School: Grade Level: 11

GRADES 1 to 12 Teacher: Learning Area: Philippine Politics and Governance

DAILY LESSON LOG Date and Time: September 5-9, 2022 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are 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 Standards:
Demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and
globalization

B. Performance Standards:

Clearly identify a specific political phenomenon and how it can be studied

C. Learning
Competencies/Objectives Differentiate the political ideologies.
:
Write the LC Code for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT 1. Define ideology and political

Identify the different
ideologies
political ideologies and Differentiate the political ideologies
2. Identify the different
its functions
characteristics of ideology
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Politics Without Borders” by http”//www.people- Politics Without Borders” by Politics Without
Resources
Mendoza and Melegrito, pages 24- press.org/quiz/ Mendoza and Melegrito, pages Borders” by Mendoza
36 political-typology/ 24- 36 and Melegrito, pages
24- 36
Politics Without
Borders” by Mendoza
and Melegrito, pages
 24- 36

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing 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. Reviewing Previous Review Activity: Activity: Pick-tell: Activity: Three-Two-
Lesson or Presenting the Review the previous lessons:
New Lesson ACROSTIC: Let the Jumbled pictures will be One (3-2-1)
 Politics students give available at the teacher’s table Writing Activity where
 The connection between characteristics of and each group will select a students write: 3 key
Politics and Political ideology based from representative to pick one and terms from what they
Science the letters of the word give them time to collaborate have just learned, 2
 The difference between I-D-E-O-L-O-G-Y. their ideas in relation to ideas they would like to
governance and
ideologies and political learn more about, and
government.
Example: ideologies. 1 concept or skill they
I- initiates Example: think they have
improvements and mastered.
projects 1. Anarchism
D- evelops projects
E- evolution of
O- ffer solutions 2. Fascism
L- ead people
O- rganize programs
3. Socialism
G- eared towards unity
Y- outh working
together 4. Liberalism

5. Conservatism
B. Establishing a Purpose Divide the class to 3 groups. Have Let the students take Activity: Colored
for the Lesson
each student go to their group that the “Political Typology Paper Grouping:
has his/ her number. Ask the Quiz” by the Pew Colored papers will be
students: Research Centre provided by the
 How do your parents Title: Are You Liberal teacher and each
manage your household? or Conservative or student will pick one
 What are the things you Somewhere in color that represents
wish to change the way Between? his/her own
your household is perspective of political
managed? Instruction: Take the ideology.
Select a volunteer to share their quiz below to find out Blue- Anarchism
 collaborated efforts. at which point in the Yellow-Socialism
political spectrum are Pink-Liberalism
you more oriented to. Green-Conservatism
Give yourself a score Black- Fascism
of one (1) point if you
agree, and a score of
zero (0) point if you
disagree with each of
the statements. If you
are uncertain with your
answer, then choose
what comes closest to
your view.
The quiz was
adopted from the
“Political Typology
Quiz” by the Pew
Research Centre but
was modified to apply
to the Philippine socio-
political context. The
full Political Typology
Quiz can be accessed
online through the link
http”//www.people-
press.org/quiz/political
-typology/. The
interpretation of scores
for the quiz is not
based on any known
or used scale.
C. Presenting Present a video clip about After taking the quiz, Jumble Words Group themselves
Examples/Instances of
the Lesson ideologies. students will be according to the papers
(https://m.youtube.com/watch? assessed if they are Rearrange the words to find the of the same color and
v=vz-szuwRgAE). Remind the conservative or liberal correct answers to the questions make them justify their
students before the video be based on their scores below: choice. Select a
presented in class that based from from the Political representative from the
it, answer the following questions: Typology Quiz. 1. LIERALISMB group to present their
3.1. How do we acquire political 2. FMEMINIS insights.
beliefs? 3. MMUCONISM
3.2. How people will be affected 4. CISOALISM
 by these beliefs? ENNTVIROANMELISM
D. Discussing New A. IDEOLOGY Guide Questions: - Present the different Slogan-making:
Concepts and Practicing
New Skills #1 a :  a systematic body of concepts Ask the students, political ideologies and Let each group create
especially about human life or 1. What is ideology? their perspectives of the their own slogan based
culture 2. What are the state through a power on political ideology
b :  a manner or the content of different types of point presentation. they belong.
thinking characteristic of an ideologies?
individual, group, or culture
c :  the integrated assertions,
theories and aims that constitute a
socio-political program
d : is a more or less coherent set of
ideas that provides the basis for
organized political action, whether
this is intended to preserve, modify
or overthrow the existing system of
power.

B. Political Ideologies
 is a set of related beliefs about
political theory and policy held
by an individual, group of
individuals or a particular social
class
 political ideologies form the
basis of how they view the world
around them and the proper role
of government in the world.

 (a)offer an account of the

existing order, usually in the
form of a ‘world-view’, (b)
advance a model of a desired
future, a vision of the ‘good
society’, and (c) explain how
political change can and should
be brought about- how to get
from A to B. (Heywood 2003,
12)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing 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.
E. Discussing New Discuss through a power point Activity: Jumbled
Concepts and
Practicing New Skills #2 presentation the different Letters
characteristics of ideologies. Students will be given
• Ideologies provide an explanation set of jumbled letters
for problems that confronts and they will try to
modern societies by providing compose the different
futuristic visions. ideologies from it.
• Ideology is action-oriented. Purpose: Introduce
• Ideologies mobilize a large the different political
number of people. ideologies such as:
1. Anarchism
2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
After introducing the
different political
ideologies, please see
Appendix B for the
discussion of the
functions of Political
Ideologies)
F. Developing Mastery Ask the students: “Compare and Contrast”
(Leads to Formative
Assessment 3)
Activity: “One-sentence summary” Oral Recitation Presentation of ‘Role Playing Have students describe
Summarize the definition of ideology 1. What is the role to about political ideologies’. different political
and political ideologies by doing “one- the state by each ideologies. Compare
sentence summary”. Students are political ideology? (Based from their assignment) and generate list of
asked to write a single summary 2. Can you see any similarities. Contrast the
sentence that answers “(what and pattern or trend among objects and generate a
why ” questions about the topic. the five types of list of differences.
ideologies regarding Determine significant
Possible answers: the role of the state? likenesses and
What: For me, ideology is the Ask: How would each differences of political
thinking characteristic of an individual, ideology answer a ideologies.
 group, or culture. question: Is the state a
Why: For me, Ideologies are important means to an end, or is  Political
because it provides an explanation for the state the end in ideologies
problems that confronts modern itself?  Similarities
societies by providing futuristic  Differences
visions.

G. Finding Practical Ask: The teacher will enumerate

Applications of
Concepts and Skills in
Ask: How would each different known organizations Write a short biography
Daily Living ideology answer a and the students will identify on to share with the class
1. Compare the ideologies of your question what political ideology/ that addresses this
mother and father. ideologies they belong. guiding question:
2. Given such experience from your “Political ideology Is
parents, who among them are you the state a means to Example: 1. Why is this
in favor? Why? an end, or is the state 1. National Democratic Front individual a
the end in itself?” (NDF) -1973 great leader?
2. Malayang Kilusan ng Bagong 2. How is his/her
Kababaihan (MAKIBAKA)- political belief
Socialism linked to the
3. Opus Dei (Work of God)- Philippine
conservatism politics?
4. Philosophical Association of
the Philippines- liberalism  Ferdinand
"Bongbong"
Ask: Which political ideology Marcos
best describes the nature of  Rodrigo Duterte
democracy in the Philippines,  Benigno Aquino
and why? III
 Gloria
Macapagal
Arroyo
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
V. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing 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.
H. Making Generalizations Activity: Sum It Up! Activity: KEY CHART
and Abstractions about
the Lesson 1. Ask the students to choose Activity: BOGGLE 1. Today I have learned Using a chart, identify
a partner and share what End the lesson by letting that the major key concepts
they understand with these the students summarize ________________. of different political
words: the three functions of 2. The topic that is NOT ideologies. Students will
political ideology thru an clear to me is/are be grouped into 5.
“To be clear: ideology is a activity entitled “Boggle”. ________________.
belief system with an Instructions:
inadequate basis in reality; 1. Allow students two
religion is a belief system minutes in which to
with no basis, in reality, review their notes.
whatever.” – Martin Amis. 2. Allow students two
minutes in which to jot
down any facts they can
recall from their notes
3. Allow students two
minutes to share
information in their
group. Each student can
add to his or her list
any information
gained in this sharing
time.
4. Allow one student
from each group to move
to another group for two
minutes in order to
compare information.
Record a point for every
item your team shares
with another group.
(Teams who accumulate
the most points may be
rewarded.)
5. Allow teams to share
in large group with the
teacher for two minutes.
I. Evaluating Learning
Fill in the blanks: Answer the following: Think about it! Answer the following:
1. ______________ is a political 1. It is a systematic 1. Sees the state
philosophy that tends to body of “Ideologies gives us the picture as the neutral
support the status quo and concepts of the existing reality, answering arbiter –
advocates change only in especially about “what is wrong, what went liberalism
moderation. human life or wrong and why” 2. Has contrasting
2. ______________ is an culture? views of the
economic, social, and political Ideology Students will write their answer state – socialism
system seeking government 2. Set of related in ½ sheet of yellow paper. 3. Rejects the state
ownership of the means beliefs about outright –
production and services political theory anarchism
directed by a process of and policy 4. Has contrasting
scientific administration and Political ideology view of the state
universal assent. 3. In your own – socialism
3. ___________ is derived from understanding 5. Sees the state
the italian word fasces which what is the as the supreme
means a bundle of rods with importance of ethical ideal -
an axe blade protruding that political fascism
signified the authority of ideology?
magistrates in imperial Rome.
4. _____________ is derived
from the latin word femina
meaning women or female.
5. _____________ is an
economic and political doctrine
advocating governmental
ownership and direction of
production and services.

J. Additional Activities for Assignment: Assignment: Review the lesson

Application or
Remediation
Group Dynamics: Role-
playing
Group the students into
two, decide a scenario
and let them pick one
political ideology and be
the basis for a role play.
VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION 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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I use/discover
which I wish to share with
other teachers?