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 1 Quarter Second Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the human person’s freedom.

B. Performance Standards
C. Learning
Competencies/Objectives
The learner shows situations that demonstrate freedom of choice and the consequences of choices.
Evaluate and exercise prudence in choices:
1. Evaluate choices prudently by considering risks and long-term implications.
2. Align decisions with personal values and goals through reflective thinking.
3. Seek and analyze relevant information to make informed choices.
4. Apply ethical principles in decision-making for positive outcomes.

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 by asking students to recall
the previous lesson on ethical
decision-making or moral reasoning.
A. Reviewing previous lesson or
 Connect the previous lesson to the
presenting the new lesson
new topic of evaluating choices
prudently by considering risks and
long-term implications.
Explain to students that the purpose of
this lesson is to develop their ability to
B. Establishing the purpose of the
evaluate choices prudently by
lesson
considering potential risks and long-term
consequences.
C. Presenting examples/instances of  Present real-life examples or case
the new lesson studies that involve decision-making
scenarios with potential risks and
long-term implications.
 Discuss these examples with the
class, highlighting the importance of
prudence and long-term thinking in
decision-making.
Modules in Introduction to the Philosophy of the Human Person
 Begin by asking students to recall
the previous lesson on ethical
decision-making or moral reasoning.
 Connect the previous lesson to the
new topic of aligning decisions with
personal values and goals through
reflective thinking.
Explain to students that the purpose of
this lesson is to develop their ability to
align their decisions with their personal
values and goals through reflective
thinking.
 Present real-life examples or case
studies that involve decision-making
scenarios where personal values and
goals come into play.
 Discuss these examples with the
class, highlighting the importance of
reflective thinking in aligning
decisions with personal values and
 Begin by asking students to recall
the previous lesson on critical
thinking or logical reasoning.
 Connect the previous lesson to the
new topic of seeking and analyzing
relevant information to make
informed choices.
Explain to students that the purpose of
this lesson is to develop their ability to
seek and analyze relevant information to
make informed choices.
 Present real-life examples or case
studies that require the gathering and
evaluation of information to make
informed choices.
 Discuss these examples with the
class, emphasizing the importance of
seeking reliable information and
critically evaluating it.
 Begin by asking students to recall
the previous lesson on ethical
reasoning or moral philosophy.
 Connect the previous lesson to the
new topic of applying ethical
principles in decision-making.
Explain to students that the purpose of
this lesson is to develop their ability to
apply ethical principles in decision-
making to achieve positive outcomes.
 Present real-life examples or case
studies that involve ethical decision-
making.
 Discuss these examples with the
class, highlighting the importance of
considering ethical principles and
values when making choices.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
 Introduce the concept of prudence
and its significance in decision-
making.
 Discuss the key factors involved in
evaluating choices prudently, such as
identifying potential risks,
considering long-term consequences,
and weighing different options.
 Engage students in a class discussion
on practical strategies for evaluating
choices prudently.
 Explore decision-making
frameworks or models that can assist
in assessing risks and long-term
implications, such as the cost-benefit
analysis, SWOT analysis, or ethical
decision-making models.
 Divide students into small groups.
 Distribute scenario cards or case
studies to each group.
 In their groups, students should
analyze the scenarios or case studies
and evaluate the choices presented,
considering risks and long-term
implications.
 Students should discuss and reach a
consensus on the most prudent
choice.
 Each group will present their
analysis and reasoning to the class.
 Facilitate a class discussion on how
the concept of prudence and
evaluating choices prudently can be
applied to various aspects of daily
life, such as personal relationships,
career choices, and financial
decisions.
 Encourage students to share their
own experiences and insights.
Engage students in a reflective activity
where they write down their reflections
on the lesson, including key takeaways
and practical steps they can take to apply
goals.
 Introduce the concept of reflective
thinking and its significance in
decision-making.
 Discuss the process of reflective
thinking, which involves self-
awareness, introspection, and
evaluating decisions based on
personal values and goals.
 Engage students in a class discussion
on how personal values and goals
can influence decision-making.
 Explore different methods of
reflective thinking, such as
journaling, mindfulness exercises, or
engaging in philosophical reflection.
 Divide students into small groups.
 Distribute scenario cards or case
studies to each group.
 In their groups, students should
analyze the scenarios or case studies
and discuss how they would align
their decisions with their personal
values and goals.
 Each group will present their
analysis and reasoning to the class.
 Facilitate a class discussion on how
aligning decisions with personal
values and goals can be applied to
various aspects of daily life, such as
relationships, career choices, and
personal development.
 Encourage students to share their
own experiences and insights.
Engage students in a reflective activity
where they write down their reflections
on the lesson, including key takeaways
and how they plan to apply reflective
 Introduce the concept of seeking and
analyzing relevant information.
 Discuss the process of critically
evaluating information, including the
consideration of credibility, bias, and
relevance.
 Engage students in a class discussion
on different sources of information
and how to evaluate their reliability
and relevance.
 Introduce techniques for information
gathering, such as conducting
research, using reputable sources,
and fact-checking.
 Divide students into small groups.
 Distribute scenario cards or case
studies to each group.
 In their groups, students should
analyze the scenarios or case studies
and identify the relevant information
needed to make an informed choice.
 Each group will present their
analysis and reasoning to the class.
 Facilitate a class discussion on how
seeking and analyzing relevant
information can be applied to
various real-life situations, such as
making consumer choices, forming
opinions on social issues, or
selecting educational opportunities.
 Encourage students to share their
own experiences and insights.
Engage students in a reflective activity
where they write down their reflections
on the lesson, including key strategies for
seeking and analyzing relevant
 Introduce the concept of ethical
principles and their role in decision-
making.
 Discuss different ethical
frameworks, such as utilitarianism,
deontology, and virtue ethics.
 Engage students in a class discussion
on the advantages and limitations of
each framework.
 Present a series of ethical dilemmas
or scenarios to the class.
 In small groups, students should
discuss and analyze each scenario,
applying ethical principles and
frameworks to determine the most
ethical course of action.
 Each group will present their
analysis and reasoning to the class.
 Divide students into pairs or small
groups.
 Distribute scenario cards or case
studies to each group.
 In their groups, students should
apply ethical principles and
frameworks to analyze the scenarios
and make ethical decisions.
 Each group will role-play the
scenarios, demonstrating how they
would apply ethical principles in
their decision-making process.
 Facilitate a class discussion on how
ethical principles can be applied in
various real-life situations, such as
personal relationships, professional
settings, and societal issues.
 Encourage students to share their
own experiences and insights.
Engage students in a reflective activity
where they write down their reflections
on the lesson, including key ethical
principles they find most relevant to their

prudence in their decision-making.
Assess students' understanding through
their participation in class discussions,
I. Evaluating Learning
group presentations, and the quality of
their reflections.
 Assign students to individually
analyze and evaluate a personal
decision they have made in the past,
considering the risks and long-term
implications.
J. Additional Activities for
 Students can create visual
Application or Remediation
representations of their decision-
making process using sticky notes or
index cards, displaying the factors
they considered and the outcome of
their decision.
thinking in their decision-making
process.
Assess students' understanding through
their participation in class discussions,
group presentations, and the quality of
their reflections.
 Assign students to individually
reflect on a decision they made in
the past and write a reflection paper
discussing how well they aligned
their decision with their personal
values and goals.
 Students can also engage in a role-
playing activity where they assume
different characters and make
decisions based on their assigned
character's values and goals. They
should reflect on the experience and
discuss how it influenced their
decision-making process.
information and how they plan to apply own decision-making process and how
these skills in their decision-making they plan to apply them in their daily
process. lives.
Assess students' understanding through Assess students' understanding through
their participation in class discussions, their participation in class discussions,
group presentations, and the quality of group presentations, and the quality of
their reflections. their reflections.
 Assign students to individually
research and evaluate information on
a topic of their interest, presenting
their findings and analysis to the
class.
 Students can also engage in a
collaborative activity where they
create a digital or physical resource
guide on seeking and analyzing
relevant information, highlighting
strategies and resources for making
informed choices.

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?