School Sta.

Maria Integrated High School Grade Level 11

DAILY Teacher Narlie S. Gavia Learning Area HUMSS-PPG
LESSON LOG Teaching Date August 29, 2023 Quarter 1st
Teaching Time 7:15 – 4:00 No. of Days 4 days

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES At the end of the lesson, the learners are expected to;
1. Define ideology and political ideologies
2. Identify the different characteristics of ideology
3. Differentiate the political ideologies
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
C. Most Essential 1. Identify the basic tenets of major political ideologies (i.e., liberalism, socialism, conservatism, etc.)
Learning HUMSS_PG12-Ib-c-6
Competencies 2. Differentiate the political ideologies
(MELC) HUMSS_PG12-Ib-c-6
D. Enabling
Competencies
1. CONTENT 2. Political Ideologies
2.1 The basic tenets
of the major political
ideologies (i.e.,
liberalism, socialism,
conservatism, etc.)
2. LEARNING
RESOURCES
A. References
a. Teacher’s Guide MELC SHS Q1 PIVOT BOW R4 QUBE, Curriculum Guide: (p.2) PPG11SPUIb-5
 Pages
b. Learner’s Philippine Politics and Governance DepEd Module
Material Pages
c. Textbook Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning https:// http”// Politics Without Politics Without
Resources for m.youtube.com/watch? www.peoplepress.org/ Borders” by Borders” by Mendoza
Development and v=vzszuwRgAE quiz/politicaltypology/ and Melegrito, pages
Engagement Mendoza and Melegrito, 24- 36
Activities Politics Without Borders” pages 24-
Politics Without Borders” by Mendoza and 36
by Melegrito, pages 24- 36
Mendoza and Melegrito,
pages 24-
36
3. PROCEDURES
A. Reviewing previous (5 minutes) (5 minutes) Review (10 minutes) (5 minutes)
lesson or presenting Activity: “5 Minute Activity: Activity: Pick-tell: Activity: Three-Two-One
the new lesson Review”: Engage ACROSTIC: Let the Jumbled pictures will (3-2-1) Writing Activity
students as partners students give be available at the where students write: 3
to discuss and characteristics of teacher‟s table and key terms from what
review material. ideology based from the each group will select a they have just learned,
Procedure: letters of the word I-D- representative to pick 2 ideas they would like
1. Pick a partner. One EO-L-O-G-Y. one and give them time to learn more about,
person is partner A and to collaborate their and 1 concept or skill
the other is partner B. 2. Example: ideas in relation to they think they have
Partner A reviews I- initiates ideologies and political mastered.
information with partner improvements and ideologies. Example:
B for one minute. projects D- evelops
Partner A must talk for projects
the entire one minute. E- evolution of
 After one minute, O- ffer solutions
partner B reviews L- ead people
1.
information with Partner O- rganize programs
A for one minute without G- eared towards unity
stopping. Y- outh working together
3. Partners continue to Anarchism
switch jobs two more
times, now for 30
seconds each. 2. Fascism
4. Partners now switch two
more times for 15
seconds each to sum up
3.
the lessons. Socialism

4.
Liberalism
Conservatism

B. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes)

purpose for the Group Activity: Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper
lesson “Kwentongbahay” “Political Typology Quiz” Pictures that represent Grouping: Colored
Divide the class by giving by the Pew Research the different political papers will be provided
numbers to each student Centre ideologies: by the teacher and
1 to 5. Have each Title: Are You Liberal or Example: each student will pick
student go to their group Conservative or one color that
that has his/ her Somewhere in Between? represents his/her
number. All students own perspective of
with number 1 go to 1, Instruction: Take the political ideology.
etc. Ask the students: quiz below to find out at Blue- Anarchism
How do your parents which point in the Yellow-Socialism
manage your household? political spectrum are Pink-Liberalism
What are the things you you more oriented to. Green-Conservatism
 wish to change the way Give yourself a score of Black- Fascism
your household is one (1) point if you
managed? Select a agree, and a score of
volunteer to share their zero (0) point if you
collaborated efforts. disagree with each of the
(Please see attached statements. If you are
rubric: uncertain with your
Appendix D) 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.peoplepress
.org/quiz/political-
C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes)
examples/instances Present a video clip After taking the quiz, Jumble Words Group themselves
of the new lesson about ideologies. students will be according to the papers
(https:// assessed if they are correct below: of the same color and
m.youtube.com/watch? conservative or liberal make them justify their
v=vzszuwRgAE). Remind based on their scores 1. choice. Select a
the students before the from the Political 2. representative from the
video be presented in Typology Quiz. 3. group to present their
classthat based from it, 4. insights.
answer the following 5.
questions:
3.1. How do we Rearrange the words to
 acquire political beliefs? find the
3.2. How people will answers to the
be affected by these questions
beliefs? LIERALISMB
FMEMINIS
MMUCONISM
CISOALISM
ENNTVIROANMELISM
D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes)
concepts and From the four (4) Guide Questions: Present the different Slogan
practicing new skill groups, conduct the Ask the students, political ideologies and making:
#1 activity entitled “Mix 1. What is their perspectives of Let each group create
and Match”. The ideology? the state through a their own slogan
teacher will provide 2. What are the power point based on political
phrases based from the different types of presentation. Provide ideology they belong.
definitions of the ideologies? the students with a
following and the handout.
students will try to post (Please see Appendix
where these definitions F for the rubric)
belong. (Please see Appendix
C)
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
E. Discussing new (10 minutes) (15 minutes)
concepts and Discuss through a Activity: Jumbled Letters
practicing new skill power point Students will be given set
 #2 presentation the of jumbled letters
different
characteristics of
ideologies.

F. Developing mastery (5 minutes) (5 minutes) (15 minutes) (10 minutes)

Activity: “One- Ask the students:
sentence summary” Oral Recitation
Summarize the definition 1. What is the role to
of ideology and political the state by each
ideologies by doing “one- political ideology?
sentence summary”. 2. Can you see any
Students are asked to pattern or trend among
write a single summary the five types of
sentence that answers ideologies regarding the
“what and why” role of the state?
questions about the Ask: How would each
topic. ideology answer a
question: Is the state a
Possible answers: means to an end, or is
What: For me, the state the end in
“Compare and
Presentation of Role Contrast”
Playing about political Have students describe
ideologies. different political
ideologies. Compare and
(based from their generate list of
assignment) similarities. Contrast
the objects and generate
(Please see attached a list of differences.
Rubric, Determine significant
Appendix F) likenesses and
differences of political
ideologies.
Political
ideologies
similarities differences

ideology is the itself?

thinking
characteristic of
an individual,
group, or culture.
Why: For me,
Ideologies are
important because
it provides an
explanation for
problems that
confronts modern
societies by
G. Finding practical Ask : Ask: (5 minutes) Write a short
applications of How would each ideology The teacher will biography to share
concepts & skills in 1. Compare the answer a question enumerate different with the class that
daily living ideologies of your known organizations addresses this
mother and “Political ideology Is the and the students will guiding question:
father. state a means to an end, identify on what
2. 2. Given such or is the state the end in political ideology/ 1. Why is this
experience from itself?” ideologies they belong. individual a great
your parents, who leader?
among them are Example: 2. How is his/her
you in favor? National Democratic political belief
Why? Front (NDF) linked to the
-1973 Malayang Philippine
Kilusan ng Bagong politics?
Kababaihan
(MAKIBAKA)-
Socialism
Opus Dei (Work of
God)- conservatism
Philosophical
Association of the Rodrigo Duterte
Philippines- liberalism

Ask: Which political

ideology best describes
the nature of democracy
in the Philippines, and
why?

Benigno Aquino
III
H. Making (5 minutes) (10 minutes) (5 (15 minutes)
generalizations & Activity: DYAD Activity: BOGGLE Minutes Activity: KEY CHART
 abstractions about 1. Ask the students End the lesson by letting ) Sum It Using a chart, identify
the lesson to choose a the students summarize Up! the major key concepts
partner and share the three functions of 1. Today I have of different political
what they political ideology thru an learned that ideologies. Students will
understand with activity entitled “Boggle”. _________________ be grouped into 5.
these words: Instructions: ____.
“To be clear: ideology 1. Allow students 2. The topic that is (Please see attached
is a belief system with two minutes in which Rubric, Appendix D)
NOT clear to me
an inadequate to review their notes. is/are
basis in reality; 2. Allow students ________________.
religion is a belief two minutes in which
system with no basis, to jot down any facts
in reality, whatever.” they can recall from
– Martin Amis. 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
I. Evaluating Learning Fill in the blanks: Answer the following: Think about it! Answer the following:
1. ______________ is 1. It is a systematic 1. Sees the state as
a body of concepts “Ideologies gives us the the neutral
political especially about picture of the existing arbiter –
philosophy that human life or reality, answering liberalism
tends to support culture? “what is wrong, what 2. Has contrasting
the status quo Ideology went wrong and why” views of the
 and advocates 2. Set of related state – socialism
change only in beliefs about Students will write 3. Rejects the state
moderation. political theory their answer in ½ outright –
and policy sheet of yellow paper. anarchism
Political ideology 4. Has contrasting
3. In your own view of the state
understanding – socialism
what is the Sees the state as the
importance of supreme ethical ideal -
political fascism
ideology?

J. Additional activities Assignment: Assignment: Assignment:

for application or
remediation Group Dynamics: Group Dynamics: Group Dynamics:
Roleplaying Interview Interview a Roleplaying
Group the students into politician in your Group the students into
two, decide a scenario community regarding two, decide a scenario
and let them pick one their advocacy and and let them pick one
political ideology and be belief. Based on political ideology and be
the basis for a role play. his/her advocacy and the basis for a role play.
belief, 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 who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
caught up 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:

NARLIE S. GAVIA Checked by:

Master Teacher II
KRISTINE P. PEREZ PhD
Principal II