School EASTERN TAYABAS COLLEGE Grade Level 12

DAILY Teacher ERROL S. RUSTIA Learning Area Introduction to the Philosophy of the Human
LESSON Person
LOG Teaching Dates and Time July 29 and 31, 2019 Quarter 1st

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 students learn what an argument valid and identify deductive and

C. Learning Competencies/ PPT11/12-Ic-2.1

Objectives At the end of the session, learners are expected to identify the differences between inductive and deductive reasoning as well as create
Write the LC code for each examples of each.

II. CONTENT
Methods of Philosophizing

III. LEARNING RESOURCES

A. References INTRODUCTION TO THE PHILOPSOPHY OF THE HUMAN PERSON by: Christine Carmela R. Ramos, PhD
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages page 33-34
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources http://www.google.com

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
To begin the lesson, students will be pre-
assessed about unit vocabulary, set up a
note outline to be used throughout the
unit, and will then watch a video clip about
logic.
All students will identify and explain
differences in whole group practice after
completing guided notes.
Students
will then practice analyzing and
differentiating examples in pairs and will
finish independently for homework.
Students will create a chart analyzing and
evaluating the authors’ claim, evidence,
logical and emotional appeals/fallacies,
credibility, and structure.
While reading, we will stop at four
designated parts in the text to evaluate
and find evidence of certain fallacies or
claims. After
reading, students will fill in their chart.
Inductive and Deductive reasoning
worksheet for homework which students
began for pairs.
Students will be given a
graphic organizer to scaffold prewriting
ideas and will identify, analyze, and
explain fallacies and appeals used in each
article as well as each author’s claim.
Let the students write a statement that Let the students write a simple sentence that
summarizes the topic. In philosophizing, depicts their learning for this session.
we ask questions because we desire to Pursuit of philosophy follows the path of
know and we find satisfaction upon truth.
discovery of truth.
the learner will answer an essay by making
comparisons between the introduction and
deductive reasoning (general to specific), by
using math and science examples, and by
mentioning everyday, practical examples
 (“Everyone else is going... Therefore, I
should go, too.”)
J. Additional activities for
application or remediation

V. REMARKS The lesson for “Deductive and Inductive Reasoning” was finished.

By the end of the unit, however, 100% of

VI. REFLECTION students will identify the differences
between inductive and deductive
reasoning as well as create examples of
each.
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?
Checked by:
ERROL S. RUSTIA THELMA S. ANTONIO
Grade 12-Philosopher Teacher Principal