the Supreme Court.
_____ 10. The 2016 election was the
first national election that utilized an
automated election system.
 KEY TO CORRECTION:
1. T
2. T
3. F-R.A. 8436
4. F-Election
5. T
6. F-Registered Voter of COMELEC
7. T
8. T
9. F- President
10.F-2010
H. Assignment Study the lesson for further Research about the conduct of Study the lesson further Research about Citizenship
understanding. elections and other related electoral understanding.
events
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation

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?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head
 DAILY Dr. Cecilio Putong National Grade Level & Section
School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates February 10-14, 2020 Quarter Second

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

elections and political parties and civil society and social movements
A. Content Standards
B. Performance Standards analyze the interactions between state and society
1. discuss the concepts of civil society and social movements HUMSS_PG12IIe-10
C. Learning Competencies 2. explain the contributions of civil society organizations and social movements to Philippine democracy HUMSS_PG12IIe-11
3. evaluate the role of civil society organizations and social movements HUMSS_PG12IIe-12
D. Objectives
Knowledge (K)  Differentiate state and non-state  Identify the different civil society  Identify and recognize the social  Identify on what is being ask on
actors; organizations; movements in the society; every question ;

 Discuss the role and function of  Generate ideas in identifying the  Discuss the function of the social  Evaluate how each statement
Skills (S) the civil society and non- different function of the civil society movement in the society through contemplates on each answers
governmental organizations organizations through group group activity and role play; on the questions ;
through group activity; activity;

Attitude (A)  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical  Show honesty in answering the
thinking in participating group thinking in group activity and thinking in group activity and Summative Test;
activity and discussion; discussion; discussion;
 Show willingness to listen the  Show willingness to listen the
different perspectives of the class; different perspectives of the class;

Values (V) Display and perform a sense of valuism on the different civil society organizations that influence the political condition in the country.
II. CONTENT CIVIL SOCIETY AND SOCIAL MOVEMENTS
III. LEARNING  Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
RESOURCES  Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla
IV. PROCEDURES
A. • Prayer • Prayer  Prayer SUMMATIVE TEST IN PHILIPPINE
B. Introductory Activity • Greetings • Greetings  Greetings POLITICS AND GOVERNANCE
• Recapitulation • Recapitulation Prepared by: Jerlyn Mae S. Quiliope
 Recapitulation
Ask the following: Directions: Select the letter of the item that
What is civil society? What is the difference between state best completes each statement or answers
and non-state actors? each question. Write only the letter of your
correct answer.
"PICTELL AND JUMBLED WORDS" 1. Should there be a vacancy of the office
C. Activity "Mix and Match”
Directions: of the vice president; the president of
Tell the students to brainstorm all Directions:
1. Present an image/picture to the class the Philippines is required by
of the institutions, organizations, and ask the students to connect the picture 1. Present to the class a certain
D. Analysis and individuals that influence their Constitution to_____?
to the jumbled words image of the different person/s or
lives and the lives of people in their 2. Ask the student to describe the words A. Nominate a replacement with
groups
community. Record this list on the given the concurrence of Committee
2. Match the image/picture to the
board. on Appointments
role/words /description being
B. Replace the V-President with
given.
Criteria for Rating: the senate President
 Content 20 C. Hold a special election for V-
 Delivery 15 Pres.
 Organization and Creativity10 D. Hold both office of Pres. & V-
 Coordination 5 Pres.
2. The term of the president of the PH
E. Abstraction REINFORCE: Discuss: LECTURE: starts at?
 The Teacher will give
A. 0800H of the 30th day of June
additional information on the  Civil Society  Social Movements
Topic after election
B. Noon of the 30th day of June
after the election
F. Application Reflection: Why the existence of civil Reflection: What are some of the "Role Play about the Role of Civil
society and social movement is challenges that civil society Society Organizations and Social C. 1000H of the 30th day of June
inevitably necessary in our country? organizations face when a reformist Movements" after the election
leader is elected? D. Either a or b
3. In cases of the death, disability or
According to the United Nations resignation of the President, V-Pres.,
Civil society defined as the "third Senate Pres. & Speaker of House of the
sector" along with government and Directions:
Representatives, the Congress of the
 businesses, a non-state , not-for-profit 1.Divide the class into four groups. PH is mandated to______?
G. Assessment , voluntary organizations formed by 2. Create scenes wherein you can A. Enact a calling for a special
people and the social sphere. Essay Writing: describe the role of Civil Society election
Organizations and Social B. Make a Chief Justice to take
1. How do non-governmental Movements.
See attached file for the rubrics over the position of the
organizations complement
President
government policies and action?
Cite an example. C. Make majority leader of the
Senate take over the position
D. Have a snap election
immediately after the vacancy

4. The Lower Chamber of the Congress of

the Philippines is known by what name?
A. House of Representatives
B. Senate C.
National Assembly D. All of
the above
5. A Member of either house of Congress
may be expelled by their fellow
Members. For a Member to be expelled,
how much of the total number of
Members of a house must concur with
the expulsion?
A. Three fourths
B. . Majority C. One third
D. Two third
6. In the event that both the President and
Vice President are removed from office,
who will act as President in the
Philippines?
A. Speaker of the House of
Representatives
B. . Senate President C. Chief
Justice of Supreme Court D.
All of the above
7. One of the functions of the government
is to enter into treaties and agreements
with the governments of other states.
However, such agreements will only be
valid and effective when the
concurrence of a specific government
 entity has been given. Name this
government entity.
A. Senate B. Cabinet
C. Department of Foreign
affairsD. All of the above
8. If a President wishes to veto a bill,
he/she must communicate it within a
certain span of time, otherwise the bill
will become a law. How long is this span
of time?
A. 30 days B. 40 days
C. 100 days D. 45
days
9.  How many Associate Justices comprise
the Supreme Court?
A. 12 B. 14
C. 16 D.18
10. The qualifications for an individual to
become the President of the Philippines
are outlined in the Article VII, Sec. 2 of
the 1987 Constitution. According to the
Constitution, an individual may become
President provided he meets the
following criteria: EXCEPT,
A. He must be 39 years of age @
the day of the election
B. He must be a natural born
Filipino
C. He must be able to read & write
D. He must have resided for at
least two years in the PH
before the election is held
11. The Judicial Power rests with the
______?
A. Ombudsman
C. Supreme Court only
B. Court of Appeal
D. Supreme Court & the
 lower courts

I. Assignment Study the lesson for further Research on the positive impact of Study the lesson further Research about Citizenship
understanding. Civil Society (NG0's) in building understanding.
peace in the Philippines. Support
with pictures and news articles or
stories.
V. REMARKS
VI. REFLECTION
h. No. of learners who earned 80% in the evaluation

i. No. of learners who require additional activities for

remediation
j. Did the remedial lessons work? No. of learners who have
caught up with the lesson
k. No. of learners who continue to require remediation

l. Which of my teaching strategies worked well? Why did these

work?
m. What difficulties did I encounter which my principal or
supervisor can help me solve?
n. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head

DAILY Dr. Cecilio Putong National Grade Level & Section

School High School 11-HUMSS A, B, C
LESSON LOG
Subject Teacher Jerlyn Mae S. Quiliope Learning Area Philippine Politics and Governance
Teaching Dates February 17-21, 2020 Quarter Second

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content Standards citizenship
B. Performance Standards propose a project on political engagement and youth empowerment
1. explain citizenship HUMSS_PG12IId-13
C. Learning Competencies 2. assess the various avenues for citizen participation HUMSS_PG12IId-14
3. illustrate the value of citizenship HUMSS_PG12IId-15
D. Objectives
Knowledge (K)  Identify and recognize the  Exemplify various avenues of  Identify the importance of a good  Classify the disqualification from
process to be a naturalize Filipino citizenship participation in the citizenship; being naturalized Filipino citizen;
citizen, citizen in the Philippines, society;
the process to acquire and loss
the citizenship;
 Differentiate the natural born  Generate ideas on the various  Demonstrate the importance of a  Evaluate the effects of the
Skills (S) Filipino citizen and a naturalize avenues of citizenship participation good citizenship through festival of disqualification from being a
Filipino citizen through group through role play and group talents and group activity; naturalized Filipino citizen through
activity; activity; activity;

Attitude (A)  Show honest in answering the  Display collaboration and critical  Display collaboration and critical  Display collaboration and critical
pre-test and post-test; thinking in group activity and thinking in group activity and thinking in participating group
 Display collaboration and critical discussion; discussion; activity and discussion;
thinking in participating group  Show willingness to listen the  Show willingness to listen the
activity and discussion; different perspectives of the class; different perspectives of the class;

Values (V) Display and perform a sense of patriotism and nationalism in exercising its citizenship through actions that uphold common good and promote the interests of
the state.
II. CONTENT CITIZENSHIP (ARTICLE IV)
 Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma
III. LEARNING
 Politics, Governance and Government with Philippine Constitution by Roman Dannug and Marlo B. Campanilla
RESOURCES
 Philippine Politics and Government by: Lito Penaflor and Karyl O. Penaflor

IV. PROCEDURES
• Prayer • Prayer  Prayer  Prayer
A. Introductory Activity • Greetings • Greetings  Greetings  Greetings
• Recapitulation • Recapitulation  Recapitulation  Recapitulation
 Ask the following:
PRE-TEST What ae the various avenues of
citizen participation in the society?

B. Activity POST AND TELL "Word Hunt" "My Favorites" PICK AND TELL
Divide the class into 2 groups. Provide With the same group, students
Group the students into 4 groups each group an acrostic of the word will list down their favorite stuff in Group the students into 4 groups and let
C. Analysis and let them analyze the words PARTICIPATION. The teacher will give them pick and analyze the words written
a manila paper using below
written on the manila paper strips definition and students will form the on the manila paper strips for 5-8
word in front of the class. pattern.
for 5-8 minutes. Then, a minutes. Then, a representative will post
1. PART. One of the piece, section,
representative will post their strips etc... That make or form something. their strips on the board and discuss it
on the board and discuss it into 3- 2. ACTION. The manner or method of into 3-5 minutes.
5 minutes. performing.
3. PACT. Formal agreement between 2
countries, people, or groups to help Based from the given answers,
Criteria for Rating: each other or to stop fighting. Criteria for Rating:
4. APART. Separated by an amount of categorize items from FOREIGN
 Content 10  Content 10
space. or LOCAL.
 Organization & Explanation 10  Organization & Explanation 10
5. PATRIOT. A person who loves and Ask:
strongly support or fights for his/her What is dominant?
country. Say: Let them realize that
patronizing foreign products
does not value citizenship.
D. Abstraction REINFORCE: Discuss: LECTURE: Reinforce:
 The Teacher will give  importance of a good
additional information on the  "The Various Avenues of citizenship  Disqualification of Naturalized
Topic Citizen Participation" Filipino Citizen

E. Application Reflection: Reflection: "Being a student, Is it  How is citizens defined by

important to participate in the different "Identify a particular activity that Philippine law?
 What is the essence of activities held in the community?" you wish to engage in your  Why it is important for the state to
knowing your citizenship? barangay, explain why?" allow a natural-born Filipinos to
 Is citizenship important to a reacquire their Filipino citizenship?
person? Why?
 How can a person exercises
citizenship in daily life?
 F. Assessment Identify the following statement if it is Show a scenario of different citizen's
TRUE OR FALSE. Write True if the participation. The group leader will Tableau Activity:
statement is correct, otherwise False explain the scene that was portrayed.
if it is not and underline the word that All students participated will get 10 Show a scenario of a different
make the statement wrong. points. disqualification of a naturalized Filipino
citizen and its effects.
1. Under the 1935 Philippine
Constitution, a person born to a
Filipino mother and a foreigner
father acquires the latter’s
citizenship automatically.
2. Only natural born Filipino citizens "Festival of Talents"
may seek public office in all three Form 4 groups according to
branches of the government preferred talent. Each group will
3. A foreigner may also petition for a prepare a presentation about the
Filipino citizenship through the value of citizenship thru Role
process of naturalization. playing, Poem Composition, Poster
4. Citizenship is a political Making and Slogan making. Present
membership to a political entity a rubric Creativity - 10
such as state. Group Participation - 10
5. Jus Soli is acquiring citizenship Organization of Ideas - 10
by a virtue of blood relationship. Total - 30
6. Jus Sanguines is acquiring
citizenship by a virtue of place of
birth.
7. Citizenship may be lost or
reacquired in the manner
provided by law.
8. Natural born Filipino citizenship
having been acquired to perform
any act to acquire Philippine
citizenship.
9. Loss of Citizenship is by
expressing renunciation of
citizenship.
10. Marriage to an alien by any
Filipino citizen does not lose
his/her citizenship.
H. Assignment Study the lesson for further Study the lesson for further Study the lesson for further Research about BILL OF RIGHTS
understanding. understanding understanding
V. REMARKS
VI. REFLECTION
o. No. of learners who earned 80% in the evaluation

p. No. of learners who require additional activities for

remediation
q. Did the remedial lessons work? No. of learners who have
caught up with the lesson
r. No. of learners who continue to require remediation

s. Which of my teaching strategies worked well? Why did these

work?
t. What difficulties did I encounter which my principal or
supervisor can help me solve?
u. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked by:

Jerlyn Mae S. Quiliope Genevieve J. Bongcac
Subject Teacher Department Head