Based on Annex 2B.6 to DepEd Order No.42, s.

2016
GRADE
SCHOOL CATEEL INSTITUTE OF ARTS AND TECHNOLOGY INC LEVEL 12
DAILY
TEACHER TONY P. DELOS SANTOS, LPT LEARNING INTRODUCTION TO
INCLUSIVE AREA PHILOSOPHY OF THE
LESSON DATE & TIME HUMAN PERSON
AUGUST 26-29, 2024 SEMESTER
LOG 11:00 AM – 12:00 NN 1ST SEMESTER /
SENIOR HIGH /QUARTER
1ST QUARTER
SCHOOL

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standard The learner demonstrate various ways of doing philosophy.
B. Performance Standard The learner evaluate opinions.
C. Learning At the end of the lesson, the learners are expected to:
Competencies/Objectives a. Distinguish opinion from truth. (PPT11/12-Ic-2.1)
(Write the LC Code) b. Analyze situations that show the difference between opinion and truth. (PPT11/12-Id-2.2)
c. Realize that the methods of philosophy lead to wisdom and truth. (PPT11/12-Id-2.3)
d. Evaluate opinions. (PPT11/12-Ie-2.4)
II. CONTENT Methods of Philosophizing
III. LEARNING
RESOURCES
A. References
1. Teachers’ Guide Learning Module on Methods of Philosophizing, pp. 2-19
Pages
2. Learners’ Materials Learning Module on Methods of Philosophizing, pp. 3-10
Pages
3. Textbooks Pages
4. Additional Materials
from Learning
Resources Portals
B Other Learning Curriculum Guide, Worksheets, Laptop, Multimedia Presentation
Resources
IV. PROCEDURES
A. Reviewing previous  Briefly review the  Briefly review the  Brief review of the  Briefly review the
lesson or presenting concepts of critical concept of concept of concepts of
new lesson thinking and philosophical philosophical inquiry. philosophical
evidence. reflection. argumentation.
B. Establishing a  Introduce the concept  Introduce the concept  Introduce the concept  Recap the different
purpose for the of philosophical of philosophical of philosophical methods of
 lesson reflection as a process inquiry as a process of argumentation as a philosophizing
of examining one’s asking questions, process of covered throughout
own beliefs, values, seeking answers, and constructing and the week and their
and experiences. exploring different defending arguments importance in
perspectives. based on reason and achieving wisdom and
evidence. truth.
C. Presenting  Present examples of  Present examples of  Present examples of  Present examples of
examples/instances philosophical philosophical inquiry, philosophical how these methods
of the new lesson reflection, such as such as conducting arguments, such as have been used by
journaling, research, engaging in those found in philosophers
meditation, or debates, or exploring philosophical essays throughout history to
engaging in thought different philosophical or debates. address complex
experiments. schools of thought. questions and
advance human
understanding.
D. Discussing new  Discuss the  Discuss the  discuss the key  Discuss the
concepts and importance of self- importance of open- components of a interconnectedness of
practicing new skills awareness in mindedness in philosophical these methods and
#1 philosophical philosophical inquiry argument, such as how they can be used
reflection and the and the need to be premises, together to achieve a
need to be honest willing to consider conclusions, and more comprehensive
with oneself about alternative supporting evidence. understanding of the
one’s beliefs and viewpoints. world.
biases.
E. Discussing new  Discuss the role of  Discuss the role of  discuss the  Discuss the ongoing
concepts and insight in dialogue in importance of clarity, nature of
practicing new skills philosophical philosophical inquiry coherence, and philosophical inquiry
#2 reflection and the and the potential for consistency in and the importance of
potential for personal learning and growth philosophical continuing to ask
growth and through respectful argumentation and questions, seek
transformation exchange of ideas. the need to avoid answers, and refine
through this process. fallacies. one’s understanding.
F. Developing mastery  Have students engage  Have students  Have students  Have students create
(Leads to Formative in a guided participate in a group construct their own a presentation
Assessment 3) philosophical discussion on a philosophical summarizing the
reflection exercise, philosophical topic, arguments on a given different methods of
focusing on a specific encouraging them to topic, focusing on philosophizing and
topic or experience. engage with different clarity, coherence and their significance,
perspectives and ask evidence. including real-world
clarifying questions. examples.
G. Finding practical  Encourage students  Encourage students to  Encourage students  Encourages students
applications of to think about how think about how to think about how to reflect on how
concepts and skills in philosophical philosophical inquiry philosophical these methods can be
daily living reflection can be can be used to argumentation can be applied to their own
incorporated into their resolve conflicts, used to persuade lives and help them to
daily routines and understand different others, defend their live more fulfilling and
help them to lead cultures, and make beliefs, and engage in meaningful lives.
more meaningful informed decisions, constructive dialogue.
lives. about complex issues.
H. Making  discuss the  Discuss the  Discuss the  discuss the
generalizations and importance of self- importance of importance of importance of
abstractions about reflection in personal philosophical inquiry philosophical philosophy in
the lesson development and the in fostering critical argumentation in fostering critical
potential for gaining thinking, promoting promoting reason, thinking, promoting
wisdom through this understanding, and critical thinking, and understanding, and
process. contributing to a more intellectual discourse. contributing to a more
just and equitably just and equitable
society. society.
I. Evaluating learning  Students write a short  Students write a short  Students participate  Students write a
journal entry essay on the role of in a discussion on reflective essay
reflecting on their philosophical inquiry philosophical topic, summarizing the key
own experiences with in solving real-world presenting their own takeaways from the
philosophical problems. arguments and week-long lesson and
reflection. engaging with the how these concepts
arguments of others. will impact their
future learning and
engagement with the
world.
J. Additional activities  Students research of  Assign students  Assign students  Assign students
for application or different philosophical research of different research of famous create a philosophical
remediation reflection techniques, philosophical schools philosophical journal where they
such as journaling, of thought and their arguments, analyzing can continue to
meditation, or contributions to their strengths and explore their own
Socratic dialogue. understanding the weaknesses. philosophical
world. questions, engage in
reflection, and
practice the different
method of
philosophizing.
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 remediation
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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other learners?

Prepared by: Checked by:

TONY P. DELOS SANTOS, LPT CELSO BURGOS JR., LPT, MEd-EM

TEACHER SCHOOL PRINCIPAL