Grades 1 to 12 School St.

John College of Buug Grade Level 11 or 12

DAILY LESSON PLAN Teacher TORRION, VOLTAIRE B. Learning Area Philippine Politics and Governance
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 Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies
Competencies/ liberalism, socialism, conservatism, etc.)
Objectives
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- http”//www.people-
Resources szuwRgAE press.org/quiz/political-
typology/
Politics Without Borders” by Mendoza
Politics Without Borders” by Politics Without Politics Without Borders” by and Melegrito, pages 24- 36
Mendoza and Melegrito, pages 24- Borders” by Mendoza Mendoza and Melegrito, pages 24-
36 and Melegrito, pages 36
24- 36

IV. PROCEDURES

A. Reviewing previous (5 minutes) (5 minutes) (10 minutes) (5 minutes)

lesson or presenting Activity: “5 Minute Review”: Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
the new lesson Engage students as partners to ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write: 3
discuss and review material. students give at the teacher’s table and each key terms from what they have just
Procedure: characteristics of group will select a representative learned, 2 ideas they would like to
1. Pick a partner. One person is ideology based from to pick one and give them time to learn more about, and 1 concept or
partner A and the other is partner B. the letters of the word I- collaborate their ideas in relation skill they think they have mastered.
2. Partner A reviews information D-E-O-L-O-G-Y. to ideologies and political
with partner B for one minute. ideologies.
Partner A must talk for the entire Example: Example:
one minute. After one minute, I- initiates
partner B reviews information with improvements and 1. Anarchism
Partner A for one minute without projects
stopping. D- evelops projects
3. Partners continue to switch jobs E- evolution of 2. Fascism
two more times, now for 30 seconds O- ffer solutions
each. L- ead people
3. Socialism
4. Partners now switch two more O- rganize programs
times for 15 seconds each to sum G- eared towards unity
up the lessons. Y- outh working 4. Liberalism
together

5. Conservatism
B. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes)
purpose for the Group Activity: “Kwentong- Let the students take Activity: 4 pics-1 word: Activity: Colored Paper Grouping:
lesson bahay” the “Political Typology
Divide the class by giving numbers
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)
Quiz” by the Pew Pictures that represent the Colored papers will be provided by
Research Centre different political ideologies: the teacher and each student will pick
Title: Are You Liberal or Example: one color that represents his/her own
Conservative or perspective of political ideology.
Somewhere in Blue- Anarchism
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 2.
are 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 4.
to the Philippine 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?v=vz- assessed if they are Rearrange the words to find the them justify their choice. Select a
szuwRgAE). Remind the students conservative or liberal correct answers to the questions representative from the group to
before the video be presented in based on their scores below: present their insights.
classthat based from it, answer the from the Political
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 Let each group create their own slogan
#1 The teacher will provide phrases 1. What is ideology? of the state through a power point based on political ideology they
based from the definitions of the 2. What are the presentation. Provide the students belong.
following and the students will try to different types of with a handouts.
post where these definitions belong. ideologies?
(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
practicing new skills presentation the different Letters
#2 characteristics of ideologies. Students will be given
• Ideologies provide an set of jumbled letters
explanation for problems and they will try to
 that confronts modern compose the different
societies by providing ideologies from it.
futuristic visions. Purpose: Introduce the
• Ideology is action-oriented. different political
• Ideologies mobilize a large ideologies such as:
number of people. 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 (5 minutes) (5 minutes) (15 minutes) (10 minutes)
(leads to Formative Activity: “One-sentence Ask the students: “Compare and Contrast”
Assessment 3) summary” Oral Recitation Presentation of ‘Role Playing Have students describe different
Summarize the definition of 1. What is the role to about political ideologies’. political ideologies. Compare and
ideology and political ideologies by the state by each generate list of similarities. Contrast
doing “one- sentence summary”. political ideology? (based from their assignment) the objects and generate a list of
Students are asked to write a single 2. Can you see any differences. Determine significant
summary sentence that answers “( pattern or trend among (Please see attached Rubric, likenesses and differences of political
what and why ” questions about the the five types of Appendix F) ideologies.
topic. ideologies regarding
the role of the state? Political similarities differences
Possible answers: Ask: How would each ideologies
What: For me, ideology is the ideology answer a
thinking characteristic of an question: Is the state a
individual, group, or culture. means to an end, or is
Why: For me, Ideologies are the state the end in
important because it provides an itself?
explanation for problems that
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 1. Compare the ideologies of
in daily living your mother and father.
2. 2. Given such experience
from your parents, who
among them are you in
favor? Why?
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 2. How is his/her political belief
end, or is the state the Example: linked to the Philippine
end in itself?” 1. National Democratic Front politics?
(NDF) -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

H. Making (5 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.
Gloria Macapagal Arroyo
(10 minutes) (5 Minutes) (15 minutes)
Activity: BOGGLE Sum It Up! Activity: KEY CHART
End the lesson by 1. Today I have learned that Using a chart, identify the major key
letting the students _____________________. concepts of different political
summarize the three 2. The topic that is NOT clear ideologies. Students will be grouped
functions of political to me is/are into 5.
ideology thru an activity ________________.
entitled “Boggle”. (Please see attached Rubric, Appendix
Instructions: D)
1. Allow students two
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.

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.
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
rubric, Appendix C)
Answer the following: Think about it! Answer the following:
1. It is a 1. Sees the state as the neutral
systematic “Ideologies gives us the picture of arbiter – liberalism
body of the existing reality, answering 2. Has contrasting views of the
concepts “what is wrong, what went wrong state – socialism
especially and why” 3. Rejects the state outright –
about human anarchism
life or culture? Students will write their answer in 4. Has contrasting view of the
Ideology ½ sheet of yellow paper. state – socialism
2. Set of related 5. Sees the state as the supreme
beliefs about ethical ideal - fascism
political theory
and policy
Political ideology
3. In your own
understanding
what is the
importance of
political
ideology?
 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 Assignment: Assignment:

for application or
remediation 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 that he/she believes in.
be 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?