Grades 1 to 12 School FVNHS Grade Level 12

DAILY LESSON Teacher JOSITO S. TRINIDAD Learning Area Philippine Politics and Governance
PLAN Covered Date December 9-12, 2019 Semester Second

Day 1 Day 2 Day 3 Day 4

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

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

1. Learning Competencies/ Objectives

Write the LC code for each
examine the relationship between political critique ideas that have analyse how political
ideologies and configurations of political a direct impact on how ideologies impact on the
communities we try to manage social and political life of
HUMSS_PG12Ib-c-8 ourselves as a political Filipino
community HUMSS_PG12Ib-c-10
HUMSS_PG12Ib-c-9 3

II. CONTENT 2. Political Ideologies

2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism,
conservatism, etc.)
III. LEARNING RESOURCES
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 Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
IV. PROCEDURES
A. Reviewing previous lesson or (5 mins.) (5 mins.) (5 mins.)
presenting the new lesson Teacher reviews the
Review Activity: Connect the previous past lesson through oral
As a review, the discussion with the new recitation.The
teacher will divide the one by conducting a assignment may be
class into 4 groups. game entitled “ used as a “springboard”
Cooperative Review” for the lesson set for the
Jumbled pictures will be wherein the students will day.
available at the be grouped to take turns
teacher’s table and each asking other groups
group will select a questions. Often
representative to pick conducted as a game
one and give them time where points are
to collaborate their ideas awarded.
in relation to ideologies
and political ideologies.
Pick & Tell

1.

2.

3.

4.

5.
B. Establishing a purpose for the (3 mins.) (5mins.) (2 mins.) (5 mins.)
lesson The teacher facilitates a
Brainstorming Session The teacher will facilitate Say: “In our last FACT or BLUFF game
on the following: “ Noon at Ngayon” discussions, we have by stating political
wherein the students will established the practices/events of the
Ask: Why is it important be asked to compare relationship of political Philippines.
to examine and study and contrast differences ideologies and political
the relationship between on how we try to communities. For today,
political ideologies and manage ourselves as a we are going to go
configurations of political political community deeper by looking into
communities?. Process the factors that influence
the answers of the how we behave
students. politically in our
community and how we
manage our political
community.”
C. Presenting examples/instances of (15 mins.) (3 mins.) (7 mins.)
the new lesson
Petmalung Tower Picture Puzzle and The teacher presents
The students will be Jumbled Word pictures of historical
group into four and each Activities political events reflecting
will create a tower, as Volunteer students will a specific ideology in the
best as they can, using be asked to form the Philippines. The
A4 bond paper and pictures out of the students will be asked to
masking tape. After pieces and must match brainstorm in groups to
which a group reporter it with a set of jumbled share their knowledge of
will report to the class words that they have to the said event and how
about their output form. (example: election, they think such event
following a guide rallies, law enforcement, has made an impact in
questions political assemblies and the lives of Filipinos.
1. How did you find the meetings, peace talks, Ideas will be presented
activity? Is it difficult? political organizations). using a graphic
2. How did you come up organizer.
with that kind of tower? Ask: “What is common
3. What are the bases of about these pictures?
the design of your Can you give other
 tower? political activities that
4. Is there any people usually take part
connection between the into?
concept and the design
of your tower?
5. Why is it that you
have different style or
design?

D. Discussing new concepts and (15mins.) (10 mins.) (5 mins.)

practicing new skills #1
Discussion through a Process the question by The teacher processes
PowerPoint asking the factors that the activity by bridging
presentation. Discuss have led to such political the knowledge of the
the relationship between activity in reference to students and by giving
political ideologies and Filipino traits, values, concrete examples to
configurations of political and culture. Criticizing of emphasize that each
communities the ideas will take place ideology has an impact
in this part of the on the lives of Filipinos.
discussion. Art of
questioning must take
place to get good
answers from students.
E. Discussing new concepts and (5 mins.) (30 mins.) (15 min.)
practicing new skills #2
Through the use of Draw lots (different NEWS ANALYSIS. The
PowerPoint, the teacher performances) class will be divided in
facilitate the -talk show Trios. The teacher
identification of political -pageant presents current and
ideology by the students -role play timely national issues
in a given name of a -news casting that are political in
nation/state by the - nature. The trio chooses
teacher commercial/advertiseme
one issue and are
1.North Korea nt tasked to determine and
2.Thailand to critic the factors that
3.China Presentation of each have led to such issue.
4.USA group that showcases
 5.Philippines the relationship of
political ideologies and
configurations of political
communities.

F. Developing mastery (leads to (5 mins.) (15 mins.)

Formative Assessment 3)
Ask: Reflection Paper: My
Which political ideology Understanding of what
is most unconvinced Political ideologies and
about democracy and its configurations of political
processes? communities

G. Finding practical applications of (2mins.) (5mins.) (3 mins.)

concepts and skills in daily living The teacher facilitate the Ask: “What do you think
connection between Ask: How does political is the best ideology to
personal direction in life ideologies and be applied in the
and ideology configurations affect our Philippine set-up?”
political communities?
H. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies affect
abstractions about the lesson and the configuration of mirror the configurations have a direct impact on our daily lives as Filipino
a political community of a political how we try to manage citizens.
are related. Political organization/community. ourselves as a political
ideology shaped our community.
society.
I. Evaluating learning (10 mins.) The dramatization and (25 mins.) (40 mins.)
Picture Frame the reflection paper
Each group of students serves as the WRITTEN TASK PERFORMANCE TASK
will be given a specific assessment of learning Facilitation of a test with Poster Making: The
political ideology and will for the day. at least 25 points. students will be grouped
portray its application to (Definition of Terms, according to the
a specific society Modified True or False, ideologies. Their task is
through a picture frame Essay). to create a poster in a
activity. 1/4 illustration board
Rationalizations will be showing the assigned
discussed right after. ideology impacts our
present society if
 followed. Outputs will be
presented and explained
right after and will be
evaluated by their peers
and teacher with the use
of a rubric.

J. Additional activities for application ASSIGNMENT/ ASSIGNMENT: ASSIGNMENT:

or remediation AGREEMENT: Interview a government The students will be
The teacher asks the official asked to bring materials
students issues in the (barangay/municipality/ that are to be used for
social media that has city official and ask the activity on the next
something to do with him/her about her day.
political ideologies and advocacies. From the
communities and post it responses, the students
in the group chat grade will determine the
12_PPG ideology that the official
adheres to.
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?

Unit Test No.1

Second Semester SY 2017-2018

Name: __________________________________________Date: ________________________

Section: _________________________________________Teacher:______________________

I.Fill in the blanks with the correct answer. Choose the letter of your answers from the box. All answers should be in capital letters. No erasures.

A. Politics F. Inputs K. Collectivism

B. Individualism G. Fascism L. Liberalism
C. Ideology H. Environmentalism
D. People I. Government
E. Globalization J. Anarchism

__________ 1. Is the exercise of power, the science of government, the making of collective decisions, the allocations of scarce resources and the practice of
deception and manipulation.
__________ 2. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious
thought and ideas.
__________ 3. It is the belief in the supreme importance of the individual over any social group or collective body.
__________ 4. Is a movement that stands for outmoded, repressive social and political conditions rejecting democracy, repudiates constitutionalism and stresses
that all values arise from the state against which individual has no rights.
__________ 5. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes.
__________ 6. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed.
__________ 7. It refers to those whom the state is obliged to protect and provide services.
__________ 8. An ideology that is based on the belief that government and laws are not necessary.
__________ 9. A central tenet of socialism that is the belief in the capacity of human beings for collective action.
__________ 10. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable.

III . Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for Fascism.

__________ 11. As the state is inherently evil and oppressive, all states have the same essential character.
__________ 12. This ideology has contrasting views of the state.
__________ 13. It rejects the state outright, believing it to an unnecessary evil.
__________ 14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order.
__________ 15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference
for a strong state.
__________ 16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief
in totalitarianism.
__________ 17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder.
__________ 18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation.
__________ 19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state
collectivist form.
__________ 20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of
ameliorating class tensions.

III. Essay: Explain and elaborate your answers. (5 points)

20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of
political ideology in shaping the way of life of Filipinos? Explain your answers?