Grades 11/ 12 School Santos Ventura National High School Grade Level 12

DAILY LESSON Teacher Romeo L. Ligutan, Jr. Learning Area Introduction to the Philosophy of the Human
LOG Person
Teaching Dates September 19 - 23, 2022/ 7:00-11:20am – Quarter I
and Time 12:20-2:30pm

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES The learner evaluates and makes sound judgment based on facts by using philosophical methods.

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

B. Performance The learner evaluate opinions

Standards

C. Learning At the end of the session, At the end of the session, At the end of the session, learners are expected to evaluate
Competencies/ learners are expected to learners are expected to realize opinions
Objectives analyze situations that that the methods of philosophy PPT11/12-Id-2.4
Write the LC code for show the difference lead to wisdom and truth
each between opinion and truth. PPT11/12-Id-2.3
PPT11/12-Id-2.2

II. CONTENT Methods of Philosophizing

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

IV. PROCEDURES

A. Reviewing previous Let the assigned group Let the assigned group facilitate the Let the assigned group Let the assigned group facilitate the
lesson or presenting facilitate the recapitulation of the previous facilitate the recapitulation of recapitulation of the previous lesson
the new lesson recapitulation of the lesson in a form of a Telephone the previous lesson in a form in a form of a Game (Four Pics One
previous lesson in a Conversation. of Picture Clues. (Let them Word).
form of a Gallery Walk. realize that the elderly are *Have the students guess on the
people who have time-tested following words:
wisdom).  Fairness
 Evidence
 Logic
 Tone
B. Establishing a The teacher shows a Activity: Activity: Graphing Activity: Skit
purpose for the video clip that presents Pageant (Introduction)
lesson examples of fallacies of *Divide the class into 4-6 groups Let the students create a Pie Let selected students perform a skit
argumentation. (whatever the case may be). Chart to figure out the on the following scenarios:
*Each group should have 1 components for an objective 1. a mother leaving the house for
After the video representative who will present evaluation of an argument. work gives instructions to the eldest
presentation, ask the “who they are” a la pageant. Let them allot a percentage child on how to manage the
students to identify *Allot 3 minutes for the preparation. for each component. household chores
fallacious statements. 2. a class adviser who will take a
maternity leave instructs her
advisory class to behave at all
times.
C. Presenting Guide the students to Ask the students: Processing Activity:
examples/instances the concept that 1. How do you assess the words or Criteria for Let the students answer the
of the new lesson opinionated statements statements uttered by the Evaluating an following questions in their
may come in a form of a candidates during the pageant? respective group:
fallacy. 2. Which of their statements can be
Argument 1. What instructions were given in
considered as truth? Fairness the first scenario? In the second
Evidence scenario?
Logic
2. How important following
Tone
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.
D. Discussing new Discuss the meaning of Discuss Methods of Philosophy: Discuss: Discuss:
concepts and fallacies used in  Critical Thinking How do I evaluate an Reading an Argument
practicing new skills argumentation.  Components of Critical argument? Guidelines on examining an
#1 Thinking Argument
E. Discussing new Enumerate examples of Group Activity: No. Tips for Reading
concepts and fallacies and define Criteria in Evaluating an and Examining
practicing new skills them. Semantic Mapping Argument Arguments
#2 Effectively
Let the students create a Semantic  Fairness 1 Read once for an
Map on the Attributes of a Critical  Evidence initial impression.
Thinker using symbols.  Logic 2 Read the
Expected Output:  Tone argument several
1.Looks for Evidence to support more times;
assumption and beliefs- Fairness- Is the argument identify the claim
fair and balanced, or does it and support.
contain bias? Is the 3 Annotate as you
argument overly emotional read – record
and filled with loaded your thoughts.
4 Highlight key
 language? terms; look up
Is the argument one-sided? familiar words.
Are there alternative points 5 Draw a diagram
2.Adjusts Opinion- of view not addressed? or map to analyze
Evidence- Are the given the structure (how
3.Looks for Proof- premises reliable and details relate to
relevant? one another).
Logic- Are the arguments
thoroughly explained? Do
they contain gaps in
reasoning or logical
fallacies?
4.Examines problem Tone- Is the attitude of the
writer appropriate for the
content?

5.Reject irrelevant and incorrect

information-

F. Developing mastery Let the students answer the Reading and Critiquing Example
(leads to Formative question, how can we come (See attached hand-out on “Reading
Assessment 3) up with a sound and valid an Argument Carefully”).
argument? Source:
Cite a specific instance http://learn.lexiconic.net/argumentev
that you had experienced in aluation.com.html
relation to this.
G. Finding practical Cite examples of With the advent of social media, Ask the students: Ask the students:
applications of fallacies which they had how would you uphold truth and Why is evaluating an How would you apply your
concepts and skills in experienced or wisdom? opinion significant in your knowledge on evaluating arguments
daily living observed. daily dealings with your in your daily lives? In what particular
a. Facebook a. classmates/friends? situations do you deem it useful?
b. Instagram b. teachers?
c. Twitter c. siblings?
d. Etc. d. parents?
e. community?
H. Making Ask the students to Write a couplet on your perspective Ask the students: Activity:
generalizations and express their learning for about the given statement: What are the qualities of *Divide the class into five (5)
abstractions about this session through a A person is more than just his/her a good argument? groups.
the lesson meta-card. Facebook profile/account. *Each group will summarize the
Expected Answer: lesson on evaluating arguments
Expected Answer: A good argument through the following activities:
Opinionated statements possesses the four criteria  Group 1- Tableau
may come in a form of a namely: fairness, evidence,  Group 2- Song
fallacy. logic, and tone.  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
Let the students philosophy to everyday living? Evaluating Arguments Teacher provides a text from the
determine whether the using FELT Framework. editorial/opinion section. Have the
given statements are learners evaluate the perspective of
valid/true or fallacious. If *The teacher will provide the author.
the statement is a three (3) arguments in the
fallacious, identify what context of the political, N.B.: As much as possible, look for
fallacy it expressed. economic, socio-cultural, a text that is similar with the topic for
*See attached quiz and environmental situations the debate.
items. in the Philippines.
 *The students will evaluate (50 minutes)
each argument using the
FELT Framework. (See Debate
attached evaluation tool). *Possible Topic:
a. Death Penalty
Example: b. Distribution of Condom among
HS Students
c. Extra Judicial Killing/Drug War
“We should exhaust d. West Philippine Sea Claim
all possible e. Same Sex Union
resources from f. Postponement of SK Election
nature,” says a *Suggested format: Oxford-Oregon
miner. Debate
*See attachment for the Mechanics
and Assessment Tool.
J. Additional activities Write a five-sentence
for application or paragraph about the
remediation importance of learning the
criteria in evaluating
arguments.
*See attached rubric for
scoring the output.

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?

Prepared by: Reviewed by: Checked by: Approved by:

ROMEO L. LIGUTAN JR. ALVIN S. BERGONIO ALMA T. BAUTISTA ARCELY G. FLORES

Subject Teacher Grade 12 Coordinator Master Teacher II School Head