Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF CAPIZ
DAO NATIONAL HIGH SCHOOL
POB. ILAYA, DAO, CAPIZ
Revised K to 12 Curriculum
Name DERWIN JOEMER E. ESTORNINOS Worksheet No.
PHILIPPINE POLITICS AND
Position TEACHER I Learning Area DATE
GOVERNANCE
3rd QUARTER
School DAO NATIONAL HIGH SCHOOL QUARTER WEEK
DAILY LESSON PLAN IN PHILIPPINE POLITICS AND GOVERNANCE
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES ANNOTATIONS
A. Content Standards The learners demonstrate an in-depth understanding of the
concept and principles of politics and governance, including the
role of political ideologies, the concepts of state and nation, and
the significance of the 1987 Constitution in shaping democratic
governance, human rights, and the rule of law in the Philippines
and the global context.
B. Performance The learners critically analyze real-world political and governance
Standards issues by applying key concepts such as power, ideology, the state,
and constitutional principles through research-based
presentations, debates, or advocacy campaigns that reflect
democratic values, human rights, and social justice.
C. Learning Evaluate the 1987 Constitution as a social contract that defines
Competencies the Philippines as a constitutional democracy and ensures
governance, human rights, and the rule of law based on the
collective will of the Filipino people.
D. Learning Objectives At the end of the lesson, the learners are expected to:
1. Explain the concept of a social contract;
2. Analyze the 1987 Philippine Constitution as an expression
of the collective will of the Filipino people;
3. Evaluate how the Constitution ensures governance, human
rights, and the rule of law; and
4. Demonstrate appreciation of constitutional democracy and
responsible citizenship.
E. Content THE PHILIPPINES AS A CONSTITUTIONAL DEMOCRACY
F. Integration History – Historical context of the 1987 Indicator 1.1.2 –
Constitution after the EDSA Revolution Demonstrates content
knowledge and its
Values Education – Democracy, accountability, application within and
patriotism, and respect for rights across curriculum
Address: Pob. Ilaya, Dao, Capiz
Telephone Nos.: (036) 6518456
Email Address: 310802@[Link]
English/Language – Critical reading and areas Integration
interpretation of constitutional provisions. strengthens learners’
understanding by
connecting
constitutional
principles to historical
events, civic values,
and literacy skills.
II. Learning Textbook in Philippine Politics and Governance
Resources Learning Activity Sheets (LAS)
PowerPoint presentation
Projector
III. Teaching
Procedure
A. Activating Prior a. Prayer Indicator 1.1.2 –
Knowledge b. Checking of Attendance Demonstrates content
c. Classroom rules knowledge and its
d. Recall: application within and
Activity 1: “Democracy Ball Toss” (Quick Recall) across curriculum areas
Instruction: This activity activates prior
1. Teacher throws a soft ball to a learner. knowledge of democracy
2. The learner answers: and encourages
“What is democracy?” participation and quick
3. The learner tosses the ball to another classmate who will add thinking.
one more idea.
4. Continue until 5–6 learners have spoken. Indicator 1.4.2 –
Transition: Demonstrates knowledge of
The teacher highlights that democracy works because people agree teaching strategies that
to be governed by laws and the Constitution. promote literacy skills
Learners explain reasoning
e. Motivation
orally and develop political
Activity 2: “Constitution vs. Chaos” (Real-Life Simulation) vocabulary.
Instruction:
1. Teacher shows two short role-play scenarios: Indicator 2.6.2 – Uses
strategies that promote
2. Scenario A: “No Constitution” (chaos)
fairness, respect, and care
3. Scenario B: “With Constitution” (order) Learners listen respectfully
4. Students identify the differences in governance, rights, and and build on others’ ideas,
social order. promoting cooperative
Discussion: learning.
Teacher asks:
“Which scenario is closer to how the Philippines should be Indicator 1.5.2 – Applies
governed?” teaching strategies that
develop critical and creative
thinking
Students compare and
evaluate outcomes based on
the presence or absence of a
constitution.
B. Establishing Lesson The teacher presents the lesson focus: Indicator 4.1.2 – Aligns
Purpose teaching strategies with
curriculum standards
Statement: “Today, we will evaluate the 1987 Constitution as The lesson purpose is clearly
a social contract that defines the Philippines as a aligned with the MELC and
constitutional democracy. We will examine how it protects guides students toward
our rights, ensures good governance, and upholds the rule of critical evaluation.
law.”
The teacher will then present the lesson objectives to the
learners.
C. Developing and Activity 3: Discussion Proper (Social Contract and Indicator 1.1.2 –
Deepening Constitutional Democracy) Demonstrates content
Understanding knowledge and its
The teacher presents a structured and detailed discussion using a
application within and
PowerPoint presentation. across curriculum areas
Discussion Points: Learners understand the
Social contract means agreement between the people and connection between history,
the government. political theory, and the
The government gains authority from the consent of the Constitution.
governed.
The 1987 Constitution was formed after EDSA People Indicator 1.5.2 – Applies
Power, reflecting the collective will of the people. teaching strategies that
It establishes the Philippines as a constitutional democracy develop critical and creative
thinking
where power is limited by law.
Learners examine real-life
Historical examples are discussed to show how the implications of constitutional
Constitution embodies the collective will of the Filipino provisions, analyze how
people and serves as a safeguard against tyranny. rights are protected, and
evaluate the importance of
Activity 4: “Constitutional Democracy Web” (Group Activity) the rule of law in sustaining
Instruction: democracy.
1. Students form groups of 4.
2. Each group receives a web diagram template. Indicator 2.3.2 – Manages
classroom structure to
3. They write:
engage learners individually
Constitutional Democracy at the center
and in groups
Four branches: Group work encourages
1. Governance collaboration and critical
2. Human Rights thinking.
3. Rule of Law
4. Collective Will of the People Indicator 3.1.2 – Plans and
4. Students provide examples for each branch. implements differentiated
Example: teaching strategies
Governance → separation of powers The web diagram allows
learners to organize ideas
Human Rights → Bill of Rights
visually and demonstrate
Rule of Law → judicial review
understanding in different
Collective Will → elections, people power ways.
D. Making The teacher guides the synthesis using the following questions: Indicator 1.5.2 – Applies
Generalization 1. In what ways does the 1987 Philippine Constitution teaching strategies that
function as a social contract between the government and develop critical and creative
the Filipino people? thinking
Require learners to evaluate
2. How does the Constitution limit government power while
constitutional principles,
allowing it to govern effectively? analyze their implications,
3. Why is the protection of human rights essential in defining and connect abstract
the Philippines as a constitutional democracy? concepts to real-life civic
Learners respond orally; the teacher consolidates key responsibilities.
ideas.
Indicator 4.5.2 – Uses
assessment data to enhance
teaching and learning
Learners’ responses help the
teacher assess depth of
understanding and address
misconceptions related to
democracy, rights,
governance, and the rule of
law.
IV. EVALUATION OF LEARNING
1. Formative Assessment 10 items formative assessment. Indicator 5.1.2 – Designs
The students will answer the short quiz below. appropriate assessment
strategiesThe quiz measures
Instructions: Choose the letter of the correct answer. Write your understanding and
application of constitutional
answers on a 1/4 sheet of paper.
concepts aligned with the
MELC.
1. The 1987 Philippine Constitution is considered a social
contract mainly because it Indicator 4.5.2 – Uses
A. grants unlimited power to elected officials assessment data to enhance
B. reflects an agreement between the people and the teaching and learning
government The teacher discusses the
C. was written by political leaders alone answers and provides
D. focuses only on the structure of government immediate feedback to
clarify misconceptions and
reinforce correct
2. Which situation BEST demonstrates the idea that
understanding.
government authority comes from the consent of the
governed? Indicator 1.4.2 –
A. Military leaders suspend elections during emergencies Demonstrates knowledge of
B. Citizens participate in free and fair national elections teaching strategies that
C. Courts issue rulings without constitutional basis promote literacy and
D. Laws are enforced without public accountability numeracy skills
The assessment promotes
3. What makes the Philippines a constitutional democracy literacy through written
responses and
under the 1987 Constitution?
comprehension of political
A. Government officials rule based on personal authority
terms and concepts.
B. Political power is exercised without legal limitations
C. Government actions are limited and guided by the
Constitution
D. Laws are changed easily by those in power
4. Which constitutional principle prevents the concentration
of power in one branch of government?
A. Popular sovereignty
B. Separation of powers
C. Judicial activism
D. Economic liberalization
5. A law is passed that violates freedom of speech. Which
constitutional mechanism ensures that this law can be
invalidated?
A. Legislative privilege
B. Judicial review
C. Executive discretion
D. Administrative supervision
6. The Bill of Rights primarily serves which purpose in a
constitutional democracy?
A. To strengthen political parties
B. To promote economic growth
C. To protect individuals from abuses of state power
D. To expand the authority of the executive branch
7. Why is the rule of law essential in a democratic society?
A. It allows leaders to interpret laws freely
B. It ensures that laws apply equally to all individuals
C. It limits citizens’ participation in governance
D. It prioritizes government stability over justice
8. The 1987 Constitution was created after the EDSA People
Power Revolution mainly to
A. restore authoritarian leadership
B. centralize political authority
C. respond to the collective demand for democracy and
accountability
D. remove citizen participation from governance
9. Which action BEST shows responsible citizenship in a
constitutional democracy?
A. Ignoring laws that are inconvenient
B. Participating in elections and respecting others’ rights
C. Leaving governance entirely to elected officials
D. Supporting leaders regardless of their actions
10. If citizens enjoy constitutional rights but refuse to fulfill
their responsibilities, what is the most likely effect on
democracy?
A. Democracy becomes stronger
B. Governance becomes more accountable
C. Social order and democratic institutions weaken
D. Constitutional principles automatically enforce
themselves
2. Homework Activity: “My Role in a Constitutional Indicator 4.1.2 – Aligns
Democracy” teaching strategies with
Instructions: curriculum standards.
1. Choose one constitutional right from the Bill of Homework reinforces MELC
Rights. application.
2. Identify a corresponding responsibility. Indicator 1.5.2 – Applies
3. Write a short reflection (8–10 sentences) teaching strategies that
answering: develop critical and creative
Why is this right important in a thinking.
Reflection encourages
constitutional democracy?
personal connection and
How does fulfilling the responsibility help civic responsibility.
maintain governance and rule of law?
V. EVALUATING LEARNING: TEACHER’S REFLECTION
Date : / /
Grade & Section:
Note observations on any of the
Effective Practices Problems Encountered
A. Teacher’s Remarks following areas:
The use of small Some groups required
activity effectively additional guidance in
strategies explored
encourage answering their
collaboration. questions.
materials used Power point Limited time caused
presentation, some groups not to
Learner’s materials, finish their activity.
Teachers Guide and
Internet Connection
Students showed Some students were
enthusiasm during less participative and
the activity. They depended on more
learner engagement/
share their active group members.
interaction
experience and
opinions during the
group collaboration.
Others
Prepared by: Checked by:
DERWIN JOEMER E. ESTORNINOS REX B. FELASOL, EdD
TI/Subject Teacher MT II/ SHS Coordinator
Approved:
JULIE G. FINLAC, EdD
Principal II