Mtotshsclass8.files.wordpress.com



I PLAN

|Learning Area: Phil. Government & Politics |Grade level: 11 |

|I PLAN # |Quarter: I |Duration:60 min. |Date |

|Learning Competencies | |Code |

|(taken from Curriculum |The evolution of Philippine politics, government, and governance. |HUMMS-PG12-If-g-8 |

|Guide) | | |

|Lesson # 1/Title | |

|Key |Make clear understanding on the evolution of Philippine politics, government , and governance. |

|Concepts/Understandings |Report some important concepts / ideas connected to the topic. |

|to be developed: | |

|Learning objectives: |Adapted Cognitive Process Dimensions |

| |The students will be able to explain/discuss the evolution of the Philippine politics, government & governance. |

| | |The learner can recall information and | |

|Knowledge: The fact or |Remembering |retrieve relevant knowledge from | |

|condition knowing | |long-term memory: identify, retrieve, | |

|something with familiarity| |recognize, duplicate, list, | |

|gained through experience | |memorize, repeat, describe, reproduce | |

|or association. | | | |

| | |The learner can construct meaning from | |

| |Understanding |oral, written and graphic messages: | |

| | |Interpret, exemplify, classify, |The students will be able to explain the Philippine politics, |

| | |summarize, infer, compare, explain, |government & governance. |

| | |paraphrase, discuss | |

|Skills |Applying |The learner can use information to | |

|The ability and capacity | |undertake a procedure in familiar | |

|acquired through | |situations or in a new way: execute, | |

|deliberate systematic, | |implement, demonstrate, dramatize, | |

|and sustained effort to | |interpret, solve, use, illustrate, | |

|smoothly and | |convert, discover | |

|adaptively carryout | | | |

|complex activities or the | | | |

|ability, coming from one’s| | | |

|knowledge, practice, | | | |

|aptitude, | | | |

|etc., to do something | | | |

| | | | |

| | | | |

| |Analyzing |The learner can distinguish | |

| | |between parts and determine how they | |

| | |relate one to one another, and to the | |

| | |overall structure and purpose: | |

| | |differentiate, distinguish, compare, | |

| | |contrast, organize, outline, attribute, | |

| | |deconstruct | |

| | |The learner can make judgments and | |

| |Evaluating |justify decisions: coordinate, measure, |The students will describe the evolution of the Philippine |

| | |detect, defend, judge, argue, debate, |politics, government & governance . |

| | |describe, critique, appraise, | |

| | |evaluate | |

| |Creating |The learner can put elements together to | |

| | |form a functional whole, | |

| | |create a new product or point of view: | |

| | |generate, hypothesize, plan design, | |

| | |develop, produce, construct, | |

| | |formulate, assemble, devise | |

|Attitude |A settled way of thinking or feeling about someone or |Develop critical thinking & positive vision towards our |

| |something, typically one that is reflected in a person’s behavior|country. |

|Values |(RA 8491) |

|A learners’ principles or |Maka-Diyos | | |

|standards of behavior; | | | |

|one’s judgment of what is | | | |

|important in life | | | |

| |Maka-Tao | | |

|Go beyond learner’s life |Makakalikasan | | |

|on earth, include more | | | |

|than wealth and fame, and | | | |

|would affect the eternal | | | |

|destiny of millions | | | |

| |Makabansa | Shows | |

| | |patriotism, & | |

| | |unity among | |

| | |the group | |

| | | | |

|Resources |List all resources | |

| |needed |CG, TG, Pentel Pen, Manila Paper |

| | | |

| | | |

|METHODOLOGY |

|Introductory Activity: |What is the meaning of Ideology? What kind of ideas & beliefs that our country run through? |

|(_5___) | |

|This part introduces the lesson content, |The teacher will divide the students into ____ groups. |

|although at times optional, it is usually | |

|included to serve as a warm-up activity to give | |

|the learners zest for the incoming lesson and an| |

|idea about what is to follow. One principle in | |

|learning is that learning occurs when it is | |

|conducted in a pleasurable and comfortable | |

|atmosphere. | |

|Activity |Each group will collaborate to obtain idea /generate concepts from the given topic : |

|(_30___minutes) |Briefly describe the scenario that illustrate the Phil. Politics, government & governance. |

|This is an interactive strategy to elicit |Pre- Spanish Period ( Group 1) |

|learner’s prior learning experience. It serve as|Spanish Colonization ( Group 2) |

|springboard for new learning. It illustrates the|Japanese Occupation ( Group 3 ) |

|principle that learning starts where the |American Occupation ( Group 4 ) |

|learners are carefully structured activities |Commonwealth Government (Philippines) ( Group 5 ) |

|such as individual or group discussion, self or |Each group will have 3 minutes to present their output in a form of reporting. |

|group assessment, dyadic or triadic, | |

|interactions, puzzles, simulations or role play,| |

|cybernetics exercise, gallery walk and the like | |

|may be created. Clear instructions should be | |

|considered in this part of the lesson. | |

|Analysis |How will you assess the influence of the different colonizers in our political system & governance in |

|(_5___minutes) |country. Is it helpful or not? Support your answer. |

|Essential questions are included to serve as a | |

|guide for the teacher in clarifying key | |

|understandings about the topic at hand. Critical| |

|points are organized to structure the | |

|discussions allowing the learners to maximize | |

|interactions and sharing of ideas and opinion | |

|about expected issues .Affective questions are | |

|included to elicit the feelings of the learners | |

|about the activity of the topic. The last | |

|question or points taken should lead the | |

|learners to understand the new concepts or | |

|skills that are to be presented in the next | |

|part of the lesson. | |

|Abstraction |(The teacher will enhance/ give additional input for further clarifications to make things clear.) |

|(___5__) | |

|This outlines the key concepts, important skills| |

|that should be enhanced, and the proper attitude| |

|that should be emphasized. This is organized as | |

|a lecturette that summarizes the learning | |

|emphasized from the activity, analysis and new | |

|inputs in this part of the lesson. | |

|Application |Solicit students ways on how to preserve our ideas & belief in our country. |

|(___3_) | |

|This part is structured to ensure that | |

|commitment of the learners to do something to | |

|apply their learning in their own environment. | |

|Assessment | Briefly explain discuss the system of the Phil. Politics, government & governance . ( Limit your |

|(__10__) |answer a minimum of 2-3 sentences.) 5 pts each |

|For the teachers to: |Pre- Spanish Period |

|1.Assess whether learning objectives have been |Spanish Colonization |

|met for a specified duration |Japanese Occupation |

|2. Remediate and/or enrich learning intentions |American Occupation |

|and success criteria have been met. |Commonwealth Government (Philippines) |

|( Reminder: Formative assessment may be given | |

|before, during, or after the lesson) | |

|Assignment 2min. | |

|Reinforcing/strengthening | |

|The days lesson |( Inform students to bring coloring materials needed for the next activity.) |

|Enriching/inspiring the day’s lesson | |

|Enhancing/improving the day’s lesson | |

|Preparing for new lesson | |

|Concluding Activity | |

|(____) | |

|This is usually a brief but affective closing | |

|activity such as a strong quotation, a short | |

|song, an anecdote, parable or a letter that | |

|inspires the learner’s to do something to | |

|practice their new learning. | |

|Prepared by: |ROSITA D. TAPAYAN |

|Division: |BOHOL DIVISION |

|Position/Designation |T-III |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download