Daily Lesson Log in INTRODUCTION TO PHYLOSOPHY OF A HUMAN PERSON Date: WEEK 8 (APRIL 3-7, 2023)

I. OBJECTIVES DAY 1 DAY 2 Day 3 Day 4

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

B. Performance Standard The learner evaluates opinions

C. Learning PPT11/12-Ie-2.4
Competencies/ At the end of the session, learners are expected to evaluate opinions
Objectives
II. CONTENT Methods of Philosophizing
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual
pages
3. Textbook

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning http://learn.lexiconic.net/argumentevaluation.com.html
Resources/Materials
II. PROCEDURES
Let the assigned group facilitate Let the assigned group facilitate Let the assigned group facilitate the Let the assigned group facilitate
the recapitulation of the previous the recapitulation of the previous recapitulation of the previous lesson in the recapitulation of the
lesson in a form of a Gallery lesson in a form of a Telephone a form of Picture Clues. (Let them previous lesson in a form of a
Walk. Conversation. realize that the elderly are people who Game (Four Pics One Word).
A. Reviewing previous
lesson or presenting have time-tested wisdom). (5 *Have the students guess on
new lesson (5 minutes) (5 minutes) minutes) the following words:
(REVIEW)  Fairness
 Evidence
 Logic
 Tone
(10 minutes)
The teacher shows a video clip Activity: Activity: Graphing Activity: Skit
that presents examples of fallacies Pageant (Introduction) Let the students create a Pie Let selected students perform
of argumentation. After the *Divide the class into 4-6 groups Chart to figure out the a skit on the following
video presentation, ask the (whatever the case may be). components for an objective scenarios:
students to identify fallacious *Each group should have 1 evaluation of an argument. 1. a mother leaving the house
statements. representative who will present Let them allot a percentage for for work gives instructions to the
B. Establishing a purpose “who they are” a la pageant. each component. eldest child on how to
of the lesson *Allot 3 minutes for the preparation.
(MOTIVATION) (5 minutes) manage the household chores 2. a
(10 minutes) (5 minutes) class adviser who will take a
maternity leave instructs her
advisory class to behave at all
times

(10 minutes)
 Guide the students to the Ask the students: Processing Activity:
concept that opinionated 1. How do you assess the words Let the students answer the
statements may come in a form or statements uttered by the following questions in their
of a fallacy. candidates during the pageant? respective group:
2. Which of their statements can 1. What instructions were given
(5 minutes) be considered as truth? in the first scenario? In the
C. Presenting examples/ second scenario?
instances of the new (5 minutes) 2. How important following
lesson instructions is in terms of doing or
(PRE-ACTIVITY) accomplishing a task?
*Guide the students in realizing
the benefit of having and
following guidelines in reading
and examining arguments.

(5 minutes)
Discuss the meaning of Discuss Methods of Philosophy: Discuss: Discuss:
D. Discussing new  Critical Thinking How do I evaluate an Reading an Argument
fallacies used in
concepts and
argumentation. Components of Critical Thinking (10 argument? Guidelines on examining an Argument
practicing new skills 1
(ACTIVITY PROPER) minutes)
(5 minutes) (5 minutes)
E. Discussing new Enumerate examples of Group Activity:
concepts and fallacies and define them.
practicing new skills 2 Semantic Mapping
(DEEPENING)
(25 minutes)
Let the students create a
Semantic Map on the Attributes of
a Critical Thinker using symbols.
Expected Output:
1.Looks for Evidence to
support assumption and
beliefs-

2.Adjusts Opinion-
 3.Looks for Proof-

1.

Let the students answer the Reading and Critiquing

question, how can we come up Example
with a sound and valid (See attached hand-out on
argument? “Reading an Argument
F. Developing mastery
(POST-ACTIVITY) Cite a specific instance that Carefully”).
you had experienced in relation to Source:
this. http://learn.lexiconic.net/argum
entevaluation.com.html
(5 minutes)
G. Finding practical Cite examples of fallacies which With the advent of social media, Ask the students: Ask the students:
applications of they had experienced or how would you uphold truth and Why is evaluating an opinion How would you apply your
concepts and skills in observed. wisdom? significant in your daily dealings knowledge on evaluating
daily living
with your arguments in your daily lives? In
(APPLICATION)
(5 minutes) a. Facebook a. classmates/friends? what particular situations do you
b. Instagram b. teachers? deem it useful?
c. Twitter c. siblings?
 d. Etc. d. parents? (5 minutes)
e. community?
(7 minutes) (10 minutes)
Ask the students to express their Write a couplet on your Ask the students: Activity:
learning for this session through perspective about the given What are the qualities of a *Divide the class into five (5)
a meta- card. statement: good argument? groups.
A person is more than just his/her *Each group will summarize
Expected Answer: Opinionated Facebook profile/account. Expected Answer: the lesson on evaluating
statements may come in a (8 minutes) A good argument possesses the four arguments through the following
H. Generalizing and form of a fallacy. criteria namely: fairness, evidence, logic, activities:
abstractions about the and tone.  Group 1- Tableau
lesson (2 minutes) (5 minutes) Group 2- Song
(GENERALIZATION)  Group 3-Poem
 Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring
students’ performance.

I. Evaluating learning 15-item Quiz What is the significance of Triadic Activity: Text Analysis
(ASSESSMENT) Let the students determine philosophy to everyday living? Evaluating Arguments Teacher provides a text from the
whether the given statements are using FELT Framework. editorial/opinion section. Have the
valid/true or fallacious. If the (5 minutes) *The teacher will provide three learners evaluate the perspective
statement is a fallacious, identify (3) arguments in the context of of the author.
what fallacy it expressed. the political, economic, socio-
*See attached quiz items. (8 minutes) cultural, and environmental N.B.: As much as possible, look
situations in the Philippines. for a text that is similar with the
*The students will evaluate each topic for the debate.
argument using the FELT
(50 minutes)
Framework. (See attached
evaluation tool).
Debate
Example: *Possible Topic:
a. Death Penalty
“We should exhaust b. Distribution of Condom
all possible
resources from
among HS Students
nature,” says a c. Extra Judicial Killing/Drug
War
 miner. d. West Philippine Sea Claim
e. Same Sex Union
Postponement of SK Election
*Suggested format: Oxford-
Oregon Debate
*See attachment for the
Mechanics and Assessment
Tool.

(50 minutes)

Write a five-sentence paragraph

about the importance of learning
J. Additional activities the criteria in evaluating
for application or
arguments.
remediation
(REMEDIAL/ASSIGNMENT) *See attached rubric for scoring
the output.

(5 minutes)
K. REMARKS

L. REFLECTION

Prepared by: Checked by: Monitored by: Noted by:

JAYLORD R. MENOR JUDITH E. DELOS SANTOS ROSEFEDITA R. PASTORES SALLY J. FLORENTIN, PhD
Subject Teacher SHS Focal Person Head Teacher III Principal IV

Prepared by:

JELL E. DELA CRUZ

Subject Teacher