Professional Documents
Culture Documents
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Skills Applying execute, implement, demonstrate, Develop the value of doing Philosophy
The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
in obtaining a broad perspective on life
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
thru a ADVOCACY – Video Clip.
through deliberate,
Analyzing differentiate, distinguish,
systematic, and
The learner can distinguish between parts and compare, contrast, organize,
sustained effort to
determine how they relate to one another, and to the outline, attribute, deconstruct
smoothly and
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect,
the ability, coming The learner can make judgments and justify decisions defend, judge, argue, debate,
from one's describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan,
something The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point of view construct, formulate, assemble,
devise
3. Learning Resources Learners Manual, Teachers Guide, PowerPoint Presentation, Mobile Phone, Tectbook –
Introduction to the Philosophy of the Human Person by: Roberto D. Abella,
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. Although at Sharing 101
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the “Life is Beautiful”
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
The teacher will post this line on the board and ask
when it is conducted in a pleasurable and comfortable atmosphere.
the students to share their thought about it.
4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning Think Pair – Share
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Students are instructed to share personal views on
where the learners are. Carefully structured activities such as individual or group reflective exercises,
how philosophy can help them obtain a broad
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be perspective on life.
considered in this part of the lesson.
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in Socratic Method
clarifying key understandings about the topic at hand. Critical points are organized to structure the Guide Questions:
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
1.Based on your sharing, how do you value philosophy
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new as basis in obtaining a broad perspective on life?
concepts or skills that are to be presented in the next part of the lesson. 2. Give 1 aspect of life that you value philosophy.
4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be Discussion
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that Use a Power Point Presentation in deepening
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
the subject matter.
lesson.
4.5 Application (20 minutes). This part is structured to ensure the commitment of the learners to Group Activity
do something to apply their new learning in their own environment. Students will be grouped into 5.
Each group will make a 1minute ADVOCACY –
Video Clip using their mobile phone.
The ADVOCACY – Video Clip should contain
on how philosophy in obtaining a broad
perspective on life using the practical uses of
Philosophy in our lives.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
Preparing for the new lesson What is the difference between truth and
opinion?
4.8 Concluding Activity (3 minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “Wisdom is the source of Knowledge and
parable or a letter that inspires the learners to do something to practice their new learning.
Philosophy”
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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. Indicate below whichever is/are appropriate.
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
learning 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?
Prepared by:
Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL
Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:
Content
3- all needed concepts are present //2 – not all concepts are present //1 –none of the concepts required are not present
Organization of Thought
3 - ideas are develop in a logical manner //2- ideas are not develop in a logical manner // 1 – ideas are not within the concepts
required
Creativity
3 – use of effects and music in the video // 2 – minimal effects and music is present in the video // 1 - no effects and music on the
video