Grades 1 to 12 School
DAILY Teacher
LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write the
LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material 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
Ocampo National High School Grade Level Section 11
Heriberto I. Bongulto, Jr. Learning Area Introduction to the Philosophy of the Human Person
Teaching Dates and Time February 5 – 9, 2018 Quarter 2nd Quarter
Day 1 Day 2 Day 3 Day 4
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.
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
PPT11/12-IId-6.2 PPT11/12-IId-6.3
Appreciate the talents of persons with disabilities and Explain that authentic dialogue means accepting
those from the underprivileged sectors of society and others even if they are different from themselves
their contributions from themselves
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
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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
show some pictures/ Ask the students to present Show pictures of different Ask the students who
videos (e.g. The Mouth Art, the result of their people (or group of people) applied authentic dialogue
Nick Vujjicic, etc.) interview with persons with talking to or with each other. outside the class about their
disability or belonging to Group the students and let observations.
them pick one picture per
the minority group. (5 minutes)
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

B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
Let them analyze the Ask them to determine the
pictures for 2 minutes. strengths and weaknesses of
the persons they
interviewed and have them
listed on the board through
a diagram
Ask the students about the Ask their observations
picture: about the strengths and
1. What do you see on the weaknesses written on the
picture? board.
2. What can you say on
each picture? (Primary
Reflection)
minute presentation)
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 (Positive and
negative). Write on the
board their experiences
(10 Minutes)
Ask:
What do you notice from the
positive (and negative)
column?
Relate their responses to a
discussion on Authentic
Dialogue
(10 minutes)
Ask:
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. Where you more
accepting of the person
you had a dialogue
with
Sum up their responses and
make conclusions.
(15 minutes)
Group the class into
triads. 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

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Ask/Share:
How do you interpret the
pictures?
Ask the student:
How can we relate these
pictures with the I-It and I-
Thou encounter posted by
Buber?
Is it not right to make a
conclusion without further
investigation? Yes or No
Why?
Ask the students 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.
Ask:
How does acknowledging
the strengths and
weaknesses of people with
disabilities or belonging to
the underprivileged help
you perceive them?
Ask the students to write an
essay about valuing people
with disabilities or
belonging to the
underprivileged.
Write on the board and ask
the students about the
differences of the two
concepts through a
diagram, respectively:
Input
Authentic Dialogue
Ask the students to write in Engage the students into
their journal a very short
essay about their
understanding of the
following line and choose
three to five students to read
their essay in front of the
class:
“Dialogue is an exchange
in which people discover
something new.” – George
Kohlrieser (2006)
Or (for TVL)
dialogue)
(10 Minutes)
Ask:
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?
Did you feel
accepting of each
other?
4. What did you realize
from the dialogue?
(Engage them to a
primary reflection)
5. What new things did
you learn from your
classmate?
6. What differences did
you learn about
yourselves?
(10 minutes)
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)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application/for remediation
V. REMARKS
Ask the students to share
their own experiences in
meeting people with
disabilities, how they
manage their actuations and
in making their decisions.
As a student, for you what
is the meaning of
intersubjectivity?
Why do you need to respect
persons with disabilities?
Ask them about the pictures
again. How do you proper
address the situation?
Ask the students to group
themselves and interview
one person they know in
their community who is
with a disability or
belonging to the minority
sector who have achieved
something or contributed to
their community.
Through a concept map, ask Based on the discussion and Based on the discussions
the students to write their
realizations from the lesson. to determine specific ways
Formative Quiz:
Short True or False about
the lesson
Ask the students to role
play showing a comparison
conversation and an
authentic dialogue
At the end of the
presentation (essay or role
play), guide the students to
mastering authentic
dialogue by highlighting
their performance related to
authentic dialogue through
a socialized discussion.
(20 minutes)
Ask:
What specific situations in
your daily life where you
can apply authentic
dialogue?
(5 minutes)
activities, guide the students and activities, ask the
student (recitation) to state
(example: listening, in their own words how
empathy etc.) to have an authentic dialogue leads to
authentic dialogue with accepting others as a unique
others through a concept individual.
map. (5 minutes)
Short quiz (True or False
about Authentic Dialogue)
(5 minutes)
Ask the students to apply
authentic dialogue at
home, school or in other
places and observe
themselves how they felt.
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
VI.REFLECTION
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?