GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
Knowledge
Skills
Attitude
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each
I. CONTENT
II. 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 Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School JOSE CHONA JO MEMORIAL NATIONAL HIGH SCHOOL Grade Level 12
Teacher ANTONIETTA N. GAMBOA Learning Area Introduction to the Philosophy of the Human Person
Teaching Dates and Time September 2 – 5, 2019 Quarter First Semester
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Cite the result of the
Describe the pictures/videos Describe the pictures
interview done with disabled Recall authentic dialogue
presented presented
persons
Determine the strengths and
Create a story guided by the Describe the dialogue
Relate the presented pictures weaknesses of disabled
questions presented by each group
persons
Write a journal about their Select a situation in your daily
Give their own experiences Write an essay about valuing
understanding of authentic life where you can apply
related to the topic people with disabilities
dialogue authentic dialogue
The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.
Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society (PPT11/12-IId-6.2);
Explain that authentic dialogue means accepting others even if they are different from themselves (PPT11/12-IId-6.3)
PPT11/12-IId-6.2 PPT11/12-IId-6.2 PPT11/12-IId-6.3 PPT11/12-IId-6.3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Intersubjectivity
None None None None
None None None None
Introduction to the Philosophy of Introduction to the Philosophy of Introduction to the Philosophy of Introduction to the Philosophy of
the Human Person, pp. 93 – 107; the Human Person, pp. 93 – 107; the Human Person, pp. 93 – 107; the Human Person, pp. 93 – 107;
Introduction to the Philosophy of Introduction to the Philosophy of Introduction to the Philosophy of Introduction to the Philosophy of
the Human Person, pp. 95 – 110 the Human Person, pp. 95 – 110 the Human Person, pp. 95 – 110 the Human Person, pp. 95 – 110
None None None None
Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal.
John Wiley and Sons, Inc. retrieved from:
http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher will show some pictures The teacher will ask the learners The teacher will show pictures of The teacher will ask the learners
or videos like The Mouth Art, Nick to present the result of their different people (or group of who applied authentic dialogue
Vujjicic, etc. interview to the persons with people) talking to or with each outside the class about their
disability. other. observations. (5 minutes)
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B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
Let the learners analyze the pictures
for two (2) minutes.
The teacher will ask the learners
about the picture:
1. What do you see on the picture?
2. What can you say on each
picture? (Primary Reflection)
The teacher will ask the learners
to determine the strengths and
weaknesses of the persons they
interviewed ad have them listed
on the board through a diagram.
The teacher will ask their
observations about the strengths
and weaknesses written on the
board.
The teacher will then group the
learners and let them pick one
picture per group and have them
create a story guided by the
following questions:
1. What could be the persons
talking about in the picture?
2. How do they communicate?
(2 minutes preparation and 1
minute presentation)
The teacher will introduce the
class to another activity and ask
them (individual recitation):
1. When was the last time you
had a conversation with a person?
2. Who was the person you had
a conversation with?
3. How was the conversation?
4. Do you consider it as
something positive or negative?
Draw a table of two columns on
the board, one column for positive
and the other is negative. Write on
the board their experiences.
(10 minutes)
The teacher will ask:
What do you notice from the
positive (and negative) column?
Relate their responses to a
discussion on Authentic Dialogue.
(10 minutes)
The teacher will ask the following
questions:
1. How was the dialogue?
2. How did you feel?
3. How did the person you had a
dialogue with react?
4. What did you realize from the
dialogue you had?
5. Will you accept the person
you had a dialogue with?
The teacher will sum up their
responses and make conclusions.
(15 minutes)
The teacher will divide the class
into groups with three (3). Ask
them to do the following tasks:
1. Assign two members of the
triad to do an authentic dialogue.
The third member will be the
process observant who will observe
and guide if the two really did an
authentic dialogue.
2. The first one from the two
who are assigned to do a dialogue
will be sharing a story about his or
her unforgettable mistake (or
anything that can facilitate them to
determine differences in their lives
such as belief and values, etc. and
engage them in an authentic
dialogue)
(10 minutes)
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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 application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
The teacher will ask or share:
How do you interpret the pictures?
The teacher will ask the learners:
How can we relate these pictures
with the I-It and I-Thou encounter
posted by Buber?
The teacher will ask this question:
Is it right to make a conclusion
without further investigation? Why?
The teacher will ask the learners
about the author of the painting, do
they have any idea about his
personality? (Show the photograph of
the author and talk about his
disabilities and talents.)
The teacher will ask the learners to
share their own experiences in
meeting people with disabilities, how
they manage their actuations and in
making their decisions.
As a learner, what is the meaning of
intersubjectivity for you? Why do you
need to respect persons with
disabilities?
The teacher will ask:
How does acknowledging the
strengths and weaknesses of
people with disabilities or
belonging to the underprivileged
help you perceive them?
The teacher will ask the learners
to write an essay about valuing
people with disabilities or
belonging to the
underprivileged.
Through a concept map, the
teacher will ask the learners to
write their generalizations from
the lesson.
The teacher will write on the
board and ask the learners about
the differences of the two concepts
through a diagram, respectively:
Input
Authentic Dialogue
The teacher will ask the learners to
write in their journal a very short
essay about their understanding of
the following line and choose
three to five learners to read their
essay in front of the class.
“Dialogue is an exchange in
which people discover something
new.” – George Kohlrieser (2006)
At the end of the presentation,
guide the learners to master
authentic dialogue by highlighting
their performance related to
authentic dialogue through a
socialized discussion.
(20 minutes)
Based on the discussion and
activities, the teacher will guide
the learners to determine specific
ways (example: listening,
empathy, etc.) to have an authentic
dialogue with others through a
concept map.
The teacher will ask the following:
1. What was the topic of your
dialogue all about?
2. How did you do the dialogue?
3. How did you feel during the
dialogue? Did you feel heard? Is
there an acceptance of each other?
4. What did you realize from the
dialogue? (Engage the learners to a
primary reflection)
5. What new things did you
learn from your classmates?
6. What differences did you
learn about yourselves?
(10 minutes)
The teacher will engage the learners
into secondary reflection by asking:
1. How does it feel to know that
someone is different from you?
2. How does authentic dialogue
help you deal with these
differences?
Discuss: Authentic dialogue means
accepting individual differences.
(5 minutes)
The teacher will ask:
What specific situation/s in your
daily life where you can apply
authentic dialogue?
(5 minutes)
Based on the discussions and
activities, the teacher will ask the
learners to state in their own words
how authentic dialogue leads to
accepting others as a unique
individual.
(5 minutes)
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I. Evaluating learning The teacher will ask the learners The teacher will give a The teacher will give a short quiz.
about the pictures again. How do you formative test. (True or False about Authentic
properly address the situation? (Short True or False about the Dialogue)
lesson)
J. Additional activities for The teacher will ask the learners to The teacher will ask the learners to
application or remediation group themselves and interview one apply authentic dialogue at home,
person they know in their community school or in other places and
who is disabled or belongs to minority observe themselves how they felt.
sector who have achieved something
or contributed to their community.
IV. REMARKS
V. REFLECTION 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 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%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?

Teacher’s Signature: Checked by: DARWIN C. CUYOS Checked by: FANNY Y. INUMERABLES
Position : Teacher III Position: Principal I Position: Teacher III
Designation: 12 GAS B – Class Adviser Designation: School Principal Designation: 11 GAS B – Class Adviser
Contact Number: 0930-676-1939 Contact Number: 0997-088-8475 / 0905-812-3552 Contact Number: 0933-212-5879
Email Address: tonette.gamboa@gmail.com Date Checked: Date Checked:

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