SCHOOL: TAMBOBONG NATIONAL HIGH SCHOOL GRADE LEVEL: TVL-11

DAILY
LESSON LOG TEACHER: KATHRYN C.SORIANO LEARNING INTRODUCTION TO THE
GRADE 11&12 AREA: PHILOSOPHY F THE HUMAN
PERSON
TEACHING DATES Week 6 JULY 8-12,2019 QUARTER: Second
& TIME: 2:00-3:00 PM
MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/
Objectives:
The learner demonstrates various ways of doing philosophy
The learner evaluate opinions
PPT11/12-Ie-2.4
At the end of the session, learners are expected to evaluate opinions

II. CONTENT 2. Methods of philosophizing

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages ** No resources available ** No resources available ** No resources available ** No resources available

2. Learner’s Materials Pages ** No resources available ** No resources available ** No resources available ** No resources available

3. Text book Pages ** No resources available ** No resources available ** No resources available ** No resources available

4. Additional Materials from

Learning resources(LR)Portal

B. Other Learning Resources (http://learn.lexiconic.net/argumentevaluation.com.html Sampaloc,Manila pp.29-34

C. GAD Core Values

IV PROCEDURES
A. Reviewing Previous Lesson or
Presenting New Lesson
Let the assigned group facilitate the Let the assigned group facilitate the
recapitulation of the previous lesson in recapitulation of the previous lesson
a form of Picture Clues. (Let them in a form of a Game (Four Pics One
realize that the elderly are people who Word).
have time-tested wisdom). (5 minutes) *Have the students guess on the
following words:
 Fairness
 Evidence
 Logic
  Tone

(10 minutes)

B. Establishing a Purpose for the Activity: Graphing Activity: Skit

Lesson
Let the students create a Pie Chart to
figure out the components for an
objective evaluation of an argument.
Let them allot a percentage for each
component
. household chores
(5 minutes)
Let selected students perform a skit
on the following scenarios:
1. a mother leaving the house for
work gives instructions to the eldest
child on how to manage the
2. a class adviser who will take a
maternity leave instructs her
advisory class to behave at all times

(10 minutes)
C. Presenting Examples/Instances Processing Activity:
of the Lesson Let the students answer the
following questions in their
respective group:
1. What instructions were given in
the first scenario? In the second
scenario?
2. How important following
instructions are 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.

(5 minutes)
(5 minutes)
D. Discussing New Concepts and Discuss: Discuss:
Practicing New Skills#1 How do I evaluate
Criteria an argument?
in Evaluating an Reading an Argument
Guidelines on examining an
(5 minutes) Argument Argument

E. Discussing New Concepts and No. Tips for Reading and

Practicing New Skills#2  Fairness
 Evidence
 Logic
 Tone
Fairness- Is the argument fair and
balanced, or does it contain bias? Is the
argument overly emotional and filled
with loaded language?
Is the argument one-sided? Are there
alternative points of view not
addressed?
Evidence- Are the given premises
reliable and relevant?
Logic- Are the arguments thoroughly
explained? Do they contain gaps in
reasoning or logical fallacies?
Tone- Is the attitude of the writer
appropriate for the content?
Examining Arguments
Effectively
1 Read once for an initial
impression.
2 Read the argument
several more times;
identify the claim and
support.
3 Annotate as you read –
record your thoughts.
4 Highlight key terms;
look up familiar words.
5 Draw a diagram or map
to analyze the structure
(how details relate to
one another).
(10 minutes)

(10 minutes)
F. Developing Mastery Let the students answer the question, Reading and Critiquing Example
how can we come up with a sound and (See attached hand-out on “Reading
(Leads To Formative Assessment 3) valid argument? an Argument Carefully”).
Cite a specific instance that you Source:
had experienced in relation to this. http://learn.lexiconic.net/argumentev
aluation.com.html
(5 minutes)
(10 minutes)
G. Finding Practical Application Ask the students: Ask the students:
 of Concepts and Skills in Daily
Living
Why is evaluating an opinion How would you apply your
significant in your daily dealings with knowledge on evaluating arguments
your in your daily lives? In what
a. Classmates/friends? particular situations do you deem it
b. Teachers? useful?
c. siblings? (5 minutes)
d. parents?
e. community?

(10 minutes)
V. PROCEDURES Ask the students: Activity:
What are the qualities of a good *Divide the class into five (5)
argument? groups.
*Each group will summarize the
Expected Answer: lesson on evaluating arguments
A good argument possesses the four through the following activities:
criteria namely: fairness, evidence,  Group 1- Tableau
logic, and tone.  Group 2- Song
 Group 3-Poem
(5 minutes)  Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring students’
performance.
.
H. Making Generalization and Triadic Activity: Text Analysis
Abstractions about the lesson Evaluating Arguments using Teacher provides a text from the
FELT Framework. editorial/opinion section. Have the
learners evaluate the perspective of
*The teacher will provide three (3) the author.
arguments in the context of the
political, economic, socio-cultural, and N.B.: As much as possible, look for a
environmental situations in the text that is similar with the topic for
Philippines. the debate.
*The students will evaluate each
argument using the FELT Framework. (50 minutes)
(See attached evaluation tool).
Debate
Example: *Possible Topic:
a. Death Penalty
“We should exhaust b. Distribution of Condom among
(5 HS Students
all possible
resources from
nature,” says a
miner.

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
minutes) c. Extra Judicial Killing/Drug War
d. West Philippine Sea Claim
e. Same Sex Union
f. Postponement of SK Election
*Suggested format: Oxford-Oregon
Debate
*See attachment for the Mechanics
and Assessment Tool.
(50 minutes)
Write a five-sentence paragraph about
the importance of learning the criteria
in evaluating arguments.
*See attached rubric for scoring the
output.
(5 minutes)
Let the assigned group facilitate the Let the assigned group facilitate the
recapitulation of the previous lesson in recapitulation of the previous lesson
a form of Picture Clues. (Let them in a form of a Game (Four Pics One
realize that the elderly are people who Word).
have time-tested wisdom). (5 minutes) *Have the students guess on the
following words:
 Fairness
 Evidence
 Logic
 Tone
(10 minutes)
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did this 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 teachers?

Prepared by: Checked by:

KATHRYN C. SORIANO FERDIAD R. BALAOING

Teacher II Principal IV