Introduction To The Philosophy of The Human Person Pambungad Sa Pilosopiya NG Tao DLP

Day 1 Day 2 Day 3 Day 4
School Grade Level 12 Teacher

Learning Area Introduction to the
I. OBJECTIVES
Philosophy of the Human
Grades 1 to 12 DAILY LESSON LOG
Person Teaching Dates and Time
Quarter 1st

A. Content Standards The learner understands the meaning and process of doing
philosophy
B. Performance Standards The learner reflects on a concrete experience in a

philosophical way
C. Learning Competencies/
Objectives Write the LC code for from a partial point of view
each (PPT11/12-Ib-1.1)
Distinguish a holistic perspective
oing Philosophy
II. CONTENT D
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 Intro. To the
Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The
Philosophical Enterprise" by John Kavanaugh, S. J.
IV. PROCEDURES
minds when you encounter the word
A. Reviewing previous lesson or Philosophy?”
presenting the new lesson Read: Sapagkat ang Pilosopiya ay
Present distorted figures Review the Ginagawa ni Padre Roque Ferriols
previous lesson. Review the previous Read: Sapagkat ang Pilosopiya ay
lesson. Synthesize the three previous Ginagawa ni Padre Roque Ferriols
lessons. Read: Sapagkat ang Pilosopiya ay
Ginagawa ni Padre Roque Ferriols
Ask students about the wisdom they
B. Establishing a purpose for the can get from everyday objects.
lesson Ask students about the wisdom they
What Philosophy is and what can get from everyday objects.
philosophy is not. Ask students about the wisdom they
Philosophy differs in different eras in can get from everyday objects.
world history Ask students about the wisdom they
Philosophy differs in different eras in can get from everyday objects.
world history Lecture discussion:
Philosophy differs in different eras in Lecture discussion:
world history Lecture discussion:
Ask the students: “Nakapagbyahe na ba Lecture discussion:
kayo?”
Ask the students: “Nakapagbyahe na ba Philosophy is a journey.
kayo?” Philosophy is a journey.
Ask the students: “Nakapagbyahe na ba Philosophy is a journey.
kayo?” Philosophy is a journey.
Ask the students: “Nakapagbyahe na ba
kayo?”
C. Presenting See appendix 1

examples/instances of the new
How did Padre R. Ferriols present
lesson
philosophy?
Ask the students: “what comes to your
Examples: Pencil/Eraser Broom Stick
Shoes of philosophers about the nature
Learning from Philosophers The
teacher will present the different views
D. Discussing new concepts and of philosophers about the nature
practicing new skills #1 Learning from Philosophers The
Unlocking of Difficulties: Definition of teacher will present the different views
Philosophy as a path towards the of philosophers about the nature
attainment of knowledge. Learning from Philosophers The
Unlocking of Difficulties: Philosophy teacher will present the different views
as a concept of philosophers about the nature
Unlocking of Difficulties: Philosophy Make an analogy:
as a concept Make an analogy:
Unlocking of Difficulties: Philosophy Make an analogy:
as a concept Make an analogy:
Philosophy is a system of beliefs about Scuba diving and Helicopter as vehicles

reality. It is one's of doing philosophy.
Learning from Philosophers The Scuba diving and Helicopter as vehicles
teacher will present the different views of doing philosophy.
of philosophers about the nature Scuba diving and Helicopter as vehicles
Learning from Philosophers The of doing philosophy.
teacher will present the different views
integrated view of the world. It includes an understanding of the nature of existence,
man, and his role in the world. It is a necessary product of man’s rational mind.
and meaning of philosophy
Ancient Greeks: to have a good life Medieval: to defend God Modern: to
reason/rationalize Post-Modern: to find meaning
E. Discussing new concepts and
practicing new skills #2
Unlocking of Difficulties: Meaning of Philosophy as a path towards the attainment of
wisdom.
Unlocking of Difficulties: Philosophy as a process
Philosophy is employed as a method of inquiry. It is an engagement in the search for
the meaning of life, its value and relevance. It is a process for finding significance in
existence. F. Developing mastery (leads to Formative Assessment 3)
Ask the difference between knowledge and wisdom.
Knowledge is knowing that tomato is a fruit Wisdom is knowing not to put it in a fruit
salad Philosophy is asking if ketchup is a fruit shake.
Give other examples
Activity: Compare and Contrast
Philosophy
As a Concept
Activity: Tableau/Slogan/
The class will be grouped into 4 and will represent each era through a tableau, slogan
or a As a
short poem. Process
Cite the differences of
Recitation:
In what sense is philosophy related to human life?
philosophy as a process and as a concept
G. Finding practical applications of concepts and skills in daily living
Flash the statements:
Give the analogy of riding a
Why do we need to respect bicycle. Riding a bicycle is not
the view of other people? “The unexamined life is not
about knowing its parts but it worth living” and “He who has
is in riding the bicycle itself. a why to live for can bear with almost any how”.
then will ask the students to relate the statements to their present condition as SHS
Learners preparing for college.
It must be emphasized that philosophy will not teach the learners how to earn a living,
but how to make life worth living.
H. Making generalizations and
abstractions about the lesson
The learners will be grouped and will be tasked to come up with a word web map based
from their understanding of the discussion.
Write associated words with philosophy.
The class will be grouped into two. The first group will be tasked to give examples of
Philosophy as a concept while the other group will provide examples of Philosophy as a
Process.
Ask learners the following questions: What does it mean to philosophize?
What is its significance to your life?
I. Evaluating learning Task the students to write an essay
J. Additional activities for application or remediation
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?
to the Philosophy of the
Human Person Teaching Dates and
School Grade Level 12 Time Quarter 1st

Teacher Learning Area Introduction
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing
philosophy
B. Performance Standards The learner reflects on a concrete experience in a

philosophical way
the 3 levels of inquiry.
C. Learning Competencies/ Discuss the beginnings of philosophical
Objectives Write the LC code for inquiry.
each (PPT11/12-Ib-1.3) Realize the value of
(PPT11/12-Ib-1.2 ) 1.2. Recognize doing philosophy in obtaining a broad
human activities that emanated from perspective on life. Objectives: Discuss
deliberate reflection Objectives: Identify philosophizing as discipline of
questioning, liberation, and personhood. (PPT11/12-Ib-1.3) Realize the value of
(PPT11/12-Ib-1.3) Realize the value of doing philosophy in obtaining a broad
doing philosophy in obtaining a broad perspective on life. Objectives: Discuss
perspective on life. Objectives: Discuss philosophizing as discipline of
philosophizing as discipline of questioning, liberation, and personhood.
questioning, liberation, and personhood.
II. CONTENT Doing Philosophy
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 Dy, Manuel Jr.
"Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J.
Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE,
MAEd, PhD, et.al. https://youtu.be/ZTy3qG_qInU
IV. PROCEDURES
Give one example.
A. Reviewing previous lesson or (2-3 mins) Review the previous
presenting the new lesson discussion on the 3 levels of inquiry.
(5 mins) Review the previous Give one example.
discussion on the definition of 1. Common sense 2. Scientific Inquiry
philosophy? 3. Philosophical Inquiry
Review: What is the beginning of
philosophical inquiry?
Thumbs Up and Thumbs Down Review: What is the beginning of
Ask the students to thumb up if they
Review: What is the beginning of
think the statement is true and thumb
down if the statement is false.
(2mins) Review the Philosophical
(2-3 mins) Review the previous
beginnings of inquiry through wonder.
discussion on the 3 levels of inquiry.
This time, a learner will be able to see
the value of doing philosophy. That this This time, a learner will be able to see
will give him the opportunity to see the value of doing philosophy. That this
things in broad perspectives. will give him the opportunity to see
(2mins) Review the Philosophical things in broad perspectives.
beginnings of inquiry through wonder. (2mins) Review the Philosophical
This time, a learner will be able to see beginnings of inquiry through wonder.
beginnings of inquiry through wonder. (2mins) Review the Philosophical
This time, a learner will be able to see beginnings of inquiry through wonder.
beginnings of inquiry through wonder.
1. Everyone is a philosopher. 2. Children can philosophize. 3. Questioning leads to
philosophizing. 4. Mentally disturbed people philosophize. 5. There are times that
people
answer in non - philosophical ways.
B. Establishing a purpose for the
lesson
Video Clip (4:30minutes)
Motivation ( Know yourself) https://yout u.be/ExVh4wL70yc
( 5 minutes)
Ask the learners
1. Ask the students to What did you observed in the video?
write 2-3 principles in
As we all know magic uses tricks but with that we
their lives?
ponder, ask, curious and wonder.
Like, we wonder how come that the word “proud” picked by Angel Locsin known by the
magician as it shown in the video.
Like the crowd being amazed and bewildered when the magician revealed the word
written in the confetti is the same as Vice Ganda picked.
Ask: Was there a time where you have wronged a person because of your assumption
or judgement?
What have you realize because of that experience?
C. Presenting examples/instances
of the new lesson
(5 mins)
Activity:
Picture analysis
The teacher will present a mathematical equation to stimulate the students curiosity.
“1+1=0”
Ask: 1.What do you observe in the equation? 2. Do you think it’s correct? Why or why
not.
(5- 7 mins)
5-7 minutes
Activity “Opinion Mo”
Situational Group the class to two. Each
Questions: Situational / Questions
Like, we wonder why you girls get the feeling of
group should have their own
Given the following Puzzles
being hurt when your heartbroken or broke up
leader to summarize their
situations. What will with your boyfriend same as for the boys, vice-
opinion all about the issue of
you do? 1. The teacher will present 3
versa.
summary execution to the
1. You saw your situations/questions.
Collaborative Activity
drug addicts and pushers. And
girlfriend/ boyfriend 2. The students will expect to
each group will give their
holding hands with show different ways in
Divide the class into 3 groups. Assign a leader,
opinion if they are favor or not.
someone else. answering questions..
secretary, and presenter. Let each group answer
(10 mins.)
the question...
What do you usually think whenever you experience emotional pain? Problems?
Sufferings? Present in the class.
After the activity, ask the class...
What can you say about your responses?
From the responses given, you already started the act of philosophizing through
wonder.
2. Your baby brother is wearing your favourite red shirt.
Based on your responses, do you think you did an act of philosophizing? What
response shows an act of philosophizing? What is not? Why?
D. Discussing new concepts and
Situation #1
There was an airplane crash, every single person on board died, but yet two people
survived. How is this possible?
Situation #2
What goes up and never comes down?
Situation #3
Imagine you are in a sinking row boat surrounded by sharks. (5mins) Ask:1. What
strategies or ways
did you use to answer the questions?
Cite: “All men by nature desire to know.” – Aristotle
.... Because man is always searching for truth.
Ask the students the value of philosophical through role play.(10 mins.)
Discuss the following: The discipline of Questioning, The discipline of Liberation and
The discipline of Personhood. E. Discussing new concepts and
Discuss the following concepts:
a. Wonder b. Doubt c. Limiting situations
Ask the students if they learn values of philosophical reflection when they conducted the
role play. (5
d. Metaphysical Uneasiness mins.)
F. Developing mastery (leads to Formative Assessment 3)
Explain how you understand the following quotations: 1.”He who has a WHY to live for
can bear almost any HOW” – Friedrich Nitzsche 2. “Those who do not move do not
notice his chains”- Rosa Luxemburg 3. “Madaling maging tao, mahirap magpakatao”
G. Finding practical applications of
concepts and skills in daily living
(20 mins)
Define the three levels of inquiries.
1. Common Sense - a basic ability to perceive, understand, and judge things that are
shared by (common to) nearly all people without need for debate.
2. Scientific- Based on or characterized by the methods and principles of science.
3. Philosophical - relating or devoted to the study of the fundamental nature of
knowledge, reality and existence.
The time you started asking those questions, you already have the sense of wonder, a
childlike wonder about everything. We do not tend to bother ask questions that are just
simple yet too hard or difficult to answer. Like for example: “Who am I?” Asking this
question in its real essence seems too hard for us to answer...
In a one-half sheet of paper. Answer the question... “who am I?”. Give at least 3-5
sentences. (5- 7minutes)
Ask: Ask at least 3-5 learners to recite their answers.
According to Plato, Philosophy begins in “wonder” – the sense of puzzlement and
perplexity.
Activity (Story Telling) Ask the students to identify values of philosophical reflection
cited in story. (10 mins.)
Now that you have understood
Ask the learners the questions
Ask the students to create
Interactive the 3 levels of inquiry,
1. How did the magician do that?
philosophical reflection e.g.
discussion: 2. Why do we need to suffer?
Child labor.
Give one concrete (Ask)
3. Why can’t I be the no. 1 in the class?
Questions;
situation where we 1. Is it important to help
can apply the three 1.In what situations do you apply
parents if you are not doing
disciplines explained philosophical inquiries
anything?
in letter D.
2. What is the value if you help them or not? (8 mins.)
The learners will be grouped and
Man is a questioning being. And got no “definite
Questions are part will be tasked to come up with a
answers” that’s why we always wonder and keep
and parcel of human word web map based from their
on searching answers.
existence. Its understanding of the discussion.
inevitability is acknowledged Write associated words with
especially in times philosophy.
when a person searches for the meaning of life. This very act leads him to progress
rather than stagnation and arresting of growth. Questions are part and parcel of human
existence. Its inevitability is acknowledged especially in times when a person searches
for the meaning of life. This very act leads him to progress rather than stagnation and
arresting of growth. I. Evaluating learning (5-7 minutes) Ask at least 3-5 learners the
question....
When can you say that you “wonder”?
Ask the students to enumerate the values of philosophical reflection.(3 mins)
Oral Test
Write a reflection on Ask the students to create a
the significance of
situation The class will be divided into 8
where they create groups and each group should
philosophical reflection and make a scenario to show each
they have to establish a value level of the philosophical inquiry.
of it. (5 mins)
question to one's life in your journal?
J. Additional activities for
application or remediation
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

the Human
School Grade Level 12 Teacher Learning Quarter 1st
Area Introduction to the Philosophy of Grades 1 to 12 DAILY LESSON LOG
I. OBJECTIVES
The learner understands the meaning and process of doing philosophy

A. Content Standards
B. Performance Standards The learner reflects on a concrete experience in a philosophical way

PPT11/12-Ic-1.4 The learners do a
philosophical reflection on a concrete situation
C. Learning Competencies/ from a holistic perspective.
Objectives Write the LC code for each
Doing Philosophy
II. CONTENT

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 Introduction to the Philosophy of
the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al.
Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
THINK-PAIR-SHARE. Facilitator will ask the students to discuss with a partner their answer on the
question “DO YOU REFLECT?”
RUN DOWN. The facilitator will give a run-down of what transpired in session. Learners will also share
their insights and learnings.
lesson
The facilitator will explain that the learners will make an essay concerning their philosophical reflection on
a concrete situation from a holistic perspective.
C. Presenting examples/instances
of the new lesson
Learners will share their answers to the class. Facilitator shall arrive at an explanation that human beings
are endowed with the capacity to reflect, unlike animals.
PRESENTATION: Facilitator will facilitate a lecturette on PHILOSOPHIZING AND INSIGHT. 1. Definition
of Insight *Kind of seeing with the mind 2. Relevance of Insight in One’s Life E. Discussing new
concepts and
VENN DIAGRAM. Learners will work in group and prepare a venn diagram showing the differences and
intersections between the act of “thinking” and “insight”. G. Finding practical applications of
Learners will write their reflective essay.
I. Evaluating learning Rubric will be presented to guide students. The

rubric will primarily grade their essay in terms of: 1. Content 2. Organization 3. Presentation J.
Additional activities for
V. REMARKS
VI. REFLECTION

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?

I. OBJECTIVES
Quarter 1st

A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance Standards The learner evaluate opinions

Methods of Philosophizing
Objectives Write the LC code for III. LEARNING RESOURCES
each
PPT11/12-Ic-2.1 At the end of the A. References
session, learners are expected to 1. Teacher’s Guide pages 2.
distinguish opinion from truth Learner’s Materials pages 3.
Textbook pages
II. CONTENT
Learning Resource (LR) portal B. Other Learning Resources
http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Let the assigned group facilitate the recapitulation of the previous lesson through
Step-No, Step Yes Game. ( 5 minutes)
Let the assigned group facilitate the recapitulation of the previous lesson through News
Reporting. (5 minutes)
B. Establishing a purpose for
the lesson
Activity:
Fact or Bluff *Divide the class into three groups for the game entitled Fact or Bluff.
*Present the mechanics of the game.
Examples: 1. Manila is the capital of the Philippines. 2. Sun is the center of the solar
system. 3. My neighbor is ugly.
(5 minutes) C. Presenting
examples/instances of the new lesson
Activity:
Pinoy Henyo *Ask four student volunteers from the class to play a game with a Pinoy
Henyo concept. *The topic of the game must lead to the discussion on Fact and
Opinion. (e.g. political figures, environment, senior high school subjects, etc.)
(10 minutes) Processing Questions:
Processing Questions: 1. What were the kinds of
1. Based on the game, what are the two forms of questions raised in the course of
statements given? What examples were given for guessing the answer?
each? 2. Is there any question raised
2. What examples of fact and opinion can you which you consider as evidence-
give based on your real-life experiences?
based? Cite examples. 3. Is there any question raised which you think is
opinion-based? Give examples.
(10 minutes)
(5 minutes
D. Discussing new concepts

and practicing new skills #1
Video Clip Presentation: *Let the students watch a video clip entitled “Allegory of the
Cave.”
*After watching the video clip, ask the students to have a group sharing on the message
of the video. *It is assumed that the students already have their permanent grouping for
the quarter.
Video Clip Presentation:
Video Clip Presentation:
Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )*Ask the learners to
take down notes about the difference

between fact and opinion while watching the
video.
Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )*Ask the learners to
take down notes about the difference

between fact and opinion while watching the
video.
(10 minutes
(10 minutes)
E. Discussing new concepts
and practicing new skills #2 Guidepost for the Discussion: 1. Why do we ask
questions? 2. Why do we ask follow-up questions? What is our end goal? 3. What kind
of answers are we seeking? 4. What do we get from finding the truth?
(10 minutes)
Guidepost for the Discussion:
1. What is the most important tool used in philosophizing? ➢ Philosophy uses truth
as tool in
philosophizing. 2. What are the two (2) divisions of opinion? Explain each.
OpinionBelief Illusion 3.
What are the two levels of knowledge? Discuss each.
Reason
Understanding
(10 minutes) F. Developing mastery (leads

to Formative Assessment 3)
KNOWLEDGE
Activity:
SmartArt on Fact vs. Opinion
Present the characteristics of Fact and Opinion leading to Philosophizing through a
SmartArt.
PHILOSOPHIZING
FACT
OPINION
(10 minutes) G. Finding practical
applications of concepts and skills in daily living
Ask the students:
Why do we have to avoid giving unsolicited opinions to people who are not too familiar
to us?
(5 minutes)
Ask a student: How do you feel when you heard an opinion about you? Write your
answer on your notebook. Limit your answer to 3 sentences only.
(5 minutes) H. Making generalizations and abstractions about the lesson
Let the students write a statement that summarizes the topic. Expected answer: In
philosophizing, we ask questions because we desire to know and we find satisfaction
upon discovery of truth.
(5 minutes)
Let the students write a simple sentence that depicts their learning for this session.
Pursuit of philosophy follows the path of truth.
(5 minutes)
I. Evaluating learning Formative Assessment:
a. How can we arrive at the truth?
Situation Analysis: Show a short video clip of a broadcaster reporting
b. What are the essential elements of philosophizing?
(5 minutes)
certain statements on air. Distinguish whether the statements are opinionated or facts.
Justify
(5 minutes) J. Additional activities for
V. REMARKS
VI. REFLECTION
continue to require remediation E. Which of my teaching
encounter which my principal or supervisor can
help me solve? G. What innovation or localized


I. OBJECTIVES
Quarter 1st

A. Content Standards The learner demonstrates various ways of doing

philosophy
B. Performance Standards The learner evaluate opinions

methods of philosophy lead to
C. Learning Competencies/ wisdom and truth PPT11/12-Id-2.3
Objectives Write the LC code for At the end of the session, learners
each are expected to realize that the
At the end of the session, learners methods of philosophy lead to
are expected to analyze situations wisdom and truth PPT11/12-Id-2.3
that show the difference between At the end of the session, learners
opinion and truth. PPT11/12-Id-2.2 are expected to realize that the
At the end of the session, learners methods of philosophy lead to
are expected to realize that the wisdom and truth PPT11/12-Id-2.3
ethods of Philosophizing
II. CONTENT M
A. References
1. Teacher’s Guide pages 2. Learner’s Materials pages
A. Reviewing previous
3. Textbook pages 4. Additional lesson or presenting the new lesson
Materials from Let the assigned group facilitate the
Learning Resource (LR) portal B. recapitulation of the pervious lesson
Other Learning Resources using flash cards.
(www.youtube.com/watch?v=
RHLSdrAkOE (5 minutes)
Caraan(2016)Introduction to philosophy Let the assigned group facilitate the
of the Human Person ,Diwa learning recapitulation of the previous lesson in
system Makati,Philippines pp.21-32 a form of a charade.
Let the assigned group facilitate the
Ramos(2016)Introduction to the recapitulation of the previous lesson in
Philosophy of the Human Person,Rex a form of a charade.
Inc. bookstore Sampaloc,Manila Let the assigned group facilitate the
pp.29-34 recapitulation of the previous lesson in
Caraan(2016)Introduction to philosophy a form of a charade.
of the Human Person ,Diwa learning
system Makati,Philippines pp.21-32 (5 minutes)
Caraan(2016)Introduction to philosophy Let the assigned group facilitate the
of the Human Person ,Diwa learning recapitulation of the previous lesson in
system Makati,Philippines pp.21-32 a form of a Gallery Walk.
Ramos(2016)Introduction to the recapitulation of the previous lesson in
Philosophy of the Human Person,Rex a form of a Gallery Walk.
Inc. bookstore Sampaloc,Manila Let the assigned group facilitate the
pp.29-34 recapitulation of the previous lesson in
a form of a Gallery Walk.
recapitulation of the previous lesson in
a form of a Gallery Walk.
(5 minutes)
a form of a Telephone Conversation.
IV. PROCEDURES
a form of a Telephone Conversation.
Let the assigned group facilitate the presents examples of fallacies of
recapitulation of the previous lesson in argumentation.
a form of a Telephone Conversation. The teacher shows a video clip that
a form of a Telephone Conversation. The teacher shows a video clip that
a form of a Telephone Conversation. Activity: Pageant (Introduction)
*Divide the class into 4-6 groups
(5 minutes) (whatever the case may be). *Each
group should have 1 representative who
B. Establishing a purpose Activity: Pageant (Introduction)
for the lesson *Divide the class into 4-6 groups
Activity: Guess and Dress Me Up (whatever the case may be). *Each
*Provide 2 human figures labeled as group should have 1 representative who
Truth and Opinion. *Let four (4) Activity: Pageant (Introduction)
volunteer *Divide the class into 4-6 groups
Relate to the class the story of a Lost (whatever the case may be). *Each
and Found cellular phone unit. group should have 1 representative who
Relate to the class the story of a Lost Activity: Pageant (Introduction)
and Found cellular phone unit. *Divide the class into 4-6 groups
Relate to the class the story of a Lost (whatever the case may be). *Each
and Found cellular phone unit. group should have 1 representative who
Activity: Pageant (Introduction)
(5 minutes) *Divide the class into 4-6 groups
The teacher shows a video clip that (whatever the case may be). *Each
presents examples of fallacies of group should have 1 representative who
argumentation. Activity: Pageant (Introduction)
The teacher shows a video clip that *Divide the class into 4-6 groups
presents examples of fallacies of (whatever the case may be). *Each
argumentation. group should have 1 representative who
The teacher shows a video clip that
After students take turns in
the video presentation, dressing up each figure with
ask the students to identify puzzle clothes bearing
fallacious statements. statements of truth and opinion.
(5 minutes)
(5 minutes)
will present “who they are” a la pageant. *Allot 3 minutes for the preparation.
(10 minutes)
C. Presenting
How did you determine that the statement is considered truth or opinion?
(5 minutes)
Ask the students:
Why is it necessary to avoid giving speculations in looking for a solution to a problem
presented?
Expected Answer: We should base our search on the truth, not on opinion.
Example of speculation:
My classmate is a thief, he took my cellphone.
(5 minutes)
Guide the students to the concept that opinionated statements may come in a form of a
fallacy.
(5 minutes)
Ask the students: 1. How do you assess the words or statements uttered by the
candidates during the pageant? 2. Which of their statements can be considered as
truth?
(5 minutes)
D. Discussing new
concepts and practicing new skills #1
Spongebob: Empty your mind (www.youtube.com/watch?v= RHLSdrAkOE)
Processing: Identify situations from the video which can be considered as truth and
opinion. Answers should be written in the group activity sheet provided.
Discuss the Nature of Truth: 1. Correspondence Theory 2. Coherence Theory 3.
Pragmatic Theory
(15 minutes)
Discuss the meaning of fallacies used in argumentation.
(5 minutes)
Discuss Methods of Philosophy:
 Critical Thinking  Components of Critical Thinking
(10 minutes)
(10 minutes)
concepts and practicing new skills
E. Discussing new #2
Insinuate the value of truth in Group Activity:
philosophizing by bracketing or setting Group Activity:
aside opinions and biases. Group Activity:
Group Activity:
(5 minutes)
Activity: Role-playing Semantic Mapping
Activity: Role-playing Semantic Mapping
Semantic Mapping
Ask the students to act out a situation in
the context of their experiences in the Let the students create a Semantic Map
family and let their classmates on the Attributes of a Critical Thinker
determine truth from opinion. using symbols. Expected Output:
Ask the students to act out a situation in 1.Looks for Evidence to support
the context of their experiences in the assumption and beliefs-
family and let their classmates Let the students create a Semantic Map
determine truth from opinion. on the Attributes of a Critical Thinker
using symbols. Expected Output:
(10 minutes) 1.Looks for Evidence to support
Enumerate examples of fallacies and assumption and beliefs-
define them.
Enumerate examples of fallacies and
define them.
define them.
define them.
2.Adjusts Opinion-
(25 minutes)
(25 minutes)
3.Looks for Proof-

4.Examines problem
5.Reject irrelevant and incorrect information-
(10 minutes) F. Developing mastery
(leads to Formative Assessment 3)
Activity:
SmartArt Let the students make a graphical representation of the Theories of Truth
through a SmartArt.
Expected Output:
Correspondence Theory
Coherence Theory
Pragmatic Theory
(5 minutes)
G. Finding practical
Cite examples of fallacies which they had experienced or observed.
(5 minutes)
With the advent of social media, how would you uphold truth and wisdom?
a. Facebook b. Instagram c. Twitter d. Etc.
(7 minutes)
H. Making generalizations and abstractions about the lesson
Have the students cite an instance in their life where they find truth to be really
essential/significant.
(8 minutes)
Ask the students to cite a specific example in any of the three (3) theories of truth in the
context of their experience as senior high school students.
Example:
I am taking eight (8) subjects this semester.
(Indicate from which theory and facts the example belonged to)
(5 minutes)
Let the students answer the
Let the students answer the given
Ask the students to express
Write a couplet on your perspective about the given question:
question:
their learning for this
given statement: Based on the discussion,
On the basis of the discussion,
session through a meta-
A person is more than just his/her Facebook how should analysis of
how would you determine if your
card.
profile/account. situations be done?
beliefs are true?
(8 minutes) Expected Answer: Expected answer:
Expected Answer:
Opinionated statements Analysis of situations should
The truth behind beliefs or
may come in a form of a be done with utmost
propositions are determined
fallacy. consideration of the truth.
through the correspondence, coherence, and pragmatic theories.
(2 minutes) (7 minutes)
(5 minutes)
15-item I. Evaluating learning Johari’s Window
Ask the students to enumerate and
Quiz explain the three (3) theories of
Let the students determine Looking glass self (Charles
truth.
whether the given Cooley)
Or
statements are valid/true or *Ask the students to list down
Ask the students to identify two (2)
fallacious. If the statement is three (3) attributes about
economic, political, or socio-cultural
a fallacious, identify what themselves which they
situations. Let them write two (2)
fallacy it expressed. consider as truth and opinion.
statements of truth about each
*See attached quiz items. *Let them write their answers
situation. Then, have them identify on their formative notebook.
what theory of truth is used.
(8 minutes)
(10 minutes)
What is the significance of philosophy to everyday living?
(5 minutes)
J. Additional activities for application or remediation
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
innovation or
localized materials did I use/discover which I wish to share with other teachers?

I. OBJECTIVES
Quarter 1st

A. Content Standards The learner demonstrates various ways of doing

philosophy
B. Performance Standards The learner evaluates opinions

PPT11/12-Ie-2.4 At the end of the
C. Learning Competencies/ session, learners are expected to
Objectives Write the LC code for evaluate opinions
each
ethods of Philosophizing
II. CONTENT M
A. References
1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages
Learning Resource (LR) portal B. Other Learning Resources
http://learn.lexiconic.net/argumentevaluation.com.html
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Let the assigned group facilitate the recapitulation of the previous lesson in a form of
Picture Clues. (Let them realize that the elderly are people who have time-tested
wisdom). (5 minutes)
Let the assigned group facilitate the recapitulation of the previous lesson in a form of a
Game (Four Pics One Word). *Have the students guess on the following words:
✓ Fairness ✓ Evidence ✓ Logic ✓ Tone
(10 minutes) B. Establishing a purpose for
the lesson
Activity: Graphing
Let the students create a Pie Chart to figure out the components for an objective
evaluation of an argument. Let them allot a percentage for each component .
Activity: Skit
Let selected students perform a skit on the following scenarios: 1. a mother leaving the
house for work gives instructions to the eldest child on how to manage the household
chores
(5 minutes) 2. a class adviser who will take
a maternity leave instructs her advisory class to behave at all times
(10 minutes) C. Presenting
(5 minutes)
Processing Activity:
Let the students answer the following questions in their respective group: 1. What
instructions were given in the first scenario? In the second scenario? 2. How important
following instructions is in terms of doing or accomplishing a task? *Guide the students
in realizing the benefit of having and following guidelines in reading and examining
arguments.
(5 minutes) D. Discussing new concepts
and practicing new skills #1
Discuss:
How do I evaluate an argument?
(5 minutes)
Discuss:
Reading an Argument Guidelines on examining an Argument
Criteria for Evaluating an Argument
Fairness
Evidence
Logic
Tone
Effectively 1 Read once for an initial
impression. 2 Read the argument
E. Discussing new concepts several more times; identify the claim
and practicing new skills #2 and support. 3 Annotate as you
Criteria in Evaluating an Argument read – record your thoughts. 4 Highlight
key terms;
look up familiar words. 5 Draw a
 Fairness  Evidence  Logic 
diagram or map to analyze the structure
Tone
(how details relate to one another).
Fairness- Is the argument fair and
(10 minutes)
balanced, or does it contain bias? Is the
No.
argument overly emotional and filled
No.
with loaded language? Is the argument
Tips for Reading
one-sided? Are there alternative points
Tips for Reading
of view not addressed? Evidence- Are
Tips for Reading
the given premises reliable and
relevant? Logic- Are the arguments and Examining
thoroughly explained? Do they contain and Examining
gaps in reasoning or logical fallacies? Arguments
Tone- Is the attitude of the writer Arguments
appropriate for the content?
(10 minutes)
Let F. Developing mastery (leads
the students answer the
Reading and Critiquing to Formative Assessment
question, how can we come up
Example 3)
with a sound and valid
(See attached hand-out on argument?
Cite a specific instance that you had experienced in relation to this.
“Reading an Argument Carefully”). S ource: http://learn.lexiconic.net/argum
(5 minutes)
entevaluation.com.html
(10 minutes) G. Finding practical
Ask the students:
How would you apply your knowledge on evaluating arguments in your daily lives? In
what particular situations do you deem it useful? (5 minutes)
Ask the students:
Why is evaluating an opinion significant in your daily dealings with your
a. classmates/friends? b. teachers? c. siblings? d. parents? e. community?
(10 minutes) Ask the students:
Activity: What are the qualities of a
*Divide the class into five (5) good argument?
groups.
*Each group will summarize Expected Answer:
the lesson on evaluating A good argument possesses
arguments through the the four criteria namely:
following activities: fairness, evidence, logic, and
➢ Group 1- Tableau tone.
➢ Group 2- Song
➢ Group 3-Poem (5 minutes)
➢ Group 4-Dance ➢ Group 5-Creative ➢ Drawing (10 minutes) *See Rubric for scoring
students’ performance. . I. Evaluating learning Triadic Activity:
Evaluating Arguments using FELT Framework.
*The teacher will provide three (3) arguments in the context of the political, economic,
socio- cultural, and environmental situations in the Philippines. *The students will
evaluate each argument using the FELT Framework. (See attached evaluation tool).
Example:
Text Analysis Teacher provides a text from the editorial/opinion section. Have the
learners evaluate the perspective of the author.
N.B.: As much as possible, look for a text that is similar with the topic for the debate.
(50 minutes)
Debate *Possible Topic: a. Death Penalty b. Distribution of Condom
“We should exhaust all possible resources from nature,” says a miner.
among HS Students c. Extra Judicial Killing/Drug War d. West Philippine Sea Claim e.
Same Sex Union f. Postponement of SK Election
(5 minutes) *Suggested format: Oxford-

Oregon Debate *See attachment for the Mechanics and Assessment Tool.
(50 minutes) J. Additional activities for

application or remediation Write a five-sentence
paragraph about the importance of learning the criteria in evaluating arguments. *See
attached rubric for scoring the output.
(5 minutes)
V. REMARKS
VI. REFLECTION

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
innovation or
Session 1 Session 2 Session 3 Session 4 I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit
B. Performance Standards The learner distinguishes his/her own limitations and the
possibilities for his/her transcendence C. Learning Competencies /
At the end of the session, learners are expected to recognize own limitations and
possibilities
Objectives PPT11/12-If-3.1 II. CONTENT T
he human person as an
embodied spirit
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 Compiled Notes on Philosophy of
the Human Person The Logic Of Thought IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new lesson
Briefly review the previous topics discussed about philosophy. Emphasize in this lesson that the
object and subject of philosophical study is the human person.
Review previous lesson Review previous lesson Review previous lesson
B. Establishing a purpose
Ask learners to answer or
for the lesson
do the following: 1. Describe the taste of water.
“We can’t cross the same
Find a short video
Narrate the anecdote of St. river twice.” –Heraclitus
presentation showing
Augustine who was trivial information about
walking on the beach. the human body.
School Grade Level Section
12
Teacher Learning Area Introduction to the Philosophy of the
Human Person Teaching Dates and Time Quarter I
GRADES 1 TO 12 DAILY LESSON LOG
2. Describe the color blue to a blind person. 3. How will you describe how wonderful the world
is to a blind person? 4. Ask students if the tip of their elbow can reach their chin.
Narrate a story of a man crossing a river. When that man decided to cross it the second time, he
crosses the same but different river. The man himself when crossing the river,
C. Presenting examples/ instances of the new lesson
Relate the video to the topic.
Relate the anecdote to learners’ experience. *What does the story convey about the human
mind? Emphasize: Limitations of the human mind and its possibility
D. Discussing new
concepts and practicing new skills #1
The above exercises are difficult if not impossible to be done. Why? “The human person has
limits.”
*Why can’t a man cross the same river twice? -The water in the river is flowing, hence the
man is crossing on a different but same river. -The man himself was changing thus the same man
crossing was a different man.
Man as a Rational Being *Limitations *Possibilities
E. Discussing new concepts and practicing new skills #2
What makes/causes a
Man is being and
Our bodies are constantly human persons’
becoming.
changing and exhibit limitations?
various characteristics.
Discuss: The Logic of Thought (See reference)
F. Developing mastery
(Leads to Formative Assessment 3)
Human Composition
Man as the Living or
Man as a Biological Being (Compiled Notes on
Metaphysical Paradox
(Compiled Notes on Philosophy of the Human
(Compiled Notes on
Philosophy of the Human Person)
Person) Person)
What makes you different with other animals in terms of physical activities?
What are the theories about Human Composition?
How do these theories of
Explain paradoxically:
*How do our bodies
Cite an example of human composition
Patawad ako ay
concretely contribute to our
concrete experience where manifest?
makasalanan sapagkat ako
limitations?
the limits of rationality Example: The body has its
ay tao lamang.
*How do our bodies
manifested. urges.
*Why will you blame your
concretely contribute to our
Example: pagkatao f or your faults?
possibilities?
Forgetfulness
*Can “The spirit is willing but
you use your the body is weak.”
pagkatao t o surpass these faults? Explain.
“Maling akala”
I have a body just like how I have things. There is a difference between having a body and
having things for I am my body.
Man has limits but filled with potentialities.
Man is physiologically the same with other animals but has lot of things that make a difference
when man uses his physicallity.
“Nasabi na ang lahat ng nasabi ngunit ang pinakamahalaga ay hindi pa rin nasasabi.
Come up with a check list
–Zhuangzi (Wu Wei) I. Evaluating learning
that is composed of learner’s limitations in the following aspects: (You may add.) 1. Physical
2. Mental/intellectual 3. Social 4. Spiritual
*This is to be submitted on the 4th session of this week.
Identify biological changes that occur to a human person.
Have a quiz about the topics discussed through this week.
EMARKS
V. R
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
EFLECTION
VI. R
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 them
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

encounter which my principal or supervisor can help me solve? G. What innovation or
Prepared by: Checked by:

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
Content Standards The

and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A.
. Performance Standards
learner understands the human person as an embodied spirit B
The learner distinguishes his/her own limitations and the possibilities for his/her
transcendence C. Learning Competencies /
At the end of the session, learners are expected to evaluate own limitations and the
possibilities for their

Objectives transcendence
PPT11/12-Ig-3.2 II. CONTENT The human person as an embodied spirit III. LEARNING
RESOURCES
A. References
Learning Resource (LR) portal B. Other Learning Resources Compiled Notes on
Philosophy of the Human Person
MY BODY By: Eduardo Jose E. Calasanz
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
IV. PROCEDURES
Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step. A.
Reviewing previous
Compiled Notes on Philosophy of the Human Person Bible (Old Testament)
Last week, we discussed and recognized the limitations and possibilities. Now we are going to
evaluate these.
Review previous lesson Review previous lesson Review previous lesson
B. Establishing a purpose
Body Part Insurance Story of Creation The Good Samaritan
for the lesson
11
Teacher Learning Area Introduction to the Philosophy of the
Human Person Teaching Dates and Time Quarter
Relate What's your tongue worth?
one story of creation If you're Gennaro Pelliccia,
from the Bible, Genesis 1- an Italian coffee taster, the
2:3 or Genesis 2:4-24. answer is $ 13.9 million.
(Take Note: Do NOT dwell That's how much he
on the religious nature of insured his taste buds for.
the reading.) Here are more body parts insured for business reasons: Tom Jones's chest hair—$ 7
million Dolly Parton's breasts—$ 600,000 Riverdance creator and star Michael Flatley's feet—$
39 million
Winemaker Ilja Gort’s nose —$8 million Heidi Klum's right leg— 1.2 million Heidi Klum’s
left leg —$ 1 million [there's a scar on it] [Reader's Digest]
Narrate the story of the Good Samaritan. (Luke 10:25-37)
C. Presenting examples/ instances of the new lesson
Elicit a discussion by asking the students with any of the following questions: *Why do you
think man was created last? *Why was man entrusted with the rest of creation? *What makes
man different?
*Why did the first person avoid the victim? *What hindered the second to help the victim?
D. Discussing new concepts and practicing new skills #1
*What makes a human person? *If I lose any of my body part, will I become less of a human?
Man as More than his Body
Man as Greater than all other Animals
MY BODY By: Eduardo Jose E. Calasanz
What are the different traits/characteristics that differentiate man from other animals?
Explain: “You can’t always get what you want.”
In our culture, we tend to
Provide real life situations laugh/look-down those
how these traits are applied with physical defects or
in daily living. difference. Worse, we tend
Example: to self-pity because of our
1. Language is used to imperfections. That should
communicate with others. not be the case. Why?
2. On a deeper level, language is used to understand others. Transcendence means that:
“Man is endowed with
Happy is he who has “I am my body but at the
overcome his ego. - same time I am more than
Siddhartha Gautama (c.563–483 BCE)
Paglagpas sa pagkahumaling sa sarili
I. Evaluating learning What makes man more

than his body?
superior intelligence and is the highest form of animal.” my body. The things that I do, all those
physical activities and attributes which are made real through my body, reveals the person that
I am”.
Identify the
Is it possible to transcend traits/characteristics
one’s humanity? making man different from other animals.
Evaluate own limitations and the possibilities for their transcendence *What are the evidences by
which you are considered to be higher than all animals? *Knowing your limitations, what is the
value of your body to your existence?
EMARKS
V. R
EFLECTION
VI. R
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

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
Content Standards The learner

and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A.
understands the human person as an embodied spirit B. Performance Standards The learner
distinguishes his/her own limitations and the possibilities for his/her transcendence C. Learning
Competencies / Objectives
At the end of the session, learners are expected to recognize how the human body imposes limits
and possibilities for transcendence PPT11/12-Ih-3.3 II. CONTENT The human person as an
embodied spirit
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and
in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development
A. References
Learning Resource (LR) portal B. Other Learning Resources The Philosophy Book: Big
Ideas Simply Explained, pp.186-188
Pagsasagawa ng Pangalawang Pagmumuni- muni (read text)
IV. PROCEDURES These
steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step. A.
Reviewing previous
The Philosophy Book: Big Ideas Simply Explained, pp.190-193
During the previous sessions,
Ask students to review the
Ask students to review the
Remind the class about the we evaluated the limits and
previous lesson.
previous lesson.
scheduled quiz. possibilities for transcendence. For the succeeding meetings we are
11
Teacher Learning Area Introduction to Philosophy of the
Human Person Teaching Dates and Time Quarter
going to recognize how we can transcend. B. Establishing a purpose
Video Clip
for the lesson
A very Touching Deaf Violinist https://www.youtube.com/w atch?v=Ect56804xfA
Play Music True Colors By Anna Kendrick, Justin Timberlake
Ask students to write their resume on their notebooks. Allot 5 minutes.
*What limits the deaf girl
C. Presenting examples/ instances of the new lesson from playing the violin?
Is that an excuse?
Would somebody like to share their thoughts about the song?
D. Discussing new concepts and practicing new skills #1
Every man takes the limits of his own field of vision for the limits of the world. ARTHUR
SCHOPENHAUER
Over his own Body and mind, the individual is sovereign. - JOHN STUART MILL (1806– 1873)
Pagsasagawa ng Pangalawang Pagmumuni- muni. - G.ANTONIO PANGILINAN
Define finitude.
What/who limits you from doing/achieving your goal?
Have someone to share an experience to which they were awed and realized that it is possible
for them to do something which they thought they could not done.
How can you personally go beyond what your bio-data is saying?
Whether you think you can or you cannot, either way, you are correct. Henry Ford
Individuals can choose to do things that affect their own body, but not that of someone else.
I am a wonder-filled human person, full of possibilities.
I. Evaluating learning
How are we limited by our body?
Can we really transcend or actualize our possibilities/ potentialities? How
Can a bio-data present the whole of your humanity? Is it enough? Why or why not?
Construct and Conduct a Written Quiz
EMARKS
V. R
EFLECTION
VI. R
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

School Grade Level 12 Teacher Learning Time Quarter 1st
the Human Person Teaching Dates and
I. OBJECTIVES
The learner understands the interplay between humans and their environments.
The learner is able to demonstrate the virtues of prudence and

B. Performance Standards
frugality towards his/her environment.
The human person in their environment
A the end of the lesson the learners are
expected to: 1. Notice disorder in an A. References
environment (PPT11/12-Ii-4.1) 2. Notice 1. Teacher’s Guide pages 2. Learner’s
things that are not in their proper place and
Materials pages 3. Textbook pages 4.
organize them in aesthetic way.
(PPT11/12-Ii-4.2)
Additional Materials from
II. CONTENT
Learning Resource (LR) portal B. Other Learning Resources Video presentation on Global
Warming 101
Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65
IV. PROCEDURES
Review A. Reviewing previous lesson or
on the limitations and
Review on the discussion about presenting the new lesson
possibilities for transcendence.
the beauty of the Creation and Ask: Why does the human body
the changes took place in the have limitations? What are the
course of progress. possibilities of transcendence? Time allotted for this activity is 5
3 minutes minutes. B. Establishing a purpose for the
lesson
GAME:
Provide different things (plates, cups, toys, wire, pen, papers etc.) on the table and will ask 4
students to arrange them according to their concept of what is ORGANIZED, BEAUTIFUL and
ARTISTIC.
15 minutes C. Presenting examples/instances
of the new lesson
GAME: picture perfect
Show a picture of a beautiful environment and a destructed one and after that the word “ANYARE”
will be posted on the board to give comparisons of both pictures presented.
Time allotted for this activity is 5 minutes.
Tell the learners:
What do you observe on the process of arranging the things in our activity?
10 minutes
. The whole class are going to
watch a short film depicting environmental destruction, and after watching the learners will be
divided in a group composing of eight members to discuss reflection within members.
Time allotted for this activity is 15 minutes
Unlocking of Difficulties:
Power point Presentation
-Input on Aesthetics (context of Nature)
E. Discussing new concepts and
. Unlocking of Difficulties:
-Input on the ‘Creation Story’ - Ancient Philosophy: On World “What is the world made of?”
-Cosmocentrism
Time allotted for this activity is 15 minutes
-Oriental (and Western) views on Man and Nature a. Tao Te Ching b. Wu Wei c. Pantheism
Ask the learners: What do you observed in the video clip presented? How is it connected to
Creation story?
Activity: Students will list down 5 activities that they can do to their environment today and
compare it to older environment they had. Time allotted for this activity is 5 minutes. G. Finding
practical applications of
Relate the GAME Picture perfect to the inquiry)
Ask the learners: Going back to our Game a while ago, what are the other changes in nature that
you have noticed in your local communities?
(Time allotted for this activity is 5 minutes).
Recitation: If you were ask to be a community leader, what specific programs or projects that you
would implement to nourish and preserve?
5 minutes
There have been significant changes in our society/ environment. Most of these changes affected
the very first picture of beautiful creation.
5 minutes
There have been significant changes in our society/ environment. Most of these changes affected
the very first picture of beautiful creation. From then on, there have been polarities of views on
what is beautiful (in terms of the environment/Nature.
Time allotted for this activity is 5 minutes. I . Evaluating learning Ask the student to list/name
disorders in the environment:
a. Man-made b. Natural J. Additional activities for
Assignment: Learners are asked to interview individuals who are 45-60 years old and be guided by
the following questions:
1. What are the things that you remember in your environment when you were young?
Reminder: Remind the class about the rubrics for the Infomercial.
3 minutes
2. What are the things you like to do when you were young? 3. What are the positive and negative
changes in the environment? 4. Do you think environment plays a vital role in a person
development? Why? Or Why not?
Upcoming performance task:INFOMERCIAL
Present to the class the instructions, objectives and the rubrics for the Infomercial
10 minutes
V. REMARKS
VI. REFLECTION

require remediation E. Which of my teaching strategies worked well? Why did these
work? F. What difficulties did I encounter
School Grade Level 12 Teacher Learning Time Quarter 1st
the Human Person Teaching Dates and
I. OBJECTIVES
The learner understands the interplay between humans and their environment.
The learner is able to demonstrate the virtues of prudence and

B. Performance Standards
frugality towards his/her environment.
The human person in their environment.
At the end of the lesson, the learners are
expected to: A. References
1. Show that care for the environment 1. Teacher’s Guide pages 2. Learner’s
contributes to health, well being and Materials pages 3. Textbook pages 4.
sustainable development. PPT11/12-Ij-4.3 2.
Additional Materials from
Demonstrate the virtues of prudence and
frugality towards environment.
PPT11/12-Ij-4.4
II. CONTENT
Learning Resource (LR) portal B. Other Learning Resources Pambungad sa Pilosopiya
pages 63-75
Introduction to the Philosophy of Human Person slide 115-136
IV. PROCEDURES
Review A. Reviewing previous lesson or
on the previous presenting the new lesson
discussion.
(Oriental (and Western) Views on Man and Nature)
lesson
The teacher will present the rubrics for the “Infomercial Activity” with the theme: “Virtues of
prudence and frugality towards his/her environment. Each group will present their “infomercial”
which will run for 5-7 mins only. Each representative of other group member is open to give their
constructive criticisms. Each group will be given 10 minutes to present their output. Total time
allotted for this activity is 35 minutes. C. Presenting examples/instances
of the new lesson
The teacher will post a question on each group regarding: a. Stewardship b. Deep ecology c.
Prudence towards nature d. Frugality towards nature e. Sustainable
development
(included in the performance task) E. Discussing new concepts and
Each group will name through their infomercial concrete actions on how to preserve and show
respect of nature/ environment.
(included in the performance task) F. Developing mastery (leads to Formative Assessment
3)
All the criticisms will be reviewed. Follow up activity for the learners final output by the end of the
1st quarter. Task: Each group will make their action plan or proposal in their respective
barangay/community to address the problem in their environment. In this regard, the group will tap
the barangay or SK chairman to implement this activity. This will be noted and signed by the
adviser, subject- teacher and principal.
20 minutes H. Making generalizations and
Ask the learners about what have they learned for the whole session.
5 minutes I. Evaluating learning
V. REMARKS
VI. REFLECTION
require remediation
E. Which of my teaching strategies worked well? Why did these work? F. What
difficulties did I encounter
School Grade Level 12 Teacher Learning Area Philosophy Teaching Dates and Time
Quarter 2nd
I. OBJECTIVES
A. Content Standards The learner understands the human person’s freedom
B. Performance Standards The learner shows situations that demonstrate the freedom of
choice and the consequences of choices

C. Learning Competencies/ Objectives
Realize that:
Write the LC code for each
a. “All actions have consequences”
PPT12-IIa-5.1
b. Evaluate and exercise prudence in choices
PPT12-IIa-5.2
II. CONTENT F REEDOMOFTHEHUMANPERSON
A. References Books:
1. Samuel Enoch Stumpf, Socrates to Sartre 5th edition, Mc Graw Hill, Inc., USA,1993.
2. Florentino T. Timbereza, Bioethics and Moral Decisions, De Lasalle University. Press
Inc., 2004. 3.
2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources https://www.youtub
e.com/watch?v=jII 0tzPdOs0
https://www.youtube .com/watch?v=qf2o wHef6nY
IV. PROCEDURES
A. Reviewing previous lesson or
-Can someone
presenting the new lesson make a brief discussion about our previous
lesson. (3 mins.)
-Board work:
Would any volunteer like to write on the board the answers for the assignment
lesson Activity:
SISA (SIne SAliksik) The learners will watch a video clip (An honest taxi driver) that
presents the contents of a new lesson.
-Class, Is there anything that you would like to clarify about yesterday’s discussion (3
mins.)
-Can anyone from the class give the definition of prudence?
Activity:
Role-playing (Choose one situation listed on the board and present in your most
creative way)
C. Presenting examples/instances of
1. What message
the new lesson
does the movie projects?
Activity:
Activity:
TALA
Video Clip (TAnaw LArawan)
(A video that shows The learners will be
the prudent act of asked to take a
MILA, a teacher who look at the different
chooses to live her ;pictures projecting
life with the poor) the topic for the day. (5 mins.)
1. What can you
1. What actions are
1. What actions say about the
evidently prudent in
are evidently picture?
the video clip?
prudent in the presentation?
1. D. Discussing new concepts and
1. If you were the
1. What kind of
What
1. What practicing new skills #1 actor,what choices
story would you like
characteristics have
characteristics would you rather
to create based on
you observed about
have you observed take?
the message of the
Mila?
about in the picture?
different presentation? E. Discussing new concepts and
1. Can you relate
practicing new skills #2 the concept of human acts and acts of man to
your day to day living?
1. Who among you do possess such characteristics?
F. Developing mastery (leads to
Formative Assessment 3) -The Human Acts
and Acts of Man
1. Do you know
2. Do you agree anyone whose
with her decision? story is the same with that of the picture?
-Types of Confllict -Implications of
being prudent
- If you strive hard
concepts and skills in daily living and study hard with your will and
knowledge, you will be able to succeed in life and become a productive citizen
-The Principle of Double effects by St. Thomas Aquinas
Being prudent in situations like: -scolded by parents -bullied by classmates -chased with
vices H. Making generalizations and
1.What is the
difference between human acts and acts of man
Answer: Human acts are actions done with “will” and “knowledge.” While Acts of Man
are actions with the absence of
- Do you agree
-If you were Mila, that stealing the
would you do the property shall be
same? (Yes/No, condemned?
Why?) (Yes/No, and Why)
1. In terms of
1. In making
1.Give the general freedom, what is
choices, is prudence
implication of the underlying
signifant?
prudence. principle of double effects by St. Thomas Aquinas
Prudence is a kind
Being prudent of virtue that one
helps the person to needs most when
become rational in he/she is confronted
his/her manner of with choices
choosing between opposing options.
either “will” or “knowledge.”
I. Evaluating learning Situational
Activity: Tell whether the ff. situations are Human Acts or Acts of Man
-A college student (Pregnancy and Abortion)
-Terminally ill- patients – Euthanasia or Natural death
Summative
Amidst the poor Assesment
situation that you are in, how can you -Improvised Test
remain prudent in (10 items)
your choices?
Give a situation when prudence is not applied evidently.
-getting involved in sparring when bullied
J. Additional activities for application or
1.List down 3
remediation
examples of Human acts and Acts of Man
1. Define prudence.
2. Cite an example of a prudent act.
1. Enumarate 5 situations that show acts of prudence.
WASOL (Write A SOrry Letter)
-Write a sorry letter for someone whom you have not shown prudence.
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
Prepared by:
Group IV
Jaime T. Tugade Division of City of San Jose del Monte, Bulacan
Marion S. Arcenas Division of City of San Jose del Monte, Bulacan
Marianne S. Dio Division of City of San Jose del Monte, Bulacan
Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan
Ronnel E. Pineda Division of Nueva Ecija

School Grade Level 12 Teacher Learning Area Philosophy Teaching Dates and Time
Quarter 2nd
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
D. Content Standards The learner understands the human person’s freedom
E. Performance Standards The learner shows situations that demonstrate the freedom of
choice and the consequences of choices

F. Learning Competencies/ Objectives
Realize that:
Write the LC code for each
a. “All choice have consequences”
PPT12-IIb-5.3
b. Some things are given up while others are
obtained in making choices. PPT12-IIb-5.3 c. Show situations trhat demonstrate
freedom of choice and the consequences of their choices. PPT12-IIc-5.4
II. CONTENT F REEDOMOFTHEHUMANPERSON
C. References Books:
1. Tabotabo, et.al. 2011. Standards of Human Conduct Ethics for Filipinos. 2. Mendoza,
et.al 2008. Philosophy of Man
2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning
Resource (LR) portal D. Other Learning Resources https://www.youtub
e.com/watch?v=R mhH2uVvxmM
https://www.youtube .com/watch?v=5PXs cl_d7UQ
IV. PROCEDURES
K. Reviewing previous lesson or
1. Can someone
presenting the new lesson from the class read his/her sorry letter?
-Discuss the movie that you watched.
L. Establishing a purpose for the
lesson 1.Will anyone from the

class give an example of personal choice that has brought
impact to his/her classmates, family, and other significant persons?
-Discussion of the assignment
-Present in the class your story of sacrifice
Group Activity:
Image representation
Draw an image that resembles perservence -bamboo -turtle -ant
M. Presenting examples/instances of
-Going back to
the new lesson Mila’s story, what do you think are the consequences of
Mila’s choice to
Activity
Activity
Role-playing
Video-clip -A grade 12
(Documentary) student decided to study even though
“Minsan lang sila he/she was
bata “ supposed to work. -A parent went abroad to work even though she could also
work in the Philippines. 1. Describe the
1.What is your
Discuss the characteristics of a
personal analysis
characteristics of grade 12 student
about the video clip?
the presented and the parent
images. who went abroad.
teach and live with children in the remote area.
2. What are the visible consequences reflected in the role-playing? N. Discussing new
concepts and
Define the concept
of ALTRUISM.
Explain the concept of sacrifice in a philosophical perspective.
Analyze the philosophical concept of perseverance. O. Discussing new concepts and
Relate the concept
practicing new skills #2 of altruism to your concrete experiences.
Explain the concept of discernment as a process.
Relate the philosophical concept of perseverance to your concrete experiences P.
Developing mastery (leads to
Identifying the
Formative Assessment 3)
concept of Altruism in a given situation.
-The story of “ANAK”
Relate the concept
Relate the of discernment to
philosophical your concrete
concept of sacrifice experiences.
to your concrete experiences.
Give some examples of acts of perseverance that you know.
Q. Finding practical applications of
-Studying at night
concepts and skills in daily living versus hanging out with friends
-Pursuing studies versus finding job
State the consequences of your choice.
Identifying the
Give some concept of
examples of acts of discernment in a
sacrifices that you given situation.
know.
-The story of “MAHATMA GANDHI” (the story is subject for change)
Journal writing:
How do you show
Tower-making act of sacrifices to 1.What is your
others?
Build a tower out most significant
of paper. discernment?
1. Discuss the
1. R. Making generalizations and
1.How do you
In making abstractions about the lesson concept of altruism
understand
choices, how (5 mins.)
discernment?
would you (5 mins.)
know that there is an act of sacrifice?
1.In making choices, how would you kow that there is an act of perseverance
S. Evaluating learning State the
consequences of the choices made by the ff. personalities:
-Mother Theresa lived with the sick and needy -Marcos declared Martial Law
Note: Teacher may still add some examples. (5 mins.)
Formative Assesment:
Answerable by Yes/No
1.Studying instead of working will lead you to a better future. 2.Working abroad sustains
the needs of the family. 3.Discernment is vital to one’s day to day living.
Perform an act of sacrifice based on your personal observation or experiences.
Perform an act of perseverance based on your personal observation or experiences
T. Additional activities for application or
Give the definition
remediation
of Discernment
Share your own act of sacrifice in the class next meeting.
Watch a movie that shows perseverance.
Article Clipping:
Clip an article from the periodicals that shows act of perseverance.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation I. No. of learners who require
additional activities for remediation
J. Did the remedial lessons work? No.
of learners who have caught up with the lesson K. No. of learners who continue to
require remediation L. Which of my teaching strategies
worked well? Why did these work? M. What difficulties did I encounter
which my principal or supervisor can help me solve? N. What innovation or localized
Prepared by:
Group IV
Jaime T. Tugade Division of City of San Jose del Monte, Bulacan
Marion S. Arcenas Division of City of San Jose del Monte, Bulacan
Marianne S. Dio Division of City of San Jose del Monte, Bulacan
Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan
Ronnel E. Pineda Division of Nueva Ecija

School Group 6 Grade Level 12 Teacher Learning Area Introduction to Philosophy of
the Human Person Teaching Dates and Time W eek 3 Day 3-4 Quarter Second
A. Reviewing previous lesson or presenting the new lesson Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations B.
Performance Standards The learner performs activities that demonstrate an appreciation
for the talents of persons with disabilities and those from the underprivileged sectors of
society C . Learning Competencies/Objectives Write
PPT11-IIc-6.1
the LC code for each Realize that intersubjectivity requires accepting
differences and
not to imposing on others. *Demonstrate a situation that reflects intersubjectivity. II.
CONTENT
Intersubjectivity
A. References 1. Teacher’s Guide pages Not Available 2. Learner’s Material pages Not Available
3. Textbook pages Not Available 4.

Additional Materials from Learning
Not Available
Resource (LR) portal B. Other Learning Resources Philosophy & Social Criticism,
Vol.32, No.2, 155-172 (2006)
Introduction to the Philosophy of the Human Person, Christine Carmela R. Ramos p.119-120
(2016) IV. PROCEDURES
Introduce the new lesson to
Review the following concepts: students by showing some pictures (e.g. child scolded,
Definition and nature of teenage pregnancy, woman
intersubjectivity wearing short skirt, holding hands of a man & a woman etc.) B. Establishing a
purpose for the lesson Based on the pictures presented.
GRADES 1 TO 12 DAILY LESSON PLAN
Give them 2-5 minutes to share their idea. Ask the following questions: What do you see on the
picture? What do you say on each picture? C. Presenting examples/instances for the
Share a real life situation/short
new lesson
story telling: The stage fright girl D. Discussing new concepts and practicing
Discuss:
new skills #1
Definition and Nature of Intersubjectivity
Discuss:
Buber’s I-it and I-Thou relationship
E. Discussing new concepts and practicing
Various situations where
new skills #2
intersubjectivity is exercised:
a. On religion b. On social relationship c. etc F. Developing mastery Process Question:
If you are on the shoe of that girl, would you feel the same thing? Yes or No? Why?
Ask the learners to give their own examples of I-It and I-Thou encounters
G. Finding practical applications of concepts
Cabbage Game:
and skills in daily living
Students’ need to do:
1. Please don’t
throw/crumple my cabbage. 2. I will play music then pass the cabbage smoothly. 3. If the music
stops, the last
person who holds it will answer or cite his realization on the situation given.
What H. Making generalizations and abstractions
Why do you need to
about the lesson
respect/accept others point of view, action or differences?
is the significance of knowing the I-it and I-Thou encounter posted by Buber in our lives? I.
Evaluating learning Ask them about the pictures

again. How do you proper address the situation?
Write a reflection paper about the student’s ordinary experiences and how Buber’s
perspective is important. J. Additional activities for application/for
remediation V. REMARKS 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 lessons work? No. of
learners who have caught up with the lesson. D. No. of learners who continue to require
remediation V I.REFLECTION 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?
Approved: Approved:
Introduction
School Group 6 Grade Level 12 Teacher Learning Area Person
to the Philosophy of the Human
Teaching Dates and Time Week 4 Day 1-4 Quarter Second

A. Reviewing previous lesson or presenting
show some pictures/ videos (e.g.
the new lesson
The Mouth Art, Nick Vujjicic, etc.)
Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content
Standards The learner understands intersubjective human relations B. Performance
Standards The learner performs activities that demonstrate an appreciation for the talents
of persons with disabilities and those from the

underprivileged sectors of society C. Learning Competencies/Objectives Write the LC code for
PPT11/12-IId-6.2
each
Appreciate the talents of persons with disabilities and those from the underprivileged
sectors of society and their contributions from themselves
PPT11/12-IId-6.3 Explain that authentic dialogue means accepting others even if they
are different from themselves
II. CONTENT Content
is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG,
the content can be tackled in a week or two.
Intersubjectivity
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.

A. References 1. Teacher’s Guide pages Not Available 2. Learner’s Material pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning
Not Available Kohlrieser, G. (2006). The Power of
Resource (LR) portal B. Other Learning Resources
Authentic Dialogue. Leader to Leader Journal. John Wiley and Sons,
Inc. Retrieved from: http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf IV. PROCEDURES

Ask the students to present the result of their interview with persons with disability or
belonging to the minority group.
Show pictures of different people (or group of people) talking to or with each other. Group the students
and let them pick one picture per group and have them create a story guided by the following questions:
Ask the students who applied authentic dialogue outside the class about their observations. (5
minutes)
GRADES 1 TO 12 DAILY LESSON PLAN
1. What could be the persons
talking about in the picture? 2. How do they communicate? (2 Minutes preparation and 1 minute
presentation) B. Establishing a purpose for the lesson Let them analyze the pictures
for 2 minutes.
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. (15 minutes)
C. Presenting examples/instances for the
Ask the students about the
new lesson
picture:
1. What do you see on the
picture? 2. What can you say on each
picture? (Primary Reflection)
Ask them to determine the strengths and weaknesses of the persons they interviewed and have
them listed on the board through a diagram
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 (10 Minutes) Ask their observations about the
Ask:Group the class into triads. Ask strengths and weaknesses written
What do you notice from the

them to do the following tasks: on the board.
positive (and negative) column?
1. Assign two members of the Relate their responses to a discussion on Authentic Dialogue (10
minutes)
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) (10 Minutes) D. Discussing
new concepts and practicing
Ask/Share:
new skills #1
How do you interpret the pictures? Ask the student: How can we relate these pictures with the
I-It and I-Thou encounter posted by Buber?
Ask: How does acknowledging the strengths and weaknesses of people with disabilities or
belonging to the underprivileged help you perceive them?
Write on the board and ask the students about the differences of the two concepts through a
diagram, respectively: Input
Authentic Dialogue
Ask: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 classmate? 6. What differences did you
learn about yourselves? (10 minutes) E. Discussing new concepts and practicing
new skills #2 F. Developing mastery Is it not right to make a
conclusion without further investigation? Yes or No Why?
Ask the students about the author of the pain ting, do they have any idea about his personality?
Show the photograph of the author and talk about his disabilities and talents.
Ask the students to write an essay about valuing people with disabilities or belonging to the
underprivileged.
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:
“Dialogue is an exchange in w hich people discover something new.” – George Kohlrieser
(2006)
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
Or (for TVL) 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. (20 minutes)
(5 minutes)
G. Finding practical applications of concepts
Ask the students to share their
and skills in daily living
own experiences in meeting people with disabilities, how they manage their actuations and in
making their decisions.
Ask: What specific situations in your daily life where you can apply authentic dialogue? (5
minutes) H. Making generalizations and abstractions
As a student, for you what is the
about the lesson
meaning of intersubjectivity? Why do you need to respect persons with disabilities?
Through a concept map, ask the students to write their realizations from the lesson.
Based on the discussion and activities, guide the students to determine specific ways (example:
listening, empathy etc.) to have an authentic dialogue with others through a concept map.
Based on the discussions and activities, ask the student (recitation) to state in their own words
how authentic dialogue leads to accepting others as a unique individual. (5 minutes) I. Evaluating
learning Ask them about the pictures
again. How do you proper address the situation?
Formative Quiz: Short True or False about the lesson
Short quiz (True or False about Authentic Dialogue) (5 minutes) J. Additional activities for
application/for
Ask the students to group
remediation
themselves and interview one person they know in their community who is with a disability or
belonging to the minority sector who have
Ask the students to apply authentic dialogue at home, school or in other places and observe
themselves how they felt.

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Day 1 Day 2 Day 3 Day 4

School Grade Level ​12 ​Teacher

B. Performance Standards The learner reflects on a concrete experience in a

III. LEARNING RESOURCES

4. Additional Materials from

C. Presenting See appendix 1

Philosophy is a system of beliefs about Scuba diving and Helicopter as vehicles

Day 1 Day 2 Day 3 Day 4

B. Performance Standards The learner reflects on a concrete experience in a

II. CONTENT ​Doing Philosophy

III. LEARNING RESOURCES

2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from

G. What innovation or localized

Day 1 Day 2 Day 3 Day 4

The learner understands the meaning and process of doing philosophy

B. Performance Standards ​The learner reflects on a concrete experience in a philosophical way

III. LEARNING RESOURCES

H. Making generalizations and

I. Evaluating learning ​Rubric will be presented to guide students. The

A. No. of learners who earned 80%

which I wish to share with other teachers?

A. Content Standards ​The learner demonstrates various ways of doing philosophy

B. Performance Standards ​The learner evaluate opinions

D. Discussing new concepts

Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )​*Ask the learners to

take down notes about the difference

Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )​*Ask the learners to

take down notes about the difference

(10 minutes) ​F. Developing mastery (leads

help me solve? G. What innovation or localized

Day 1 Day 2 Day 3 Day 4

A. Content Standards The learner demonstrates various ways of doing

B. Performance Standards The learner evaluate opinions

III. LEARNING RESOURCES

3.Looks for Proof-

the lesson D. No. of learners who continue to require remediation E. Which of my

Day 1 Day 2 Day 3 Day 4

A. Content Standards The learner demonstrates various ways of doing

B. Performance Standards The learner evaluates opinions

III. LEARNING RESOURCES

(5 minutes) *Suggested format: Oxford-

(50 minutes) ​J. Additional activities for

A. No. of learners who earned

lesson D. No. of learners who continue to require remediation E. Which of my

C. Did the remedial lessons

Prepared by: Checked by:

Content Standards ​The

possibilities for their ​

I. Evaluating learning ​What makes man more

Prepared by: Checked by:

Content Standards ​The learner

Always be guided by demonstration of learning by the students which you can

Prepared by: Checked by:

Day 1 Day 2 Day 3 Day 4

The learner is able to demonstrate the virtues of prudence and

The human person in their environment

Upcoming performance task:INFOMERCIAL

A. No. of learners who earned 80%

Day 1 Day 2 Day 3 Day 4

The learner is able to demonstrate the virtues of prudence and

The human person in their environment.

choice and the consequences of choices

Jaime T. Tugade ​Division of City of San Jose del Monte, Bulacan

School Grade Level 12 Teacher

II. CONTENT Doing Philosophy

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

I. Evaluating learning Rubric will be presented to guide students. The

A. Content Standards The learner demonstrates various ways of doing philosophy

B. Performance Standards The learner evaluate opinions

Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )*Ask the learners to

Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw )*Ask the learners to

(10 minutes) F. Developing mastery (leads

(50 minutes) J. Additional activities for

Content Standards The

possibilities for their

I. Evaluating learning What makes man more

Content Standards The learner

Jaime T. Tugade Division of City of San Jose del Monte, Bulacan

Marion S. Arcenas Division of City of San Jose del Monte, Bulacan

Marianne S. Dio Division of City of San Jose del Monte, Bulacan

Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan

Ronnel E. Pineda Division of Nueva Ecija

lesson 1.Will anyone from the

Marion S. Arcenas Division of City of San Jose del Monte, Bulacan

Marianne S. Dio Division of City of San Jose del Monte, Bulacan

Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan

Ronnel E. Pineda Division of Nueva Ecija

3. Textbook pages Not Available 4.

Evaluating learning Ask them about the pictures

Teaching Dates and Time Week 4 Day 1-4 Quarter Second

Inc. Retrieved from: http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf IV. PROCEDURES

Ask:1. What was the topic of