GRADE 11 School Salapungan National High School Grade Level 11

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Philippine Politics and Governance
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

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.
The learner…
Identify the basic tenets of major political ideologies (i.e., liberalism, socialism, conservatism, etc.) HUMSS_PG12-Ib-c-6
C. Learning Competencies / Objectives
Write the LC code for each
1. Define ideology and political ideologies Identify the different political ideologies and its Identify the different political ideologies and its
2. Identify the different characteristics of ideology functions functions

2. Political Ideologies
II. CONTENT
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.) CHAPTER TEST

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Politics Without Borders” by Mendoza and Politics Without Borders” by Mendoza and Politics Without Borders” by Mendoza and
Melegrito, pages 24- 36 Melegrito, pages 24- 36 Melegrito, pages 24- 36
IV. PROCEDURES
(5 minutes) (10 minutes) (5 minutes)
Activity: “5 Minute Review”: Guide Questions: Ask the students,
Engage students as partners to discuss and Review Activity: 1. What is ideology?
review material. ACROSTIC: Let the students give characteristics 2. What are the different types of ideologies?
Procedure: of ideology based from the letters of the word
1. Pick a partner. One person is partner A and I-D-EO-L-O-G-Y.
the other is partner B.
A. Reviewing previous lesson or presenting 2. Partner A reviews information with partner B
the new lesson 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.
 ( 3 minutes)
1. Ask the students: How do your parents
manage your household? What are the
B. Establishing a purpose for the lesson
things you wish to change the way your
household is managed?
(10 minutes)
Let the students take the “Political Typology
Quiz” by the Pew Research Centre Title: Are
You Liberal or Conservative or Somewhere in
Between?
(2 minutes)
Have the students recall the political ideologies
they formed during last meeting’s activity. Tell
them that the rest of the ideologies will be
discussed.

( 10 minutes ) (5 minutes)
Present a video clip about ideologies. After taking the quiz, students will be assessed if
(https://m.youtube.com/watch?v=vzszuwRgAE). they are conservative or liberal based on their
Remind the students before the video be scores from the Political Typology Quiz.
1. Presenting Examples / instances of the presented in class that based from it, answer the
new Lesson following questions:
3.1. How do we acquire political beliefs?
3.2. How people will be affected by these
beliefs?

(10 minutes) ( 20 minutes) (30 minutes)

1. Discuss the meaning of
a. Ideology Activity: Jumbled Letters Students will be given 1. Discuss the functions of the following
b. Political ideology set of jumbled letters and they will try to ideologies:
compose the different ideologies from it. a. Liberalism
Purpose: Introduce the different political b. Conservatism
ideologies such as: c. Fascism
1. Anarchism 2. What is the role to the state by each
1. Discussing new concepts and practicing 2. Socialism political ideology?
new skills #1 3. Liberalism
4. Conservatism
5. Fascism

After the students have arranged the jumbled

letters, discuss the meaning and functions of the
given ideologies.
(For this session, discuss only the first two
ideologies)
3. Discussing new concepts and practicing (10 minutes)
new skills #2 Discuss the characteristics of political ideologies.
4. Developing Mastery ( 5 minute ) (5 minutes) (5 minutes)
(Leads to formative assessment # 3) Activity: “One-sentence summary” What is the role to the state by each political Ask: How would each ideology answer a
1. Summarize the definition of ideology and ideology? question: Is the state a means to an end, or
political ideologies by doing “one- is the state the end in itself?
sentence summary”.
2. Students are asked to write a single
summary sentence that answers “( what
and why ” questions about the topic.

5. Finding practical applications of concepts (5 minutes) (5 minutes) (3 minutes)

and skills in daily living
1. Compare the ideologies of your mother and
father.
2. Given such experience from your parents,
who among them are you in favor? Why?
How are the discussed ideologies evident in Ask: How would each ideology answer a
today’s politics? question
“Political ideology Is the state a means to
an end, or is the state the end in itself?”

6. Making generalizations and abstractions (2 minutes) (5 minutes) (5 minutes)

about the lesson Ask the students how they understand the Compare and contrast the two ideologies Summarize the three functions of political
passage: discussed. ideology
“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.
7. Evaluating learning ( 10 min) (10 minutes)
Answer the following:
Fill in the blanks: 1. It is a systematic body of concepts especially
1. ______________ is a political philosophy about human life or culture? Ideology
that tends to support the status quo and 2. Set of related beliefs about political theory
advocates change only in moderation. and policy Political ideology
2. ______________ is an economic, social, 3. In your own understanding what is the
and political system seeking government importance of political ideology?
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.

10 pts TOTAL
 8. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.

A. No. of learners who earned 80% on the formative

assessment
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 innovation or localized materials did I use /

discover which I wish to share with other teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON

SHS Teacher III School Head