Grades 1 to 12 School Grade Level 12

DAILY LESSON Teacher Learning Area Introduction to the Philosophy of the Human
LOG Person
Teaching Dates and Time 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 learner evaluate opinions

C. Learning Competencies/ At the end of the session, learners are expected to analyze situations that show the At the end of the session, learners are expected to
Objectives difference between opinion and truth. realize that the methods of philosophy lead to wisdom
Write the LC code for each PPT11/12-Id-2.2 and truth
PPT11/12-Id-2.3

II. CONTENT Methods of Philosophizing

III. 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 Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
(www.youtube.com/watch? Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32
v=RHLSdrAkOE
Caraan(2016)Introduction to Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34
philosophy of the Human
Person ,Diwa learning
system Makati,Philippines
pp.21-32
Ramos(2016)Introduction to
the Philosophy of the Human
Person,Rex Inc. bookstore
Sampaloc,Manila pp.29-34
Let the assigned group Let the assigned group facilitate the Let the assigned group Let the assigned group facilitate the
facilitate the recapitulation of
recapitulation of the previous facilitate the recapitulation recapitulation of the previous lesson in a form
the pervious lesson using lesson in a form of a charade. of the previous lesson in a of a Telephone Conversation.
flash cards. form of a Gallery Walk.
(5 minutes) (5 minutes)
(5 minutes) (5 minutes)
Activity: Relate to the class the story of a The teacher shows a video Activity:
Guess and Dress Me Up Lost and Found cellular phone unit. clip that presents examples Pageant (Introduction)
*Provide 2 human figures of fallacies of *Divide the class into 4-6 groups (whatever the
labeled as Truth and Opinion. (5 minutes) argumentation. case may be).
*Let four (4) volunteer *Each group should have 1 representative who
students take turns in After the video presentation, will present “who they are” a la pageant.
 dressing up each figure with
puzzle clothes bearing
statements of truth and
opinion.
(5 minutes)
C. Presenting How did you determine that
examples/instances of the the statement is considered
new lesson truth or opinion?
(5 minutes)
D. Discussing new concepts Spongebob: Empty your
and practicing new skills mind
#1 (www.youtube.com/watch?
v=RHLSdrAkOE)
Processing: Identify
situations from the video
which can be considered as
truth and opinion. Answers
should be written in the group
activity sheet provided.
Ask the students:
Why is it necessary to avoid
giving speculations in looking for a
solution to a problem presented?
Expected Answer:
We should base our search on the
truth, not on opinion.
Example of speculation:
My classmate is a thief, he took
my cellphone.
(5 minutes)
Discuss the Nature of Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
(15 minutes)
ask the students to identify
fallacious statements.
(5 minutes)
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy.
(5 minutes)
Discuss the meaning of
fallacies used in
argumentation.
(5 minutes)
*Allot 3 minutes for the preparation.
(10 minutes)
Ask the students:
1. How do you assess the words or statements
uttered by the candidates during the pageant?
2. Which of their statements can be considered
as truth?
(5 minutes)
Discuss Methods of Philosophy:
 Critical Thinking
 Components of Critical Thinking
(10 minutes)
 (10 minutes)
E. Discussing new concepts Insinuate the value of truth in
and practicing new skills philosophizing by bracketing
#2 or setting aside opinions and
biases.
(5 minutes)
Activity: Role-playing
Ask the students to act out a
situation in the context of their
experiences in the family and let
their classmates determine truth
from opinion.
(10 minutes)
Enumerate examples of Group Activity:
fallacies and define them.
Semantic Mapping
(25 minutes)
Let the students create a Semantic Map on the
Attributes of a Critical Thinker using symbols.
Expected Output:
1.Looks for Evidence to support assumption
and beliefs-
2.Adjusts Opinion-
3.Looks for Proof-
4.Examines problem
 5.Reject irrelevant and incorrect information-

(10 minutes)
F. Developing mastery (leads Activity:
to Formative Assessment SmartArt
3) Let the students make a graphical
representation of the Theories of
Truth through a SmartArt.

Expected Output:

Theories of Truth
Correspondence
Theory
Coherence Theory

Pragmatic Theory

(5 minutes)
G. Finding practical Have the students cite an
applications of concepts instance in their life where
and skills in daily living they find truth to be really
essential/significant.
(8 minutes)
H. Making generalizations Let the students answer the
and abstractions about the given question:
lesson Based on the discussion,
how should analysis of
situations be done?
Expected answer:
Analysis of situations should
be done with utmost
consideration of the truth.
(7 minutes)
I. Evaluating learning Johari’s Window
Looking glass self (Charles
Ask the students to cite a specific Cite examples of fallacies With the advent of social media, how would
example in any of the three (3) which they had experienced you uphold truth and wisdom?
theories of truth in the context of or observed.
their experience as senior high a. Facebook
school students. (5 minutes) b. Instagram
c. Twitter
Example: d. Etc.
I am taking eight (8) subjects this
semester. (7 minutes)
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
Let the students answer the given Ask the students to express Write a couplet on your perspective about the
question: their learning for this given statement:
On the basis of the discussion, session through a meta- A person is more than just his/her Facebook
how would you determine if your card. profile/account.
beliefs are true? (8 minutes)
Expected Answer:
Expected Answer: Opinionated statements
The truth behind beliefs or may come in a form of a
propositions are determined fallacy.
through the correspondence,
coherence, and pragmatic theories. (2 minutes)
(5 minutes)
Ask the students to enumerate and 15-item Quiz What is the significance of philosophy to
explain the three (3) theories of Let the students determine everyday living?
truth. whether the given
 Cooley)
*Ask the students to list down
three (3) attributes about
themselves which they
consider as truth and opinion.
*Let them write their answers
on their formative notebook.
Or
Ask the students to identify two (2)
economic, political, or socio-cultural
situations. Let them write two (2)
statements of truth about each
situation. Then, have them identify
what theory of truth is used.
statements are valid/true or (5 minutes)
fallacious. If the statement is
a fallacious, identify what
fallacy it expressed.
*See attached quiz items.
(8 minutes)

(10 minutes)
J. Additional activities for
application or remediation

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 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?