School CLAVERIA SCHOOL OF ARTS AND TRADES Grade Level 11- GEMINI (HUMSS)

DAILY LESSON LOG Teacher BRIAN S INCOGNITO Learning Area Philippine Politics and Governance
Covered Date Week 2 (JULY 1-5, 2019) Semester First

MONDAY (2:00-3:00P.M.) WEDNESDAY (2:00- 3:00 P.M.) THURSDAY (2:00- 3:00 P.M.) FRIDAY (8:10- 9:10 A.M.)
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
1. Learning Competencies/ Identify the basic tenets of major political ideologies Differentiate the political ideologies
Objectives (i.e., liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6

1. Define ideology and political ideologies Identify the different political ideologies and
2. Identify the different characteristics of its functions Differentiate the political ideologies
ideology
2. Political Ideologies
II. CONTENT 2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)

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 Resources https://m.youtube.com/watch?v=vz- http”//www.people-press.org/quiz/political- Politics Without Borders” by Mendoza and Politics Without Borders” by Mendoza and
szuwRgAE typology/ Melegrito, pages 24- 36 Melegrito, pages 24- 36

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Politics Without Borders” by Mendoza and
Melegrito, pages 24- 36
(5 minutes)
Activity: “5 Minute Review”:
Engage students as partners to discuss and
review material.
Procedure:
1. Pick a partner. One person is partner A and
the other is partner B.
2. Partner A reviews information with partner
B for one minute. Partner A must talk for the
entire one minute. After one minute, partner B
Politics Without Borders” by Mendoza and
Melegrito, pages 24- 36
(5 minutes) (10 minutes) (5 minutes)
Review Activity: ACROSTIC: Let the Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
students give characteristics of ideology Jumbled pictures will be available at the Writing Activity where students write: 3 key
based from the letters of the word I-D-E-O- teacher’s table and each group will select a terms from what they have just learned, 2
L-O-G-Y. representative to pick one and give them time ideas they would like to learn more about, and
to collaborate their ideas in relation to 1 concept or skill they think they have
Example: ideologies and political ideologies. mastered.
I- initiates improvements and projects Example:
D- evelops projects
E- evolution of
1. Anarchism

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
reviews information with Partner A for one O- ffer solutions
minute without stopping. L- ead people
3. Partners continue to switch jobs two more O- rganize programs 2. Fascism
times, now for 30 seconds each. G- eared towards unity
4. Partners now switch two more times for 15 Y- outh working together
seconds each to sum up the lessons. 3. Socialism
4. Liberalism
5. Conservatism
State the objectives of today’s lesson. State the objectives of today’s lesson. State the objectives of today’s lesson. State the objectives of today’s lesson.
(10 minutes) (10 minutes) (5 minutes) (5 minutes)
Present a video clip about ideologies. After taking the quiz, students will be Jumble Words Group themselves according to the papers of
(https://m.youtube.com/watch?v=vz- assessed if they are conservative or liberal the same color and make them justify their
szuwRgAE). Remind the students before the based on their scores from the Political Rearrange the words to find the correct choice. Select a representative from the group
video be presented in classthat based from it, Typology Quiz. answers to the questions below: to present their insights.
answer the following questions:
3.1. How do we acquire political beliefs? 1. LIERALISMB
3.2. How people will be affected by these 2. FMEMINIS
beliefs? 3. MMUCONISM
4. CISOALISM
5. ENNTVIROANMELISM
(15 minutes) (5 minutes) (20 minutes) (20 minutes)
From the four (4) groups, conduct the activity Guide Questions: Present the different political ideologies and Slogan-making:
entitled “Mix and Match”. The teacher will Ask the students, their perspectives of the state through a power Let each group create their own slogan based
provide phrases based from the definitions of 1. What is ideology? point presentation. Provide the students with on political ideology they belong.
the following and the students will try to post 2. What are the different types of ideologies? some handouts.
where these definitions belong.
A. IDEOLOGY
a : a systematic body of concepts especially
about human life or culture
b : a manner or the content of thinking
characteristic of an 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)
E. Discussing new concepts and (10 minutes) (15 minutes)
practicing new skills #2 Discuss through a power point presentation Activity: Jumbled Letters
the different characteristics of ideologies. Students will be given set of jumbled letters
• Ideologies provide an explanation and they will try to compose the different
for problems that confronts modern ideologies from it.
societies by providing futuristic Purpose: Introduce the different political
visions. ideologies such as:
• Ideology is action-oriented. 1. Anarchism
• Ideologies mobilize a large number 2. Socialism
of people. 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 (leads to (5 minutes) (5 minutes) (15 minutes) (10 minutes)
Formative Assessment 3) Activity: “One-sentence summary” Ask the students: “Compare and Contrast”
Summarize the definition of ideology and Oral Recitation Presentation of ‘Role Playing about political Have students describe different political
political ideologies by doing “one- sentence 1. What is the role to the state by each ideologies’. ideologies. Compare and generate list of
summary”. Students are asked to write a political ideology? similarities. Contrast the objects and generate
single summary sentence that answers “( what 2. Can you see any pattern or trend among (based from their assignment) a list of differences. Determine significant
and why ” questions about the topic. the five types of ideologies regarding the role likenesses and differences of political
of the state? ideologies.
Possible answers: Ask: How would each ideology answer a Political similarities differences
What: For me, ideology is the thinking question: Is the state a means to an end, or ideologies
characteristic of an individual, group, or is the state the end in itself?
culture.
Why: For me, Ideologies are important
because it provides an explanation for

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
problems that confronts modern societies by
providing futuristic visions.
Ask :
1. Compare the ideologies of your
mother and father.
2. 2. Given such experience from your
parents, who among them are you in
favor? Why?
(5 minutes)
Activity: DYAD
1. Ask the students to choose a partner
and share what they understand
with these words:
“To be clear: ideology is a belief system
with an inadequate basis in reality;
religion is a belief system with no basis,
in reality, whatever.” – Martin Amis.
Ask:
How would each ideology answer a question
“Political ideology Is the state a means to an
end, or is the state the end in itself?”
(10 minutes)
Activity: BOGGLE
End the lesson by letting the students
summarize the three functions of political
ideology thru an activity entitled “Boggle”.
Instructions:
1. Allow students two minutes in which to
review their notes.
(5 minutes) Write a short biography to share with the class
The teacher will enumerate different known that addresses this guiding question:
organizations and the students will identify on
what political ideology/ ideologies they belong. 1. Why is this individual a great leader?
2. How is his/her political belief linked
Example: to the Philippine politics?
1. National Democratic Front (NDF) -1973
2. Malayang Kilusan ng Bagong Kababaihan
(MAKIBAKA)- Socialism
3. Opus Dei (Work of God)- conservatism
4. Philosophical Association of the Philippines-
liberalism
Ask: Which political ideology best describes Rodrigo Duterte
the nature of democracy in the Philippines,
and why?
Benigno Aquino III
Gloria Macapagal Arroyo
(5 Minutes) (15 minutes)
Sum It Up! Activity: KEY CHART
1. Today I have learned that Using a chart, identify the major key concepts
_____________________. of different political ideologies. Students will be
2. The topic that is NOT clear to me grouped into 5.
is/are ________________.
(Please see attached Rubric, Appendix D)
 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 body of concepts 1. Sees the state as the neutral arbiter
philosophy that tends to support the especially about human life or “Ideologies gives us the picture of the existing – liberalism
status quo and advocates change culture? reality, answering “what is wrong, what went 2. Has contrasting views of the state –
only in moderation. Ideology wrong and why” socialism
2. ______________ is an economic, 2. Set of related beliefs about 3. Rejects the state outright –
social, and political system seeking political theory and policy Students will write their answer in ½ sheet of anarchism
government ownership of the means Political ideology yellow paper. 4. Has contrasting view of the state –
production and services directed by 3. In your own understanding what is socialism
a process of scientific administration the importance of political 5. Sees the state as the supreme
and universal assent. ideology? ethical ideal - fascism
3. ___________ is derived from the
italian word fasces which means a
bundle of rods with an axe blade
protruding that signified the authority
of 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:

application or remediation
Group Dynamics: Role-playing Group Dynamics: Interview
Interview a politician in your
 Group the students into two, decide a community regarding their advocacy and
scenario and let them pick one political belief. Based on his/her advocacy and belief,
ideology and be the basis for a role play. identify the kind of ideology that he/she
believes in.

V. REMARKS

VI. REFLECTION

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
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

BRIAN S. INCOGNITO ANTONETTE B. BALANAY CORAZON A. LLAPITAN, Ph. D.

Subject Teacher Head Teacher VI, SHS Coordinator Secondary School Principal III