GRADE 11 School Salapungan National High School Grade Level 11

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Philippine Politics and Governance
Teaching Dates and Time Quarter Second

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
B. Performance Standards
The learners shall be able to explain the roles of different political institutions
Learners are expected to: Learners are expected to:
C. Learning Competencies / Objectives
relate the evolution of Philippine politics and governance. HUMSS_PG12-If-g-19 describe the different stages in the evolution of the Philippine politics and
Write the LC code for each governance HUMSS_PG12-If-g-20

Philippine democratic politics

II. CONTENT
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)

IV. PROCEDURES
(10 minutes) ( 5 minutes) ( 5 minutes) 5 minutes)
KW Chart: Evolution of What was our form of government Recall/review of previous topics
Philippine politics and before the coming of the Spaniards? From the barangay form of
governance. The learners will (barangay) government, what significant
A. Reviewing previous lesson or be asked to fill in the chart changes happened in the Spanish
presenting the new lesson with the following : Era? (from barangay to the
Central Government)
1. Things they know about
the Philippine politics and
governance
 2. Things they want to know
about know about Philippine
politics and governance
(5minutes) (5 minutes) (5 minutes) (10 minutes)
Picture perfect
The teacher will show pictures of Video clips: Spanish Colonial Event Chain: Transition from Mannequin Challenge
B. Establishing a purpose for the the following: Government. The students will be the Spanish Government to the
lesson shown a video clip about Spanish Present Government. 1. Pre-colonial government
1. Picture of a Datu Colonization and would be asked 2. Spanish Government
2. Trial by Ordeal their reactions about the video 3. American Government
3. Gavel 4. Present System
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
The students will now tell something When the Spaniards colonized us, What is the difference between Hugot Lines/ (Pick-up or hugot
1. Presenting Examples / instances
of the new Lesson about the pictures they saw. what changes did they introduce in the Spanish form of government lines) about how the
our political system? to our present government? government evolved

(15 minutes) .(15 minutes) (15 minutes)

PowerPoint Presentation: Post-colonial Governments
PowerPoint Presentation: HISTORICAL Discussion on Government
1. Discussing new concepts and
practicing new skills #1
BACKGROUND OF PHILIPPINE During the Spanish Colonization
DEMOCRATIC POLITICS

1. Barangay Government
2. Discussing new concepts and
practicing new skills #2
3. Developing Mastery (5 minutes) (15 minutes) (10 minutes) (10 minutes)
(Leads to formative assessment
# 3)
Jigsaw puzzle: each group will be given Debate: Which is better, the early Role Play: Significant event/s Family Resistance History Tree.
a scenario based on the barangay form forms of government or the present from the Pre-colonial Students will be asked to write their
of government government? Government to the Present family tree based on their relatives
Government. who revolted against the Spaniards
Rubrics : or Japanese.
Rubrics to be attached.
1. Organization of Thought = 5 pts Rubrics :
2. Clarity of Arguments = 5 pts. 1. Accuracy = 5 pts.
3. Presentation = 5 pts. 2. Organization = 5 pts.
3. Presentation = 5pts.
4. Finding practical applications of (5minutes) (5 minutes) (5 minutes) (5 minutes)
concepts and skills in daily
living
1. The teacher asks the What practices in the pre-colonial Think-Pair-Share. The In our present form of
students about the government is still applicable in our students will be grouped and government, what significant
similarities/difference of present form of government they will assign among changes have you observed?
our present barangay to themselves a leader and a
the pre-colonial presenter.
barangays.
“What were the effects of
Spanish Colonization to
our present form of
government”
5. Making generalizations and (10minutes) (5 minutes) (10 minutes) (5 minutes)
abstractions about the lesson
Our present form of government Our present form of government have
How did politics and governance Ask: How did the pre-colonial have passed through several stages passed through several stages which
evolve in the Philippines? government change from the pre- which molded our government into molded our government into what it is
colonial government to the Spanish what it is right now right now
The government of the Philippines Colonial Government?
gradually evolved from the pre-
colonial form (barangay) to our When the Spaniards colonized the
present form of government country in 1565, they re-organized
the barangays into tows and
municipalities for easy
administration and management
6. Evaluating learning (5 minutes) ( 5 minutes) (5 minutes) 10 minutes)
5-item formative assessment. One-Minute Paper : The students will be
Essay : “What were the effects of Historical Timeline
1. The form of government in the asked to write their comment/reaction
Spanish Colonization in our present
pre-colonial period (barangay) to the statement/s below
form of government? The students will be asked to draw
2. The ruler of the barangay (datu) 1. What were the changes that you a historical timeline stating forth
Rubrics : observed from the Spanish Colonial the significant events which
3– 5 State the roles/powers of the Datu Government to our present transpired from the Pre-Colonial
1. Content = 4 pts. government? Era to the present form of
3. Chief Executive
2. Organization of Thought = 4 pts. government.
4. Chief Legislator 3. Grammar and Presentation = 2
pts. Rubrics :
5. Chief Judge Rubrics :
1. Content = 4 pts
2. Organization of thought = 4 pts.
3. Grammar and Presentation = 2 pts. 1. Accuracy = 5 pts.
2. Organization = 5 pts. 3.
Presentation = 5pts.
 7. Additional activities for The teacher will give an assignment
application or remediation on Government During the Spanish
Colonization
V. REMARKS

VI. REFLECTION 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 learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies work

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 teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON

SHS Teacher III School Head