Unit Planner

Unit Title: UNIT I!: Philippine Politics and

Governance

Teacher (s) Ms. Yannel M. Villaber

Ms. Pamela Zuniga

Subject and grade level Grade 12

Time Frame and Duration 16 hours/ 4 weeks (1st quarter)

Standards addressed:
Content standard:
The learners should be able to;
1. Demonstrate an understanding of the historical background of Philippine politics and
governance.
2. Explain the roles of different political institutions.
Performance standard:
The learners should be able to;
1. Identify a particular political phenomenon and how it can be studied.

Step 1: List Content Step 2: Extract and Identify concepts

Checklist Checklist
1. Politics in the Pre-
Spanish to
Spanish Period Are the content The importance in Are the
topics aligned to understanding the understandings
2. Democracy in the the standards stated in full
addressed? historical development sentences?
Philippines
Are the content of the governments Are the concepts
3. Functions of the topics specific structure inorder to included in the
Branches of to the understand the political statements?
Government discipline?
Do the topics
process.
a. Executive show what
b. Legislative students should
know?
c. Judicial
4. Decentralization
and the Local
Government
Step 3: Formulate focus questions

Checklist
1. What are the components of the Philippine politics and
governance?
2. What are the historical causes and factors that affect that affect Are the questions
the political system? engaging and
3. How do the branches of the of the Philippine government thought-provoking?
operate from national to the local level? Are the questions
open-ended?
Are the questions
aligned with the
conceptual
statement?

Step 4: Skills targeted and developed

Checklist

1. Describe the Philippine politics and governance from the pre-

colonial period to the Spanish period. Does the skills show
2. Identify similarities and differences between todays politics and what students must do
the experiences and processes of politics in the past. in relation to what they
need to know?
3. Assess the effects of the colonial experience of the country in Does the skill show a
its present politics and governance. measurable and
specific action and
4. Define democracy and its development in the country. ability?
5. Describe the effects of the colonization process; the way Does the skill show the
democracy is practiced in the Philippines manner or mode by
which students
6. Enumerate the effects of Martial Law to Philippine politics and assessment will be
governance. conducted?
7. Explain the roles and powers of the different branches of the Does the skills show an
alignment with the
government. content/ standards?
8. Explain the functions of the local government unit and how it
perform in ones local government unit.

Step 5: Identify appropriate Assessment (Formative, summative, and standard addressed)

Checklist
Formative:
Using the Venn diagram below, compare and contrast the political
system and governance in the archipelago before and during the Do your
Spanish colonization. assessments target
your learning
Summative: objectives and
standards?
Step 6: Learning Activities

Checklist
Week 17- Prepare a KWL Chart. Let the students fill in the K portion
before watching the video.
1. Watch a video in Philippine history. Do you have
After the video let the students answer the W part. activities to acquire
2. Lecture/ Discussion skills/knowledge
(S/K)
After the lesson let the students fill in the L part.
Do you have
3. Evaluation: Using the Venn diagram below, compare and activities that will
contrast the political system and governance in the archipelago make meaning of
before and during the Spanish colonization. facts/processes? (M)
4. Assignment: in the moodle Do you have
activities that will
Imagine yourself discovering a portal that could send back in allow students to
time. apply learning in
another context? (A)

Week 18- Democracy in the Philippines

Week 19
1. Pass out all of the Branches of Government cards. (You many
want to give the easier cards to struggling students and the
more difficult cards to those students who need a challenge.

The students will go up to the board and stick their card in the
appropriate place (using Sticky Tack). Start with the three
branches (Legislative, Executive, Judicial), then under each
branch add the cards that tell who comprises that branch.
Finally, have the students add the cards that describe the
duties of each branch.
2. Lecture/ Discussion
3. Evaluation
Week 20- A visit in the SandigayanBayan/ or in the Barangay Fairview

Checklist
Step 7: Resource/Text Selection/materials

Teksbuk Are the resources for

learning adequate
Powerpoint/ Handawt and varied?
Pagpapakita ng tsart (timeline) gamit ang power point at handawt

Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?