Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School LIGAYA NATIONAL HIGH SCHOOL Grade Level & Quarter GRADE 11
LESSON QUARTER 2
LOG Teacher ALBERLYN JO MARY L. ALEGRE SHS Track GAS-HUMMS
SENIOR HIGH SCHOOL Inclusive Dates NOVEMBER 7- 10, 2022 Learning Area Philippine
Scheduled Time 7:45 – 8:45 Politics &
Governance

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These
I. OBJECTIVES 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.

A. Content Standard Demonstrate an understanding of the historical background of Philippine democratic politics, the executive, the legislative, VACANT
the judiciary, and decentralization and local governance
B. Performance Standards Explain the roles of different political institutions
C. Learning Competencies / Learners are expected to analyze the evolution of Philippine politics and governance.
Objectives (Write the LC
Code)
Historical background of Philippine democratic politics
• The evolution of Philippine politics, government, and governance.
II. CONTENT Pre- Colonial/Spanish Government
Government in the Philippines under the Spanish Rule

III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jherarayn/political_development_of_the_philippine_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2

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

TOPIC K W

B. Establishing a purpose for The teacher will show Video clips: Spanish Event Chain Hugot Lines/ (Pick-up or
the lesson pictures of the following? Colonial Government. hugot lines) about how the
Transition from the Spanish government evolved
➢ Datu Government to the Present
➢ Maharlika The students will be shown Government.
➢ Alipin a video clip about Spanish
➢ Rajah Colonization and would be Event Chain Format
➢ Timawa asked their reactions about
the video

C. Presenting examples/ The students will now tell The teacher will ask.. The teacher will ask.. Jumbled Letters
instances of the new something about the
lesson pictures they saw. “When the Spaniards What is the difference 1. LANILONOCREP
colonized us, what changes between the Spanish form of NEMEVOGRNT
did they introduce in our government to our present -Pre-colonial government
political system?” government?
2. SPINASH
NEMEVOGRNT
-Spanish Government
D. Discussing new concepts The teacher will Discuss the The teacher will Discuss the The teacher will Discuss the following topic/s:
and practicing new skills following topic/s: following topic/s:
#1 • Post-colonial Governments
 • Early Filipino • Government (Note: this is a two-day lesson)
Government During the Spanish
Colonization
E. Discussing concepts and The teacher will explain the
practicing new skills #2 following topic/s:

• The Three Social

Classes of Early
Filipino Government

F. Developing mastery Jigsaw Puzzle Debate Poster and Slogan

(Leads to Formative
Assessment 3) Each group will be given a Which is better, the early The students will be grouped and they will assign among
scenario based on the forms of government or the themselves a leader and a presenter.
barangay form of present government?
government. Each group will create a Poster and slogan about the effects
Rubrics: of Spanish Colonization to our present form of government.

Each group will now 1. Organization of Thought Rubrics:

discuss something about the = 5 pts
scenario that they saw. 2. Clarity of Arguments = 5 1. Organization of Thought = 50 pts
pts. 2. Creativity = 30 pts.
3. Presentation = 5 pts. 3. Presentation = 20 pts

G. Finding practical The teacher asks the The teacher will ask..
applications of concepts students about the
and skills in daily living similarities/difference of
our present barangay to the “What practices in the pre-
pre-colonial barangays? colonial government is still
applicable in our present
form of government”
H. Making generalizations The teacher asks the The teacher will ask..
and abstractions about the students “How did politics The students will elaborate this statement.
lesson and governance evolve in “How did the pre-colonial
the Philippines?” government change from
the pre-colonial government “Our present form of government has passed through several
Possible answer: to the Spanish Colonial stages which molded our government into what it is right
The government of the Government?” now.”
Philippines gradually
evolved from the pre- Possible answer:
colonial form (barangay) to
our present form of When the Spaniards
government colonized the country in
1565, they re-organized the
barangays into tows and
municipalities for easy
 administration and
management
I. Evaluating learning 5-item formative Essay True or False
assessment.
“What were the effects of 1. The Philippine was governed directly through the
1. The form of government Spanish Colonization in our King of Spain.
in the pre-colonial period present form of 2. The Philippines was ruled directly by the Spain
(barangay) government? until 1988.
2. The ruler of the barangay 3. The government established in the Philippines was
(datu) Rubrics : centralized.
3– 5 State the roles/powers 1. Content = 4 pts. 4. The National Government was headed by the
of the Datu 2. Organization of Thought Spanish Governor-General.
Chief Executive = 4 pts. 5. The Governor-General was that times called “Little
Chief Legislator 3. Grammar and king in the Philippines.
Chief Judge Presentation = 2 pts 6. Alcadia was headed by the Alcalde Mayor.
7. Barangays are led by the Cabeza de Barangay.
8. A Katipunan is a Secret Revolutionary organization
of the Filipinos
9. The Proclamation of Philippine Independence is at
Silang, Cavite.
10. A revolutionary government replaced the
Dictatorial Government.

Answer Key:

1. T 4. T 7. T
2. F 5. T 8. T
3. T 6. T 9. F 10. T

J. Additional activities for The teacher will give an Research and study about
application or remediation assignment on Government the Philippine Government
During the Spanish during American Regime.
Colonization
These topics will be discussed to Grade 11-Leo (7:45-8:45), Virgo (10:00-11:00), Aries (11:00-12:00), Scorpio (1:00-2:00), Capricorn
V. REMARKS (2:00-3:00), Pisces (4:00-5:00)

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask
them relevant questions.
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by: Inspected by:

ALBERLYN JO MARY L. ALEGRE

Subject Teacher