School STA.

MARIA NATIONAL HIGH SCHOOL-MACABEBE Grade Level 11

GRADES 1 to 12 PHILIPPINE POLITICS AND
Teacher MR. HENRY S. MANALANG Subject
DAILY LESSON LOG GOVERNANCE
Teaching Dates and Time SEPTEMBER 30-OCTOBER 3, 2024 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 30, 2024 October 1, 2024 October 2, 2024 October 3, 2024
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
A. Content Standard the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
B. Performance Standard
C. Learning Learners are expected to:
Learners are expected to:
Competencies/Objectives describe the different stages in the evolution of the Philippine politics and
relate the evolution of Philippine politics and governance.
Write the LC code for HUMSS_PG12-If-g-19
governance
each HUMSS_PG12-If-g-20
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
IV. LEARNING RESOURCES Hands-on learning promotes concept development.
B. References
2. Teacher’s Guide pages
4. Learner’s Materials
pages
Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/political_development_of_the_philippine_government
6. Textbook pages https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
8. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resource

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 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
V. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
KW Chart: Evolution of Philippine
politics and governance. The
learners will be asked to fill in the
chart with the following :
1. Things they know about the From the barangay form of
A. Reviewing the previous Philippine politics and governance What was our form of government government, what significant
lesson or presenting the new 2. Things they want to know about before the coming of the Spaniards? changes happened in the Spanish Recall/review of previous topics
lesson know about Philippine politics and (barangay) Era? (from barangay to the Central
governance Government)
Topic K W

Picture perfect
Video clips: Spanish Colonial
The teacher will show pictures of Event Chain: Transition from the Mannequin Challenge 1. Pre-
Government. The students will be
B. Establishing a purpose for the following? Spanish Government to the colonial government 2. Spanish
shown a video clip about Spanish
the lesson 1. Picture of a Datu
Colonization and would be asked Present Government. Government 3. American
2. Trial by Ordeal Government 4. Present System
their reactions about the video
3. Gavel

C. Presenting What is the difference between the Hugot Lines/ (Pick-up or hugot
The students will now tell When the Spaniards colonized us,
Spanish form of government to our lines) about how the government
examples/Instances of the something about the pictures they what changes did they introduce in
present government? evolved
new lesson saw. our political system?

PowerPoint Presentation:
HISTORICAL BACKGROUND OF
Discussion on Government During
D. Discussing new concepts PHILIPPINE DEMOCRATIC PowerPoint Presentation: Post-colonial Governments (Note : this is a two
the Spanish Colonization
and practicing new skills # 1 POLITICS day lesson)
1. Barangay Government

E. Discussing new concepts

and practicing new skills # 2

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

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

Ask: How did the pre-colonial

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

One-Minute Paper : The students

will be asked to write their
comment/reaction to the Historical Timeline
5-item formative assessment. Essay : “What were the effects of statement/s below The students will be asked to draw
1. The form of government in the Spanish Colonization in our present 1. What were the changes that you a historical timeline stating forth the
pre-colonial period (barangay) form of government? observed from the Spanish significant events which transpired
2. The ruler of the barangay (datu) Rubrics : Colonial Government to our from the Pre-Colonial Era to the
I. Evaluating learning 3– 5 State the roles/powers of the 1. Content = 4 pts. present government? present form of government.
Datu 2. Organization of Thought = 4 pts. Rubrics :
3. Chief Executive 3. Grammar and Presentation = 2 Rubrics : 1. Accuracy = 5 pts.
4. Chief Legislator pts. 1. Content = 4 pts 2. Organization = 5 pts.
5. Chief Judge 2. Organization of thought = 4 pts. 3. Presentation = 5pts.
3. Grammar and Presentation = 2
pts.

The students will have to reflect

The teacher will give an
about their learnings daily by
J. Additional activities for assignment on Government During
putting these in their journal.
application or remediation the Spanish Colonization
Encourage them to make their
journals personalized and creative.
1. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
2. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 19 students earned 80%-100% in the evaluation.

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 80% in the evaluation
B. No. of learners who require 1 student required additional activities for remediation.
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? Learner was not able to demonstrate understanding of the lesson due to his absence in class throughout the week
No. of learners who have
caught up with the lesson
D. No. of learners who continue to 1
require remediation
E. Which of my teaching Using game based learning encourages learners to participate and have fun while learning
strategies worked well? Why
did these work?
F. What difficulties did I encounter Classrooms are not well ventilated, which affects the learning process of the students.
which my principal or
supervisor can help me solve?
G. What innovation or localized Presenting examples that learners can relate to helps the teacher get their interests and have greater focus on the lesson.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Inspected by:

HENRY S. MANALANG EDNA Z. DATUIN

Teacher I Master Teacher II

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