Grades 1 to 12 School Grade Level 11 or 12

DAILY LESSON Teacher Learning Area Philippine Politics and Governance

PLAN Covered Date Week 2 Semester First

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and
A. Content Standards globalization

B. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
Standards

1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies
Objectives liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6

1. Define ideology and political

ideologies Identify the different Differentiate the political ideologies
2. Identify the different political ideologies and
characteristics of ideology its functions
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 https://m.youtube.com/watch?v=vz-
Resources szuwRgAE
Politics Without Borders” by
Mendoza and Melegrito, pages 24-
36
IV. PROCEDURES
A. Reviewing previous (5 minutes)
lesson or presenting Activity: “5 Minute Review”:
the new lesson 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 reviews information with
Partner A for one minute without
stopping.
3. Partners continue to switch jobs
two more times, now for 30 seconds
each.
4. Partners now switch two more
times for 15 seconds each to sum
up the lessons.
B. Establishing a (15 minutes)
purpose for the Group Activity: “Kwentong-bahay”
lesson Divide the class by giving numbers
http”//www.people-
press.org/quiz/political-
typology/
Politics Without Borders” by Mendoza
Politics Without Borders” Politics Without Borders” by and Melegrito, pages 24- 36
by Mendoza and Mendoza and Melegrito, pages 24-
Melegrito, pages 24- 36 36
(5 minutes) (10 minutes) (5 minutes)
Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write: 3
students give at the teacher’s table and each key terms from what they have just
characteristics of group will select a representative to learned, 2 ideas they would like to
ideology based from the pick one and give them time to learn more about, and 1 concept or
letters of the word I-D-E- collaborate their ideas in relation to skill they think they have mastered.
O-L-O-G-Y. ideologies and political ideologies.
Example:
Example:
I- initiates improvements 1. Anarchism
and projects
D- evelops projects
E- evolution of 2. Fascism
O- ffer solutions
L- ead people 3. Socialism
O- rganize programs
G- eared towards unity
Y- outh working together 4. Liberalism
5. Conservatism
(10 minutes) (5 minutes) (5 minutes)
Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper Grouping:
“Political Typology Quiz” Pictures that represent the different Colored papers will be provided by
to each student 1 to 5. Have each
student go to their group that has
his/ her number. All students with
number 1 go to 1, etc. Ask the
students: How do your parents
manage your household? What are
the things you wish to change the
way your household is managed?
Select a volunteer to share their
collaborated efforts.
(Please see attached rubric:
Appendix D)
by the Pew Research political ideologies: the teacher and each student will pick
Centre Example: one color that represents his/her own
Title: Are You Liberal or perspective of political ideology.
Conservative or Blue- Anarchism
Somewhere in Between? Yellow-Socialism
Pink-Liberalism
Instruction: Take the Green-Conservatism
quiz below to find out at Black- Fascism
which point in the
political spectrum are
you more oriented to.
Give yourself a score of 1.
one (1) point if you
agree, and a score of
zero (0) point if you
disagree with each of the
statements. If you are 2.
uncertain with your
answer, then choose
what comes closest to
your view.
The quiz was 3.
adopted from the
“Political Typology Quiz”
by the Pew Research
Centre but was modified
to apply to the Philippine 4.
socio-political context.
The full Political
Typology Quiz can be
accessed online through
the link
http”//www.people- 5.
press.org/quiz/political-
typology/. The
interpretation of scores
for the quiz is not based
 on any known or used
scale. (Please see
Appendix A)

C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes)

examples/instances Present a video clip about After taking the quiz, Jumble Words Group themselves according to the
of the new lesson ideologies. students will be papers of the same color and make
(https://m.youtube.com/watch? assessed if they are Rearrange the words to find the them justify their choice. Select a
v=vz-szuwRgAE). Remind the conservative or liberal correct answers to the questions representative from the group to
students before the video be based on their scores below: present their insights.
presented in classthat based from from the Political
it, answer the following questions: Typology Quiz. 1. LIERALISMB
3.1. How do we acquire political 2. FMEMINIS
beliefs? 3. MMUCONISM
3.2. How people will be affected 4. CISOALISM
by these beliefs? 5. ENNTVIROANMELISM

D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes)

concepts and From the four (4) groups, conduct Guide Questions: Present the different political Slogan-making:
practicing new skills the activity entitled “Mix and Match”. Ask the students, ideologies and their perspectives of Let each group create their own slogan
#1 The teacher will provide phrases 1. What is ideology? the state through a power point based on political ideology they
based from the definitions of the 2. What are the different presentation. Provide the students belong.
following and the students will try to types of ideologies? with a handouts.
post where these definitions belong.
(Please see Appendix F for the rubric)
A. IDEOLOGY (Please see Appendix C)
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 (10 minutes) (15 minutes)
concepts and Discuss through a power point Activity: Jumbled Letters
practicing new skills presentation the different Students will be given
#2 characteristics of ideologies. set of jumbled letters
• Ideologies provide an and they will try to
explanation for problems compose the different
that confronts modern ideologies from it.
societies by providing Purpose: Introduce the
futuristic visions. different political
 • Ideology is action-oriented. ideologies such as:
• Ideologies mobilize a large 1. Anarchism
number of people. 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 (5 minutes) (5 minutes) (15 minutes) (10 minutes)
(leads to Formative Activity: “One-sentence summary” Ask the students: “Compare and Contrast”
Assessment 3) Summarize the definition of Oral Recitation Presentation of ‘Role Playing about Have students describe different
ideology and political ideologies by 1. What is the role to the political ideologies’. political ideologies. Compare and
doing “one- sentence summary”. state by each political generate list of similarities. Contrast
Students are asked to write a single ideology? (based from their assignment) the objects and generate a list of
summary sentence that answers 2. Can you see any differences. Determine significant
“( what and why ” questions about pattern or trend among (Please see attached Rubric, likenesses and differences of political
the topic. the five types of Appendix F) ideologies.
ideologies regarding the
Possible answers: role of the state? Political similaritie differences
What: For me, ideology is the Ask: How would each ideologies s
thinking characteristic of an ideology answer a
individual, group, or culture. question: Is the state a
Why: For me, Ideologies are means to an end, or is
important because it provides an the state the end in
explanation for problems that itself?
confronts modern societies by
providing futuristic visions.

(Please see attached Rubric for

 Individual Work, Appendix E)
G. Finding practical Ask :
applications of
concepts and skills in 1. Compare the ideologies of
daily living your mother and father.
2. 2. Given such experience
from your parents, who
among them are you in
favor? Why?
H. Making (5 minutes)
Ask: (5 minutes) Write a short biography to share with
How would each The teacher will enumerate the class that addresses this guiding
ideology answer a different known organizations and question:
question the students will identify on what
political ideology/ ideologies they 1. Why is this individual a great
“Political ideology Is the belong. leader?
state a means to an end, 2. How is his/her political belief
or is the state the end in Example: linked to the Philippine
itself?” 1. National Democratic Front (NDF) politics?
-1973
2. Malayang Kilusan ng Bagong
Kababaihan (MAKIBAKA)-
Socialism
3. Opus Dei (Work of God)-
conservatism
Rodrigo Duterte
4. Philosophical Association of the
Philippines- liberalism
Ask: Which political ideology best
describes the nature of democracy
in the Philippines, and why?
Benigno Aquino III
Gloria Macapagal Arroyo
(10 minutes) (5 Minutes) (15 minutes)
generalizations and Activity: DYAD
abstractions about 1. Ask the students to choose
the lesson 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.
Activity: BOGGLE Sum It Up! Activity: KEY CHART
End the lesson by letting 1. Today I have learned that Using a chart, identify the major key
the students summarize _____________________. concepts of different political
the three functions of 2. The topic that is NOT clear ideologies. Students will be grouped
political ideology thru an to me is/are into 5.
activity entitled “Boggle”. ________________.
Instructions: (Please see attached Rubric, Appendix
1. Allow students two D)
minutes in which to
review their notes.
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.
(Please see attached

I. Evaluating learning Fill in the blanks:
1. ______________ is a
political philosophy that
tends to support the status
quo and advocates change
only in moderation.
2. ______________ is an
economic, social, and
political system seeking
government ownership of
the means production and
services directed by a
process of scientific
administration and
universal assent.
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 application or
remediation
rubric, Appendix C)
Answer the following: Think about it! Answer the following:
1. It is a systematic 1. Sees the state as the neutral
body of “Ideologies gives us the picture of arbiter – liberalism
concepts the existing reality, answering “what 2. Has contrasting views of the
especially about is wrong, what went wrong and state – socialism
human life or why” 3. Rejects the state outright –
culture? anarchism
Ideology Students will write their answer in 4. Has contrasting view of the
2. Set of related ½ sheet of yellow paper. state – socialism
beliefs about 5. Sees the state as the supreme
political theory ethical ideal - fascism
and policy
Political ideology
3. In your own
understanding
what is the
importance of
political
ideology?
Assignment: Assignment:
Group Dynamics: Role- Group Dynamics: Interview
 playing Interview a politician in your
Group the students into community regarding their advocacy
two, decide a scenario and belief. Based on his/her advocacy
and let them pick one and belief, identify the kind of ideology
political ideology and be that he/she believes in.
the basis for a role play.

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?