G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and

GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
Teaching Dates and Time: November 26-November 30, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: Second Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The student should be able to understand intersubjective human relations.
B. Performance Standards The learners will be able to perform activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.
C. Learning Competencies/Objectives PPT11/12-IId-6.2 PPT11/12-IId-6.3 PPT11/12-IId-6.3 PPT11/12-IId-6.3
Write LC code for each  Appreciate the talents of persons with Explain that authentic dialogue means  Discuss the significance of Authentic  Discuss the significance of Authentic
disabilities and those from the accepting others even if they are different from Dialog, empathy and responsibility in Dialog, empathy and responsibility in
underprivileged sectors of society and their themselves human being’s relationship with others human being’s relationship with others
contributions from themselves PPT11/12-IId-6.3 PPT11/12-IId-6.3
 Distinguish the different ways by which  Distinguish the different ways by which
human beings realte to others and humans human beings relate to others and
recognize and treat others humans recognize and treat others
II. CONTENT
INTERSUBJECTIVITY
III. LEARNING RESOURCES Introduction to the PHILOSOPHY of the human Introduction to the PHILOSOPHY of the human Introduction to the PHILOSOPHY of the human Introduction to the PHILOSOPHY of the human
person; Christine Carmela R. Ramos, PhD person; Christine Carmela R. Ramos, PhD person; Christine Carmela R. Ramos, PhD person; Christine Carmela R. Ramos, PhD
Introduction to the Philosophy of the Human Introduction to the Philosophy of the Human Introduction to the Philosophy of the Human Introduction to the Philosophy of the Human
Person; Sioco Vinzons Person; Sioco Vinzons Person; Sioco Vinzons Person; Sioco Vinzons
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Text book pages 125-126 127-128 129-130 129-130
4. Additional pages from Learning
Resource (LC) portal
B. Other Learning Resources
IV. PROCEDURE Ask the students to present the result of their Show pictures of different people (or group of Ask the students who applied authentic dialogue Ask the students who applied authentic
A. Reviewing previous Lesson or interview with persons with disability or belonging people) talking to or with each other. outside the class about their observations dialogue outside the class about their
presenting New Lesson to the minority group Group the students and let them pick one picture observations
per group and have them create a story guided
by the following questions:
1. What could be the persons talking about in the
picture?
2. How do they communicate?
 G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
Teaching Dates and Time: November 26-November 30, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: Second Quarter

B. Establishing purpose for the Lesson
C. Presenting Examples/ Instances of the
New Lesson
D. Discussing new concepts and
practicing new Skills #1
Ask them to determine the strengths and
weaknesses of the persons they interviewed and
have them listed on the board through a diagram
Ask their observations about the strengths and
weaknesses written on the board
How does acknowledging the strengths and
weaknesses of people with disabilities or
belonging to the underprivileged help you
perceive them?
Introduce the class to another activity and ask
them (individual recitation):
1. When was the last time you had a
conversation with a person?
2. Who was the person you had a conversation
with?
3. How was the conversation?
4. Do you consider it as something positive or
negative?
Draw a table of two columns on the board
(Positive and negative). Write on the board their
experiences
What do you notice from the positive (and
negative) column?
Relate their responses to a discussion on
Authentic Dialogue
Write on the board and ask the students about
the differences of the two concepts through a
diagram, respectively:
Input Authentic Dialogue
Ask:
1. How was the dialogue?
2. How did you feel?
3. How did the person you had a dialogue
with react?
4. What did you realize from the dialogue
you had?
5. Where you more accepting of the person
you had a dialogue with
Sum up their responses and make conclusions.
Group the class into triads. Ask them to do the
following tasks:
1. Assign two members of the triad to do an
authentic dialogue. The third member will be the
process observant who will observe and guide if
the two really did an authentic dialogue.
2. The first one from the two who are assigned to
do a dialogue will be sharing a story about his or
her unforgettable mistake (or anything that can
facilitate them to determine differences in their
lives such as belief and values etc. and engage
them in an authentic dialogue)
1. What was the topic of your dialogue all about?
2. How did you do the dialogue?
3. How did you feel during the dialogue? Did you
feel heard? Did you feel accepting of each
other?
4. What did you realize from the dialogue?
(Engage them to a primary reflection)
5. What new things did you learn from your
Ask:
1. How was the dialogue?
2. How did you feel?
3. How did the person you had a dialogue
with react?
4. What did you realize from the dialogue
you had?
5. Where you more accepting of the
person you had a dialogue with
Sum up their responses and make conclusions.
Group the class into triads. Ask them to do the
following tasks:
1. Assign two members of the triad to do an
authentic dialogue. The third member will be
the process observant who will observe and
guide if the two really did an authentic dialogue.
2. The first one from the two who are assigned
to do a dialogue will be sharing a story about
his or her unforgettable mistake (or anything
that can facilitate them to determine differences
in their lives such as belief and values etc. and
engage them in an authentic dialogue)
1. What was the topic of your dialogue all
about?
2. How did you do the dialogue?
3. How did you feel during the dialogue? Did
you feel heard? Did you feel accepting of each
other?
4. What did you realize from the dialogue?
(Engage them to a primary reflection)
 G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
Teaching Dates and Time: November 26-November 30, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: Second Quarter

classmate? 5. What new things did you learn from your

E. Discussing new concepts and
practicing new Skills #2
F. Developing Mastery
(Leads to Formative Assessment3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Relate the philosophical concept of sacrifice to
your concrete experiences.
Ask the students to write an essay about valuing
people with disabilities or belonging to the
underprivileged.
How do you show act of sacrifices to others?
Ask the students to write in their journal a very
short essay about their understanding of the
following line and choose three to five students
to read their essay in front of the class or ask
the students to role play showing a comparison
conversation and an authentic dialogue.
At the end of the presentation (essay or role
play), guide the students to mastering authentic
dialogue by highlighting their performance
related to authentic dialogue through a
socialized discussion.
6. What differences did you learn about
yourselves?
Engage the students into secondary reflection by
asking:
1. How does it feel to know that someone is
different from you?
2. How does authentic dialogue help you deal
with these differences?
Discuss: Authentic dialogue means accepting
individual differences
What specific situations in your daily life where
you can apply authentic dialogue?
classmate?
6. What differences did you learn about
yourselves?
Engage the students into secondary reflection
by asking:
1. How does it feel to know that someone is
different from you?
2. How does authentic dialogue help you deal
with these differences?
Discuss: Authentic dialogue means accepting
individual differences
What specific situations in your daily life where
you can apply authentic dialogue?

H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
Through a concept map, ask the students to Based on the discussions and activities, ask the Based on the discussions and activities, ask
Based on the discussion and activities, guide the
write their realizations from the lesson. student (recitation) to state in their own words the student (recitation) to state in their own
students to determine specific ways (example:
how authentic dialogue leads to accepting words how authentic dialogue leads to
listening, empathy etc.) to have an authentic
others as a unique individual. accepting others as a unique individual.
dialogue with others through a concept map.
Formative Quiz: Short quiz (True or False about Authentic Short quiz (True or False about Authentic
Short Identification about the lesson Dialogue) Dialogue)
Ask the students to apply authentic dialogue at
home, school or in other places and observe
themselves how they felt.
 G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
Teaching Dates and Time: November 26-November 30, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: Second Quarter

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 these did work?
F. Difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I used which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

Shendy M. Acosta Mr. Michael Jay E. Alaska Mrs. Sheila F. Tabian, MAeD
Subject Teacher SHS Academic Coordinator Principal