St. Augustine's School: Subject

St.
Augustines School
Iba, Zambales S.Y. 2007-2008 LEARNING MODULE
Name: ______________________________________ Grade/Year & Section: I-St. Peter/ I-St John Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Christian Living/Values Ed. General science/Elem. Science Biology Panlipunan/Hekasi/Sibika TLE/Comp./HELE Type of Activity
Concept Notes Skills/Exercises/Drills Hands on
Grade/Score: ________________ Date: ______________________
Chemistry Physics Math/Elem. Math MAPEH
English Filipino Araling CAdT

Formal Theme Informal Theme Others ____________
Laboratory Report Drawing/Art
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Topic: Introductory Lesson on the Importance of studying History Activity Title: Group Dynamics Learning Targets: 1. Give the meaning of History 2. Explain the basis and importance of studying history 3. Relate history to other discipline 4. Describe history through examples from social disciplines 5. Demonstrate openness and willingness to change No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Page Numbers: 2-11
Introduction: The teacher will show terms/words related to history and let the students to brainstorm among themselves. The students will choose one among the words and let them explain the relation of the selected words to history Interaction: 1. Introduce the lesson/topic by asking the question: How can the study of history help us change ourselves and government for the better? 2. Encourage students to ask questions or formulate problems 3. Let them share prior knowledge about the topic 4. Divide the class into groups of three 5. Have them read the text 6. Guide students in answering questions 7. Let them state and list generalization about the lesson 8. Each group will be given 5-8 minutes to present their accomplishments Integration: Have the students make a picture album or a collage that shows the importance of studying history. This will be graded by using a rubric to be prepared by the students also. Evaluation: Administer a quiz. Let the students answer the evaluation on pp. 7-9
St. Augustines School

Iba, Zambales
S.Y. 2007-2008 LEARNING MODULE
Name: _____________________________________ Grade/Year & Section: I-St. Peter/ I-St John ______________________ Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: ________________ Date: -

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Topic: Geographical Features and natural Resources of the Philippines Activity Title: Art Gallery Learning Targets: 1. Relate geography to the development and progress of the Philippines 2. Explain the theories about the origin of the Philippines 3. locate on the map the boundaries of the Philippines according to the 1987 constitution 4. Explain the provision of the Archipelagic doctrine 5. Demonstrate willingness to protect and preserve the countrys territory and environment No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 12-58 Introduction:
1. Group the students into four 2. Present the pictures in the starter part of the lesson 3. Have each group choose one picture and let them think on the ways of living of the people shown in the picture 4. The teacher will ask: How does environment influence the ways of living of the Filipinos? Interaction: 1. Have students read the portion of the text about the origin of the Philippines. 2. Distribute the following questions to the four groups. Let them talk about the answers: a. Group I What is geography? How is it related to the development and progress of the country? b. Group II What are the theories about the origin of the Philippines? What is tectonic plate theory? c. Group III How does the theory on the origin of the Philippine based on religious narratives differ from the one based on mythology? d. Group IV What is the theory on the origin of the Philippines based on the scientific point of view? How does it differ from the theory advanced by geologist? 3. Have them look for the answers of the questions 4. Have students summarize the data gathered 5. Ask the following: a. What did you discover about the relationship of the geography to the development and progress of the country? b. What did you feel? c. What are the different theories about the origin of the Philippines? Integration: Let the students make a diorama/sand table/drawing/painting of the different land and water forms of the Philippines. Or the students can paint or draw a beautiful place in the country which they like most and suggest ways on how to preserve and develop more. Display thgeir drawings or paintings on the bulletin board, and let students choose the three best art work. To give the point of each artwork, a rubric will be utilized. Evaluation: Administer a quiz. Let the students answer the exercises in the Transform part of the lesson.

Grade/Score: ________________ Date: -

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Topic: The Identity of the Filipino People: Traits,Ideals and Aspirations Activity Title: Group Dynamics Learning Targets: 1. Enumerate the different groups of people livingin Luzon, Visayas and Mindanao 2. Identify the different ethnic groups and their ways of living 3. Cite how the government helps in improving the life of the ethnic groups 4. Promote solidarity with the different ethnic groups 5. Explain how these Filipino traits contribute in building a better nation No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 59-80 Introduction: 1. Let the students study the pictures in page 59 of their textbook, then ask the following questions: a. In which group do you belong? b. How do you feel about the group where you belong? c. Do you feel the same towards the other groups? Why? 2. Show flashcards/list of traits possibly of the Filipino people and let them choose one. Then ask the students whether these traits contribute to nation-building? Why or Why not? 3. Let the students prepare the KWL chart. Interaction: 1. Let the students form a group with four of five members, assign a leader. 2. have each group list down the things they know about the topic 3. Let each leader share the groups list to the class. 4. The teacher or other group members may give positive comments or suggestions for correction on students oral and written performance. Integration: Let the group choose any of the following activities to show and appreciate the traits and aspirations of the Filipinos? a. Role Playing b. Painting c. Drawing d. Song writing Evaluation: Let each student make their reflection paper on the deeper realization of the importance of the Filipino traits in building a better nation.

Grade/Score: ________________ Date: -

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Topic: The Arrival and Spread of Islam Activity Title: Debate Learning Targets: 1. Explain How Islam spread in the Philippines 2. Spread the influences of Islam to the Filipinos 3. Show religious tolerance and its effect to the Filipino culture No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 110-111 Introduction: 1. Show the picture in the starter part of the lesson, p 104 2. Ask the following: a. Which item shows Moslem influences b. Which of these do you like best? Why? Interaction: 1. Present this questions and topics to the students: a. How did Islam reached the Philippines b. What are the characteristics of Muslim culture c. What are the traces of Islamic influences in the Filipino way of life? 2. Groups students into four: 3. Let students make use of the following sources to gather information based on the given topics for discussion: a. Reading the prescribe school textbook b. Reading other history books c. Interviewing Muslims in the neighborhood d. Search in the internet 4. Have students report and discuss the following: a. How Islam reached the Philippines b. Influences made by Muslims in the country Integration: 1. Prepare the class for a debate 2. Present the topic: The Muslims have a great influence on the Filipino way of life 3. Let students decide what stand they will take: positive or negative 4. Let students group themselves according to the stand they take 5. Let them gather and organize their arguments 6. Let students present their arguments in an Oxford-Oregon type of debate. Evaluation: Let the students do the activities in the Transform part of the lesson, pp. 110-111

Name: ______________________________________________________ Grade/Year & Section: I-St. Peter/ I-St John ______________________ Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: ________________ Date: -

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Topic: The Conquest and Imperialism of Spain to the Philippine Island Activity Title: Round Table Brainstorming Learning Targets:
Explain the events which led to the coming of the Spaniards to the Philippines Describe the objectives and reasons of the Spaniards for coming and colonizing the Philippines Promote the protection of Human rights Describe how the Christianity was introduce during colonization Identify the effects of colonial policies and evangelization of the Filipino people
No. of Sessions: 3 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 120-137 Introduction: The teacher will ask the students what they know about Spain. Let them point out the location of Spain in the world Map and globe Show to the students a picture or a symbol of a cross and a sword then ask the following questions: a. What do you think these things represent? b. What was the significance of these symbols to the Spanish colonization? Interaction: I 1. Group the students into four. Each group will be further divided into two according to the predetermined tasks. 2. have each group write major questions about the text a. What events led to the coming of Spaniards to the country? b. What were the objectives of the European expeditions? c. What were the real objectives of the Spanish Expedition? d. How were other places discovered? e. What were the significance of their discoveries? f. Why did the Spaniards conquer the Philippines? 3. Have the other group write important information based on the text. Analyze the questions and respective answers of each group; then, let the class summarize the lesson. 4. Have the groups match the questions with the data gathered. a. What events or circumstances led to the coming of the Spaniards to the country? b. What was the reason and objective of Spain for colonizing the Philippines? II. 1. Utilizing the same groupings, ask the students to relate and discuss how the cross and sword were used in order to colonize the Philippines. Consider the following: a. The policy behind the colonization b. The characteristics of Christian colonization c. The results and effects of colonization 2. Ask the groups to summarize in writing the important information gathered and explain it to the class Integration: Hold a debate or stage play depicting the favorable and unfavorable effects of colonization of the Philippines by Spain. Evaluation: Let the students answer the Transform part of the lesson, p. 137

Name: _________________________________ ________________ Grade/Year & Section: I-St. Peter/ I-St. John _____________________ Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: Date:

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Topic: The Changes During the Colonial Government of Spain to the Philippines Activity Title: Triad Brainstorming Learning Targets: 1. Make a graphical presentation of the Spanish colonial government in the Philippines 2. Identify the primary characteristics of a colonial government 3. Describe the changes in the Philippine government during the Spanish colonization 4. Promote honesty and stop corruption in government service 5. Identify the policies implemented in the Philippines by the Spanish government 6. Identify the changes of the livelihood of the Filipinos which took place during the Spanish period 7. Describe the rights of men and women during the colonial period 8. Develop an attitude that avoids gender discrimination No. of Sessions: 3 Reference Title: Turning Points I - Worktexts Author: Antonio et al
Page Numbers: 138-154
Introduction: 1. Have the students form a triad report 2. Ask the students to list down the advantages and disadvantages of the colonial government of Spain in the Philippines in tabular form 3. Let the students each triad present their output Interaction: 1. Present the topic for discussion to the students: a. What cultural changes took place during the Spanish government? b. What were the economic policies implemented by the Spanish government? 2. Divide the class into five of six groups. Encourage them to write what they know about the topic. Have them formulate hypotheses or give possible answers to the given question. 3. Give the group time to gather information: a. Reading reference books b. Library research c. Internet access 4. Guide the groups to use the gathered date in proving which hypotheses are wrong and which are correct. 5. Have them make conclusions based on the gathered data. Have them present their output in the class. Integration 1. Ask ach group to give a word that will describe the condition of the rights of Filipinos during the colonial period 2. Write the words they choose on the board which will serve as their group name. 3. Discuss: What were the rights of the Filipinos? a. Political Right b. Economic Right c. Educational Right 4. Let the other groups identify the strengths and weaknesses of the recently presented output. The teacher will also present his/her comment?
Evaluation: Have the students answer the exercises in the Transform part of the lesson, p. 154

Name: _______________________________ Grade/Year & Section: I-St. Peter/ I-St. John Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: ________________ Date: _____________________

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Topic: The Reactions of Filipinos Against Colonization and Foreign Invasions Activity Title: Think Pair Share/Song/Poem Composition Learning Targets: 1. Explain how the Filipinos treated the invaders 2. Describe how the Filipinos opposed the oppressors 3. Describe the patriotism shown by the Filipinos 4. Promote love for freedom and independence 5. Enumerate the reasons behind foreign invasions of the country 6. Explain the effects of the invasion of the Philippines by different countries 7. promote solidarity with our countrymen No. of Sessions: 3 Reference Title: Turning Points I - Worktexts Author: Antonio et al Page Numbers: 155-171 Introduction: I 1. Write the following names on the board: Lapulapu, Lakandula, Sulatan of Jole, Dagohoy, Diego Silang, and Andres Bonifacio 3. Ask students what each of this historical figure did for the country II 1. Show pictures of foreigners who invaded the country. a. Portuguese b. English c. Spaniards 2. Ask the students the following: a. What do you know about them? b. What relationship did they have the Filipinos during the Spanish Period? Interaction: Let students choose their partner. 1. Have them relate and discuss the heroism of Filipinos who fought against Spanish colonization 2. Ask the students the following questions: a. What did the Filipinos do when the Spaniards arrived to colonize the country b. How did the Filipinos fight against Spanish colonization? c. What were the results of the uprisings? d. How did the Filipinos react to other foreign colonizers? e. What are some advantages and disadvantages of the invasion of other countries to the Philippines 3. Let each pair use any of the following in gathering data: a. Library research b. Reference books c. Interviews d. Internet access 4. Have the students present data gathered on the topic and problems through PowerPoint presentation 5. Let other groups identify the strengths and weaknesses of the recently presented output Integration: Let the students individually write or compose a poem/song about any of the following: 1. Were Not Yet Totally Independent 2. Well Be Truly Independent If. (Students may create their own title but it should be related to the topic)
Evaluation: Let the students answer the exercises in the Challenger and transform part of the lesson, pp. 161-163

Iba, Zambales S.Y. 2007-2008 Social Studies I Philippine History and Governance Content Listing Lesson I: Introductory Lesson on the Importance of studying History
Lesson II: Geographical Features and natural Resources of the Philippines
Lesson III: The Identity of the Filipino People: Traits, Ideals and Aspirations Lesson IV: The Arrival and Spread of Islam Lesson V: The Conquest and Imperialism of Spain to the Philippine Island Lesson VI: The Changes During the Colonial Government of Spain to the Philippines Lesson VII: The Reactions of Filipinos Against Colonization and Foreign Invasions
References: Turning points I Worktext by: Antonio et al
Http://en.wikipilipinas.org/index.php?= geography_of_the_Philippines Philippine History Module Based Learning by: Ongsotto et al Analytical Exercises for the Philippine History by: Ongsotto et al Prepared by: MR. JOHNNY GALARIO GALLA Subject Teacher Checked by: MRS. CLARINDA A. BAUTISTA Academic Team Leader
Aproved by: SR. MARIA REMEDIOS R. CAYETANO, SPC School Principal

Grade/Score: ________________ Date: _____________________

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Topic: The ReKatipunan Activity Title: Panel Discussion Learning Targets: 1. Enumeerate the events which led to the founding of the Katipunan 2. Sate the objectives of the Katipunan 3. Explain the effects of the Katipunan to some parts of the society 4. Describe the roles of the women in the Katipunan and their struggle for freedom No. of Sessions: 2 Reference Title: Turning Points I - Worktexts Author: Antonio et al Page Numbers: 181-196 Introduction: Show pictures of the Katipuneros in the starter part of the lesson. Then ask the students: a. Do you know them? b. What wre their roles as Katipuneros? Let the students share their knowledge and ideas on how these Katipuneros took part in the struggle for freedom for the country Interaction: 1. Divide the class into four groups, corresponding to the four main topics of the lesson: a. The events tat gave way to the finding of the Katipunan b. The objectives of the Katipunan c. The effects of the Katipunan to some parts of the society d. The role of women in the Katipunan 2. Letthe students read the worktext. 3. Let the students relate how the katipuneros valued their desire for freedom 4. Let the students summarize the information gathered. 5. The group secretary should list down al the ideas of the group Integration: Let the students appreciate the important role of the women in the Katipunan in the real;ization of their desire for freedom. Let them draw a certain scenario in the history of the Katipunan that shows the important role of the women. Let the groups emphasize the sense of commitment, and socio-cultural dependability towards the achievement of common goal. Evaluation: Let the students answer the exercises in the Challenger and transform part of the lesson, p. 196. Each group shall prepare for a debate. Te toic shall be: The katipunan helped us achieve freedom from Spanish colonization. The result of the debate shall be rated accordingly based on the rubrics to be prepared and which will also serve as their quiz for the topic.

Grade/Score: ________________ Date: _____________________

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Topic: The Revolution of 1896 Activity Title: Triad Learning Targets: 1. To be able to explain the significance of the Cry of Pugad Lawin 2. Enumerate the significant events that took place during the revolution 3. Describe the possible reasons behind the lack of unity during the revolution No. of Sessions: 2 Reference Title: Turning Points I - Worktexts Author: Antonio et al Page Numbers: 197-203 Introduction: 1. Show pictures of the Philippine revolution 2. Let the students assess the possible reasons behind it 3. Adk the students: How would one feel in times of revolution? Let he students share their ideas. Interaction: 1. Divide the class into groups with three members each. 2. Let each group do these: a. Student 1- reads the text b. Student 2- asks question c. Student 3- answers the questions 3. Let them write some of their questions and answers. 4. Have some groups read what they wrote. 5. Discuss the following: a. The events that took place in the Cry of Pugad Lawin b. The events that happened during the revolution c. The effects and implications of the lack of unity among Filipinos during the revolution 6. Have the students to summarize the important points of the topic Integration: Encourage the student to design their own creative expressions through either a poem, an essay, a script for TV or radio show emphasizing the importance of oneness, love of Filipino identity, the importance of commitment and loyalty
Evaluation: Let the students answer the challenger parts of the lesson. Let also each group to show a presentation of the important events tat took pace during the Cry of Pugad Lawin through a skit or dramatization. The output shall be graded according to the rubric which will be prepared.

Name: _____________________________________________________ Grade/Year & Section: I-St. Peter/ I-St John Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: ________________ Date: ______________________

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Topic: The Pact of Biak na Bato Activity Title: Round Table Brainstorming/ Independent analysis Learning Targets: 1. Evaluate the agreement provided in the pact of Biak na Bato 2. Discuss the reasons of the failure of the Pact of Biak na Bato 3. Propose ways of resolving conflict through non-violent means No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: Call two students. Give then a strip of paper that has a written direction tat tells them to shake their hands. Ask the class the following questions: 1. What does a handshake means? 2. What is an agreement or pact? 3. How important is this? Interaction: 1. Presentation a. What agreements were made in the pact of Biak-na- Bato? b. What was the importance of this pact? 2. Let the students work independently: a. Have them formulate hypothesis. b. Have students gather data through 1. Reading reference books 2. Doing research 3. Discuss the data gathered. 4. Let the student examine the hypothesis in relation to the data gathered. Integration: Have the students make an agreement or a pact between two groups or nations that could benefit the Filipinos. Allow the students to choose any of the following: a. Spanish setting b. Present concerns Supervise that the pact contains agreement of loyalty, integrity and respect to human rights and nationality. There must be provisions of penalty or sanctions for non-compliance. Evaluation: The teacher may give an oral examination or group the students into threes and let them answer the transform part. The secretary will write down the groups answer in a clean sheet of
paper as a basis for rating per group. Te transform part of the book contains the guide questions. It is important that the teacher shall supervise the making of the output.

Name: ______________________________ Grade/Year & Section: I-St. Peter/ I-St John Teacher: Mr. Johnny Galario Galla Please check the appropriate boxes. Subject
Grade/Score: ________________ Date: ______________________

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Topic: The Revolutionary Government Activity Title: Individual Brainstorming Learning Targets: 1. Give comment on the establishment of the Philippine government of 1898 2. Express the feelings regarding the proclamation of independence of the country 3. Evaluate for the accomplishments of the Republic founded in Malolos No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 204-210 Introduction: Show pictures in the starter part of the topic, p. 211. Then ask the following question to the students: a. Is there any difference between the types of government implied in the pictures? b. What do you think were the objectives of these government? Interaction: 1. Ask the student what they know about the establishment of the Philippine government in 1896?. 2. Ask them: What do you think was the prevailing emotions during the proclamation of independence of the Philippines? 3. Let the students support their knowledge based on the work text. 4. Let them summarize the important data about the establishment of the first republic in 1898. Integration: Let the class hold a debate on the following topics: a. The government established under the 1896 Constitution was truly democratic. b. Emilio Aguinaldo was a true hero. The teacher shall instruct the participant to observe the correct usage if the art of questioning and critical analysis of each argument presented by the parties. Nevertheless they must practice the art of listening and respect to ones opinion and answer. It is therefore suggested to use the oxford-Oregon type of debate. Evaluation: Let the students answer the challenger part of the lesson, p. 217.

Grade/Score: ________________ Date: ______________________

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Topic: The Philippine America War Activity Title: Creative Presentation of insights Learning Targets: 1. Discuss the cause and effect of the Philippine American War. 2. Give the significance of the establishment of the Philippine Independent Church 3. Describe the roles of the different sectors of the society during the war 4. Suggest ways of resolving conflicts through non-violent means No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 218-226 Introduction: Ask the students the following questions: a. Why are there wars? b. Is war a productive endeavor? c. When and how can wars be stopped? Interaction: 1. Guide the student in forming topics and problems. Examples; a. What were the causes and effect of the Philippine-American War? b. Why was the Philippine Independent church founded? c. What roles did each sector of the society play during the Philippine-American War? d. What was the result of the war? e. Should wars be avoided? Why?
2.
Group students according to their chosen topics. 3. Let the students research on the given topics through: a. Giving reading materials b. Use of library c. Watching rlated moies d. Interviews 4. Make students discuss or provide answers to the given topics. 5. Have the students gather data. 6. Have them summarize, organize, and present the data. 7. Discuss the answers to each question. Integration: Let he students think and create ways by which they can express the positive and negative effects of the Philippine-American Wars. It could be through a drawing, a debate, a dramatization or role playing. The student will be rated accordingly through a rubric to be prepared.
Evaluation: Let the students answer the Challenger and transform part of the lesson, pp. 223-226.

Grade/Score: ________________ Date: ______________________

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Topic: Mission: Independence Activity Title: Role Playing Learning Targets: 1. Explain the role of freedom missions to the campaign for Philippine independence 2. Discuss the significance of the Hare-Haws Cutting Law and the Tydings McDuffie Law in establishing the independence of the country 3. Summarize the primary provision of the Constitutional Convention 0of 1935 4. Promote the non-violent means for resolving conflicts No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 244-254 Introduction: 1. Show the pictures in the starter part of the lesson 2. Ask the students: Do you know who they are? Do you know who headed the Filipinos in their mission for the Philippines to be free from American control? 3. Let the students relate what they know about these leaders. Interaction: 1. Divide the class into four groups 2. Clarify the problems or question. a. What significant role did the mission teams perform in relation to the freedom of the country? b. What did they do to obtain our nations freedom without using violence? c. What was the importance of America laws and policies in relation to our independence? d. What were the primary provisions of the constitutional convention of 1935? 3. Let the members of each group choose a role or task that they will perform. Example: Moderator Motivator, time keeper and critic 4. Let the students decide on different ways to obtain the information needed 5. Let the students check if their hypothesis is true. 6. Let them prepare a summary. Have them provide an answer to the questions/problems posted. 7. Let them give oral/written report on non-violent means resolving conflicts. Integration: Let the students make a chart of the following: 1. Traits shown by Filipinos while doing the missions 2. Positive effects and mistakes of the mission 3. Let the students share to the whole class the result of their brainstorming Evaluation: Let the students answer the questions and exercises in the Challenger part of the lesson.

Grade/Score: ________________ Date: ______________________

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Topic: The Commonwealth Government Activity Title: Research Learning Targets: 1. Discuss the structure of the Commonwealth government 2. Evaluate the changes during the Commonwealth government 3. Promote and protect the rights of the women No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 255-261 Introduction: 1. Show to the class the picture in the starter part of the lesson 2. Ask: What are the three major elements needed by a country to become independent? 3. Let the students give their explanation. Ask: Do you think that these are the same factors that the Philippines need to be independent from the United States? Interaction: 1. Shoe the flashcards. Let the students choose a topic tat interests them. 2. Group the students according to the topics of their choice. 3. Have the groups gather data on the topic they have chosen. 4. Have the students summarize and list down the important data based on the discussion 5. Let the students present to the class the output of their own group Integration: 1. Let he students answer the activities in the Challenger part of the lesson 2. Discuss the rights enjoyed by Filipinos under the Commonwealth government. Emphasize the rights gained by the women 3. Have the students do the activities in the transform part of the lesson. Evaluation: Have the students conduct a research and make a written report on the different government agencies established during the commonwealth period tat are still existing today. Assess the student oral and written performance making use of a rubric.

Grade/Score: ________________ Date: ______________________

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Topic: The Japanese Invasion Activity Title: Brainstorming Learning Targets: 1. Discuss the events in the Philippines during World war II 2. Identify the objectives of Japan for invading the country 3. Describe the effects of war on the environment No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Introduction: 1. Show pictures or videos of wars. 2. Ask: Why do people fight in wars? 3. Let the students give their opinions. Interaction: 1. Discuss the events in the Philippines that occurred during the second World War 2. Talk about the objectives of Japan in invading the country. 3. Have the students list the important information about the topic. 4. Have them summarize the information. 5. Let the students research the effects of the war in the different aspects of the country and governance including foreign relations. Integration Let the students choose any of the following to show the events during the Second world war: 1. Time line 2. Drawing The output of the students should be evaluated accordingly though a rubric. Evaluation:
1. Make the students to answer the transform part of the lesson.

2. Process each answer of the students.

Grade/Score: ________________ Date: ______________________

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Topic: Rebuilding the Commonwealth Government and the Long Awaited Freedom Activity Title: Panel Discussion Learning Targets: 1. Relate the events tat led to the reestablishment of the commonwealth government after the war 2. Describe the economic condition of the country during the Commonwealth Government 3. Identify the accomplishments of Roxas and Quirino administrations after the establishment of the countrys independence 4. Differentiate the administration of Roxas and Quirino in terms of programs and implemented reforms 5. Give the importance of the strengths and weaknesses of the accomplishments of both Roxas and Quirino administrations No. of Sessions: 3 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 286-301 Introduction: 1. Show picture of President meeting with his/her cabinet secretaries. 2. Let the students simulate the possible scenario regarding a meeting of the heads of the government. 3. Ask: Who could possibly be in that meeting? 4. Show the pictures of President Roxas and President Quirino 5. Discuss what the students know about the two Presidents. Interaction: 1. Divide the students into groups of three. 2. Let each group infer an make an outline of departments or agencies tat were restored during the reestablishment of the government. 3. Have students show the outline they made in class 4. Let them compare their outline with the text 5. Ask each group to discuss or study the following topics in preparation for a quiz bee 6. Compare the administrations of Roxas and Quirino in terms of programs of government, method of administration, ways of solving problems and reforms implemented. 7. Have them forman outline to make the discussion easier Integration: 1. Let the students do the activities in the Challenger and Transform part of the lesson 2. Discuss the students oral participation and written work. 3. Conduct a quiz bee 4. Assess the students response Evaluation:
1.
Have the students hold a debate on the topic: Commonwealth Government: Did it restore the citizens human rights?
2. Ask the students to write an essay on how they would have ran the government if they were the President during the time of Roxas or Quirino

Grade/Score: ________________ Date: ______________________

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Topic: The Adminstration of President Magsaysay and President Garcia Activity Title: Research Learning Targets: 1. Enumerate the major accomplishments of the admintrations of President Magsaysay and President Garcia 2. Describe the programs, style of leadership, ways of solving problems, and reforms done by Presidents Magsaysay and Garcia 3. Identify the strength and weaknesses of the accomplishment of both the administrations of Magsaysay and Garcia. No. of Sessions: 3 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Show the pictures of President Magsaysay and President Garcia 2. Have the students characteristics of Presidents Magsaysay and Garcia Interaction: 1. Presentation Guide the students to form questions or topics. Examples: 1. What were the policies implemented under the leadership of President Magsaysay and President Garcia? 2. What were the programs they implemented? 3. What were the problems that each president encountered? 2. Let the students formulate hypotheses 3. Let the students provide steps on how to come up with the answers. 4. Have the students research and gather data through: a. Interviews b. Reading reference books c. Library research 5. Have them list and organize the data gathered. 6. Have them report and discuss the gathered data. 7. Make the students answer the given questions. 8. Let them formulate conclusions. 9. Let them summarize the important information. Integration: Let he students learn how conduct a formal research mad makes them experience making a formal research. It is necessary for them to have an eye view on how and what values and needed in making a formal research. Thus the output shall be graded accordingly making use of rubrics.
An oral examination is also suggested to assess how far the students have learned about the topic and parts of their research. Evaluation: The research output shall serve as their evaluation on this lesson which will be either bookbinded or filed in a presentable manner

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Topic: The Adminstration of President Macapagal and President Marcos Activity Title: Panel Discussion Learning Targets: 1. Enumerate the major accomplishments of President Macapagal and President Marcos 2. Illustrate the programs, style of leadership, ways of solving problems, and implementing of reforms done by Macapagal and Marcos 3. Identify the strengths and weaknesses of the programs under the administrations of Macapagal and Marcos No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Show the pictures of President Macapagal and President Marcos 2. Have the students tell what they know about the Presidents. Interaction: 1. Group students into four. Let each group write as many question as they can on the following topics: a. The reforms and policies implemented by President Macapagal and President Marcos b. The programs they initiated c. Te problems they encountered during their administrations d. The benefits gained by the country under their leadership 2. Give them 20 minutes to do this 3. Have the groups write their answers to all the questions they asked. 4. Give them the same amount of time to answer the questions asked earlier. 5. Let the students share their answer to the whole class and let the other groups ask their point of clarification or inquiry Integration: The students may do the following: a. List down all the programs implemented by the Presidents. b. Research on which program helped solve the problems existing at that time. c. List down the different characteristics of each President. Between President Macapagal and Marcos, who was really able to help the country? Why? Evaluation: Let the students answer the question in the Challenger part of the lesson

Grade/Score: ________________ Date: ______________________

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Topic: The Martial Law Period Activity Title: Critical Analysis Through Group Dynamics Learning Targets: 1. Discuss the reasons for the declaration of Martial Law 2. Explain the changes that took place in the country under Martial Law 3. Discuss the lessons earned from martial Law No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 317-323 Introduction: 1. Write the word Martial law on the board. 2. Let he students share what they know about the it Interaction: 1. Presentation: Guide the students in forming questions or topics. Example: a. What were the reasons behind the declaration of martial Law? b. What unusual thing occurred under Martial Law? 2. Let the students formulate hypotheses. 3. Encourage the students to use the different methods in gathering data: a. Read reference books b. Library research c. Interviews 4. Have students use the date gathered in proving which of the hypotheses are correct. 5. Let the students formulate their conclusion Integration: Let the students choose any of the following: 1. Research: What other countries declared Martial Law? For what reasons? 2. Debate: Should Martial Law be declared at this point in time? Evaluation: The output of the students either research or debate shall serve as their evaluation for this topic however they shall be graded based on a rubric to be prepared.

Grade/Score: ________________ Date: ______________________

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Topic: Administration of President Aquino and President Ramos Activity Title: Panel Discussion Learning Targets: 1. Identify the programs of the government and the ways of management of President Aquino and President Ramos 2. Describe the problems and reforms implemented by the Aquino and Ramos administrations No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 317-323 Introduction: 1. Group the class into two. Show the pictures of Presidents Cory Aquino and Ramos 2. Ask the students what they know about their administrations 3. Give five minutes to allow each group to list what they know 4. Check which group provides the most answer. 5. Show pictures of the Philippine 2000 6. Ask the following: a. What can you say about this program? b. Who do you think had this idea c. What do you think were the advantages derived from this program? Interaction: 1. Encourage the students to give questions about he topic. a. What were the programs of the Aquino and Ramos administrations? b. How President Aquino did lead her administration? How about President Ramos? c. What were the problems during their terms? d. How did Presidents Aquino and Ramos manage to solve the problems during their terms? e. What were the reforms implemented by the Aquino and Ramos government 2. Giving of Assumptions. Let the student provide probable answers. 3. Let them gather data through: a. Reading of reference book b. Going to the library c. interviews 4. Let he students report and provide the information they have gathered. 5. Let the students provide the structure and outline of their research. Integration: Group the students by twos and ask each group to make a comparative collage of pictures showing the achievement and programs of the Aquino and Ramos administrations. The output shall be graded based from the rubric prepared by the teacher.
Evaluation: Let he students answer the exercises B and C in the Challenger part of the lesson.

Grade/Score: ________________ Date: ______________________

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Topic: The Administration of President Estrada and President Arroyo Activity Title: Panel Discussion Learning Targets: 1. Identify the government programs, administration style, and the reforms implemented by the Estrada and Arroyo administration No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 360-371 Introduction: 1. Write on the board: Erap para sa mahirap Gloria labandera 2. Ask the following: a. What do these mean? b. What do you know abut Joseph Ejercito Estrada and Gloria Macapagal Arroyo Interaction: 1. Group the class into two. 2. Have each group gather as much data as they can about the Estrada and Arroyo administration. 3. Let them organize their data under these topics and problems: a. What were the government policies under Estrada and Arroyo administrations? b. What programs were implemented by the Estrada and Arroyo administrations? c. What problems were encountered by the Estrada and Arroyo administrations? d. How did the Estrada and arroyo administration solve the problems? 4. Encourage the students to give hypotheses. Write them on the board Integration: Hold a debate on what should be done to: a. Pornography b. Newspaper or news broadcast which report falsehood, obscenity or gruesome crimes The output shall be graded according to the rubrics prepared. Evaluation: Make the students answer the exercises in the Challenger and transform part of the lesson

Grade/Score: ________________ Date: ______________________

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Topic: The Principles and Policies of Governance Activity Title: Panel Discussion Learning Targets: 1. Explain the elements of the state 2. State the difference between a state and a nation 3. Apply the concept of state to the Philippines No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Show to the students the different pictures found in the starter part of the lesson 2. Ask the students to describe and identify the following: a. Which of these represents our country? b. Why do you say so c. Is our country a state? d. How can you be certain Interaction: 1. Group the class into learning teams with five members each. 2. Let the students to research on the following information: a. What is a state? b. What are the elements of a state? c. What are the examples of a state? d. How does a country become a state? e. How does a nation differ from a state? 3. Let the students list the important information. 4. Let the teams write the summary of information they gathered. 5. Let each team share to the class their output and be discussed as a whole. Integration: Let the students do any of the following: a. Draw or collect pictures which prove that the Philippines is a state. b. Gather evidence or information showing that the Philippines is a state. c. Present the evidences to the class. The output shall be graded accordingly based on a rubric. Evaluation: Let the students answer the Transform part of the lesson.

Grade/Score: ________________ Date: ______________________

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Topic: The Constitution Activity Title: Triad Learning Targets: 1. Enumerate the kinds, parts, characteristics and importance of the Constitution 2. State the process in framing the constitution 3. Compare and contrast the important provisions of the different constitutions in the Philippines 4. Promote respect for laws No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 385-393 Introduction: 1. Write the question on the board: Who should be followed, the citizen or the government officials? 2. Let the students provide some of their insights. Interaction: Par I: 1. Let the students list the words synonymous or related to the word constitution. 2. Ask the following: a. What is a constitution? b. What are the kinds of constitution? c. How do the kinds of constitution differ from each other? d. What are the characteristics of a constitution? e. How important is the constitution? 3. Let the students compare their answers to the text in the book. 4. Let the students draw their own conclusion from their own answers. Part II: 1. As the students: According to the constitution, who should be followed, the citizen or the government? 2. Discuss the following: a. How is the constitution formed? b. What are the important provisions of the current constitution of the Philippines? 3. Let the students answer the questions using the work text and other reference materials. 4. Let the students summarize the information gathered. 5. Let them formulate conclusions. Integration: To express their ideas about he importance of the provisions of the constitution, let he students make the following: a. Placards b. Slogans
Evaluation: Let the students use graphic organizers in presenting what they know about the Philippine constitution. Let them also answer the transform part of the lesson.

Grade/Score: ________________ Date: ______________________

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Topic: Citizenship Activity Title: Individual Critical Analysis Learning Targets: 1. Explain the requesters to become a Filipino citizen 2. Name the rights and duties of a citizen 3. Explain the importance of women in the society 4. Enumerate the rights and duties of woman 5. Identify the rights of children 6. Defend the rights of the citizen No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Show the picture to the students in the starter part of the lesson 2. Ask the students to describe the pictures 3. Let the students give their descriptions for the picture presented. 4. Ask them which picture shows a real Filipino citizen Interaction: 1. Activity a. Divide the students into five groups. b. As the group to list their opinion about the rights of the children. c. Ask them how one can show respect for childrens right 2. Comparison and study a. Compare the student answers with that of the information in the text. b. Let the student give their comment 3. Conclusion a. Let he students form a conclusion based on the list of gathered information 4. Discuss the following:\ a. Who is a Filipino Citizen? b. What are the responsibilities of a citizen? c. What are the rights of a citizen? Integration: Hold a debate in class on the following topics: a. Is an ordinary Filipino able to perform his duties toward his country? b. Do most Filipinos take their rights for granted? Evaluation: Let the students make a research on laws that protects the right of children and women. The output shall be filed in a presentable manner.

Grade/Score: ________________ Date: ______________________

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Topic: The Authority of the Government Activity Title: Individual Critical Analysis Learning Targets: 1. Come up with ones own meaning of a government 2. Name the types of government 3. Enumerate the duties and roles of the government 4. Identify the importance of having a stable government 5. Help the government promote peace and justice No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Show the pictures in the starter part of the lesson 2. Ask the students to describe them 3. Ask the students to select which picture show the services provided by the government 4. Ask how this could happen Interaction: 1. Sharing a. Divide the class into groups with five members. b. Encourage the students to share what they know about he government. c. Ask them to write their answers on the board or in a manila paper d. Ask the students the following i. What are the duties of the government? ii. What are the roles of the government? 2. Clarifying questions a. Encourage the student to ask questions regarding the information that they would want to find out. b. Let the students write the questions of their team Example: 1. What is a government? 2. What are the types of the government 3. Gathering data a. Let the students think of the various ways on how to gather data. b. Let the student find out ways to answer the questions. 4. Sharing of information. Allow the students to share the information that they have gathered based on their research. 5. Summary. Have the student summarize the important information Integration:
Have the students make a picture album or gather news about the following: Types of government, duties of the government, importance of the government, or model of the government for the country Evaluation: The output of the students in the Integration part will also serve as their graded output for this lesson

Grade/Score: ________________ Date: ______________________

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Topic: The Executive Branch Activity Title: Panel Discussion Learning Targets: 1. Compare and contrast the qualifications, duties, powers of the President and VicePresident 2. Identify the powers and the functions of the cabinet 3. Explain the limitations of the executive department 4. Describe the services of the executive branch which protect children from sexual abuse No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 408-415 Introduction: 1. Show the students the enlarged graphic representations of the office of the executive Department 2. Let he students put them together. 3. Tell the students that they can add more lines if they wish to. 4. Discuss the answers in the class. Interaction: 1. Activity a. Divide the students in groups of six members b. Let the students look for their list of offices and agencies under the office of the President in the telephone directory 2. Research a. Let the students do research on the services rendered by the offices and agencies under the office of the president and the office of the Vice-President 3. Conclusion a. Let the each group make their own conclusions Integration: Let the students do any of the following: a. Dramatize a mock meeting of the president and his cabinet members. b. Make a schedule of activities or program of activities that the President would do in a weeks time based on the information gathered from the newspapers. c. Research on five to ten agencies of the government under the Executive department and write their corresponding duties and responsibilities. Evaluation: Let the students answer the transform part found in this lesson.

Grade/Score: ________________ Date: ______________________

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Topic: The Legislative Branch Activity Title: Panel Discussion Learning Targets: 1. Discuss the characteristics, powers and duties of the Congress 2. Enumerate the steps on how a bill becomes a law 3. Explain the limitations of the legislative branch 4. Prevent exploitation and abuse of women and children No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al
Introduction: 1. Let the student answer the puzzle given in the starter part of the lesson. 2. Have read the words one by one 3. Ask them if they can relate each word to the legislative branch Interaction: 1. Let the students work in groups of six to eight members. 2. Have them look for information from a book or newspaper tat will answer the following questions: a. What are the characteristics of Congress? b. What are the responsibilities of the Congress c. What are the powers of the Congress? 3. Guide the students in answering the questions listed above. 4. Let the student read the text in the book. a. Guide the students in comparing the data in the newspaper from what they have read in the book. b. Let the students report the important information. 5. Guide the students in answering the following questions: a. What are the steps to be taken in order to pass a law? b. What are the limitations of the legislative branch Integration: Students may choose any of the following: a. Dramatize a session of their congressman or congresswoman. b. Watch a video about the duties of Congress Evaluation:
Have the students answer the exercises in the transform part of the lesson.

Grade/Score: ________________ Date: ______________________

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Topic: The Judicial Branch Activity Title: Research Learning Targets: 1. Discuss the organization, duties, and authority covered by the judicial branch in the country 2. Identify the importance of an independent, fair and stable judiciary system. No. of Sessions: 2 Reference Title: Turning Points I - Work texts Author: Antonio et al Page Numbers: 423-433 Introduction: 1. Let a student be blindfolded. 2. He/she can be provided with two objects that are alike. Example two books. 3. Let him/her describe these objects. Then give him/her another set of books that are different. Let him/her describe the objects. 4. Ask the following: a. Can a person identify two different objects if he/she is blindfolded? b. When can a blindfolded be of help? c. Does it help if a judge of a case is blindfolded? 5. Show the pictures at the starter part of the lesson 6. Let the students describe this 7. Does the blindfolded woman tat symbolizes justice really need to be blindfolded? Interaction: 1. Formulating the Problem. a. What are the organizations under the judicial branch of the country? b. What are the responsibilities and coverage of the court? c. Why is an independent, fair and stable judiciary system important? d. What are the steps or process in hearing a case in the court? e. What are the rights of an accused? 2. Encourage the students to give their primary answers. 3. Let he students gather data through: a. Reading of prescribed text b. Going to the library for research c. Holding an interview with a judge or a legal counsel 4. Let the students provide or share the information gathered from their research. 5. Let the students formulate conclusion. Integration:
The students can do the following activities a. Attend a court hearing case b. Dramatize a court hearing in class c. Report on a news about a solved case in class Evaluation: Let the students answer the transform part of the lesson

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Chemistry Physics Math/Elem. Math MAPEH

English Filipino Araling CAdT

Laboratory Report Drawing/Art

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