PHILO Print

School Dagupan City National High School Grade Level 11
Daily INTRODUCTION TO THE

Lesson Log Learning
Teacher DAWN CRISELLE HANDIG PHILOSOPHY OF THE HUMAN
Grade 11 Area
PERSON
Teaching Dates and Time AUGUST 21-25, 2017/9:40-10:40AM Quarter II
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner:
1. Recall previous lesson (FREEDOM OF THE HUMAN PERSON AND ACTIONS AND CONSEQUENCES)
2. Make choices that aim to create positive consequences
3. Evaluates and exercises prudence in one’s choices
A. Content Standard H The learner understands the human person’s freedom.
B. Performance Standard The learner shows situations that demonstrate freedom of choice and the consequences of choices.
C. Learning Competency/ The learner:
Objectives
Write the LC code for each.
O 5.2. Evaluate and exercise prudence in choices
5.3 Realize that: a. Choices have consequences; and, b. Some things are given up while others are obtained in
making choices.
PPT11/12-IIa-5.2
II.CONTENT
L PPT11/12-IIa-5.3
FREEDOM OF THE HUMAN PERSON
III. LEARNING RESOURCES
A. References Curriculum Guide
I Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human
Person. The Phoenix Publishing House, Inc.
Ramos, C. C. R., (2016). Introduction to the Philosophy of the Human Person. Rex Bookstore
Introduction to the Philosophy of the Human Person Activity Sheets
1. Teacher’s Guide pages D Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human
Person. The Phoenix Publishing House, Inc.
A http://www.depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal Y
1
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson H The teacher posts images The teacher asks questions
and allows the students to about the previous lesson.
Review of the previous
lesson.
Review of the past
lesson.
give certain reactions.
B. Establishing a purpose for the O The teacher will post some The teacher shows pictures The teacher lets the The teacher posts series
lesson statements and allow the related to the lesson to be students listen to a song. of questions to be
students to react or share taught. answered by students
L their comments or insights
about the given statements.
after watching
movie/video clip.
the
I CHOOSE TO OBEY.
I I CHOOSE TO LEAD.
I CHOOSE TO BE FREE.
C. Presenting examples/Instances of The teacher will giving The teacher presents The students will be giving
the new lesson
D papers to be filled up by the
students.
situations that the students
can react to ang give
their reactions about the
song listened to.
F
insights. I
What will be your Facebook L
A status 10-20 years from
now?
M
D. Discussing new concepts and The teacher distributes the Continuation of yesterday’s Continuation of
practicing new skills # 1
Y hand outs to be read and
discussed by the class.
lesson. yesterday’s lesson. V
I
E
W
I
N
E. Discussing new concepts and G
F. Developing mastery The students will be given The students will be The students will be given
(leads to Formative Assessment 3) time to list down their conceptualizing ideas with the time to conceptualize
2
insights, comments or their partners about their their ideas and create a
questions about the given plans 10-20 years from now. collage about HOW THEY
topic or lesson tackled. SEE THEMSELVES 10-
G. Finding practical application of The students will be tasked The students will be writing 20 YEARS FROM NOW.
concepts and skills in daily living to form triads and in their a short paragraph about
triads let the students share their personal accounts
to their group mates about the lesson tackled.
whatever they’ve written on
their paper.
H. Making generalizations and The teacher posts statements The students will be sharing The students will be The teacher posts
abstractions about the lesson that the students are to the lessons learned or talking to the class their statements that the
complete: acquired in the lesson outputs and give insights students are to complete:
I think today’s lesson was tackled. about it. I think today’s lesson
challenging because……… was challenging
I feel successful with because………
today’s lesson because……. I feel successful with
NOTE: Their answers today’s lesson
should be shared first to because…….
their group mates and to be NOTE: Their answers
written on a piece of paper. should be shared first to
their group mates and to
be written on a piece of
paper.
I. Evaluating learning Paper and Pencil Test Pair work Presentation Paper and Pencil Test/
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 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 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?
3
Prepared by:
DAWN CRISELLE HANDIG
Checked by:
Mdm. ERLY G. DATARIO

PRINCIPAL IV

Lesson Log Learning
Grade 11 Area
PERSON
AUGUST 28- SEPTEMBER 1,
Teaching Dates and Time Quarter II
2017/9:40-10:40AM
4
1. Recall previous lesson (FREEDOM OF THE HUMAN PERSON AND ACTIONS AND CONSEQUENCES)
2. Make choices that aim to create positive consequences
H 3. Evaluates and exercises prudence in one’s choices
A. Content Standard The learner understands the human person’s freedom
B. Performance Standard The learner shows situations that demonstrate freedom of choice and the consequences of choices.
C. Learning Competency/
Objectives
O Realize that:
a. Choices have consequences
Write the LC code for each. b. Some things are given up while others are obtained in making choices
PPT11/12-IIb_5.3
II.CONTENT
L FREEDOM OF THE HUMAN PERSON
C. References Curriculum Guide

Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human
I Person. The Phoenix Publishing House, Inc.
5. Teacher’s Guide pages Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human
D Person. The Phoenix Publishing House, Inc.
http://www.depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
6. Learner’s Materials pages A
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource Y
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
H Activity: Activity: Activity: Activity:
lesson
SISA TALA Video Clip Role-playing
(SIne SAliksik) (TAnaw LArawan) (A video that shows the (Choose one situation
The learners will watch a The learners will be asked prudent act of MILA, a listed on the board and
5
video clip (An honest taxi to take a look at the teacher who chooses to live present in your most
O driver) that presents the different ;pictures projecting
contents of a new lesson. the topic for the day. (5
her life with the poor) creative way)
mins.)
M. Presenting examples/Instances of 1. What message does the 1. What can you say about 1. What actions are 1. What actions are
the new lesson
L movie projects? the picture? evidently prudent in the
video clip?
evidently prudent in the
presentation?
N. Discussing new concepts and 1. If you were the actor, 1. What kind of story 1. What characteristics 1. What characteristics
practicing new skills # 1 what choices would you would you like to create have you observed about have you observed about
I rather take? based on the message of the
picture?
Mila? in the different
presentation?
O. Discussing new concepts and 1. Can you relate the 1. Do you know anyone 2. Do you agree with her 1. Who among you do
practicing new skills # 2 concept of human acts and whose story is the same decision? possess such
D acts of man to your day to with that of the picture?

day living?
characteristics?
P. Developing mastery -The Human Acts and Acts -The Principle of Double -Types of Conflict -Implications of being
(leads to Formative Assessment 3) of Man effects by St. Thomas prudent
Aquinas
Q. Finding practical application of
concepts and skills in daily living
A - If you strive hard and
study hard with your will
- Do you agree that
stealing the property shall
-If you were Mila, would
you do the same? (Yes/No,
Being prudent in
situations like:
and knowledge, you will be be condemned? Why?) -scolded by parents
able to succeed in life and (Yes/No, and Why) -bullied by classmates
R. Making generalizations and Y become a productive citizen

1.What is the difference 1. In terms of freedom, 1. In making choices, is
-chased with vices
1.Give the general
abstractions about the lesson between human acts and what is the underlying prudence significant? implication of prudence.
acts of man principle of double effects
by St. Thomas Aquinas
Answer: Human acts are Prudence is a kind of virtue
Being prudent helps the
actions done with “will” and that one needs most when person to become
“knowledge.” While Acts of he/she is confronted with rational in his/her
Man are actions with the choices manner of choosing
absence of either “will” or between opposing
“knowledge.” options.
S. Evaluating learning Situational Activity: Summative Assessment Amidst the poor situation Give a situation when
Tell whether the ff. that you are in, how can prudence is not applied
situations are Human Acts -Improvised Test you remain prudent in your evidently.
6
or Acts of Man (10 items) choices?
-getting involved in
-A college student sparring when bullied
(Pregnancy and Abortion)
-Terminally ill-patients –
Euthanasia or Natural death
T. Additional activities for application 1.List down 3 examples of 1. Define prudence. 1. Enumerate 5 situations Write a sorry letter for
or remediation Human acts and Acts of 2. Cite an example of a that show acts of prudence someone whom you
Man prudent act. have not shown
prudence.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
Prepared by:
Checked by:
SHS TEACHER ERLY G. DATARIO
PRINCIPAL IV
7
Lesson Learning
Log Area
PERSON
Grade
11 SEPTEMBER 4-8, 2017/9:40-
10:40AM

I. OBJECTIVES The learner: The learner:
1. Understands inter- 1. Understands inter-subjectivity.
subjectivity. T 2. Appreciates the talents of persons with disabilities and those from underprivileged
2. Appreciates the talents of sectors.
persons with disabilities and
those from underprivileged
E 3. Performs activities demonstrating the talents of persons with disabilities and those
from underprivileged sectors society.
sectors.
3. Performs activities
A
demonstrating the talents of
C
sectors society. H
A. Content Standard The learner understands inter-
subjective human relations. E The learner understands inter-subjective human relations.
B. Performance Standard The learner performs activities

that demonstrate an R The learner performs activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of society.
appreciation for the talents of
persons with disabilities and S’
those from the underprivileged
sectors of society.
C. Learning Competency/ The learners: The learners:
Objectives
6.2. Appreciate the talents of
D 6.2. Appreciate the talents of persons with disabilities and those from underprivileged
sectors of society and their contributions to society. PPT11/12-IId.6.2
sectors of society and their
A
contributions to society.
PPT11/12-IId.6.2
Y
8
II.CONTENT INTERSUBJECTIVITY INTERSUBJECTIVITY
E. References Curriculum Guide Curriculum Guide
Camiloza, Loreto G., Garnace, Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D.
Edgardo B., Mazo, Rommel (2016). Philosophy of the Human Person. The Phoenix Publishing House, Inc.
M., Perez, Evelyn D. (2016). T Quezon City
Philosophy of the Human Ramos, C. C. R., (2016). Introduction to the Philosophy of the Human Person. Rex
Person. The Phoenix
Publishing House, Inc. Quezon
E Bookstore
9. Teacher’s Guide pages

City A
11. Textbook pages
C
12. Additional Materials from Learning
Resource (LR)portal
H
F. Other Learning Resource Kohlrieser, G. (2006). The
Power of Authentic Dialogue.
E Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal.
John Wiley and Sons, Inc. Retrieved from:
Leader to Leader Journal. John
Wiley and Sons, Inc. Retrieved
R http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf
from:
http://www.georgekohlrieser.c S’
om/userfiles/file/articles/7.GK
_AuthenticDialogue.pdf
IV. PROCEDURES
U. Reviewing previous lesson or presenting Review the following D Review of the definition of The teacher posts The teacher gives
the new lesson concepts: INTERSUBJECTIVITY. statements that the students questions to be answered
Definition and nature of inter- A can react to. by the students as they
subjectivity recall the previous
Y lesson.
V. Establishing a purpose for the lesson Re-introduce the new lesson to Continuation of the
students by showing some lesson…. The teacher posts guide
pictures (e.g. child scolded, question about the film
teenage pregnancy, woman to be watched.
wearing short skirt, holding
hands of a man & a woman
etc.)
W. Presenting examples/Instances of the new Based on the pictures The teacher discusses the
9
lesson presented. given hand-out.
Give them 2-5 minutes to share
their idea.
Ask the following questions:
What do you see on the
picture?
What do you say on each
T
X. Discussing new concepts and practicing
picture?
Various situations where inter-
E The teacher discusses the Discuss: F
new skills # 1 subjectivity is exercised:
a. On religion
A given hand-out.
Buber’s I-it and I-Thou I
b. On social relationship
c. etc.
C relationship.
L
Y. Discussing new concepts and practicing
new skills # 2
H M
Z. Developing mastery
(leads to Formative Assessment 3)
Giving of hand-out to further
understand the concept being
E The teacher shows a video Ask the learners to give
clip and the students will be their own examples of I-It
discussed through Pair Talk
R given the opportunity to and I-Thou encounters. V
(giving of insights about the provide their reactions to.
concept/lesson to their partner.
S’ I
AA. Finding practical application of Cabbage Game: The class will be grouped
concepts and skills in daily living Students’ need to do: and be given the E
1. Please don’t opportunity to show a short
play about the given W
throw/crumple my
D situations that are related to
cabbage.
inter-subjectivity. I
2. I will play music then
pass the cabbage
A N
smoothly.
If the music stops, the last
Y G
person who holds it will
answer or cite his realization
on the situation given.
BB. Making generalizations and Why do you need to The other groups will give What is the significance of The students will give
abstractions about the lesson respect/accept others point of their positive comments knowing the I-it and I- their own ending of the
view, action or differences? about the performances of Thou encounter posted by film watched and give
the other groups. Buber in our lives? reasons why it’s their
10
chosen ending.
CC. Evaluating learning Ask them about the pictures What have I felt about the Write a reflection paper Paper and pencil
again. How do you proper activities? about the student’s
address the situation? ordinary experiences and
how Buber’s perspective is
important.
DD. 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 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 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:
Checked by:
SHS TEACHER ERLY G. DATARIO
PRINCIPAL IV
11
Lesson Log Learning
Grade 11 Area
PERSON
SEPTEMBER 11-15, 2017/9:40-
10:40AM

1. Recognize how individuals form societies and how individuals are transformed by societies;
2. Compare different forms of societies and individuals;
3. Explain how human relations are transformed by social systems;
4. Evaluate the transformation of human relationships by social systems and how societies transform individual human beings.
A. Content Standard The learner understands inter-subjective human relations
B. Performance Standard The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society.
Objectives 6.3. Explain that authentic dialogue means accepting others even if they are different from themselves. PPT11/12-IId.6.3
II.CONTENT INTERSUBJECTIVITY
G. References Curriculum Guide
Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human Person. The Phoenix
Publishing House, Inc.
13. Teacher’s Guide pages Camiloza, Loreto G., Garnace, Edgardo B., Mazo, Rommel M., Perez, Evelyn D. (2016). Philosophy of the Human Person. The Phoenix
15. Textbook pages
12
16. Additional Materials from Introduction to the Philosophy of the Human Person Activity Sheets
Learning Resource (LR)portal http://www.depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
H. Other Learning Resource
IV. PROCEDURES
EE.Reviewing previous lesson or Show some Show pictures of different
Ask the students to present Ask the students who
presenting the new lesson pictures/ videos the result of their people (or group of people) applied authentic dialogue
(e.g. The Mouth talking to or with each other.
interview with persons with
Group the students and let
outside the class about R
Art, Nick Vujjicic, disability or belonging to their observations.
etc.) the minority group. them pick one picture per
group and have them create a
(5 minutes) E
story guided by the following
questions: M
1. What could be the
persons talking about in
the picture?
E
2. How do they
communicate?
D
(2 Minutes preparation and 1
minute presentation)
I
FF. Establishing a purpose for the
lesson
Let them analyse Ask them to determine the Introduce the class to another
the pictures for 2 strengths and weaknesses of activity and ask them
Ask:
1. How was the
A
minutes. the persons they interviewed (individual recitation):
and have them listed on the 1. When was the last time
dialogue?
2. How did you feel?
L
board through a diagram you had a conversation
with a person? 3. How did the person
2. Who was the person you you had a dialogue
had a conversation with? with react? C
3. How was the 4. What did you realize
conversation? from the dialogue you L
4. Do you consider it as had?
something positive or
negative?
5. Where you more A
accepting of the
Draw a table of two columns
on the board (Positive and
person you had a S
negative). Write on the
board their experiences
dialogue with
Sum up their responses and S
(10 Minutes) make conclusions.
13
(15 minutes)
GG. Presenting examples/Instances Ask the students Ask their observations Ask: Group the class into E
of the new lesson about the picture: about the strengths and What do you notice from the triads. Ask them to do the
1. What do you weaknesses written on the positive (and negative)
column?
following tasks: S
see on the board. 1. Assign two members
Relate their responses to a
picture? discussion on Authentic of the triad to do an
authentic dialogue.
What can you say
on each picture?
Dialogue
(10 minutes) The third member will R
(Primary be the process
Reflection) observant who will E
observe and guide if
the two really did an M
authentic dialogue.
2. The first one from the
E
two who are assigned
to do a dialogue will
D
be sharing a story
about his or her
I
unforgettable mistake
(or anything that can
A
facilitate them to L
determine differences
in their lives such as
belief and values etc.
and engage them in an C
authentic dialogue)
(10 Minutes) L
HH. Discussing new concepts and
Ask/Share:
How do you
Ask:
How does acknowledging
Write on the board and ask
the students about the
Ask:
1. What was the topic A
interpret the the strengths and differences of the two
pictures? weaknesses of people with concepts through a
of your dialogue all
about? S
Ask the student: disabilities or belonging to diagram, respectively:
How can we relate
these pictures with
the underprivileged help
you perceive them?
Input
2. How did you do the
dialogue?
S
the I-It and I-Thou Authentic Dialogue 3. How did you feel
14
encounter posted by during the
Buber? dialogue? Did you E
feel heard? Did you
feel accepting of S
each other?
4. What did you
realize from the
dialogue? (Engage
R
them to a primary
reflection)
E
5. What new things
did you learn from
M
your classmate? E
6. What differences
did you learn about D
yourselves?
(10 minutes) I
II. Discussing new concepts and
practicing new skills # 2 A
JJ. Developing mastery Is it not right to Ask the students to write an Ask the students to write in Engage the students into
(leads to Formative Assessment 3) make a conclusion essay about valuing people their journal a very short secondary reflection by L
without further with disabilities or essay about their asking:
investigation? Yes belonging to the understanding of the 1. How does it feel to
or No Why? underprivileged. following line and choose know that someone
Ask the students

three to five students to read
their essay in front of the
is different from C
you?
about the author of
the pain ting, do
class:
2. How does authentic L
dialogue help you
they have any idea
about his
“Dialogue is an exchange
in which people discover deal with these A
personality?
Show the
something new.” – George
Kohlrieser (2006)
differences?
Discuss: Authentic S
photograph of the
author and talk Or (for TVL)
Ask the students to role
dialogue means accepting
individual differences S
about his (5 minutes)
play showing a comparison
15
disabilities and conversation and an
talents. authentic dialogue E
At the end of the
presentation (essay or role
S
play), guide the students to
mastering authentic
dialogue by highlighting
their performance related to
R
authentic dialogue through a
socialized discussion. E
KK. Finding practical application of Ask the students to
(20 minutes)
Ask: M
concepts and skills in daily living share their own
experiences in
What specific situations in
your daily life where you E
meeting people can apply authentic
with disabilities, dialogue? D
how they manage (5 minutes)
their actuations and
in making their
I
LL.Making generalizations and
decisions.
As a student, for Through a concept map, ask Based on the discussion and Based on the discussions
A
abstractions about the lesson you what is the
meaning of inter-
the students to write their
realizations from the lesson.
activities, guide the students
to determine specific ways
and activities, ask the
student (recitation) to state
L
subjectivity? (example: listening, in their own words how
Why do you need empathy etc.) to have an authentic dialogue leads to
to respect persons
with disabilities?
authentic dialogue with
others through a concept
accepting others as a
unique individual. C
MM. Evaluating learning Ask them about the Formative Quiz:
map. (5 minutes)
Short quiz (True or False L
pictures again. How Short True or False about about Authentic Dialogue)
do you proper the lesson (5 minutes) A
address the
situation? S
NN. Additional activities for Ask the students to Ask the students to apply
application or remediation group themselves
and interview one
authentic dialogue at
home, school or in other
S
person they know places and observe
16
in their community themselves how they felt
who is with a E
disability or
belonging to the
minority sector who
S
have achieved
something or
contributed to their
community.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
additional activities for remediation
who scored below 80%
J. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Checked by:
SHS TEACHER
ERLY G. DATARIO
PRINCIPAL IV
17
Daily School Dagupan City National High School Grade Level 11
Lesson Log INTRODUCTION TO THE
Grade 11 Learning
Area
PERSON
SEPTEMBER 18-22, 2017/9:40-
10:40AM

1. Realize that inter-subjectivity requires accepting differences and not to be imposing on others;
2. Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society;
3. Explain that authentic dialogue means accepting others even if they are different.
A. Content Standard The learner understands inter-subjective human relations
B. Performance Standard The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society.
Objectives 6.4. Performs activities that demonstrate the talents others even if they are different from themselves. PPT11/12-IIe-6.4
II.CONTENT INTERSUBJECTIVITY
I. References Curriculum Guide
19. Textbook pages
18
J. Other Learning Resource
IV. PROCEDURES
OO. Reviewing previous lesson or Review the past lessons: 1. Recap Mini –Concert: Showcase of Written work: require the students
presenting the new lesson the difference Talents and abilities by the to write 100 words about the
I –Thou invited volunteers. (Venue following. Choose only one.
D R
I – It will be set prior to this date) 1. “How can you be a whole person
2. Recognize the importance of in your relationship to others? E
others in one’s life, given our
differences and limitations
2. Why do you think they (PWD)
deserve fair treatment in all aspects A M
in our society?
PP. Establishing a purpose for the
lesson
Explain the passage “Walang
sinoman ang nabubuhay para sa
Program proper: Opening
remarks (5 minutes)
Rubrics: (20 points)
1.Content - 10
Y E
sarili lamang”. Rubrics for the group concert:
1. Participation 5
2. Grammar-5
3. Relevance-3
D
2. Teamwork 5 4. Neatness -2
I
QQ. Presenting examples/Instances
of the new lesson
Video presentation of persons
with disabilities and those from
Creativity 5
Program Proper / Culminating Recognition and citations to the
Activity (30-40 minutes) performers.
O A
the underprivileged sectors of
society. 10 minutes
Download from youtube: Jessica
F L
Cox, armless pilot; Nick Vujicic,
motivational speaker)
RR. Discussing new concepts and Emphasize that each one has its Recognition and citations to C
SS. Discussing new concepts and

own talent or value as a person
despite of physical disabilities.
the performers.
P L
R A
TT.Developing mastery
(leads to Formative Assessment 3) S
UU. Finding practical application of
concepts and skills in daily living O S
VV. Making generalizations and Complete the following
abstractions about the lesson sentences:
19
1. I am good at ____________
2. I can do ___________ easily.
T E
3. My unknown ability is ______.
4. If I can _____, I will perform S
in ____________.
5. I want to develop more of this E
talent I have because ________.
WW. Evaluating learning Explain: We are responsible for
more than what becomes of us;
S
T
we are also responsible for what
becomes of others.”
XX. Additional activities for Ask for volunteers to join the Optional Activity:
application or remediation mini showcase of talents by the Pray and eat together (with
senior high students (Grade 11- PWDs and underprivileged.
12) Talk to them; be sensitive.
Look for any person who has Accept them for who they are.
special talents/abilities with or Avoid judgments.
without disabilities that he or she
can join this program and be
enlisted.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation
Prepared by:
Checked by:
SHS TEACHER
ERLY G. DATARIO
PRINCIPAL IV
20
Daily School Dagupan City National High School Grade Level 11
Lesson Log INTRODUCTION TO THE
Grade 11 Learning
Area
PERSON
SEPTEMBER 25-29, 2017/9:40-
10:40AM

A. Content Standard The learner understands the interplay between the individuality of human beings and their social contexts.
B. Performance Standard The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts.
Objectives 7.1. Recognize how individuals form societies and how individuals are transformed by societies. PPT11/12-IIf-7.1
II.CONTENT THE HUMAN PERSON IN THE SOCIETY
K. References Curriculum Guide
23. Textbook pages
L. Other Learning Resource School quipper.com
IV. PROCEDURES
YY. Reviewing previous lesson or Review the previous lesson Review the previous lesson Review the previous lesson Review the previous lesson
5 minutes 5 minutes 5 minutes 5 minutes
21
presenting the new lesson
ZZ.Establishing a purpose for the Ask these questions :
1. Where do you live?
Ask this question:
Imagine the people living in your
Ask this question:
What do you observe in the
Ask the students if they belong
to a particular organization? If
I
lesson
2 . How can you describe the
place?
community, What can you say about
them?
community/society where you are
living in?
yes what type of organization?
Please describe.
N
T
(2 minutes) (2 minutes) (2 minutes) (2 minutes)
AAA. Presenting examples/Instances Picture Analysis Rearrange the jumbled letters to form Sentence Completion Think Pair and Share
of the new lesson Show pictures of Urban and
Rural settings.
a word related to types of individuals
in the society.
Social System is ……
(3 minutes)
Choose a partner and complete
the table
R
What can you say about the
pictures?
Can you relate your present living
1. E P R U P
2. L E M D D I
3. N G I K W R O
Individua Societal
l’s norm
A
condition to the pictures? Why?
(5 minutes)
4. W E R L O
(5 minutes)
behaviour
1.
M
2.
3
(5 minutes)
U
BBB. Discussing new concepts and
Discuss the Forms of Societies
using power point presentations
Discuss the forms of Individualities
in the Societies using power point
Discuss the definition of Social
System using power point
Conduct a Role Playing about
different type of Social System
R
Agricultural- it focuses on the
production of crops and raising
of animals
presentations
Lower Class-experiences poverty,
homelessness and unemployment
presentation.
Social System – an organization of
individuals into groups or structure
for example
Religion
Political Affiliation
A
Industrial- it introduce fuel
driven machinery in goods
Working Class- constitute blue
collared workers
that have different functions,
characteristic origin or status
Culture
(20 minutes) L
S
production. Middle Class- consist of white (20 minutes)
Virtual- technology is used in collared workers.
every aspect of life and work. Upper Class-consist of individual
(25 minutes) born into aristocratic families
(20 minutes)
CCC. Discussing new concepts and Show examples of pictures that From your observation what are
practicing new skills # 2 depict social system the Positive and Negative Impact
(5 minutes) of Social System to themselves as a
member of the organization?
(5 minutes)
DDD. Developing mastery Concept map: words associated Charade Making a collage that makes up a Make a sketch showing the
(leads to Formative Assessment 3) with the terms Agrarian, Each group will portray the highlight social system impact of social system to
Industrial, Virtual Societies of each type of individuals in the human relations. For example:
(10 minutes) societies and the other group will (10 minutes) Religion
guess the correct answer Political affiliation
(10 minutes) Culture
(5 minutes)
EEE. Finding practical application of Given the chance to choose which Which type of individuals you and Is it possible for a nation not to have Is being a part of social group
concepts and skills in daily living form of society would you like to your family belong? Why? all types of societies and individuals develops your human relation?
22
live why? within the social systems? Why? How?
3 minutes 3 minutes Why not?
5 minutes 3 minutes
FFF. Making generalizations and Ask the students to share what Ask the students to make a creative Sharing of what the students have Make a summary on how human
abstractions about the lesson they have learned from the lesson Graphic Organizer containing what learned from the discussed lesson relations are transformed by
(5 minutes) they have learned from the lesson (5 minutes) social system
(5 minutes) (5 minutes)
GGG. Evaluating learning Short Essay Conducting a Graded Recitation Provide a 5 multiple choice Write a short reflection on how
Comparing the Forms of Societies (10 minutes) questions. social system transforms human
(5 minutes) (5 minutes) relations
(10 minutes)
HHH. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
P. No. of learners who earned 80% in the evaluation
Prepared by:
Checked by:
SHS TEACHER
ERLY G. DATARIO
PRINCIPAL IV
23

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School Dagupan City National High School Grade Level 11

Daily INTRODUCTION TO THE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAWN CRISELLE HANDIG

Mdm. ERLY G. DATARIO

School Dagupan City National High School Grade Level 11

C. References Curriculum Guide

D acts of man to your day to with that of the picture?

R. Making generalizations and Y become a productive citizen

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standard The learner performs activities

9. Teacher’s Guide pages

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ask the students

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SS. Discussing new concepts and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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