School Grade Level 12

GRADES 1 TO 12 Section
DAILY LESSON LOG Teacher Learning Area Introduction to the Philosophy of the
Human Person
Teaching Dates and Time Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance Standards The learner evaluate opinions
C. Learning Competencies / At the end of the session, learners are expected to analyze situations that show the difference At the end of the session,
Objectives between opinion and truth. learners are expected to
PPT11/12-Id-2.2 realize that the methods of
philosophy lead to wisdom and
truth
PPT11/12-Id-2.3
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 (www.youtube.com/watch? Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system
v=RHLSdrAkOE Makati,Philippines pp.21-32
Caraan(2016)Introduction to
philosophy of the Human Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore
Person ,Diwa learning system Sampaloc,Manila pp.29-34
Makati,Philippines pp.21-32

Ramos(2016)Introduction to
the Philosophy of the Human
Person,Rex Inc. bookstore
Sampaloc,Manila pp.29-34
IV. PROCEDURES
A. Reviewing previous Let the assigned group Let the assigned group Let the assigned group facilitate Let the assigned group
lesson or presenting facilitate the recapitulation of facilitate the recapitulation of the recapitulation of the facilitate the recapitulation of
the new lesson the pervious lesson using the previous lesson in a form previous lesson in a form of a the previous lesson in a form
flash cards. of a charade. Gallery Walk. of a Telephone Conversation.

(5 minutes) (5 minutes) (5 minutes) (5 minutes)

B. Establishing a purpose Activity: Relate to the class the story The teacher shows a video clip Activity:
for the lesson Guess and Dress Me Up of a Lost and Found cellular that presents examples of Pageant (Introduction)
*Provide 2 human figures phone unit. fallacies of argumentation. *Divide the class into 4-6
labeled as Truth and Opinion. groups (whatever the case
*Let four (4) volunteer (5 minutes) After the video presentation, may be).
students take turns in ask the students to identify *Each group should have 1
dressing up each figure with fallacious statements. representative who will
puzzle clothes bearing present “who they are” a la
statements of truth and (5 minutes) pageant.
opinion. *Allot 3 minutes for the
preparation.
(5 minutes)
(10 minutes)
How did you determine that Ask the students: Guide the students to the Ask the students:
C. Presenting examples/ the statement is considered Why is it necessary to concept that opinionated 1. How do you assess the
instances of the new lesson truth or opinion? avoid giving speculations in statements may come in a form words or statements uttered
looking for a solution to a of a fallacy. by the candidates during the
(5 minutes) problem presented? pageant?
(5 minutes) 2. Which of their statements
Expected Answer: can be considered as truth?
We should base our search
on the truth, not on opinion. (5 minutes)

Example of speculation:
My classmate is a thief, he
took my cellphone.

(5 minutes)
D. Discussing new Spongebob: Empty your mind Discuss the Nature of Truth: Discuss the meaning of Discuss Methods of
concepts and practicing (www.youtube.com/watch? 1. Correspondence Theory fallacies used in argumentation. Philosophy:
 new skills #1 v=RHLSdrAkOE) 2. Coherence Theory  Critical Thinking
Processing: Identify situations 3. Pragmatic Theory (5 minutes)  Components of
from the video which can be Critical Thinking
considered as truth and (15 minutes)
opinion. Answers should be (10 minutes)
written in the group activity
sheet provided.

(10 minutes)
Activity: Role-playing Enumerate examples of Group Activity:
E. Discussing new concepts Insinuate the value of truth in fallacies and define them.
and practicing new skills #2
philosophizing by bracketing Ask the students to act out a Semantic Mapping
or setting aside opinions and situation in the context of (25 minutes)
biases. their experiences in the Let the students create a
family and let their Semantic Map on the
(5 minutes) classmates determine truth Attributes of a Critical Thinker
from opinion. using symbols.
Expected Output:
(10 minutes) 1.Looks for Evidence to
support assumption and
beliefs-

2.Adjusts Opinion-

3.Looks for Proof-

 4.Examines problem

5.Reject irrelevant and

incorrect information-

(10 minutes)

Activity:
F. Developing mastery SmartArt
(Leads to Formative Assessment 3)
Let the students make a
graphical representation of
the Theories of Truth
through a SmartArt.

Expected Output:
Theories of Truth

Correspondence
Theory
Coherence Theory

Pragmatic Theory
 (5 minutes)
Have the students cite an Ask the students to cite a Cite examples of fallacies which With the advent of social
G. Finding practical instance in their life where specific example in any of they had experienced or media, how would you uphold
applications of concepts they find truth to be really the three (3) theories of truth observed. truth and wisdom?
and skills in daily living
essential/significant. in the context of their
experience as senior high (5 minutes) a. Facebook
(8 minutes) school students. b. Instagram
c. Twitter
Example: d. Etc.
I am taking eight (8)
subjects this semester. (7 minutes)

(Indicate from which theory

and facts the example
belonged to)

(5 minutes)
Let the students answer the Let the students answer the Ask the students to express
H. Making generalizations given question: given question: their learning for this session Write a couplet on your
and abstractions about the Based on the discussion, On the basis of the through a meta-card. perspective about the given
lesson
how should analysis of discussion, how would you statement:
situations be done? determine if your beliefs are Expected Answer: A person is more than just
true? Opinionated statements may his/her Facebook
Expected answer: come in a form of a fallacy. profile/account.
Analysis of situations should Expected Answer: (8 minutes)
be done with utmost The truth behind beliefs or (2 minutes)
consideration of the truth. propositions are determined
through the correspondence,
(7 minutes) coherence, and pragmatic
theories.

(5 minutes)
Johari’s Window Ask the students to 15-item Quiz What is the significance of
I. Evaluating learning enumerate and explain the Let the students determine philosophy to everyday living?
Looking glass self (Charles three (3) theories of truth. whether the given statements
Cooley) Or are valid/true or fallacious. If the (5 minutes)
*Ask the students to list down Ask the students to identify statement is a fallacious,
three (3) attributes about two (2) economic, political, identify what fallacy it
 themselves which they or socio-cultural situations. expressed.
consider as truth and opinion. Let them write two (2) *See attached quiz items.
*Let them write their answers statements of truth about
on their formative notebook. each situation. Then, have (8 minutes)
them identify what theory of
truth is used.
(10 minutes)
Based on the identified
situations above, ask them
to write two (2) opinionated
statements.

(5 minutes)

J. Additional activities for

application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION 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
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?

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