School Grade Level 11

DAILY LESSON LOG INTRODUCTION TO THE PHILOSOPHY OF

Department of Education Teacher Learning Area
THE HUMAN PERSON
Teaching Dates and Time Week 4 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.

B. Performance Standards The learner evaluates opinions.

Evaluate truth from opinions in different situations using the methods of philosophizing:
1. Evaluate truth from opinions using philosophical methods.
C. Learning
2. Identify biases and fallacies to assess objective truths.
Competencies/Objectives
3. Apply rational reasoning to differentiate between opinions and objective truths.
4. Cultivate intellectual humility and open-mindedness in evaluating truth claims.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
 Begin the lesson by briefly
reviewing the previous lesson's key
concepts related to evaluating truth
A. Reviewing previous lesson or and opinions.
presenting the new lesson  Remind students of the importance
of critical thinking and logical
reasoning when analyzing different
perspectives.
 State the objective of the lesson: To
develop the ability to evaluate truth
from opinions using philosophical
B. Establishing the purpose of the methods.
lesson  Explain how this skill can help
students navigate the complexities of
truth claims and engage in informed
discussions.
Modules in Introduction to the Philosophy of the Human Person
 Begin the lesson by briefly
 Begin the lesson by briefly
 Begin the lesson by briefly reviewing the previous lesson's key
reviewing the previous lesson's key
reviewing the previous lesson's key concepts related to critical thinking
concepts related to critical thinking
concepts related to critical thinking and differentiating between opinions
and evaluating truth.
and evaluating truth. and objective truths.
 Remind students of the importance
 Recap the importance of rational  Recap the importance of rational
of recognizing biases and fallacies in
reasoning in distinguishing between reasoning in evaluating truth claims
the process of assessing objective
opinions and objective truths. and the role of biases and fallacies in
truths.
shaping our perspectives.
 State the objective of the lesson: To
 State the objective of the lesson: To cultivate intellectual humility and
 State the objective of the lesson: To
develop the ability to apply rational open-mindedness in evaluating truth
develop the ability to identify biases
reasoning to differentiate between claims.
and fallacies in order to assess
opinions and objective truths.  Explain how these qualities can help
objective truths.
 Explain how this skill can help students approach philosophical
 Explain how this skill can help
students critically evaluate discussions and truth-seeking with a
students navigate information,
information, arguments, and claims willingness to consider diverse
arguments, and claims in a more
in a more objective and evidence- perspectives and be open to changing
rational and objective manner.
based manner. their own views based on evidence
and reasoned arguments.

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
 Present examples of controversial
statements or opinions that students
can analyze during the lesson.
 Ensure the examples cover a range
of topics, such as ethics, knowledge,
metaphysics, or social issues, to
encourage diverse perspectives and
discussions.
 Introduce the concept of truth and
the challenges of distinguishing it
from opinions.
 Discuss different philosophical
methods for evaluating truth, such as
logic, evidence, coherence, and
correspondence theories.
 Engage students in a class discussion
on the strengths and limitations of
these methods.
 Provide students with specific
statements or opinions from the
presented examples.
 Instruct students to work
individually or in pairs and evaluate
the truthfulness of the statements
using the philosophical methods
discussed.
 Encourage students to analyze the
logical consistency, supporting
evidence, coherence with other
beliefs, and correspondence with
reality.
 Divide students into small groups
 Present examples of biased
statements or fallacious arguments
from real-life situations, media
sources, or philosophical texts.
 Ensure the examples cover a range
of topics and contexts, allowing
students to identify different types of
biases and fallacies.
 Introduce the concept of biases,
explaining how personal, cultural,
and cognitive biases can influence
one's perception and judgment.
 Discuss common types of biases,
such as confirmation bias,
availability bias, and cultural bias,
and provide examples for each.
 Engage students in a class
discussion, encouraging them to
share their experiences of biases they
have observed or encountered.
 Introduce the concept of fallacies,
explaining how fallacious reasoning
can lead to invalid or misleading
arguments.
 Discuss common types of fallacies,
such as ad hominem, straw man, and
slippery slope fallacies, and provide
examples for each.
 Engage students in a class
discussion, encouraging them to
identify fallacies in the examples
presented earlier.
 Divide students into small groups
 Present examples of statements or
arguments that represent opinions
and objective truths on various
topics, such as ethics, science, and
philosophy.
 Ensure the examples cover a range
of perspectives, allowing students to
analyze and differentiate between
subjective opinions and verifiable
facts.
 Introduce the concept of opinions,
explaining how opinions are
subjective beliefs or judgments
based on personal preferences,
values, or emotions.
 Discuss the characteristics of
opinions, such as being influenced
by individual experiences, cultural
background, and personal biases.
 Engage students in a class
discussion, encouraging them to
share their understanding of opinions
and provide examples.
 Introduce the concept of objective
truths, explaining how objective
truths are verifiable facts or
statements based on evidence and
rational reasoning.
 Discuss the characteristics of
objective truths, such as being
independent of personal beliefs or
preferences and supported by
empirical evidence.
 Engage students in a class
discussion, encouraging them to
provide examples of objective truths
from different disciplines or fields of
study.
 Divide students into small groups
 Present examples of conflicting truth
claims or philosophical arguments
from various sources, such as ethics,
religion, or political ideologies.
 Ensure the examples represent
diverse viewpoints and challenge
students' preconceived notions or
beliefs.
 Encourage students to critically
analyze the arguments and identify
the presence of biases, assumptions,
or logical fallacies.
 Introduce the concept of intellectual
humility, explaining it as the
recognition of one's limitations and
the willingness to consider
alternative perspectives or admit
uncertainty.
 Discuss the importance of
intellectual humility in fostering
respectful and constructive
philosophical discussions.
 Engage students in a class
discussion, asking them to share
instances when they demonstrated
intellectual humility or encountered
situations where intellectual humility
was lacking.
 Introduce the concept of open-
mindedness, explaining it as the
ability to approach new ideas or
conflicting viewpoints without
prejudice or rigid attachment to one's
existing beliefs.
 Discuss the benefits of open-
mindedness in expanding
knowledge, promoting empathy, and
facilitating intellectual growth.
 Engage students in a class
discussion, encouraging them to
share personal experiences when
they exhibited open-mindedness or
encountered challenges in being
open to different perspectives.
 Divide students into pairs or small

G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
and assign each group a different
controversial statement or opinion.
 Instruct the groups to engage in a
deeper analysis of their assigned
statement using the philosophical
methods discussed.
 Each group should prepare a
presentation summarizing their
evaluation of the truthfulness of the
statement and present it to the class.
 Lead a class discussion on the
practical applications of evaluating
truth from opinions using
philosophical methods.
 Encourage students to reflect on how
this skill can help them make
informed decisions, critically
evaluate information, and engage in
constructive debates in their personal
and professional lives.
 Guide a class discussion to
generalize and abstract the key
insights from the lesson.
 Encourage students to reflect on the
challenges of evaluating truth, the
importance of using rigorous
methods, and the role of critical
thinking in assessing opinions.
 Assign a written reflection task
where students analyze a real-life
opinion or statement using the
philosophical methods discussed.
 Collect and review the reflections to
assess students' understanding of
evaluating truth from opinions using
philosophical methods.
and provide each group with a set of
statements or arguments.
 Instruct the groups to analyze the
statements or arguments, identifying
any biases or fallacies present.
 Each group should prepare a
presentation summarizing their
analysis, highlighting the specific
biases or fallacies identified.
 Lead a class discussion on the
practical applications of identifying
biases and fallacies in daily life.
 Encourage students to reflect on how
this skill can help them critically
evaluate information, engage in
meaningful discussions, and make
informed decisions.
 Guide a class discussion to
generalize and abstract the key
insights from the lesson.
 Encourage students to reflect on the
importance of recognizing biases
and fallacies in pursuing objective
truths and maintaining rational
discourse.
 Assign a written task where students
analyze a real-life argument,
identifying any biases or fallacies
present.
 Collect and review the written
assignments to assess students'
understanding of identifying biases
and fallacies in assessing objective
truths.
and provide each group with a set of
statements or arguments.
 Instruct the groups to critically
analyze the statements or arguments
and determine whether they
represent opinions or objective
truths.
 Each group should present their
analysis, explaining the rationale
behind their categorization and
supporting their claims with
evidence or logical reasoning.
 Lead a class discussion on the
practical applications of applying
rational reasoning to differentiate
between opinions and objective
truths.
 Encourage students to reflect on how
this skill can help them make
informed decisions, engage in
productive debates, and evaluate the
reliability of information.
 Guide a class discussion to
generalize and abstract the key
insights from the lesson.
 Encourage students to reflect on the
importance of rational reasoning in
distinguishing between subjective
opinions and verifiable objective
truths.
 Assign a written task where students
analyze a given argument,
identifying whether it represents an
opinion or an objective truth.
 Collect and review the written
assignments to assess students'
understanding of applying rational
reasoning to differentiate between
opinions and objective truths.
groups and assign each group a
controversial or debated topic.
 Instruct the groups to research and
prepare arguments from different
perspectives on the assigned topic.
 Encourage each group to present
their arguments to the class,
emphasizing the importance of
intellectual humility and open-
mindedness by actively listening to
opposing viewpoints and engaging in
respectful and constructive dialogue.
 Lead a class discussion on the
practical applications of cultivating
intellectual humility and open-
mindedness in students' daily lives.
 Prompt students to reflect on how
these qualities can enhance their
ability to engage in informed
debates, develop tolerance for
diverse opinions, and critically
evaluate truth claims in various
contexts.
 Guide a class discussion to
generalize and abstract the key
insights from the lesson.
 Encourage students to reflect on the
significance of intellectual humility
and open-mindedness in
philosophical inquiry and truth-
seeking, as well as their relevance in
fostering a more inclusive and
intellectually stimulating society.
 Assign a written reflection where
students analyze a recent personal
experience in which they
demonstrated intellectual humility
and open-mindedness or encountered
challenges in practicing these
qualities.
 Collect and review the written
reflections to assess students'
understanding and application of
intellectual humility and open-
mindedness.

J. Additional Activities for
Application or Remediation
 Provide additional resources, such as
philosophical texts, articles, or
videos, that present contrasting
opinions on various topics.
 Encourage students to explore these
resources independently and practice
evaluating truth using philosophical
methods.
 Provide additional resources, such as
articles, videos, or case studies, that
present arguments with biases or
fallacies.
 Encourage students to analyze these
resources independently and practice
identifying biases and fallacies in
different contexts.
 Provide additional resources, such as
articles, videos, or case studies, that
present arguments for students to
analyze and categorize as opinions
or objective truths.
 Encourage students to engage in
debates or class discussions where
they evaluate and differentiate
between opinions and objective
truths on various topics.

V. REFLECTION

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 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 use/discover which
I wish to share with other
teachers?