Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF BATAAN
PAGALANGGANG NATIONAL HIGH SCHOOL

Weekly Lesson School Pagalanggang National High Grade Level 12

Log School
Name of Teacher Robert D. Oliveros Learning Philosophy
Area
Teaching Dates and Time August 12-16, 2024 Sem 1st

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner understands the meaning and process of doing Philosophy.
Standards

B. Performan The learner reflects on a concrete experience in a philosophical way.

ce
Standards

C. Learning Learning : Learning Learning Competency: Learning Competency: Learning

Competenc Note: Stipulate Competenc Note: Stipulate the LC Code Note: Stipulate the LC Competency
ies and the LC Code y: Recognize human activities that Code :
Lesson Recognize Note: emanated Distinguish a holistic Note:
Objectives human Stipulate from deliberate reflection perspective from a Stipulate
activities that the LC PPT11/12-Ib-1.2 partial point of view. the LC Code
emanated Code Distinguish
from deliberate Recognize PPT11/12-Ia-1.1 a holistic
reflection human Lesson Objectives: perspective
PPT11/12-Ib-1.2 activities 1. Students will identify and from a
that understand various human partial point
emanated activities that result from of view.
/p
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF BATAAN
PAGALANGGANG NATIONAL HIGH SCHOOL
Lesson from deliberate reflection.
Objectives: deliberate Lesson Objectives: PPT11/12-Ia-
1. Students reflection 2. Students will analyze the 1. Students will define 1.1
will identify and PPT11/12- importance of reflection in holistic perspective and
understand Ib-1.2 decision-making and personal partial point of view.
various human growth.
activities that 2. Students will express
result from Lesson 3. Students will apply reflective respect for different life
deliberate Objectives: thinking to their own lives and perspective during Lesson
reflection. 1. decision-making processes group discussions. Objectives:
Students 1. Students
2. Students will will identify 3. Students will create a will define
analyze the and slogan representing at holistic
importance of understand least three different perspective
reflection in various perspective. and partial
decision-making human point of
and personal activities view.
growth. that result
from 2. Sstudents
3. Students will deliberate will express
apply reflective reflection. respect for
thinking to their different life
own lives and 2. Students perspective
decision-making will during group
processes. analyze the discussions.
importance
of 3. Students
reflection will create a
in decision- slogan
making representing
 Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OFFICE OF BATAAN
PAGALANGGANG NATIONAL HIGH SCHOOL
and at least
personal three
growth. different
perspective.
3.
Students
will apply
reflective
thinking to
their own
lives and
decision-
making
processes

TEXT FOCUS:
Literary Text
(World
D. Content
Literature)

Using other
E. Integration
subject

II. LEARNING RESOURCES

A. References Philosophy book Philosophy Philosophy book by Roberto D.
by Roberto D. book by Abella publish by C and E
Abella publish Roberto D. Publishing House. Inc
 Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OFFICE OF BATAAN
PAGALANGGANG NATIONAL HIGH SCHOOL
by C and E Abella Philosophu module 1.
Publishing publish by
House. Inc C and E
Philosophu Publishing
module 1 House. Inc
Philosophu
module 1
B. Other Internet and google
Learning https://youtu.be/-9NatvCokoc?
Resources si=zwNoMXX7utbgBOTp
IV. TEACHING AND LEARNING PROCEDURES
A. Activating The number of
Prior Knowledge activities
depend to
ACTIVITY number of
objectives

Activity:
Mirror
Reflection and
Life Reflection

Students will
engage in a
simple activity
of looking at
their reflection
in a mirror and
 Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OFFICE OF BATAAN
PAGALANGGANG NATIONAL HIGH SCHOOL
use this
experience to
connect with
deeper life
reflect
Materials:

Small handheld
mirrors (one per
student)

Paper and pens

Quiet and
comfortable
space for
reflection

Procedure:

1. Introduction
(5minutes):

Begin by
explaining the
concept of
reflection in two
contexts: the
physical
reflection we
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see

in a mirror and
the internal
reflection we do
in our minds
about our lives,
decisions, and
experiences.

Ask students to
think about
what it means
to "reflect" on
something in
life. How does
this process
help us
understand
ourselves
better?

Mirror Activity
(5 minutes):

Distribute small
mirrors to each
student.

Instruct
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students to find
a comfortable
spot where they
can sit quietly
and look into
their mirrors.

Ask them to
spend a few
minutes
observing their
reflection.
Encourage them
to notice details
—facial
expressions,
emotions, or
any thoughts
that come to
mind as they
look at
themselves.

While they do
this, ask them
to consider
these questions
silently:
 Republic of the Philippines
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What do I see
when I look at
myself?

How do I feel
about the
person I see in
the mirror?

The Reflection
Circle

students will
reflect on a
recent decision
they made,
share their
thought
process, and
receive
feedback from
peers.

Materials:

Paper and pens

A comfortable
space arranged
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in a circle

Procedure:

1. Setup:

Arrange chairs
in a circle so
that all students
can see and
interact with
each other.

Ask each
student to think
of a recent
decision they
made that had a
significant
impact on their
life, whether big
or small.

2. Activity:

Each student
will take turns
sharing their
decision with
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the group,
explaining:

What the
decision was.

What options
they
considered.

How they
reflected on the
possible
outcomes.

What influenced
their final
choice.

After each
student shares,
the rest of the
group can ask
questions or
offer supportive
feedback,
focusing on the
reflection
process rather
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than the
decision itself.

My Choice: My
Answer.

The student will

choose the
answer to the
four corner
based on their
reflection to the
problems must
be solved.

1. The
Dilemma of
Ethical
Relativism

Problem:

You are
studying in a
multicultural
environment
and encounter
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differing views
on what is
considered
morally
acceptable.
Your friend
argues that
moral values
are relative and
depend on
cultural context.
Do you agree
with this view?

Options:

1. Yes, moral
values are
indeed
relative and
depend on
cultural
context.
What is
considered
right or
wrong varies
from one
culture to
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another.
2. No, there are
universal
moral values
that apply to
all cultures,
regardless of
cultural
context.
3. Yes, but only
to some
extent. There
are basic
moral
principles
that are
universal,
but specific
practices can
vary
between
cultures.
4. No, moral
values
should be
determined
solely by
individual
preferences
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rather than
cultural
context.

2. The Problem
of Free Will

Problem:

Imagine you are

faced with a
major life
decision, such
as choosing a
career path.
Some people
argue that all
our choices are
determined by
external factors,
and we don't
truly have free
will. Do you
believe you
have control
over your
decisions?
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Options:

1. Yes, I believe
I have full
control over
my decisions
and can
make
choices
independent
of external
factors.
2. No, my
decisions are
entirely
determined
by external
factors such
as my
environment
and
upbringing.
3. Yes, but only
to a certain
extent. While
I have some
control, my
choices are
influenced by
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external
factors.
4. No, my
decisions are
a mix of both
external
influences
and some
degree of
free will.

3. The Ethics of
AI and
Automation
Problem:

With the rise of

artificial
intelligence and
automation,
some people
argue that it is
ethical to
replace human
workers with
machines to
increase
efficiency and
profitability. Do
you think this is
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morally
acceptable?

Options:

1. Yes, it is
morally
acceptable
because
machines
can perform
tasks more
efficiently
and reduce
costs for
businesses.
2. No, it is not
morally
acceptable
because it
displaces
human
workers and
negatively
impacts their
livelihoods.
3. Yes, but only
if there are
measures in
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place to
support and
retrain
displaced
workers.
4. No, but only
if the
replaced jobs
are those
that are
dangerous or
undesirable
for humans.

4. The Issue of
Animal Rights
Problem:

You are
considering
adopting a
vegan lifestyle
due to concerns
about animal
rights and
welfare. Some
argue that using
animals for food
and research is
acceptable if it
 Republic of the Philippines
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benefits human
health and
advancement.
Do you agree
with this
perspective?

Options:

1. Yes, it is
acceptable to
use animals
for food and
research if it
benefits
human
health and
advancemen
t.
2. No, it is not
acceptable to
use animals
for any
purpose,
regardless of
potential
benefits to
humans.
3. Yes, but only
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if the animals
are treated
humanely
and their use
is justified by
significant
benefits.
4. No, but it is
acceptable to
use animals
for research
if it leads to
major
medical
breakthrough
s.

5. The Nature
of Justice

Problem:

Consider a
scenario where
a person is
wrongfully
accused of a
crime and
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sentenced to a
harsh
punishment.
Some argue
that the justice
system should
prioritize the
rights of the
accused, while
others believe
that it should
focus on the
rights of the
victims. Which
perspective do
you agree with?

Options:

1. The justice
system
should
prioritize the
rights of the
accused to
ensure
fairness and
prevent
wrongful
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punishment.
2. The justice
system
should
prioritize the
rights of the
victims to
provide
justice and
closure for
those
harmed.
3. The justice
system
should
balance the
rights of both
the accused
and the
victims to
achieve a fair
outcome.
4. The justice
system
should focus
solely on
deterrence
and
punishment
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to prevent
future
crimes,
regardless of
individual
rights.

B. Establishing Get the Ask a Student will answer the

Lesson Purpose reflection of the simple question
student to the questions How does considering
ANALYSIS activity like the whole system
(holistic perspective)
What is differ from focusing on
their just one part (partial
learning to point of view) in your
the daily life?
previous
activities.
Students will reflect on
their role-playing
experience to
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Question: understand different

What is perspectives. Instructi
one ons:
activity
you 1. Conduct a role-
regularly playing activity
engage in where students
that act out scenarios
involves from different
deliberate perspectives (e.g.,
reflection different cultural
(e.g., backgrounds,
journaling, socioeconomic
meditation, statuses).
or
discussing Balot vendor
decisions
with Student from poor
others)? families
How does
this activity Policeman.
help you
understand 2. After the activity,
your have students
thoughts write a reflection.
and
decisions
better?
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Can you
describe a
situation
where
taking time
to reflect
before
making a
decision
helped you
make a
better
choice?
What
specific
aspects of
reflection
(e.g.,
considering
pros and
cons,
thinking
about long-
term
effects)
were most
useful?
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C. Developing Time to lecture Discussion and lectures
and Deepening and discuss the
Understanding lesson
ABSTRACTION Reflection requires a person to be
willing to examine one’s thoughts,
feelings, and actions and to learn
more about one’s life and
experiences. One can reflect on
almost any subject. For instance, the
moment you wake up, you can
already reflect upon the things that
you plan to do for the day. This will
enable you to set your daily goals and
set you on the path of thinking of
ways to achieve them. Seemingly
simple or mundane actions take a
whole new meaning when one
engages in reflection. When buying
clothes, for example, think of the
questions that you ask yourself as
you consider buying the t-shirt or
blouse you are holding. You may start
with the simple questions: “Will this fit
me?” “Do I look good in this color?”
these are the usual questions any
buyer would ask for himself or herself.

But since we are in a reflective and

philosophizing mood, let us now try
and think of “deeper” questions and
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reflect on the situation. You may find

yourself asking the following
questions: “Do I even have to buy a
new t-shirt today?” “Am I better off
spending my money on other things?”
“Do I see myself wearing this shirt
often, or am I just going to wear it
once?”. Notice the difference when
you engage in reflection. The simple
task of buying a shirt becomes
something much more. If you
concentrate only on simple questions,
you would just buy that shirt
immediately. But reflection allows you
an opportunity to think more deeply
about your action, your motivation for
doing such an action, and even its
possible consequences. Reflection
also helps us understand ourselves
and our actions better. When we
reflect, we can judge whether our
actions or decisions are reasonable or
not. Taking time to analyze your
decision and actions is one vital skill
that will greatly help you as you
encounter more challenges in life.

7
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D. Making Summarized the Direction: What can you

Generalization lesson prom the say about the quotation
APPLICATION discussion and below? Do you agree or
lesson disagree with this? Write
your answers in your
activity notebook.

Generalization:
Human activities that
emerge from
deliberate reflection
are characterized by
thoughtful
consideration,
intentionality, and a
focus on
understanding and
improving one's
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actions or decisions.
These activities are
not impulsive but are
guided by a
conscious effort to
reflect on various
aspects of life,
including personal
growth, ethical
dilemmas, and long-
term goals
E. Evaluating Examination Multiple
Learning highly Choice
ASSESTMENT recommended Choose the
multiple choice correct
using blooms answer,
and hots and letter only.
lots
1. Which of the
following
activities most
directly
involves
deliberate
reflection?

A. Following a
daily routine
without
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variation.
B. Writing in a
journal about
your thoughts
and feelings.
C. Making a
quick decision
without
considering
options.
D. Completing
a task exactly
as instructed
without
questioning.

2. You are
faced with a
choice between
two equally
appealing
options. Which
reflective
question would
best help you
make a decision
that aligns with
your long-term
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goals?

A. Which
option is more
popular among
my peers?
B. What are the
potential
consequences
of each option
in the next few
weeks?
C. How will
each option
impact my
future
aspirations and
personal
growth?
D. Which
option requires
the least effort
right now?

F. Teacher’s Note 3. Human

Remark observations on activities
any of the that
following
emerge
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areas: from
1. strategies deliberate
explored reflection
a. effective
are
practices
characteriz
b. problems ed by
encountered thoughtful
considerati
2. materials on,
used intentionali
a. effective ty, and a
practices
focus on
b. problems
understand
encountered ing and
improving
3. learner one's
engagement/ actions or
Interaction decisions.
a. effective These
practices activities
b. problems
are not
encountered impulsive
but are
4. others guided by
a
conscious
 Republic of the Philippines
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effort to
reflect on
various
aspects of
life,
including
personal
growth,
ethical
dilemmas,
and long-
term goals

4. When
planning for a
major decision
in your life,
which reflective
strategy is most
likely to lead to
a well-
considered
choice?

A. Relying
solely on past
successes
without
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considering
new
information.
B. Focusing on
immediate
benefits while
ignoring long-
term
consequences.
C. Considering
how past
experiences,
values, and
future goals
align with each
option.
D. Choosing
the option that
offers the
quickest results,
regardless of
long-term
effects.

5. Which of the
following best
describes how
reflective
thinking
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influences your
actions?

A. It helps you
react more
quickly
without
overthinking.
B. It allows
you to consider
past mistakes
and avoid
repeating
them.
C. It leads to
acting
impulsively
based on
emotions.
D. It
discourages
you from
taking risks or
trying new
things.
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Reflection guide
or prompt can
be on:
▪ Principles
behind the
teaching
What principles
and beliefs
informed my
lesson?
Why did I teach
the lesson the
way I did?
▪ Students
Teacher’s
What roles did
Reflection
my students
play in my
lesson?
What did my
students learn?
How did they
learn?
▪ Ways forward
What could I
have done
differently?
What can I
explore in the
next lesson?
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Prepared by: Reviewed by: Approved by:

ROBERT D. OLIVEROS SHERWIN G. SERRANO ARA S. VELASCO, EdD.

T-III HT-III MATH/OIC-ASHSP SP-III