School RIZAL NATIONAL HIGH SCHOOL Grade Level 12

Teacher MARK VINCENT L. FERNANDEZ Learning Area Introduction to the Philosophy of the
DAILY LESSON LOG
Human Person
Teaching Dates and Time June 10-14, 2019 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

A. Content Standards The learner understands the meaning and process of doing philosophy The learner demonstrates various ways of doing philosophy

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

C. Learning Competencies/ Objectives At the end of the session, the learners At the end of the session, the learners NATIONAL HOLIDAY At the end of the session, the
Write the LC code for each are expected to: are expected to: PHILIPPINE INDEPENDENCE DAY learners are expected to:

1.3. Realize the value of doing 1.4. Do a philosophical reflection on a

philosophy in obtaining a broad concrete situation from a holistic 2.1. Distinguish opinion from truth
perspective on life perspective PPT11/12-Ic-2.1
PPT11/12-Ib-1.3 PPT11/12-Ic-1.4
II. CONTENT VALUE OF DOING PHILOSOPHY PHILOSOPHICAL REFLECTION OPINION VERSUS TRUTH
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Introduction to the Philosophy of the Introduction to the Philosophy of Introduction to the Philosophy of
Human Person the Human Person the Human Person
Gallinero, W. and Estaris, R., 2017 Gallinero, W. and Estaris, R., 2017 Gallinero, W. and Estaris, R., 2017
2. Learner’s Materials Pages
3. Textbook pages Page 14-20 Page 21-28 Page 32-44
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting Teacher gives a pre activity using Teacher gives a drill activity to serve as Teacher presents new topic through
the new lesson quotation from Confucius, “To study and a simple review regarding the an activity: FACTS or BLUFF
not think is a waste. To think and not discussion last meeting. Students are
study is dangerous.” ask to state their thoughts about past
meeting.
B. Establishing a purpose for the lesson
1. Presenting examples/instances of
the new lesson
2. Discussing new concepts and
practicing new skills #1
3. Discussing new concepts and
practicing new skills #2
4. Developing mastery (Leads to
formative assessment 3)
5. Finding practical applications of
concepts and skills in daily living
6. Making generalizations and
abstractions about the lesson
7. Evaluating learning
Teacher asks the question: Teacher asks the question:
How do you value philosophy? Have you ever asked questions about
yourself, about life, about work, about
love?
STEP OUT OF THE CAVE ACQUISITION OF KNOWLEDGE
Students determine the importance of Students reflect on a concrete
philosophy in one’s self. experience the Philosophical way.
ACQUISITIONOF KNOWLEDGE PASS IT ON
Students acquire the knowledge towards The students answer the question:
the standrads to follow in evaluating their How to reflect on a concrete experience
thinking processes in reasoning. the Philosophical way?
(Discussion on page 20-21)
PHILOSOPHIZE:
Philosophy rejects myth, hearsay,
and imaginations.
QUESTION-DISCUSSION
The teacher sets the class for question-
discussion activity. Students reflect
towards the different question being
raised.
Students emulate the integration of Students emulate the application of
philosophy in life. doing a philosophical reflection on a
concrete situation from a holistic
perspective.
Using graphic organizer. Students Teacher asks the question:
share their insights regarding their “Do you believe that the little thing you
perspective towards the illustration. do will create a ripple effect that will
affect everyone and everything around
you?
LESSON POST TEST CONCEPTUAL KNOWLEDGE
Students answer the question: Students do exercise 8a entitled
1. How does philosophy affect your MAKING RIPPLES. Students express
thoughts in a certain situation whether what they have learned from their
good or the other way around? experiences
Teacher asks the question:
Can you distinguish truth from an
opinion? How do you distinguish
truth from an opinion?
GENESIS TECHNIQUE
“When you are philosophizing you
have to descend into primeval chaos
and feel at home there.”
Ludwig Wittgenstein
UNIVERSAL MISSION
Students acquire the knowledge
towards what is reality, truth, opinion
through discussion. (Discussion on
page 34-36)
The teacher discusses the different
ways to understand Philosophical
method of inquiry, and subjectivity
versus objectivity.
QUESTION-DISCUSSION
The teacher sets the class for
question-discussion activity.
Students reflect towards the different
question being raised about TRUTH
and OPINION.
DECEPTION PREVENTION TASK
Students reflect on this phrase: “The
greatest deception men suffer is from
their own opinion.” Leonardo da Vinci
Teacher asks the question:
“How do you react on fake news
appearing in social media platform?”
REINFORCE YOURSELF
Students do exercise 2 on page 40.
Students find words in the puzzle
based on the definition given below.
 8. Additional activities for application or Students’ Reflection Entry: Students’ Reflection Entry:
remediation Do you ever wonder why people, How do you evaluate an opinion to
including you, do the things you do? prevent yourself from being
deceived?
V. REMARKS
VI. REFLECTION

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 lesson 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?

Prepared by: Checked by:

MARK VINCENT L. FERNANDEZ JESPER D. BAYAUA, RN, RM, LPT, MAN, MSPH
Subject Teacher – Senior High School Department Coordinator – Senior High School Department
 RUBRICS A

Excellent (10 pts.) Good (8 pts.) Fair (6 pts.) Poor (4 pts.)

The idea is thorough and The idea is quite not The idea lacks depth and The idea does not
Depth of Discussion well structured. thorough but clearly thoroughness. provide depth discussion
stated. and thoroughness.
The presentation was The presentation had There were minimal The presentation lacked
well- organized, well- organizing ideas but signs of organization or organization and had
Organization prepared and easy to could have been much preparation. little evidence of
follow. stronger with better preparation.
preparation.
Presentation had an Presentation had a good Presentation had Presentation contained
Content exceptional amount of amount of material and moments where little to no valuable
valuable material and beneficial to the class. valuable material was material.
was extremely beneficial present but as a whole
to the class. content was lacking.
Presenter was very Presenter was Presenter was not Presenter was
confident in delivery and occasionally confident consistent with the level unconfident and
Presentation he/she did an excellent with his/her presentation of confidence or demonstrated little
job of engaging the class however the preparedness he/she evidence of planning
preparation is very presentation was not as showed the class but prior to the presentation.
evident. engaging.
have some strong
moment.