School
Teacher
Grades 1 to 12
DAILY LESSON
LOG
Grade Level 12
Learning Area Introduction to the Philosophy of the Human
Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
Day 3
I. OBJECTIVES
A. Content Standards
The learner understands the meaning and process of doing philosophy
B. Performance Standards
The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Doing Philosophy
Day 4
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J.
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Present distorted figures
B. Establishing a purpose for the
lesson
What Philosophy is and what
philosophy is not.
C. Presenting
examples/instances of the new
lesson
Ask the students: “what comes
to your minds when you
encounter the word
Philosophy?”
Review the previous lesson.
Read: Sapagkat ang
Pilosopiya ay Ginagawa ni
Padre Roque Ferriols
See appendix 1
D. Discussing new concepts and
practicing new skills #1
Unlocking of Difficulties:
Definition of Philosophy as a
path towards the attainment of
knowledge.
How did Padre R. Ferriols
present philosophy?
Unlocking of Difficulties:
Philosophy as a concept
Philosophy is a system of
beliefs about reality. It is one’s
Review the previous lesson.
Synthesize the three previous lessons.
Philosophy differs in different
eras in world history
Ask the students: “Nakapagbyahe na ba
kayo?”
Ask students about the
wisdom they can get from
everyday objects.
Lecture discussion:
Philosophy is a journey.
Examples:
Pencil/Eraser
Broom Stick
Shoes
Learning from
Philosophers
The teacher will present the
different views of
philosophers about the nature
Make an analogy:
Scuba diving and Helicopter as vehicles of
doing philosophy.
integrated view of the world. It
includes an understanding of
the nature of existence, man,
and his role in the world. It is a
necessary product of man’s
rational mind.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
Unlocking of Difficulties:
Meaning of Philosophy as a
path towards the attainment of
wisdom.
Ask the difference between
knowledge and wisdom.
Knowledge is knowing that
tomato is a fruit
Wisdom is knowing not to put
it in a fruit salad
Philosophy is asking if ketchup
is a fruit shake.
and meaning of philosophy
Ancient Greeks: to have a
good life
Medieval: to defend God
Modern: to reason/rationalize
Post-Modern: to find meaning
Unlocking of Difficulties:
Philosophy as a process
Philosophy is employed as a
method of inquiry. It is an
engagement in the search for
the meaning of life, its value
and relevance. It is a process
for finding significance in
existence.
Activity: Compare and
Contrast
Philosophy
As a
Concept
As a
Process
Give other examples
Cite the differences of
Activity:
Tableau/Slogan/
Recitation:
In what sense is philosophy related to
The class will be grouped into human life?
4 and will represent each era
through a tableau, slogan or a
short poem.
philosophy as a process and
as a concept
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Flash the statements:
“The unexamined life is not
worth living” and “He who has
a why to live for can bear with
almost any how”.
then will ask the students to
relate the statements to their
present condition as SHS
Learners preparing for college.
The learners will be grouped
and will be tasked to come up
with a word web map based
from their understanding of the
discussion.
Write associated words with
philosophy.
I.
Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Give the analogy of riding a
bicycle. Riding a bicycle is not
about knowing its parts but it
is in riding the bicycle itself.
The class will be grouped into
two. The first group will be
tasked to give examples of
Philosophy as a concept while
the other group will provide
examples of Philosophy as a
Process.
Why do we need to respect
the view of other people?
It must be emphasized that philosophy will
not teach the learners how to earn a living,
but how to make life worth living.
Ask learners the following questions:
What does it mean to philosophize?
What is its significance to your life?
Task the students to write an essay
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
Grades 1 to 12
DAILY LESSON LOG
School
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
Teacher
Teaching Dates and Time
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
The learner understands the meaning and process of doing philosophy
B. Performance Standards
The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
(PPT11/12-Ib-1.2 )
1.2. Recognize human activities that emanated from deliberate reflection
Objectives: Identify the 3 levels of inquiry.
Discuss the beginnings of philosophical inquiry.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Doing Philosophy
(PPT11/12-Ib-1.3)
Realize the value of doing philosophy in obtaining a
broad perspective on life.
Objectives: Discuss philosophizing as discipline of
questioning, liberation, and personhood.
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J.
Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al.
https://youtu.be/ZTy3qG_qInU
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(5 mins)
Review the previous discussion
on the definition of philosophy?
Thumbs Up and Thumbs
Down
Ask the students to thumb up if
they think the statement is true
and thumb down if the statement
is false.
1. Everyone is a philosopher.
2. Children can philosophize.
3. Questioning leads to
philosophizing.
4. Mentally disturbed people
philosophize.
5. There are times that people
(2-3 mins)
Review the previous discussion on the 3 levels of
inquiry. Give one example.
1. Common sense
2. Scientific Inquiry
3. Philosophical Inquiry
Review: What is the
beginning of philosophical
inquiry?
(2mins)
Review the
Philosophical
beginnings of inquiry
through wonder.
This time, a learner
will be able to see
the value of doing
philosophy. That this
will give him the
opportunity to see
things in broad
perspectives.
answer in non - philosophical
ways.
B. Establishing a purpose for the
lesson
(5 mins)
Video Clip (4:30minutes)
https://yout u.be/ExVh4wL70yc
Motivation ( Know yourself)
( 5 minutes)
Activity:
Picture analysis
The teacher will present a
mathematical equation to
stimulate the students curiosity.
“1+1=0”
C. Presenting examples/instances
of the new lesson
Ask the learners
What did you observed in the video?
As we all know magic uses tricks but with that we
ponder, ask, curious and wonder.
What have you
realize because of
that experience?
Like, we wonder how come that the word “proud”
picked by Angel Locsin known by the magician as
it shown in the video.
Ask:
1. What do you observe in the
equation?
2. Do you think it’s correct? Why
or why not.
Like the crowd being amazed and bewildered
when the magician revealed the word written in
the confetti is the same as Vice Ganda picked.
(5- 7 mins)
5-7 minutes
Situational / Questions
Puzzles
Like, we wonder why you girls get the feeling of
being hurt when your heartbroken or broke up
with your boyfriend same as for the boys, viceversa.
Collaborative Activity
1. The teacher will present 3
situations/questions.
2. The students will expect to
show different ways in
answering questions..
1. Ask the students to
write 2-3 principles in
their lives?
Divide the class into 3 groups. Assign a leader,
secretary, and presenter. Let each group answer
Ask:
Was there a time
where you have
wronged a person
because of your
assumption or
judgement?
Activity “Opinion Mo”
Group the class to two. Each
group should have their own
leader to summarize their
opinion all about the issue of
summary execution to the
drug addicts and pushers. And
each group will give their
opinion if they are favor or not.
(10 mins.)
Situational
Questions:
Given the following
situations. What will
you do?
1. You saw your
girlfriend/ boyfriend
holding hands with
someone else.
the question…
2. Your baby brother
is wearing your
favourite red shirt.
Situation #1
There was an airplane crash,
every single person on board
died, but yet two people
survived. How is this possible?
What do you usually think whenever you
experience emotional pain? Problems?
Sufferings?
Present in the class.
Based on your
responses, do you
think you did an act
of philosophizing?
What response
shows an act of
philosophizing?
What is not?
Why?
After the activity, ask the class…
What can you say about your responses?
Situation #2
What goes up and never
comes down?
From the responses given, you already started
the act of philosophizing through wonder.
Situation #3
D. Discussing new concepts and
practicing new skills #1
Imagine you are in a sinking
row boat surrounded by sharks.
(5mins)
Ask:
1. What strategies or
ways did you use to
answer the questions?
E. Discussing new concepts and
practicing new skills #2
Cite:
“All men by nature desire to know.” – Aristotle
Ask the students the value of
philosophical through role
play.(10 mins.)
…. Because man is always searching for truth.
Discuss the following concepts:
a. Wonder
b. Doubt
c. Limiting situations
Ask the students if they learn
values of philosophical
reflection when they
conducted the role play. (5
Discuss the
following:
The discipline of
Questioning, The
discipline of
Liberation and The
discipline of
Personhood.
d. Metaphysical Uneasiness
F. Developing mastery (leads to
Formative Assessment 3)
(20 mins)
Define the three levels of
inquiries.
1. Common Sense - a basic
ability to perceive, understand,
and judge things that are shared
by (common to) nearly all people
without need for debate.
2. Scientific- Based on or
characterized by the methods
and principles of science.
3. Philosophical - relating or
devoted to the study of the
fundamental nature of
knowledge, reality and
existence.
G. Finding practical applications of
concepts and skills in daily
living
Now that you have understood
the 3 levels of inquiry,
(Ask)
1.In what situations do you apply
philosophical inquiries
The time you started asking those questions, you
already have the sense of wonder, a childlike
wonder about everything. We do not tend to
bother ask questions that are just simple yet too
hard or difficult to answer. Like for example: “Who
am I?”
Asking this question in its real essence seems
too hard for us to answer…
mins.)
Activity (Story Telling)
Ask the students to identify
values of philosophical
reflection cited in story. (10
mins.)
Explain how you
understand the
following quotations:
1. ”He who has a
WHY to live for can
bear almost any
HOW” – Friedrich
Nitzsche
2. “Those who do
not move do not
notice his chains”Rosa Luxemburg
3. “Madaling maging
tao, mahirap
magpakatao”
Ask the students to create
philosophical reflection e.g.
Child labor.
Questions;
1. Is it important to help
parents if you are not doing
anything?
Interactive
discussion:
Give one concrete
situation where we
can apply the three
disciplines explained
in letter D.
In a one-half sheet of paper. Answer the
question…
“who am I?”. Give at least 3-5 sentences. (57minutes)
Ask:
Ask at least 3-5 learners to recite their answers.
According to Plato, Philosophy begins in
“wonder” – the sense of puzzlement and
perplexity.
Ask the learners the questions
1. How did the magician do that?
2. Why do we need to suffer?
3. Why can’t I be the no. 1 in the class?
2. What is the value if you help
them or not? (8 mins.)
H. Making generalizations and
abstractions about the lesson
The learners will be grouped and
will be tasked to come up with a
word web map based from their
understanding of the discussion.
Man is a questioning being. And got no “definite
answers” that’s why we always wonder and keep
on searching answers.
Ask the students to enumerate
the values of philosophical
reflection.(3 mins)
Ask at least 3-5 learners the question….
When can you say that you “wonder”?
Oral Test
Ask the students to create a
Write associated words with
philosophy.
I.
Evaluating learning
(5-7 minutes)
Questions are part
and parcel of human
existence. Its
inevitability is
acknowledged
especially in times
when a person
searches for the
meaning of life. This
very act leads him to
progress rather than
stagnation and
arresting of growth.
Questions are part
and parcel of human
existence. Its
inevitability is
acknowledged
especially in times
when a person
searches for the
meaning of life. This
very act leads him to
progress rather than
stagnation and
arresting of growth.
Write a reflection on
the significance of
The class will be divided into 8
groups and each group should
make a scenario to show each
level of the philosophical inquiry.
J. Additional
activities
application or remediation
for
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
situation where they create
philosophical reflection and
they have to establish a value
of it. (5 mins)
question to one’s life
in your journal?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level 12
Learning Area Introduction to the Philosophy of the Human
Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
I. OBJECTIVES
A. Content Standards
The learner understands the meaning and process of doing philosophy
B. Performance Standards
The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ic-1.4
The learners do a philosophical reflection on a concrete situation from a holistic perspective.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Doing Philosophy
Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al.
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
Day 3
Day 4
IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
THINK-PAIR-SHARE. Facilitator
will ask the students to discuss with
a partner their answer on the
question “DO YOU REFLECT?”
RUN DOWN. The facilitator will give a run-down of
what transpired in session. Learners will also share
their insights and learnings.
B. Establishing a purpose for the
lesson
Learners will share their answers to
the class. Facilitator shall arrive at
an explanation that human beings
are endowed with the capacity to
reflect, unlike animals.
The facilitator will explain that the learners will make
an essay concerning their philosophical reflection
on a concrete situation from a holistic perspective.
A.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
PRESENTATION: Facilitator will
facilitate a lecturette on
PHILOSOPHIZING AND INSIGHT.
1. Definition of Insight
*Kind of seeing with the mind
2. Relevance of Insight in One’s
Life
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
VENN DIAGRAM. Learners will
work in group and prepare a venn
diagram showing the differences
and intersections between the act
of “thinking” and “insight”.
H. Making generalizations and
abstractions about the lesson
Learners will write their reflective essay.
I.
Rubric will be presented to guide students. The
rubric will primarily grade their essay in terms of:
1. Content
2. Organization
3. Presentation
Evaluating learning
J. Additional
activities
application or remediation
for
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
School
Teacher
Grades 1 to 12
DAILY LESSON
LOG
Grade Level 12
Learning Area Introduction to the Philosophy of the Human
Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
Day 3
I. OBJECTIVES
A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluate opinions
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ic-2.1
At the end of the session, learners are expected to distinguish opinion from truth
II. CONTENT
Methods of Philosophizing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Day 4
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
Let the assigned group facilitate
the recapitulation of the previous
lesson through Step-No, Step Yes
Game.
(5 minutes)
Activity:
Pinoy Henyo
*Ask four student volunteers from
the class to play a game with a
Pinoy Henyo concept.
*The topic of the game must lead
to the discussion on Fact and
Opinion. (e.g. political figures,
environment, senior high school
subjects, etc.)
Let the assigned group facilitate the recapitulation
of the previous lesson through News Reporting.
(5 minutes)
(10 minutes)
Processing Questions:
1. What were the kinds of
questions raised in the course of
guessing the answer?
2. Is there any question raised
which you consider as evidence-
(5 minutes)
Processing Questions:
1. Based on the game, what are the two forms of
statements given? What examples were given for
each?
2. What examples of fact and opinion can you
give based on your real-life experiences?
Activity:
Fact or Bluff
*Divide the class into three groups for the game
entitled Fact or Bluff.
*Present the mechanics of the game.
Examples:
1. Manila is the capital of the Philippines.
2. Sun is the center of the solar system.
3. My neighbor is ugly.
based? Cite examples.
3. Is there any question raised
which you think is opinion-based?
Give examples.
D. Discussing new concepts
and practicing new skills #1
(10 minutes)
Video Clip Presentation:
*Let the students watch a video
clip entitled “Allegory of the
Cave.”
*After watching the video clip, ask
the students to have a group
sharing on the message of the
video.
*It is assumed that the students
already have their permanent
grouping for the quarter.
(5 minutes
Video Clip Presentation:
Fact vs. Opinion
(http://www.youtube.com/watch?v=fnFnWWAnlkw
)
*Ask the learners to take down notes about the
difference between fact and opinion while
watching the video.
(10 minutes
(10 minutes)
E. Discussing new concepts
and practicing new skills #2
Guidepost for the Discussion:
Guidepost for the Discussion:
1. Why do we ask questions?
2. Why do we ask follow-up
questions? What is our end goal?
3. What kind of answers are we
seeking?
4. What do we get from finding
the truth?
(10 minutes)
1. What is the most important tool used in
philosophizing?
 Philosophy uses truth as tool in
philosophizing.
2. What are the two (2) divisions of opinion?
Explain each.
Opinion
Belief
Illusion
3. What are the two levels of knowledge? Discuss
each.
Reason
KNOWLEDGE
Understanding
F. Developing mastery (leads
to Formative Assessment 3)
(10 minutes)
Activity:
SmartArt on Fact vs. Opinion
Present the characteristics of Fact and Opinion
leading to Philosophizing through a SmartArt.
PHILOSOPHIZING
FACT
OPINION
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I.
Evaluating learning
Ask the students:
Why do we have to avoid giving
unsolicited opinions to people
who are not too familiar to us?
(5 minutes)
Let the students write a statement
that summarizes the topic.
Expected answer:
In philosophizing, we ask
questions because we desire to
know and we find satisfaction
upon discovery of truth.
(5 minutes)
Formative Assessment:
a. How can we arrive at the truth?
(10 minutes)
Ask a student: How do you feel when you heard
an opinion about you?
Write your answer on your notebook. Limit your
answer to 3 sentences only.
(5 minutes)
Let the students write a simple sentence that
depicts their learning for this session.
Pursuit of philosophy follows the path of truth.
(5 minutes)
Situation Analysis:
Show a short video clip of a broadcaster reporting
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
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
b. What are the essential
elements of philosophizing?
certain statements on air. Distinguish whether the
statements are opinionated or facts. Justify
(5 minutes)
(5 minutes)
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Grade Level 12
Learning Area Introduction to the Philosophy of the Human
Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluate opinions
C. Learning Competencies/
Objectives
Write the LC code for
each
At the end of the session, learners are expected to analyze situations that show the
difference between opinion and truth.
PPT11/12-Id-2.2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
Methods of Philosophizing
At the end of the session, learners are expected to
realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.3
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
(www.youtube.com/watch?v=
RHLSdrAkOE
Caraan(2016)Introduction to
philosophy of the Human
Person ,Diwa learning
system Makati,Philippines
pp.21-32
Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32
Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34
Ramos(2016)Introduction to
the Philosophy of the Human
Person,Rex Inc. bookstore
Sampaloc,Manila pp.29-34
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Let the assigned group
facilitate the recapitulation of
the pervious lesson using
flash cards.
Let the assigned group facilitate the
recapitulation of the previous
lesson in a form of a charade.
Let the assigned group
facilitate the recapitulation of
the previous lesson in a
form of a Gallery Walk.
(5 minutes)
B. Establishing a purpose
for the lesson
(5 minutes)
Activity:
Guess and Dress Me Up
*Provide 2 human figures
labeled as Truth and Opinion.
*Let four (4) volunteer
Relate to the class the story of a
Lost and Found cellular phone unit.
(5 minutes)
Let the assigned group facilitate the
recapitulation of the previous lesson in a form
of a Telephone Conversation.
(5 minutes)
(5 minutes)
The teacher shows a video
clip that presents examples
of fallacies of
argumentation.
Activity:
Pageant (Introduction)
*Divide the class into 4-6 groups (whatever the
case may be).
*Each group should have 1 representative who
students take turns in
dressing up each figure with
puzzle clothes bearing
statements of truth and
opinion.
C. Presenting
examples/instances of
the new lesson
(5 minutes)
How did you determine that
the statement is considered
truth or opinion?
After the video presentation,
ask the students to identify
fallacious statements.
will present “who they are” a la pageant.
*Allot 3 minutes for the preparation.
(10 minutes)
(5 minutes)
Ask the students:
Why is it necessary to avoid
giving speculations in looking for a
solution to a problem presented?
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy.
Expected Answer:
We should base our search on the
truth, not on opinion.
(5 minutes)
(5 minutes)
Ask the students:
1. How do you assess the words or statements
uttered by the candidates during the pageant?
2. Which of their statements can be considered
as truth?
(5 minutes)
Example of speculation:
My classmate is a thief, he took
my cellphone.
D. Discussing new
concepts and practicing
new skills #1
Spongebob: Empty your
mind
(www.youtube.com/watch?v=
RHLSdrAkOE)
Processing: Identify
situations from the video
which can be considered as
truth and opinion. Answers
should be written in the group
activity sheet provided.
(5 minutes)
Discuss the Nature of Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
(15 minutes)
Discuss the meaning of
fallacies used in
argumentation.
Discuss Methods of Philosophy:
 Critical Thinking
 Components of Critical Thinking
(5 minutes)
(10 minutes)
(10 minutes)
E. Discussing new
concepts and practicing
new skills #2
Insinuate the value of truth in
philosophizing by bracketing
or setting aside opinions and
biases.
(5 minutes)
Activity: Role-playing
Ask the students to act out a
situation in the context of their
experiences in the family and let
their classmates determine truth
from opinion.
(10 minutes)
Enumerate examples of
fallacies and define them.
Group Activity:
Semantic Mapping
(25 minutes)
Let the students create a Semantic Map on the
Attributes of a Critical Thinker using symbols.
Expected Output:
1. Looks for Evidence to support assumption
and beliefs-
2. Adjusts Opinion3. Looks for Proof-
4. Examines problem
5. Reject irrelevant and incorrect information-
(10 minutes)
Activity:
SmartArt
Let the students make a graphical
representation of the Theories of
Truth through a SmartArt.
Expected Output:
Theories of Truth
F. Developing mastery
(leads to Formative
Assessment 3)
Correspondence
Theory
Coherence Theory
Pragmatic Theory
(5 minutes)
G. Finding practical
applications of concepts
and skills in daily living
Have the students cite an
instance in their life where
they find truth to be really
essential/significant.
Ask the students to cite a specific
example in any of the three (3)
theories of truth in the context of
their experience as senior high
school students.
Cite examples of fallacies
which they had experienced
or observed.
With the advent of social media, how would
you uphold truth and wisdom?
a.
b.
c.
d.
(5 minutes)
(8 minutes)
Example:
I am taking eight (8) subjects this
semester.
Facebook
Instagram
Twitter
Etc.
(7 minutes)
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
H. Making generalizations
and abstractions about
the lesson
Let the students answer the
given question:
Based on the discussion,
how should analysis of
situations be done?
Expected answer:
Analysis of situations should
be done with utmost
consideration of the truth.
Let the students answer the given
question:
On the basis of the discussion,
how would you determine if your
beliefs are true?
Expected Answer:
The truth behind beliefs or
propositions are determined
through the correspondence,
coherence, and pragmatic theories.
(7 minutes)
(5 minutes)
Ask the students to express
their learning for this
session through a metacard.
Expected Answer:
Opinionated statements
may come in a form of a
fallacy.
(2 minutes)
Write a couplet on your perspective about the
given statement:
A person is more than just his/her Facebook
profile/account.
(8 minutes)
I.
Evaluating learning
Johari’s Window
Looking glass self (Charles
Cooley)
*Ask the students to list down
three (3) attributes about
themselves which they
consider as truth and opinion.
*Let them write their answers
on their formative notebook.
(10 minutes)
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
C. Did the remedial lessons
work? No. of learners
who have caught up with
Ask the students to enumerate and
explain the three (3) theories of
truth.
Or
Ask the students to identify two (2)
economic, political, or socio-cultural
situations. Let them write two (2)
statements of truth about each
situation. Then, have them identify
what theory of truth is used.
15-item Quiz
Let the students determine
whether the given
statements are valid/true or
fallacious. If the statement is
a fallacious, identify what
fallacy it expressed.
*See attached quiz items.
(8 minutes)
What is the significance of philosophy to
everyday living?
(5 minutes)
D.
E.
F.
G.
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
School
Teacher
Grades 1 to 12
DAILY LESSON
LOG
Grade Level 12
Learning Area Introduction to the Philosophy of the Human
Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
I. OBJECTIVES
A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluates opinions
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ie-2.4
At the end of the session, learners are expected to evaluate opinions
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Methods of Philosophizing
Day 3
Day 4
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
http://learn.lexiconic.net/argumentevaluation.com.html
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
Let the assigned group facilitate
the recapitulation of the previous
lesson in a form of Picture
Clues. (Let them realize that the
elderly are people who have
time-tested wisdom). (5
minutes)
Let the assigned group
facilitate the recapitulation of
the previous lesson in a form
of a Game (Four Pics One
Word).
*Have the students guess on
the following words:
 Fairness
 Evidence
 Logic
 Tone
Activity: Graphing
(10 minutes)
Activity: Skit
Let the students create a Pie
Chart to figure out the
components for an objective
evaluation of an argument.
Let them allot a percentage for
each component
.
Let selected students perform
a skit on the following
scenarios:
1. a mother leaving the house
for work gives instructions to
the eldest child on how to
manage the household chores
(5 minutes)
C. Presenting
examples/instances of the
new lesson
2. a class adviser who will take
a maternity leave instructs her
advisory class to behave at all
times
Criteria for
Evaluating an
Argument
Fairness
Evidence
Logic
Tone
(5 minutes)
D. Discussing new concepts
and practicing new skills
#1
Discuss:
How do I evaluate an
argument?
(5 minutes)
(10 minutes)
Processing Activity:
Let the students answer the
following questions in their
respective group:
1. What instructions were
given in the first scenario? In
the second scenario?
2. How important following
instructions is in terms of doing
or accomplishing a task?
*Guide the students in
realizing the benefit of having
and following guidelines in
reading and examining
arguments.
(5 minutes)
Discuss:
Reading an Argument
Guidelines on examining an
Argument
E. Discussing new concepts
and practicing new skills
#2
Criteria in Evaluating an
Argument




Fairness
Evidence
Logic
Tone
Fairness- Is the argument fair
and balanced, or does it contain
bias? Is the argument overly
emotional and filled with loaded
language?
Is the argument one-sided? Are
there alternative points of view
not addressed?
Evidence- Are the given
premises reliable and relevant?
Logic- Are the arguments
thoroughly explained? Do they
contain gaps in reasoning or
logical fallacies?
Tone- Is the attitude of the
writer appropriate for the
content?
(10 minutes)
No.
1
2
3
4
5
Tips for Reading
and Examining
Arguments
Effectively
Read once for an
initial impression.
Read the argument
several more times;
identify the claim
and support.
Annotate as you
read – record your
thoughts.
Highlight key terms;
look up familiar
words.
Draw a diagram or
map to analyze the
structure (how
details relate to one
another).
(10 minutes)
F. Developing mastery (leads
to Formative Assessment
3)
Let the students answer the
question, how can we come up
with a sound and valid
argument?
Cite a specific instance that
you had experienced in relation
to this.
(5 minutes)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
Ask the students:
Why is evaluating an opinion
significant in your daily dealings
with your
a. classmates/friends?
b. teachers?
c. siblings?
d. parents?
e. community?
(10 minutes)
Ask the students:
What are the qualities of a
good argument?
Expected Answer:
A good argument possesses
the four criteria namely:
fairness, evidence, logic, and
tone.
Reading and Critiquing
Example
(See attached hand-out on
“Reading an Argument
Carefully”).
Source:
http://learn.lexiconic.net/argum
entevaluation.com.html
(10 minutes)
Ask the students:
How would you apply your
knowledge on evaluating
arguments in your daily lives?
In what particular situations do
you deem it useful?
(5 minutes)
Activity:
*Divide the class into five (5)
groups.
*Each group will summarize
the lesson on evaluating
arguments through the
following activities:
 Group 1- Tableau
 Group 2- Song
(5 minutes)
I.
Evaluating learning
Triadic Activity:
Evaluating Arguments
using FELT Framework.
*The teacher will provide three
(3) arguments in the context of
the political, economic, sociocultural, and environmental
situations in the Philippines.
*The students will evaluate each
argument using the FELT
Framework. (See attached
evaluation tool).
Example:
“We should exhaust
all possible
resources from
nature,” says a
miner.
 Group 3-Poem
 Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring
students’ performance.
.
Text Analysis
Teacher provides a text from
the editorial/opinion section.
Have the learners evaluate the
perspective of the author.
N.B.: As much as possible,
look for a text that is similar
with the topic for the debate.
(50 minutes)
Debate
*Possible Topic:
a. Death Penalty
b. Distribution of Condom
among HS Students
c. Extra Judicial Killing/Drug
War
d. West Philippine Sea Claim
e. Same Sex Union
f. Postponement of SK
Election
(5 minutes)
*Suggested format: OxfordOregon Debate
*See attachment for the
Mechanics and Assessment
Tool.
(50 minutes)
J. Additional activities for
application or remediation
Write a five-sentence
paragraph about the importance
of learning the criteria in
evaluating arguments.
*See attached rubric for scoring
the output.
(5 minutes)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
D.
E.
F.
G.
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
School
GRADES 1 TO 12
DAILY LESSON LOG
Grade Level 12
Section
Learning Area Introduction to the Philosophy of the
Teacher
Human Person
Teaching Dates and Time
Session 1
Quarter I
Session 2
Session 3
Session 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
The learner understands the human person as an embodied spirit
The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
At the end of the session, learners are expected to recognize own limitations and possibilities
PPT11/12-If-3.1
The human person as an embodied spirit
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Compiled Notes on Philosophy of the Human Person
The Logic Of Thought
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
Briefly review the previous
topics discussed about
philosophy. Emphasize in
this lesson that the object
and subject of
philosophical study is the
human person.
Ask learners to answer or
do the following:
1. Describe the taste of
water.
Review previous lesson
Review previous lesson
Review previous lesson
“We can’t cross the same
river twice.” –Heraclitus
Find a short video
presentation showing
trivial information about
the human body.
Narrate the anecdote of St.
Augustine who was
walking on the beach.
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
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
2. Describe the color blue
to a blind person.
3. How will you describe
how wonderful the world is
to a blind person?
4. Ask students if the tip of
their elbow can reach their
chin.
The above exercises are
difficult if not impossible
to be done. Why?
“The human person has
limits.”
What makes/causes a
human persons’
limitations?
Human Composition
(Compiled Notes on
Philosophy of the Human
Person)
Narrate a story of a man
crossing a river. When that
man decided to cross it the
second time, he crosses the
same but different river.
The man himself when
crossing the river,
*Why can’t a man cross
the same river twice?
-The water in the river is
flowing, hence the man is
crossing on a different but
same river.
-The man himself was
changing thus the same
man crossing was a
different man.
Man is being and
becoming.
Man as the Living or
Metaphysical Paradox
(Compiled Notes on
Philosophy of the Human
Person)
What are the theories about
Human Composition?
How do these theories of
human composition
manifest?
Example: The body has its
urges.
Explain paradoxically:
Patawad ako ay
makasalanan sapagkat ako
ay tao lamang.
*Why will you blame your
pagkatao for your faults?
Relate the video to the
topic.
Relate the anecdote to
learners’ experience.
*What does the story
convey about the human
mind?
Emphasize: Limitations of
the human mind and its
possibility
Our bodies are constantly
changing and exhibit
various characteristics.
Man as a Biological Being
(Compiled Notes on
Philosophy of the Human
Person)
Man as a Rational Being
*Limitations
*Possibilities
Discuss: The Logic of
Thought (See reference)
What makes you different
with other animals in terms
of physical activities?
*How do our bodies
concretely contribute to our
limitations?
*How do our bodies
concretely contribute to our
possibilities?
Cite an example of
concrete experience where
the limits of rationality
manifested.
Example:
Forgetfulness
“The spirit is willing but
the body is weak.”
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
I have a body just like how
I have things. There is a
difference between having
a body and having things
for I am my body.
Come up with a check list
that is composed of
learner’s limitations in the
following aspects: (You
may add.)
1. Physical
2. Mental/intellectual
3. Social
4. Spiritual
*Can you use your
pagkatao to surpass these
faults? Explain.
Man has limits but filled
with potentialities.
“Maling akala”
Man is physiologically the
same with other animals
but has lot of things that
make a difference when
man uses his physicallity.
Identify biological changes
that occur to a human
person.
“Nasabi na ang lahat ng
nasabi ngunit ang
pinakamahalaga ay hindi
pa rin nasasabi. –Zhuangzi
(Wu Wei)
Have a quiz about the
topics discussed through
this week.
*This is to be submitted on
the 4th session of this week.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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:
School
GRADES 1 TO 12
DAILY LESSON LOG
Grade Level 11
Section
Learning Area Introduction to the Philosophy of the
Teacher
Human Person
Teaching Dates and Time
Session 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
Quarter
Session 2
Session 3
Session 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 the human person as an embodied spirit
The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
At the end of the session, learners are expected to evaluate own limitations and the possibilities for their
transcendence
PPT11/12-Ig-3.2
The human person as an embodied spirit
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Compiled Notes on
Philosophy of the Human
Person
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Compiled Notes on
Philosophy of the Human
Person
Bible (Old Testament)
MY BODY
By: Eduardo Jose E. Calasanz
A. Reviewing previous
lesson or presenting
the new lesson
Last week, we discussed and
recognized the limitations
and possibilities. Now we are
going to evaluate these.
Review previous lesson
Review previous lesson
B. Establishing a purpose
for the lesson
Body Part Insurance
Story of Creation
The Good Samaritan
Review previous lesson
What's your tongue worth?
If you're Gennaro Pelliccia,
an Italian coffee taster, the
answer is $ 13.9 million.
That's how much he
insured his taste buds for.
Here are more body parts
insured for business
reasons:
Tom Jones's chest hair—$
7 million
Dolly Parton's breasts—$
600,000
Riverdance creator and star
Michael Flatley's feet—$
39 million
Winemaker Ilja Gort’s
nose —$8 million
Heidi Klum's right leg—
1.2 million
Heidi Klum’s left leg —$ 1
million [there's a scar on it]
[Reader's Digest]
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
*What makes a human
person?
*If I lose any of my body
part, will I become less of a
human?
Man as More than his
Body
Relate one story of creation
from the Bible, Genesis 12:3 or Genesis 2:4-24.
(Take Note: Do NOT dwell
on the religious nature of
the reading.)
Narrate the story of the
Good Samaritan.
(Luke 10:25-37)
Elicit a discussion by
asking the students with
any of the following
questions:
*Why do you think man
was created last?
*Why was man entrusted
with the rest of creation?
*What makes man
different?
Man as Greater than all
other Animals
*Why did the first person
avoid the victim?
*What hindered the second
to help the victim?
MY BODY
By: Eduardo Jose E. Calasanz
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
In our culture, we tend to
laugh/look-down those
with physical defects or
difference. Worse, we tend
to self-pity because of our
imperfections. That should
not be the case. Why?
Transcendence means that:
“I am my body but at the
same time I am more than
my body. The things that I
do, all those physical
activities and attributes
which are made real
through my body, reveals
the person that I am”.
What makes man more
than his body?
What are the different
traits/characteristics that
differentiate man from
other animals?
Provide real life situations
how these traits are applied
in daily living.
Example:
1. Language is used to
communicate with others.
2. On a deeper level,
language is used to
understand others.
“Man is endowed with
superior intelligence and is
the highest form of animal.”
Explain:
“You can’t always get
what you want.”
Happy is he who has
overcome his ego. Siddhartha Gautama (c.563–
483 BCE)
Paglagpas sa
pagkahumaling sa sarili
Identify the
traits/characteristics
making man different from
other animals.
Is it possible to transcend
one’s humanity?
Evaluate own limitations
and the possibilities for
their transcendence
*What are the evidences by
which you are considered
to be higher than all
animals?
*Knowing your limitations,
what is the value of your
body to your existence?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Prepared by:
Checked by:
School
GRADES 1 TO 12
DAILY LESSON LOG
Grade Level 11
Section
Learning Area Introduction to Philosophy of the
Teacher
Human Person
Teaching Dates and Time
Session 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Quarter
Session 2
Session 3
Session 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.
II. CONTENT
The learner understands the human person as an embodied spirit
The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for
transcendence
PPT11/12-Ih-3.3
The human person as an embodied spirit
III. LEARNING RESOURCES
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
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
The Philosophy Book: Big
Ideas Simply Explained,
pp.186-188
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
During the previous sessions,
we evaluated the limits and
possibilities for
transcendence. For the
succeeding meetings we are
The Philosophy Book: Big
Ideas Simply Explained,
pp.190-193
Ask students to review the
previous lesson.
Pagsasagawa ng
Pangalawang Pagmumunimuni (read text)
Ask students to review the
previous lesson.
Remind the class about the
scheduled quiz.
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
going to recognize how we
can transcend.
Video Clip
A very Touching Deaf
Violinist
https://www.youtube.com/w
atch?v=Ect56804xfA
*What limits the deaf girl
from playing the violin? Is
that an excuse?
Every man takes the limits of
his own field of vision for the
limits of the world.
ARTHUR SCHOPENHAUER
Play Music
True Colors
By Anna Kendrick, Justin
Timberlake
Would somebody like to
share their thoughts about
the song?
Over his own Body and mind,
the individual is sovereign. JOHN STUART MILL (1806–
1873)
Ask students to write their
resume on their notebooks.
Allot 5 minutes.
Pagsasagawa ng
Pangalawang Pagmumunimuni. - G.ANTONIO
PANGILINAN
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
Define finitude.
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
What/who limits you from
doing/achieving your goal?
Whether you think you can
or you cannot, either way,
you are correct. Henry Ford
How are we limited by our
body?
Have someone to share an
experience to which they
were awed and realized that
it is possible for them to do
something which they
thought they could not done.
Individuals can choose to do
things that affect their own
body, but not that of
someone else.
How can you personally go
beyond what your bio-data is
saying?
Can we really transcend or
actualize our possibilities/
potentialities? How
Can a bio-data present the
whole of your humanity? Is
it enough? Why or why
not?
I am a wonder-filled human
person, full of possibilities.
Construct and Conduct a
Written Quiz
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Prepared by:
Checked by:
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level 12
Learning Area Introduction to the Philosophy of
the Human Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
Day 3
I. OBJECTIVES
The learner understands the interplay between humans and their environments.
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
A the end of the lesson the learners are expected to:
1. Notice disorder in an environment (PPT11/12-Ii-4.1)
2. Notice things that are not in their proper place and organize them in aesthetic way. (PPT11/12-Ii-4.2)
The human person in their environment
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Video presentation on Global Warming 101
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
IV. PROCEDURES
Day 4
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
.
Review on the limitations and
possibilities for transcendence.
Ask: Why does the human body
have limitations? What are the
possibilities of transcendence?
Time allotted for this activity is 5
minutes.
GAME: picture perfect
Review on the discussion about
the beauty of the Creation and
the changes took place in the
course of progress.
Show a picture of a beautiful
environment and a destructed
one and after that the word
“ANYARE” will be posted on the
board to give comparisons of
both pictures presented.
Provide different things (plates,
cups, toys, wire, pen, papers
etc.) on the table and will ask 4
students to arrange them
according to their concept of
what is ORGANIZED,
BEAUTIFUL and ARTISTIC.
Time allotted for this activity is 5
minutes.
The whole class are going to
watch a short film depicting
environmental destruction, and
after watching the learners will
be divided in a group
composing of eight members to
discuss reflection within
members.
3 minutes
GAME:
15 minutes
Tell the learners:
What do you observe on the
process of arranging the things
in our activity?
10 minutes
Time allotted for this activity is
15 minutes
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
.
Unlocking of Difficulties:
Unlocking of Difficulties:
-Input on the ‘Creation Story’
- Ancient Philosophy: On World
“What is the world made of?”
-Cosmocentrism
Power point Presentation
Time allotted for this activity is
15 minutes
Time allotted for this activity is 7
minutes.
-Input on Aesthetics (context of
Nature)
-Oriental (and Western) views
on Man and Nature
a. Tao Te Ching
b. Wu Wei
c. Pantheism
Time allotted for this activity is 8
minutes.
F. Developing mastery (leads to
Formative Assessment 3)
Ask the learners: What do you
observed in the video clip
presented? How is it connected
to Creation story?
G. Finding practical applications of
concepts and skills in daily living
Relate the GAME Picture perfect
to the inquiry)
Ask the learners:
Going back to our Game a while
ago, what are the other changes
in nature that you have noticed
in your local communities?
(Time allotted for this activity is
5 minutes).
There have been significant
changes in our society/
environment. Most of these
changes affected the very first
picture of beautiful creation.
H. Making generalizations and
abstractions about the lesson
5 minutes
I.
Evaluating learning
J. Additional
activities
application or remediation
for
Activity: Students will list down
5 activities that they can do to
their environment today and
compare it to older environment
they had.
Time allotted for this activity is 5
minutes.
Recitation: If you were ask to be
a community leader, what
specific programs or projects
that you would implement to
nourish and preserve?
5 minutes
There have been significant
changes in our society/
environment. Most of these
changes affected the very first
picture of beautiful creation.
From then on, there have been
polarities of views on what is
beautiful (in terms of the
environment/Nature.
Time allotted for this activity is 5
minutes.
Ask the student to list/name disorders in the environment:
a. Man-made
b. Natural
Assignment: Learners are asked Reminder:
to interview individuals who are Remind the class about the
45-60 years old and be guided by rubrics for the Infomercial.
the following questions:
1. What are the things that you
3 minutes
remember in your environment
when you were young?
2. What are the things you like to
do when you were young?
3. What are the positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development? Why? Or Why
not?
Upcoming performance
task:INFOMERCIAL
Present to the class the
instructions, objectives and the
rubrics for the Infomercial
10 minutes
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level 12
Learning Area Introduction to the Philosophy of
the Human Person
Quarter 1st
Teaching Dates and Time
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
The learner understands the interplay between humans and their environment.
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
At the end of the lesson, the learners are expected to:
1. Show that care for the environment contributes to health, well being and sustainable development. PPT11/12 -Ij-4.3
2. Demonstrate the virtues of prudence and frugality towards environment. PPT11/12-Ij-4.4
The human person in their environment.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Pambungad sa Pilosopiya pages 63-75
Introduction to the Philosophy of Human Person slide 115-136
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Review on the previous
discussion.
(Oriental (and Western) Views on
Man and Nature)
B. Establishing a purpose for the
lesson
The teacher will present the
rubrics for the “Infomercial
Activity” with the theme: “Virtues
of prudence and frugality towards
his/her environment. Each group
will present their “infomercial”
which will run for 5-7 mins only.
Each representative of other group
member is open to give their
constructive criticisms.
Each group will be given 10
minutes to present their output.
Total time allotted for this activity
is 35 minutes.
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
The teacher will post a question
on each group regarding:
a. Stewardship
b. Deep ecology
c. Prudence towards nature
d. Frugality towards nature
e. Sustainable
development
(included in the performance task)
Each group will name through
their infomercial concrete actions
on how to preserve and show
respect of nature/ environment.
(included in the performance task)
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
All the criticisms will be reviewed.
Follow up activity for the learners
final output by the end of the 1 st
quarter.
Task: Each group will make their
action plan or proposal in their
respective barangay/community
to address the problem in their
environment. In this regard, the
group will tap the barangay or SK
chairman to implement this
activity. This will be noted and
signed by the adviser, subjectteacher and principal.
20 minutes
Ask the learners about what have
they learned for the whole
session.
H. Making generalizations and
abstractions about the lesson
5 minutes
I.
Evaluating learning
J. Additional
activities
application or remediation
for
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level 12
Learning Area Philosophy
Teaching Dates and Time
Day 1
Quarter 2nd
Day 2
Day 3
Day 4
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 Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
The learner understands the human person’s freedom
The learner shows situations that demonstrate the freedom of choice and the consequences of choices
Realize that:
a. “All actions have consequences”
PPT12-IIa-5.1
FREEDOM
b. Evaluate and exercise prudence in choices
PPT12-IIa-5.2
OF
THE
HUMAN
PERSON
Books:
1. Samuel Enoch Stumpf, Socrates to Sartre 5th edition, Mc Graw Hill, Inc., USA,1993.
2. Florentino T. Timbereza, Bioethics and Moral Decisions, De Lasalle University. Press Inc., 2004.
3.
B. Other Learning Resources
https://www.youtube
.com/watch?v=qf2o
wHef6nY
https://www.youtub
e.com/watch?v=jII
0tzPdOs0
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
-Can
someone
make
a
brief
discussion about
our
previous
lesson. (3 mins.)
-Class, Is there
anything that you
would like to clarify
about yesterday’s
discussion
(3 mins.)
-Can anyone from -Board work:
the class give the
definition
of Would
any
prudence?
volunteer like to
write on the board
the answers for the
assignment
Activity:
Activity:
Activity:
Activity:
SISA
(SIne SAliksik)
The learners will
watch a video clip
(An honest taxi
driver)
that
presents
the
contents of a new
lesson.
1. What message
does the movie
projects?
TALA
(TAnaw LArawan)
The learners will be
asked to take a
look at the different
;pictures projecting
the topic for the
day. (5 mins.)
Video Clip
(A video that shows
the prudent act of
MILA, a teacher who
chooses to live her
life with the poor)
Role-playing
(Choose
one
situation listed on
the board and
present in your
most creative way)
1. What can you 1. What actions are 1. What actions
say
about
the evidently prudent in are
evidently
picture?
the video clip?
prudent in the
presentation?
D. Discussing new concepts and
practicing new skills #1
1. If you were the
actor,what choices
would you rather
take?
1. What kind of
story would you like
to create based on
the message of the
picture?
E. Discussing new concepts and
practicing new skills #2
1. Can you relate
the concept of
human acts and
acts of man to your
day to day living?
1. Do you know 2. Do you agree
anyone
whose with her decision?
story is the same
with that of the
picture?
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
-The Human Acts
and Acts of Man
- If you strive hard
and study hard with
your
will
and
knowledge, you will
be able to succeed
in life and become
a productive citizen
1.What is the
difference between
human acts and
acts of man
Answer: Human
acts are actions
done with “will”
and “knowledge.”
While Acts of Man
are actions with
the absence of
1. What
characteristics have
you observed about
Mila?
1. What
characteristics
have you observed
about in the
different
presentation?
1.
Who among
you do possess
such
characteristics?
-The Principle of
Double effects by
St. Thomas
Aquinas
-Types of Confllict
-Implications of
being prudent
- Do you agree
that stealing the
property shall be
condemned?
(Yes/No, and Why)
-If you were Mila,
would you do the
same? (Yes/No,
Why?)
1. In terms of
freedom, what is
the underlying
principle of double
effects by St.
Thomas Aquinas
1. In making
choices, is prudence
signifant?
Being prudent in
situations like:
-scolded by
parents
-bullied by
classmates
-chased with vices
1.Give the general
implication of
prudence.
Prudence is a kind
of virtue that one
needs most when
he/she is confronted
with choices
Being prudent
helps the person to
become rational in
his/her manner of
choosing between
opposing options.
either “will” or
“knowledge.”
I.
Evaluating learning
Situational
Activity:
Tell whether the ff.
situations are
Human Acts or
Acts of Man
Summative
Assesment
-Improvised Test
(10 items)
Amidst the poor
situation that you
are in, how can you
remain prudent in
your choices?
Give a situation
when prudence is
not applied
evidently.
-getting involved in
sparring when
bullied
-A college student
(Pregnancy and
Abortion)
-Terminally illpatients –
Euthanasia or
Natural death
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
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
1. List down 3
examples of
Human acts and
Acts of Man
1. Define
prudence.
2. Cite an
example of a
prudent act.
1. Enumarate 5
situations that show
acts of prudence.
WASOL
(Write A SOrry
Letter)
-Write a sorry letter
for someone whom
you have not
shown prudence.
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:
Group IV
Jaime T. Tugade
Division of City of San Jose del Monte, Bulacan
Marion S. Arcenas
Division of City of San Jose del Monte, Bulacan
Marianne S. Dio
Division of City of San Jose del Monte, Bulacan
Lorelei A. Avancena
Division of City of San Jose del Monte, Bulacan
Ronnel E. Pineda
Division of Nueva Ecija
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level 12
Learning Area Philosophy
Teaching Dates and Time
Monday
Quarter 2nd
Tuesday
Wednesday
Thursday
Friday
I. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
C. References
2. Teacher’s Guide pages
The learner understands the human person’s freedom
The learner shows situations that demonstrate the freedom of choice and the consequences of choices
Realize that:
a. “All choice have consequences”
PPT12-IIb-5.3
FREEDOM
b. Some things are given up while others are
obtained in making choices.
PPT12-IIb-5.3
c. Show situations trhat demonstrate freedom
of choice and the consequences of their
choices.
PPT12-IIc-5.4
OF
THE
HUMAN
PERSON
Books:
1. Tabotabo, et.al. 2011. Standards of Human Conduct Ethics for Filipinos.
2. Mendoza, et.al 2008. Philosophy of Man
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
D. Other Learning Resources
https://www.youtub
e.com/watch?v=R
mhH2uVvxmM
https://www.youtube
.com/watch?v=5PXs
cl_d7UQ
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
1. Can someone -Discussion of the
from the class read assignment
his/her sorry letter?
1.Will anyone from
the class give an
example
of
personal
choice
that has brought
impact to his/her
classmates, family,
and
other
significant
persons?
-Going back to
Mila’s story, what
do you think are the
consequences of
Mila’s choice to
-Present in the class
your story of
sacrifice
-Discuss the movie
that you watched.
Activity
Activity
Group Activity:
Role-playing
-A
grade
12
student decided to
study even though
he/she
was
supposed to work.
-A parent went
abroad to work
even though she
could also work in
the Philippines.
1. Describe the
characteristics of a
grade 12 student
and the parent
who went abroad.
Video-clip
(Documentary)
Image
representation
“Minsan lang sila
bata “
Draw an image that
resembles
perservence
-bamboo
-turtle
-ant
1.What
is
your Discuss
the
personal
analysis characteristics of
about the video clip? the
presented
images.
N. Discussing new concepts and
practicing new skills #1
O. Discussing new concepts and
practicing new skills #2
P. Developing mastery (leads to
Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
teach and live with 2. What are the
children in the visible
consequences
remote area.
reflected in the
role-playing?
Define the concept Explain the
concept of
of ALTRUISM.
discernment as a
process.
Relate the concept Relate the concept
of altruism to your of discernment to
concrete
your
concrete
experiences.
experiences.
Identifying the
concept of Altruism
in a given
situation.
Identifying the
concept of
discernment in a
given situation.
-The story of
“ANAK”
-The story of
“MAHATMA
GANDHI”
(the story is subject for
change)
-Studying at night
versus hanging out
with friends
-Pursuing studies
versus finding job
Journal writing:
State
the
consequences of
your choice.
1.What is your
most significant
discernment?
Explain the concept
of sacrifice in a
philosophical
perspective.
Relate the
philosophical
concept of sacrifice
to your concrete
experiences.
Give some
examples of acts of
sacrifices that you
know.
How do you show
act of sacrifices to
others?
Analyze the
philosophical
concept of
perseverance.
Relate
the
philosophical
concept
of
perseverance
to
your
concrete
experiences
Give some
examples of acts
of perseverance
that you know.
Tower-making
Build a tower out
of paper.
R. Making generalizations and
abstractions about the lesson
1. Discuss the
concept of altruism
(5 mins.)
1.How do you
understand
discernment?
(5 mins.)
S. Evaluating learning
State the
consequences of
the choices made
by the ff.
personalities:
Formative
Assesment:
-Mother Theresa
lived with the sick
and needy
-Marcos declared
Martial Law
1. Studying instead
Note: Teacher may
still add some
examples.
(5 mins.)
T. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
additional activities for remediation
Give the definition
of Discernment
Answerable by
Yes/No
of working will lead
you to a better
future.
2. Working abroad
sustains the needs
of the family.
3. Discernment is
vital to one’s day
to day living.
Share your own
act of sacrifice in
the class next
meeting.
1. In making
choices, how
would you
know that
there is an
act of
sacrifice?
Perform an act of
sacrifice based on
your personal
observation or
experiences.
1.In making
choices, how
would you kow that
there is an act of
perseverance
Watch a movie that
shows
perseverance.
Article Clipping:
Perform an act of
perseverance
based on your
personal
observation or
experiences
Clip an article from
the periodicals that
shows act of
perseverance.
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:
Group IV
Jaime T. Tugade
Division of City of San Jose del Monte, Bulacan
Marion S. Arcenas
Division of City of San Jose del Monte, Bulacan
Marianne S. Dio
Division of City of San Jose del Monte, Bulacan
Lorelei A. Avancena
Division of City of San Jose del Monte, Bulacan
Ronnel E. Pineda
Division of Nueva Ecija
GRADES 1 TO 12
DAILY LESSON PLAN
School Group 6
Grade Level 12
Learning Area Introduction to Philosophy of the Human Person
Teacher
Teaching Dates and Time Week 3 Day 3-4
Day 1
Quarter Second
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
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-IIc-6.1
Realize that intersubjectivity requires accepting differences and
not to imposing on others.
*Demonstrate a situation that reflects intersubjectivity.
II. CONTENT
Intersubjectivity
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
Not Available
Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Not Available
Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006)
Introduction to the Philosophy of the Human Person, Christine
Carmela R. Ramos p.119-120 (2016)
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
Introduce the new lesson to
students by showing some
pictures (e.g. child scolded,
teenage pregnancy, woman
wearing short skirt, holding hands
of a man & a woman etc.)
Based on the pictures presented.
Review the following concepts:
Definition and nature of
intersubjectivity
C. Presenting examples/instances for the
new lesson
D. Discussing new concepts and practicing
new skills #1
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 picture?
Share a real life situation/short
story telling:
The stage fright girl
Discuss:
Definition and Nature of
Intersubjectivity
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical applications of concepts
and skills in daily living
Various situations where
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
Process Question:
If you are on the shoe of that girl,
would you feel the same thing?
Yes or No? Why?
Cabbage Game:
Students’ need to do:
1. Please don’t
throw/crumple my
cabbage.
2. I will play music then pass
the cabbage smoothly.
3. If the music stops, the last
person who holds it will
answer or cite his
realization on the situation
given.
Discuss:
Buber’s I-it and I-Thou
relationship
Ask the learners to give their own
examples of I-It and I-Thou
encounters
H. Making generalizations and abstractions
about the lesson
Why do you need to
respect/accept others point of
view, action or differences?
I. Evaluating learning
Ask them about the pictures
again. How do you proper address
the situation?
J. Additional activities for application/for
remediation
V. REMARKS
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?
Approved:
Approved:
What is the significance of
knowing the I-it and I-Thou
encounter posted by Buber in our
lives?
Write a reflection paper about the
student’s ordinary experiences
and how Buber’s perspective is
important.
School Group 6
GRADES 1 TO 12
DAILY LESSON PLAN
Grade Level 12
Teacher
Teaching Dates and Time Week 4 Day 1-4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
II. CONTENT
Introduction to the Philosophy of the Human
Person
Quarter Second
Learning Area
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 those from Explain that authentic dialogue means accepting others even if
the underprivileged sectors of society and their contributions
they are different from themselves
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
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
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.
2. Learner’s Material pages
Not Available
Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Not Available
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
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
show some pictures/ videos (e.g.
The Mouth Art, Nick Vujjicic,
etc.)
Ask the students to present the
result of their interview with
persons with disability or
belonging to the minority group.
Show pictures of different people
(or group of people) talking to or
with each other.
Group the students and let them pick
one picture per group and have them
create a story guided by the
following questions:
Ask the students who applied
authentic dialogue outside the
class about their observations.
(5 minutes)
B. Establishing a purpose for the lesson
Let them analyze the pictures
for 2 minutes.
Ask them to determine the
strengths and weaknesses of the
persons they interviewed and
have them listed on the board
through a diagram
C. Presenting examples/instances for the
new lesson
Ask the students about the
picture:
1. What do you see on the
picture?
2. What can you say on each
picture? (Primary Reflection)
Ask their observations about the
strengths and weaknesses written
on the board.
1. What could be the persons
talking about in the picture?
2. How do they communicate?
(2 Minutes preparation and 1 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
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?
Ask:
How does acknowledging the
strengths and weaknesses of
people with disabilities or
belonging to the underprivileged
help you perceive them?
Is it not right to make a
conclusion without further
investigation? Yes or No Why?
Ask the students to write an essay
about valuing people with
disabilities or belonging to the
underprivileged.
Ask the students about the author
of the pain ting, do they have any
idea about his personality?
Show the photograph of the
author and talk about his
disabilities and talents.
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 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)
as belief and values etc. and
engage them in an authentic
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)
Engage the students into
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
Or (for TVL)
Ask the students to role play
showing a comparison
conversation and an authentic
dialogue
(5 minutes)
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)
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
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
Through a concept map, ask the
students to write their realizations
from the lesson.
Based on the discussion and
activities, guide the students to
determine specific ways
(example: listening, empathy etc.)
to have an authentic dialogue
with others through a concept
map.
Formative Quiz:
Short True or False about the
lesson
Ask the students to apply
authentic dialogue at home,
school or in other places and
observe themselves how they felt.
Ask:
What specific situations in your
daily life where you can apply
authentic dialogue?
(5 minutes)
Based on the discussions and
activities, ask the student
(recitation) to state in their own
words how authentic dialogue
leads to accepting others as a
unique individual.
(5 minutes)
Short quiz (True or False about
Authentic Dialogue)
(5 minutes)
achieved something or
contributed to their community.
V. REMARKS
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?
Approved:
Approved:
GRADES 1 TO 12
DAILY LESSON PLAN
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time Week 6, Day 1-4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
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-6.4
Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society.
1. Explain the difference the
difference between I –It, I Thou
relationship
2. Recognize the importance of
others in one’s life, given our
differences and limitations
II. CONTENT
Introduction to the Philosophy of the Human
Person
1. Recognize the talents and skill
of others specially the
underprivileged.
2. Showcase the skills and talents
3. Appreciate the talents/skill of
the performers
1. Explain the importance of
Unit exam (25 items)
recognizing the underprivileged
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
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
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.
2. Learner’s Material pages
Not Available
Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Not Available
Internet/ Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Review the past lessons: 1. Recap
the difference
I –Thou
Mini –Concert: Showcase of
Talents and abilities by the
Written work: require the
students to write 100 words about
the following. Choose only one.
Conduct a Unit test (25 items)
I – It
2. Recognize the importance of
others in one’s life, given our
differences and limitations
B. Establishing a purpose for the lesson
C. Presenting examples/instances for the
new lesson
Explain the passage “Walang
sinoman ang nabubuhay para sa
sarili lamang”.
Video presentation of persons
with disabilities and those from
the underprivileged sectors of
society. 10 minutes
invited volunteers. (Venue will
be set prior to this date)
Program proper: Opening
remarks (5 minutes)
Rubrics for the group concert:
1. Participation 5
2. Teamwork 5
3. Creativity 5
Program Proper / Culminating
Activity (30-40 minutes)
Download from youtube: Jessica
Cox, armless pilot; Nick Vujicic,
motivational speaker)
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. Making generalizations and abstractions
about the lesson
Emphasize that each one has its
own talent or value as a person
despite of physical disabilities.
Complete the following
sentences:
1. I am good at
2. I can do
easily.
3. My unknown ability is
.
Recognition and citations to the
performers.
1. “How can you be a whole
person in your relationship to
others?
2. Why do you think they (PWD)
deserve fair treatment in all
aspects in our society?
Rubrics: (20 points)
1. Content - 10
2. Grammar-5
3. Relevance-3
4. Neatness -2
I. Evaluating learning
J. Additional activities for application/for
remediation
4. If I can
, I will perform
in
.
5. I want to develop more of this
talent I have because
.
Explain: We are responsible for
more than what becomes of us;
we are also responsible for what
becomes of others.”
Ask for volunteers to join the
mini showcase of talents by the
senior high students (Grade 1112)
Look for any person who has
special talents/abilities with or
without disabilities that he or she
can join this program and be
enlisted.
Unit Test (25 Items)
Optional Activity:
Pray and eat together (with PWDs
and underprivileged. Talk to
them; be sensitive. Accept them
for who they are. Avoid
judgments.
V. REMARKS
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?
Approved:
Approved:
APPENDIX 6.1 (For WEEK 3 Day 1-4)
Appendix 6.2
PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
Mechanics
Excellent
5
Proficient
4
Basic
3
Below Basic
2
-Specific introduction and
conclusion
-Sequenced material within
the body
-Cohesive presentation
content
-Specific introduction and
conclusion
-Sequenced material within
the body
-Cohesive presentation
content
-Specific introduction and
conclusion
-Sequenced material within
the body is inconsistent
-Specific introduction and conclusion
-No sequence in material
-Enhance the effectiveness of
the presentation
-Correct grammar
-Appropriate to audience
- No pronunciation mistakes
-Support the effectiveness of
the presentation
-Correct grammar
-Appropriate to audience
-Very few pronunciation
mistakes
-Not interesting
-Partially support the
effectiveness of the
presentation
-Correct grammar
-Appropriate to audience
Some pronunciation mistakes
-Unclear
-Minimally support the effectiveness of
the presentation
-Occasional mistakes in grammar
-Appropriate to audience
-Several pronunciation mistakes
Delivery
-Good posture
-Eye contact with the
audience most of the time
-Appropriate gesture and
expression
-Deliverance with confidence
-Full group participation
-Good posture
-Frequent eye contact with
the audience
-Appropriate gesture and
expression
-Almost full group
participation
-Intermitted good posture
-Occasional eye contact with
the audience
-Appropriate gesture and
expression
-Partial group presentation
-Poor posture
-Seldom eye contact with the audience
-Not enough or too much gesture and
expression
-One person presentation.
Content
-Student discuss the subject
in great details.
-Student describes in detail
about their findings
-Student indicate what they
have learnt
-Student discuss the subject
with some details.
-Student outlines their
finding
-Student show what they
have learnt
-Student discuss the subject
with a few details.
-Student do not outline their
finding
-Student's misconceptions are
still seen
-Students discuss the subject with very
minimal details.
-Students do not outline what they have
learnt
-Students still sound confused on this
topic
Organization
Language
Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).
1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?”
a. We are responsible to our neighbors as we are to our own actions
b. It only takes a while to live and that is only an individual effort
c. The human person is oriented toward only for himself/herself
d. The human person experiences his wholeness in virtue of his relation to one’s self.
2. He believes that the human person is the one who exists and acts in a conscious will and self-determination.
a. Martin Buber
b. Pope John Paul II
c. Wojtyla
d. Jean Jacques Rousseau
3. What attitude or behavior describes the “I-Thou” relationship?
a. Sarcasm
b. Empathic understanding
c. Insult
d. Impatience
4. Martin Bubers’ concept of “I-Thou”relationship is focused on?
a. Human person as a subject
b. Fellow member
c. Being-in-Relation
d. Mutuality
5. The human person is not just being-in-the-world but being-with-others, or being-in-relation. One great example of this is?
a. Hatred to your enemy
b. Sincerity and concern to others
c. Children exploitation
d. Bullying
6. The equality in love is the equality of being, not of having. This simply means that?
a. In love, I do not surrender my liberty to the other
b. I do not become a slave to the other
c. In love, the two freedoms become one and each becomes mere free
d. All of the above
7. Which of the following is the best example of intersubjectivity
a. Ben has always loved dogs. When his parents let him choose a family pet, he picks a Labrador puppy from the shelter
b. When Anna was twelve, her sister told her that pickles are rotten cucumbers. Because of this, Anna now orders all her burgers without pickles
c. When Sarah was fifteen, she went exploring in a cave and became trapped. And she is now afraid of closed spaces
d. Tony was born with vision in only one eye. Because of this, he sometimes has difficulty perceived depth.
8. Which of the following statement is true
a. Most people with disabilities cannot work
9.
10.
11.
12.
13.
14.
15.
16.
b. Human person can live on his own without the help of others
c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society
d. Everybody deserves to be treated as human being no matter what he/she looks like
The following are perception about persons with disabilities (PWD) except;
a. PWD are people with the same right as what other people does.
b. PWD’s are less productive.
c. PWD’s could possibly engage into various social activities.
d. PWD’s can contribute to the economic growth of the society.
The following are the characteristics of the underprivileged, except?
a. Uneducated
b. Malnutrition and poor health
c. Victims of calamity
d. Lack of shelter
Which of the following is not an example of I thou relationship
a. A little boy helping an old woman carrying her things.
b. A man who pays money in exchange of sexual gratification
c. A granddaughter taking care her grandmother who is physically ill.
d. The Philippine government support person with disabilities
No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used the;
a. Freedom of choice
b. Pleasure pain principle
c. Rational thinkers
d. Rational animal
I –You is fellow member; I it is
a. Thing
b. Object
c. Either
d. Neither
The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPT
a. Acceptable
b. Sincerity
c. Respect
d. Rejection
A person experiencing an event can be called a/an
a. Subject
b. Object
c. Intersubject
d. Narrator
The event a character experiences or goal he or she wants to achieve, is called a/an
17.
18.
19.
20.
21.
22.
23.
a. Subject
b. Object
c. Protagonist
d. Antagonist
Which of the following physical disabilities you least likely want to acquire?
a. Blindness
b. Deafness
c. Paralyzed
d. None of the above
Which of the following senses becomes powerful when you are blind?
a. Auditory/olfactory
b. Cutaneous/visual
c. Gustatory/auditory
d. Extrasensory perception (ESP)
Which is true among the following statements in terms of conceptual meaning?
a. Conversation is similar to the meaning of authentic dialogue
b. Conversation is much more than a dialogue
c. Authentic dialogue is an element of “I-It” relationship
d. Authentic dialogue is much more than conversation
“Dialogue is an exchange in which people discover something new.” This best means?
a. Dialogue helps people to discover themselves more
b. Dialogue helps people to tolerate others more
c. Dialogue helps people to share understanding of greater truth about life
d. Dialogue helps people to conduct research
Authentic dialogue includes which of the following?
a. Active Listening
b. Empathy
c. Respect
d. All of the above
The ability to engage in an authentic dialogue is a key skill for maintaining relationships. This statement is?
a. True, it builds on intersubjectivity
b. True, however it is not essential to intersubjectivity
c. False, it is essential to intersubjectivity
d. False, it does not build on intersubjectivity
Authentic dialogue is also a means of
of other people.
a. Accepting the differences
b. Neglecting the uniqueness
c. Tolerating immorality
d. Complaining dissimilarities
24. Which of the following signifies authentic dialogue towards accepting other people even if they are different?
a. A boy sarcastically laughs at his friend after knowing about his flaws.
b. Krishna cried on her knees after learning about the pressing problems of the minorities in their community.
c. Angie walked past the poor old man in disgust.
d. The manager rejected the job application of a person with disability even if he is qualified.
25. The result of authentic dialogue includes the following except?
a. Unity
b. Division
c. Peace and order
d. Harmony
26.
DAILY
LESSON LOG
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time
Day 1
I.
Quarter
Day 2
11/12
Introduction to the Philosophy of the Human
Person
1st
Day 3
Day 4
OBJECTIVES
A. Content Standards
B. Performance Standards
he learners understands the interplay between the individuality of human beings and thier social context.
The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
Recognize how individuals from societies and individuals are transformed by society
C. Learning Competencies /
Objectives
Write the LC code for each
II.
III.
CONTENT
Human Being’s Social Dimensions
Human Being’s Social Dimensions
How Society transforms an Individual
How Society transforms an Individual
LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Review from the Previous Discussion
The students differentiate the views of Plato,
Rawls and Kant about society.
A.Reviewing yesterday’s lesson
or Presenting the new lesson
The students are asked to recap the lesson on
social contract by defining, identifying, and
differentiating its various philosophical
foundations.
2mins
5mins
Video clip – man as a social being (5mins)
Let students’ give their observations
B.Establishing purpose of the
new lesson
-
Man’s social dimension
All human acts have social dimension
Students will be asked to chooose from three
options (eg flags, colors,etc.) by lining up at
the center of the room after which each
respective group will gather.
5mins
At the beginning of the class, preceeding the
presentation of the new lesson, the teacher will
set some radical classroom policies that will
take effect for the duration of the session.
These new and seemingly odd classroom rules
will set the standard for acceptable behavior of
each students, and will later be the basis for the
evaluation of learning at the end of the meeting.
Present different pictures of people in various
cultural settings, emphasizing how cultural
factors and characteristics influences human
behavior. The students, while viewing the
pictures, take note of their observations.
10mins
C.Presenting examples/ instances
of the new lesson
Group Act. Picture analysis (10mins)
 Group the class into four
 Provide each group a pictures that portrays
Man as a Social Being
 Ask them to list down as many answers as
they can come up with the given picture.
(5mins)
 Each group to present by reading the list of
their answers. 1 min per group (4mins)
 Teacher to discuss the Concept Note:
Man as a Social being
(Use the appropriate keywords provided by
the students on the Group act Picture
analysis)
CONCEPT NOTE: (10) mins
D.Discussing new concepts and
practicing new skills #1
(Leads to Formative Assessment 1)
 Aristotle – Man is a Social Animal
 Thomas Acquinas – Man is essentially good,
thus Society as man’s construct is good

Group Act. 10mins
 Group the class into four
 Present a Spider Graphic Organizer and let
students’ contribute a word that they think
will be of use in defining Society. 2mins
 Base on the words gathered within the group
let them come up with their own
understanding or definition of the word
society 5 mins
 Let them Present their work (1 mins each)

Teacher to present and discuss the concept
note
CONCEPT NOTE: 5MINS
Society is a group of people living in a definite territory
having the government of their own, sharing same
culture, interdependent and interrelated to
oneanother

“NO MAN IS AN ISLAND”


Immanuel Kant – Therefore the state is
committed to the protection of his dignity, by
uncompromisingly ensuring his basic
freedom no matter what
John Rawls – Each person possesses an
inviolability founded on justice that even the
welfare of society as a whole cannot override
(mining at the expense of tribal : FILIPINOS:
War against Drugs
Plato – Society should have the virtues of
Wisdom (Ruler), Courage (Soldier), and
Temperance (Merchants) to attain justice.
Each of the group formulated will be
instructed to sit as a unit and will be
tasked to formulate a informal society of
their own based on the following
elements:
A. Government
B. Norms and laws
C. Culture
5min of preparation & a 2min
presentation for each group
From the given activity, the teacher will
discuss the concept of the Social Contract
based from the following philosophical
proponents:
A. Jean Jacques Rousseau – Society is
established based on the idea that
man by nature is good, and thus man
basically surrenders his individual will
to the will of the people.
B. Thomas Hobbes –individuals must
surrender a part of their freedom to
the state or sovereign. He calls the
sovereign Leviathan. It stands on the
assumption that human nature is
basically selfish.
C. John Locke - He stands on the
assumption that human nature is not
on a state of war between good and
evil and the aim of government is the
preservation of liberty, property, life,
and well-being in general.
15min
At least Three to five students are selected
randomly to articulate their observations
through class recitation.
5mins
The teacher discusses the concept of Total
Determinism, emphasizing the importance of
cultural traits and characteristics as determining
factors for individual and social behaviors.
10mins
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
 Are you a Social Being?
 Relate the concept of Social Being to
the saying “NO MAN IS AN ISLAND”
(10mins)
1. Group Activity: 15MINS
 List down the six important elements
in defining society
o Group of People
o Living in a definite Territory
o Has Government
o Sharing same Culture
o Interdependent
o Interrelated
 Divide the class into 3 groups, and
designate two elements of society per
group and let them provide the
importance of each.
Ask the students these:
1. What is the social contract? And how
do you think the social contract is
formed?
2. Differentiate the social contract of
Jean Rousseau from that of Thomas
Hobbes. Which social contract do you
think is better?
5min
Ask the students the following:
1.
How do you think society transform the
individual human beings?
5mins
Processing questions: Will the society
exist if one element is absent? Justify
your answer
G. Finding practical applications
of concepts and skills in
daily living
Knowledge in understanding Man as a Social
Being allows you to appreciate and realize the
that we need the help of the people around us
even how reach or poor we are.
-
Appreciation of your own brgy which will lead to
active participation in social work for the
betterment of the society.
Why do I need others?
*Humanity is shared
(5mins)
G.Makinggeneralizations
andabstractionsaboutthe lesson
Let students summarize the lesson “ Being a Social
being, betterment of your society is both your
responsible and an obligation. (5mins)
Which of the three social contract ideas do
you think the philippine government/society is
founded upon?
Considering the current administration, to
where do you trhink philippine society is
headed to in terms of:
A. Moral standards
B. Law implementation
Let the students identify personal
characteristics that they think is culturaly
influenced. Let them identify further the exact
cultural components responsible for these
influences.
5mins
5mins
Let students summarize the lesson of the definition of
Society, and the imprtance of each elements:
“Society should uphold the protection, equality, social
justice, freedom for the welfare of its people.”
The teacher asks series of questions that will
draw from the students the general statement:
The society, together with its system, is
created based from the common interests of
The teacher asks series of questions that will
draw from the students the general statement:
Social behavior is directly influenced by the
cultural characteristics of a given popullation /
H. EVALUATING LEARNING
Group act: Slogan making – either Tagalog/English
which will reflect Man as a Social Being (15mins)
( 5MINS)
its constituents
5mins
area.
5mins
Definition of Society (3mins)
Using a word web, the students provide the
words which they think will explain the
concept of social contract.
Based from the new set of classroom policies
given to the students at the beginning of the
session, the teacher now instructs his studentds
to evaluate themselves as to what extent these
set of rules have affected their individual
behavior as well as their class behavior. This
could be accomplished through any of the
following:
1. Essay
2. Group discussion
3. Class recitation
10mins
The students create a picture clip illustrating
his/her timeline from childhood to the present,
pointing out the various changes he/she
experienced brought about by cultural
influences.
Rubric/s:
Content:
Relevance:
7mins
I. Assignment
F. EVALUATION
IV.
A. No.oflearnerswho earned80%onthe
formative assessment
List at least 2 major challenges in your brgy, and how
will you be of help. And two best practices that your
brgy is implementing.
Create a collage of your society through taking pictures
of your community.
Rubrics
 Creativity
 Relevance
 Beauty and Neatness
Write a reflection paper on the impact of
society in their personal life.
Grades 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level Grade 12
Learning Area Introduction to the Philosophy of
the Human Person
Quarter Second
Teaching Dates and Time
Monday
Tuesday
Wednesday
Thursday
I. OBJECTIVES
The learner understands the interplay between the individuality of human beings and their social contexts
A. Content Standards
The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts
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 Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Compare different forms of
societies and individualities (e.g.
Agrarian, Industrial and virtual)
Compare different forms of
societies and individualities (e.g.
Agrarian, Industrial and virtual)
Explain how human relations are
transformed by Social System
Explain how human relations are
transformed by Social System
PPT11/12 – Iig -7.2
The Human Person in Society
PPT11/12 – Iig -7.2
The Human Person in Society
PPT11/12 – Iig – 7.3
The Human Person in Society
PPT11/12 – Iig – 7.3
The Human Person in Society
- Forms of Societies
- Types of Individuals in the
Society
- Definition of Social System
- How Social System transformed
human Relations
School quipper.com
School quipper.com
School quipper.com
Review the previous lesson
Review the previous lesson
Review the previous lesson
School quipper.com
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Review the previous lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
5 minutes
5 minutes
5 minutes
5 minutes
Ask these questions :
1. Where do you live?
2. How can you describe the
place?
Ask this question
Imagine the people living in
your community, What can you
say about them?
Ask this question
Ask the students if they belong to a
particular organization? If yes what type
of organization? Please describe.
2 minutes
2 minutes
2 minutes
2 minutes
Picture Analysis
Rearrange the jumbled letters to
form a word related to types of
individuals in the society.
1. E P R U P
2. L E M D D I
3. N G I K W R O
4. W E R L O
Sentence Completion
Think Pair and Share
Choose a partner and complete the
table
5 minutes
3 minutes
Discuss the forms of
Individualities in the Societies
using power point presentations
Discuss the definition of Social
System using power point
presentation.
Lower Class-experiences
poverty, homelessness and
unemployment
Working Class- constitute blue
collared workers
Middle Class- consist of white
collared workers.
Upper Class-consist of
individual born into aristocratic
families
Social System – an organization
of individuals into groups or
structure that have different
functions, characteristic origin or
status
Show pictures of Urban and Rural
settings.
What can you say about the
pictures?
Can you relate your present living
condition to the pictures? Why?
5 minutes
Discuss the Forms of Societies
using power point presentations
Agricultural- it focuses on the
production of crops and raising of
animals
Industrial- it introduce fuel driven
machinery in goods production.
Virtual- technology is used in
every aspect of life and work.
25 minutes
What do you observe in the
community/society where you
are living in?
Social System is ……
Individual’s Societal
behaviour norm
1.
2.
3
5 minutes
Conduct a Role Playing about
different type of Social System for
example:
Religion
Political Affiliation
Culture
20 minutes
20 minutes
20 minutes
E. Discussing new concepts and
practicing new skills #2
Show examples of pictures that
depict social system
5 minutes
From your observation what are the
Positive and Negative Impact of Social
System to themselves as a member of
the organization?
5 minutes
F. Developing mastery (leads to
Formative Assessment 3)
Concept map: words associated
with the terms Agrarian, Industrial,
Virtual Societies
10 minutes
Charade
Each group will portray the
highlight of each type of
individuals in the societies and
the other group will guess the
correct answer
Making a collage that makes up
a social system
10 minutes
Make a sketch showing the impact of
social system to human relations. For
example:
Religion
Political affiliation
Culture
10 minutes
5 minutes
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.
Evaluating learning
Given the chance to choose which
form of society would you like to
live why?
3 minutes
Which type of individuals you
and your family belong? Why?
Ask the students to share what
they have learned from the lesson
5 minutes
Ask the students to make a
creative Graphic Organizer
containing what they have
learned from the lesson
Short Essay
Comparing the Forms of Societies
5 minutes
Conducting a Graded
Recitation
5 minutes
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
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
3 minutes
10 minutes
Is it possible for a nation not to
have all types of societies and
individuals within the social
systems? Why? Why not?
5 minutes
Sharing of what the students
have learned from the discussed
lesson
Is being a part of social group develops
your human relation? How?
5 minutes
Provide a 5 multiple choice
questions.
5 minutes
Write a short reflection on how social
system transforms human relations
3 minutes
Make a summary on how human
relations are transformed by social
system
10 minutes
5 minutes
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?
DAILY
LESSON LOG
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time
Day 1
I.
Quarter
Day 2
11/12
Introduction to the Philosophy of the Human
Person
1st
Day 3
OBJECTIVES
A. Content Standards
B. Performance Standards
he learners understands the interplay between the individuality of human beings and thier social context.
The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
Evaluate the transformation of human relationships by social systems and how societies transform individual human beings.
C. Learning Competencies /
Objectives
Write the LC code for each
PPT 11/12-IIh-7.4
II.
III.
The Human Person in Society
CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Other Learning Resource/s
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J
https://www.youtube.com/watch?v=PrycxGlucSs
A.Reviewing yesterday’s lesson
or Presenting the new lesson
B.Establishing purpose of the
new lesson
Day 4
C.Presenting examples/
instances of the new lesson
D.Discussing new concepts and
practicing new skills #1
Relevant Short Video Clip presenting how
society/community may influence an
individual (e.g.
https://www.youtube.com/watch?v=Prycx
GlucSs – A Bridge Story)
 Describe the character of the rabbit
prior to the accident it
encountered.
 What factor/s do you think may
have changed the character of the
rabbit?
Critique of Common Filipino beliefs and
practices like folklores, superstitions, et al)
(Leads to Formative Assessment 1)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in
daily living
H.
Making generalizations and
abstractionsaboutthe lesson
I. EVALUATING LEARNING
Tracing back the geneaology of these
beliefs and practices.
 How do you think all these beliefs
and practices began?
How do you relate these Filipino beliefs and
practices on Karl Marx’s contention on the
Dynamics of Social Change? “As man
transforms nature, nature in return
transforms man…”
If you are given the power to change any of
these Filipino beliefs and practices, which
would you change? Why?
Deepening of the dynamic acpect of social
change.
Reflective Essay: Make a reflection paper on
Mahatma Gandhi’s Quote: “Be the Change
you wish to see in the world.”
Summative Test
Answer the following: (5 points each)
1. Define the following forms of Societies:
Role Playing
Presentation of the students (by group) of tasks/situation indicated in the table
(assignment). Their performance will be graded through the help of a rubric.
a. Agricultural
b. Industrial
c. Virtual
2. Differentiate forms of individualities in
society (lower class, working class,
middle class and upper class).
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80% in
the evaluation
No. of learners who require
additional activities for remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Filling in a Table(Group activity)
 The students will fill in a table that
evaluate the transformation of
Human relationship by Social System
and vice versa.
 The students will present the given
tasks in the following day through
Role Playing.
 This task is set for 2 days
 First 30 minutes of the time wil be spent for the rehearsal
 First group will present on Day 3 and the remaining 3 groups will present of Day
4.
 Processing and generalization follows
 Rubric for Role Play will be used to gauge presentations.
INFOMERCIAL RUBRICS
Objectives
0 Points
3 Points
6 Points
10 Points
PLANNING &
PRODUCTION
LEARNERS DID NOT
PLAN MOVIE. USED
WORK DONE BY
OTHERS.
MOVIE DONE WITH
LITTLE PLANNING OR
THOUGHT. PROJECT
DIRECTIONS NOT
FOLLOWED
MOVIE WAS DONE
WITH SOME PLANNING
AND THOUGHT, BUT
COULD HAVE BEEN
BETTER
MOVIE WAS WELL
PLANNED AND BEING
THOUGHT.
THE MOVIE INCLUDES
MINIMAL INFO ABOUT
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1& 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
THE MOVIE INCLUDES
DESCRIPTIONS ABOUT
THE ACTIVITIES DONE
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1 & 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
THE MOVIE INCLUDES
DETAILED
INFORMATION ABOUT
THE DESCRIPTIONS IN
THE ACTIVITIES DONE.
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1& 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
CONTENT/MESSAGE
THERE IS LITTLE INFO
ABOUT THE MOVIE
MUSIC, TRANSITION,
TITLES & EFFECTS
NOT EVIDENT OR
MINIMAL USE
SEVERAL PRESENT BUT
USED POORLY
MANY TRANSITIONS,
TITLES, AND EFFECTS
WERE USED. MOST
WERE CORRECT AND
EFFECTIVE.
MANY TRANSITIONS,
ETC. WERE USED AND
THEY WORKED WELL
AND WERE EFFECTIVE.
PRESENTATION
THERE WAS NO MOVIE
OR MOVIE DID NOT
WORK
MOVIES WERE JUST A
SERIES OF CLIPS JOINED
TOGETHER.
NO PURPOSE
WITH A BIT MORE
EDITING AND BETTER
CLIP SELECTION, USE
OF TRANSITION, ETC.
MOVIE WOULD BE
EXCELLENT.
MOVIE MOVES NICELY,
THEME IS IDENTIFIED,
AUDIENCE ENJOYED.
Earned Points
ASSESSMENT SUGGESTIONS
Role Play Rubric
Student:
Levels of Quality
Criteria
Participation in
Preparation and
Presentation
Presentation of
Character
Achievement of
Purpose
Use of Non-Verbal
Cues (voice,
gestures, eye
contact, props,
costumes)
Imagination and
Creativity
4
Excellent
Always willing and
focused during
group work and
presentation.
3
Proficient
Usually willing and
focused during
group work and
presentation.
2
Adequate
Sometimes willing
and focused
during group work
and presentation.
1
Limited
Rarely willing and
focused during
group work and
presentation.
Convincing
communication of
character’s
feelings, situation
and motives.
Purpose is clearly
established and
effectively
sustained.
Impressive variety
of non-verbal cues
are used in an
exemplary way.
Competent
communication of
character’s
feelings, situations
and motives.
Purpose is clearly
established and
generally
sustained.
Good variety of
non-verbal cues
are used in a
competent way.
Adequate
communication of
character’s
feelings, situation
and motives.
Purpose is
established but
may not be
sustained.
Satisfactory variety
of non-verbal cues
used in an
acceptable way.
Limited
communication of
character’s
feelings, situation
and motives.
Purpose is vaguely
established and
may not be
sustained.
Limited variety of
non-verbal cues
are used in a
developing way.
Choices
demonstrate
insight and
powerfully
enhance role play.
Choices
demonstrate
thoughtfulness and
completely
enhance role play.
Choices
demonstrate
awareness and
developing
acceptably
enhance role play.
Choices
demonstrate little
awareness and do
little to enhance
role play.
Assignment/Activity:
Specific Criteria:
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
Assessment Suggestions /51
(2000)
ASSESSMENT SUGGESTIONS
Writing Rubric
Student:
Levels of Quality
Criteria
Content
Organization
Achievement of
Purpose
Use of Language
(diction,
sentences)
Correctness
4
Excellent
Engaging and
insightful
presentation of
thoughts and
supporting details.
3
Proficient
Clear and
thoughtful
presentation of
thoughts and
supporting details.
2
Adequate
Straightforward
and developing
presentation of
thoughts and
supporting details.
1
Limited
Simplistic and
emerging
presentation of
thoughts and
supporting details.
Introduction, detail,
arrangement,
transitions,
conclusion and
coherence are
superior.
Purpose is clearly
established and
effectively
sustained.
Precise and
sophisticated
vocabulary used.
Sentences vary in
pattern and length.
Introduction, detail
arrangement,
transitions,
conclusions and
coherence are
very good.
Purpose is clearly
established and
generally
sustained.
Carefully chosen
and complex
vocabulary is
used. Sentences
often vary in
pattern and length.
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
satisfactory.
Purpose is
established but
may not be
sustained.
Generally precise
and
straightforward
vocabulary is
used. Sentences
sometimes vary in
pattern and length.
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
limited.
Purpose is vaguely
established and
may not be
sustained.
Vague, imprecise
or inappropriate
vocabulary is
used. Mainly
simple sentences,
lacking in variety
are used.
Great attention
has been paid to
correctness. Text
contains
essentially no
errors which
interfere with
clarity of
communication.
Attention has been
paid to
correctness. Text
contains minor
errors, none of
which interfere
with clarity of
communication.
Less attention has
been paid to
correctness. Text
contains errors
which interfere
with clarity of
communication.
Little attention has
been paid to
correctness. Text
contains many
errors which limit
the clarity of
communication.
Assignment/Activity:
Specific Criteria:
52/ Assessment Suggestions
(2000)
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
ASSESSMENT SUGGESTIONS
Representation Rubric
Student:
Levels of Quality
4
Excellent
Comprehensive
information and
specific, relevant
details.
3
Proficient
Substantial
information and
carefully chosen,
relevant details.
2
Adequate
General
information and
simplistic,
underdeveloped
details.
1
Limited
Unclear
information and
irrelevant or
unsupported
details.
Format
Correct format is
always followed
and organization is
exemplary.
Correct format is
usually followed
and organization is
competent.
Correct format is
seldom followed
and organization is
emerging.
Techniques
Exemplary range
of techniques used
to create a
powerful image
clearly suitable for
target audience.
Competent range
of techniques used
to create an
interesting image
suitable for target
audience.
Graphics
Creative graphics
contribute to an
engaging
representation.
Clear graphics
contribute to a
thoughtful
representation.
Correct format is
sometimes
followed and
organization is
developing.
Developing range
of techniques used
to create an
adequate image
moderately
suitable for target
audience.
Simple graphics
contribute to a
developing
representation.
Correctness
Great attention
has been paid to
correctness. Text
contains
essentially no
errors which
interfere with
clarity of
communication.
Attention has been
paid to
correctness. Text
contains minor
errors, none of
which interfere
with clarity of
communication.
Less attention has
been paid to
correctness. Text
contains errors
which may
interfere with
clarity of
communication.
Little attention has
been paid to
correctness. Text
contains many
errors which limit
the clarity of
communication.
Criteria
Details and
Information
Emerging range of
techniques used to
create an image
which minimally
appeals to or is not
suitable for target
audience.
Limited graphics
contribute to a
novice
representation.
Assignment/Activity:
Specific Criteria:
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
Assessment Suggestions /53
(2000)
ASSESSMENT SUGGESTIONS
Newspaper Rubric
Student:
Levels of Quality
4
Excellent
Perceptive ideas
with specific and
relevant support.
3
Proficient
Thoughtful ideas
with carefully
chosen and
appropriate
support.
2
Adequate
Conventional
ideas with general
and simplistic
support.
1
Limited
Superficial ideas
with irrelevant
support.
Layout of
Newspapers
Skillful
organization
contributes to a
powerfully realistic
project.
Well structured
organization
contributes to a
realistic project.
Simplistic
organization
contributes to a
moderately
realistic project.
Faltering or
unclear
organization
contributes to an
unrealistic project.
Relation of
Newspaper to the
Major Event
Project
demonstrates
exemplary relation
to major event.
Project
demonstrates
competent relation
to major event.
Project
demonstrates
developing relation
to major event.
Project
demonstrates
emerging relation
to major event.
Creativity and
Imagination
Choices
demonstrate
insight and
powerfully
enhance project.
Choices
demonstrate
thoughtfulness and
competently
enhance project.
Choices
demonstrate
developing
awareness and
acceptability
enhance project.
Choices
demonstrate little
awareness and do
little to enhance
project.
Correctness
Headlines,
captions, text
contains
essentially no
errors which
interfere with
clarity of
communication.
Headlines,
captions, text
contains minor
errors, none of
which interfere
with clarity of
communication.
Headlines,
captions, text
contains errors
which may
interfere with
clarity of
communication.
Headlines,
captions, text
contains many
errors which limit
the clarity of
communication.
Criteria
Content of
Newspapers
Assignment/Activity:
Specific Criteria:
54/ Assessment Suggestions
(2000)
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
ASSESSMENT SUGGESTIONS
Self-Evaluation Rating Scale
Name
Task
1. I helped the group review its task.
always
often
sometimes
rarely
2. I contributed relevant ideas.
always
often
sometimes
rarely
3. I stayed on topic.
always
often
sometimes
rarely
4. I listened carefully to other group members’ ideas.
always
often
sometimes
rarely
5. I was open-minded about different interpretations.
always
often
sometimes
rarely
6. I encouraged participation from all group
members.
always
often
sometimes
rarely
7. I shared materials with my group.
always
often
sometimes
rarely
8. I helped the group stay on task.
always
often
sometimes
rarely
9. I contributed to questions asked of the group.
always
often
sometimes
rarely
10. I did my share of the work to complete the task.
always
often
sometimes
rarely
11. I used my strengths to enhance the task.
always
often
sometimes
rarely
12. I am proud of my contribution to the task.
always
often
sometimes
rarely
13. My best contribution to the task was ...
because …
14. For the next task, two ways in which I will improve
my performance within a group are ...
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
Assessment Suggestions /55
(2000)
ASSESSMENT SUGGESTIONS
Group Work Rating Scale
My name
TASK
1. We clearly understood the task.
always
often
sometimes
rarely
2. We shared ideas openly.
always
often
sometimes
rarely
3. We listened respectfully to each other’s ideas.
always
often
sometimes
rarely
4. We encouraged each other.
always
often
sometimes
rarely
5. We were motivated to do our best.
always
often
sometimes
rarely
6. We divided the workload fairly.
always
often
sometimes
rarely
7. We were on task during class preparation time.
always
often
sometimes
rarely
8. We worked out differences of opinion in an
appropriate manner.
always
often
sometimes
rarely
9. We learned something meaningful during this task.
always
often
sometimes
rarely
always
often
sometimes
rarely
10. We are proud of the outcome of this task.
Evaluate each member of your group honestly based on the following criteria:




EFFORT (motivated to do well at task)
COOPERATION (shared workload, accepted suggestions)
ON TASK (stayed focused without reminders)
SUPPORTIVE (helped and encouraged other group members)
Evaluation Scale (give each group member a mark out of ten)
(9–10)
(7–8)
(4–6)
(1–3)
–
–
–
–
always focused; highly motivated; cooperated with everyone
quite well focused; motivated to do well; cooperated most of the time
sometimes off task; not overly motivated; trouble cooperating some of the time
often off-task; very little effort; highly uncooperative with others
Name
Mark
Comment/Reason
(me)
56/ Assessment Suggestions
(2000)
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
Rubric for the Friendly Letter
Score
Layout/ Design
Information, style,
audience, tone
Accurate Parts of the
Friendly Letter
1
2
3
4
Letter is unattractive or
inappropriate. Text is
difficult to read. It does not
have proper grammar or
punctuation for a friendly
Letter appears busy or
boring. Text may be
difficult to read. May have
some grammar and or
punctuation that indicates it
The letter is eye-catching
and attractive. Text is easy
to read. Grammar, style,
and punctuation is
indicative of a friendly
letter.
is a friendly letter.
letter.
Information is poorly
written, inaccurate, or
incomplete.
Some information is
provided, but is limited or
inaccurate.
Information is accurate and
Information is well written complete, is creatively
written, and is cleverly
and interesting to read.
presented.
Improper form is used.
Most friendly letter
elements out of place or
Some friendly letter
Letter is complete with all
elements may be missing.
required elements.
Style, purpose, audience,
grammar, and punctuation
all fair and indicative of a
friendly letter.
Excellent job on
presentation, style,
grammar, and punctuation.
missing.
Grammar, Punctuation, Grammar, punctuation, and Information mislabled or
and choice of words for choice of words poor for a missing. Inaccurate
friendly letter.
punctuation or grammar.
the friendly letter
The letter is creatively
designed with easily read
text. Grammar, style, and
purpose all excellent for a
friendly letter.
Writing and Presenting a Dialogue Rubric
Criteria
purpose
Level 1
Level 2
Level 3
the dialogue rarely
the dialogue
the dialogue interprets
the dialogue
reveals the thoughts,
occasionally reveals
the thoughts, feelings,
elaborates the
feelings, and context
the thoughts, feelings,
and context of the
thoughts, feelings,
of the characters
and context of the
characters
and context of the
characters
content
characters effectively
the central idea of the
the central idea of the
the central idea of the
the central idea of the
dialogue may be
dialogue is clear but
dialogue is clear,
dialogue is focused,
unclear, simplistic, or
conventional
thoughtful, and
insightful, and richly
developed
detailed
incoherent
language
language and
language and
language and
language and
vocabulary are
vocabulary are
vocabulary are
vocabulary
inappropriate or
occasionally
appropriate to the
appropriate to the
misused
inappropriate or
characters
characters are used
misused
punctuation
Level 4
effectively
punctuation is rarely
punctuation is
punctuation is used
punctuation is used
used correctly
occasionally used
correctly
effectively
correctly
preparing the role
makes very few
makes some
makes constructive
shows leadership
play
constructive
constructive
contributions while
while planning and
contributions while
contributions while
planning and
rehearsing
planning and
planning and
rehearsing
rehearsing
rehearsing
speaks inaudibly,
speaks audibly and
speaks audibly,
speaks very audibly,
unclearly, and
clearly in the voice of
clearly, and
clearly, and
inconsistently in the
the dramatic role
somewhat
expressively in the
voice of the dramatic
expressively in the
voice of the dramatic
role
voice of the dramatic
role
speaking in role
role
action
uses little movement
uses some movement
uses movement and
uses movement and
and body language
and body language
body language
body language
expressively and
expressively and
expressively and
expressively,
appropriately
appropriately
appropriately
appropriately, and
creatively
Speech Rubric
SKILLS
Topic
Research
Analysis
Organization
Language
Stylistic
Devices
Delivery
Overall
Effectiveness
LEVEL 4
Appropriately focused topic with
a clearly communicated
understanding of the purpose for
the speech
Clear and convincing command
of facts and information with
insightful explanations that help
to illustrate the speaker’s ideas
and arguments
Clearly and logically organized
speech with an engaging
introduction, a logically
sequenced body with appropriate
transitions, and a clear and
convincing conclusion
Uses sophisticated and varied
language that is suited to the
topic and audience; word choice
is concise, original, and
effectively conveys the
appropriate tone given the
purpose of the speech
Skillful use of various stylistic
devices (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) greatly enhance
the effectiveness of the speech
LEVEL 3
Focused topic with partially
demonstrated understanding of
the purpose for the speech
A combination of appropriate and
effective eye contact, clarity and
projection of voice, tone and
pace, and gestures significantly
enhance the speaker’s words
Speaker remains enthusiastic,
audience attention is maintained,
and the purpose of the speech is
achieved
A combination of appropriate eye
contact, clarity and projection of
voice, tone and pace, and gestures
are used but without the
smoothness of level four
Speaker shows some enthusiasm,
the audience remains mostly
interested, and the purpose of the
speech is achieved
Clear use of facts and information
with partially developed
explanations in support of the
speaker’s ideas or arguments
Clear attempt at organization
with a beginning, middle, and end
and an attempt to use transitions
LEVEL 2
Somewhat focused topic or a
vague sense of the purpose for
the speech, which require the
audience to make assumptions
Partially clear use of facts and
information with limited or
incomplete explanations to
support the speaker’s ideas or
arguments
Some inconsistencies in
organization and/or a lack of
sustained focus throughout the
speech with inconsistently use
transitions
Uses appropriate language and
word choice, but with less
sophistication, expressiveness
and/or originality
Use words that may be unsuited
to the topic, audience or purpose
of the speech; word choice lacks
originality and fails to convey an
appropriate tone for the speech
Effective use of at least one
stylistic device (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) enhances the
effectiveness of the speech
An attempt to use at least one
stylistic device (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) but it does not
enhance the effectiveness of the
speech
Inconsistent use of eye contact,
clarity and projection of voice,
tone and pace, and/or gestures
interrupt the flow of the speech
Speaker shows limited
enthusiasm, audience interest is
not sustained, and the purpose of
the speech is only partially
achieved
LEVEL 1
A lack of focus or confused
purpose, which result in
confusion on the part of the
audience
Confusing or incomplete facts
with little and/or confusing
explanations as to how the facts
support the speakers ideas or
arguments
A lack of organization makes it
difficult to follow the speaker’s
ideas; speech may be too
conversational and may ramble
without a clear beginning,
middle, or end
Inappropriate use of language
distracts the audience because it
is too informal or too imprecise
given the topic and purpose of the
speech
No attempt to use stylistic
devices to enhance the meaning
of the speech
Lack of eye contact, clarity and
projection of voice, tone and
pace, and/or appropriate gestures
make the speech difficult to
follow
Speaker lacks enthusiasm, the
audience shows a lack of interest,
and the purpose of the speech is
not achieved
Diary Book Rubric
2
1
Ideas
Well-chosen ideas
blend information
smoothly into diary
entry. Details are
clear, accurate,
and interesting.
4
Ideas blend
information into
the diary entry.
Details are mostly
clear, accurate,
and interesting.
3
Information is hard
to find or roughly
blended into diary
entry. Some
details may be
vague, inaccurate,
or generally
known.
Entries don’t
contain any new
information or are
not consistent
with the genre.
Details are vague
or inaccurate.
Organization
Each entry has a
logical sense to its
organization: a
good beginning
and a fitting
conclusion. Lists
made sense and
stories used
transitions to show
order.
The entries mostly
made sense. In
some places order
seemed random or
unclear, but for the
most part a reader
could follow the
ideas.
One or two
beginnings and/or
conclusions are
abrupt or
uninteresting. In
some places a
reader wonders
why the ideas are
in a certain order.
The beginnings
are uninteresting
or confusing. The
conclusions are
too abrupt. The
order of ideas
doesn’t make
sense or are hard
to follow.
Voice
The narrator’s
voice is personal,
fun, and engaging.
It fits the diary
genre.
The voice of the
narrator works. In
some places it is
stronger than in
others.
The voice is hard
to hear. It is very
uneven or doesn’t
fit with the story or
characters.
The voice is nonexistent or totally
inappropriate.
Word Choice
Word choice is
especially
effective, precise,
and very fitting for
the genre and the
narrator.
Most of the word
choices are
effective. In a few
places they are
vague or not a
good fit.
Most of the words
are common,
vague, or not a
good fit for the
genre or the
narrator.
Some of the word
choices are
distracting or
unclear so that
they detract from
the diary.
Sentence
Fluency
Sentences are
smooth, rhythmic,
and especially
suited to the
situation and voice.
The sentences
work for the most
part. They are
effective without
always being
suited to a diary.
Sentences
sometimes are
repetitive, choppy,
or unsuited to a
diary.
Sentences are so
choppy or lengthy
that they are hard
to read and don’t
sound like a diary
at all.
Conventions
The conventions of
the paper are
correct and used to
add meaning to
the story.
The conventions
are mostly correct.
The conventions
sometimes
interfere with the
reading of the
story.
The conventions
often interfere
with the reading
of the story or
make it confusing.
Collaboration
The group
members worked
smoothly and
effectively
together, sharing
responsibilities
well.
The group mostly
worked well
together. The work
was almost evenly
shared among
them.
The group had
some difficulties
working together.
They finished, but
some did not do
their share of work
or they had little
shared tasks.
The group did not
work at all. Some
did not contribute
or the group
finished by
individually doing
tasks.
Story Telling Rubric
CATEGORY
Knows the
Story
A
B
C
D
The storyteller knows The storyteller knows The storyteller knows
The storyteller could
the story well and has the story pretty well
some of the story, but
not tell the story
obviously practiced
and has practiced
did not appear to have
without using notes.
telling the story
telling the story once
practiced. May need
several times. There is or twice. May need
notes 3-4 times, and
no need for notes and notes once or twice,
the speaker appears
the speaker speaks
but the speaker is
ill-at-ease.
with confidence.
relatively confident.
Storyteller looks at
Storyteller looks at
Audience
and tells the story to
and tells the story to a tells the story to 1-2
look at or try to involve
Contact
all members of the
few people in the
people in the
the audience.
audience.
audience.
audience.
Storyteller looks at and Storyteller does not
Always speaks loudly, Usually speaks loudly, Usually speaks loudly
Voice
slowly and clearly. Is
slowly and clearly. Is
and clearly. Speaks so mumbles. The
easily understood by
easily understood by
fast sometimes that
all audience members all audience members audience has trouble
Acting/dialogue
audience often has
trouble understanding.
all the time
almost all the time.
understanding.
The student uses
The student often
The student tries to use The student tells the
consistent voices,
uses voices, facial
voices, facial
story but does not use
facial expressions and expressions and
expressions and
voices, facial
movements to make
movements to make
movements to make
expressions or
the characters more
the characters more
the characters more
movement to make the
believable and the
believable and the
believable and the story storytelling more
story more easily
story more easily
more easily
understood.
understood.
understood.
The story is told slowly The storyteller usually The storyteller tries to
Pacing
Speaks too softly or
interesting or clear.
The storyteller tells
where the storyteller
paces the story well,
pace the story, but the everything at one
wants to create
but one or two parts
story seems to drag or pace. Does not
suspense and told
seem to drag or to be be rushed in several
quickly when there is a rushed.
places.
change the pace to
match the story.
lot of action.
Connections between Connections between Connections between
Connections/ events, ideas, and
Transitions
The story seems very
events, ideas, and
events, ideas, and
disconnected and it is
feelings in the story
feelings in the story
feelings in the story are very difficult to figure
are creative, clearly
are clearly expressed sometimes hard to
out the story.
expressed and
and appropriate.
appropriate.
figure out. More detail
or better transitions are
needed.
Duration
The storytelling lasts
The storytelling lasts
The storytelling lasts
The story is less 100
7-10 minutes.
4-7 minutes.
100 seconds to 4
seconds.
minutes.
Listens to
Others
Always listens
Usually listens
Usually listens to other Does not listen
attentively to other
attentively to other
storytellers, but
attentively. Tries to
storytellers. Is polite
storytellers. Rarely
sometimes appears
distract the
and does not appear
appears bored and
bored. Might once or
storytellers, makes fun
bored or make
never makes
twice accidentally make of them, or does other
distracting gestures or distracting gestures or a gesture or sound that things instead of
sounds.
sounds.
is distracting.
listening.
Rubric for Reader’s Theatre
Grade 5 – 8
Grade 1 - 4
Vocal/Verbal
Expression
1
Difficulty
2
Progressing
3
Meeting
4
Surpassing
 Demonstrates variety in
volume, tone, pitch and
voice quality appropriate
to character.
 Expression enhances
character/ situation.
 Audience is deeply
engaged, eager to follow
performance and responds
enthusiastically.
 Performance is alive and
explores the bounds of
form.
 All words are clearly
enunciated.
 Presentation is easily
understood.
 Volume projects well. All
audience members can
easily hear the
presentation.
 Students are well prepared.
 It is obvious from the
polish and ease of the
performance that much
practice and planning has
taken place.
 Little verbal or vocal
use.
 Expression monotone or
difficult to hear.
 Occasionally demonstrates
variety in one or two of the
criteria.
 Expression is mostly
understandable.
 Demonstrates variety in
volume, tone, pitch and voice
quality.
 Expression is interesting and
understandable.
Effect on Audience
 Audience is confused.
 Audience follows
performance politely.
 Audience clearly enjoys
performance.
Focus
 Performance
inconsistent.
Enunciation
 Words are not clearly
enunciated.
 Presentation is
incomprehensible
 Voice is inaudible.
 Performance mostly
consistent and relatively
smooth.
 Some words are clearly
enunciated.
 Some of the presentation is
comprehensible.
 Volume is too low.
 Flashes of spontaneity and
style enliven solid
performance.
 Most words are clearly
enunciated.
 Most of the presentation is
comprehensible.
 Volume is adequate.
 Students have not
practiced and/or planned
presentation thoroughly.
 Students have practiced and
a general outline with some
details are in place.
 Students have practiced and
the outline is clear and
ordered.
 Most details are planned
ahead.
Volume
Preparedness
Mark
Total
COMMENTS:
Content: 7. The Human Person in Society
TOPICS :
7.1 - Definition of Society
- Idea of Social Contract
SECOND QUATERLY EXAMINATION
I. Multiple Choice: Encircle the letter of the correct answer
1. According to his social contract society is born based on the idea that man is by nature and therefore
‘selfish”
A. Kant
B. Hobbes
C. Locke
D. Rousseau
2. This version of social contract is founded on the idea than man surrenders his individuals will to the
general will believe that man by nature is good
A. Kant
B. Hobbes
C. Locke
D. Rousseau
3. This social philosopher Postulated that man is ultimately a product of cultural construct and is
therefore molded by his cultural environment
A. Kant
B. Hobbes
C. Locke
D. Rousseau
4. An Element of society that refers the location where people reside
A. People
B. Government
C. Culture D. Territory
5. An element of society that refers to the idea that all people within the society and like member of the
family
A. People
B. Government
C. Culture D. Interrelated
6. An Element of society which could relate to the saying that “no man is an island because we need
each other in order to survive
A. A. People
B. Interdependence C. Culture
D. Interrelated
7. The most important element of society without this society will not exist
A. People
B. Government
C. Culture D. Territory
8. An element of society that is created through the interaction of people through these includes norms,
value, religion etc.
A. A. People
B. Government
C. Culture D. Interrelated
9. This thinker considers a human person as an end in itself and it is the role of the state to ensure the
protection of his freedom
A. Rawls
B. Kant
C. Plato
D. Rousseau
10. Individual inviolability is the core of his idea of society stressing the importance of individual justice
that cannot be over ride even by society itself
A. Rawls
B. Kant
C. Plato
D. Hobbes
11. An element of society that refers to
To the management and improvement of the country
A. A. People
B. Government
C. Culture D. Interrelated
12. A saying that explains “a person cannot live of his own”
A. “Human Person is Independent from others”
B. “No man is an Island “
C. “Human Person is Complete of his own”
D. None of the above
13. Who quotes the saying that man is a social animal?
A. Hobbes
B. Aristotle
C. Plato
D. Rousseau
14. Who stated this quotation “man is essentially good thus society as man’s construct is good “
A. Aquinas
B. Aristotle
C. Plato
D. Rousseau
15. It refers to an agreement whereby people accept certain instructions on them for the benefit of the
society
A. Society
B. Culture
C. Social Contract Theory
D. Socialization
TOPICS:
7.2
- Forms of Societies
- Types of Individuals in the Society
7.3 - Social System
- How Human Relations are transformed by Social System
II. Multiple Choice: Encircle the letter of the correct answer
1. This type of society focuses on the production of crops and rising of farm animals
A. Industrial
B. Virtual
C. Agricultural
D. None of these
2. What type of society where factories are seen as the center of work?
A. Virtual
B. Industrial
C. Agricultural
D. None of these
3. This type of individual in the society constitutes blue-collared workers
A. Middle Class B. Lower Class C. Working Class D. Upper Class
4. Which of these does not describe social system?
A. It composes of individuals formed into groups with common religion and culture
B. It comprises of individuals and institutions interacting within the same structure
C. All types of individuals and social models co-exist and interact within the social system
D. Its culture is developed through simultaneous social interaction
5. It refers to the beliefs, customs, arts etc. of a particular society, group, place or time
A. Religion
B. Politics
C. Culture
D. None of these
6. This refers to a society that focuses on producing and selling information
A. Modern Industrial
B. Post Industrial
C. Both A and B D. Neither A nor B.
7. A collection of individual shaped by social relations and interactions
A. Social Group
B. Social System
C. Society
D. socialization
8. An old form of social system which is still practiced in India
A. Caste system
B. Apartheid System C. Both A or B
D. Neither A nor B
9. The following are characteristics of middle class except one
A. Consist of white collared workers
B. With minimal material difficulties
C. Professional services for income
D. With low career opportunities
1o. It refers to the belief of an individual to a ‘Supreme Being “
A. Denomination
B. Religion
c. Sect
D. Cults
School
GRADES 1 TO 12
DAILY LESSON LOG
Grade Level 11/12
Section
Learning Area Introduction to the Philosophy of the
Teacher
Human Person
Quarter 2nd
Teaching Dates and Time
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
The learner understands human beings as oriented
towards their impending death
The learner writes a philosophical reflection on the
meaning of his/her own life
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
At the end of the session, learners
are expected to:
At the end of the session, learners
are expected to:
At the end of the session, learners are expected to
recognize the meaning of his/her own life
PPT11/12-IIh-8.1
Human persons as oriented towards their impending death
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Philosophizing and being Human pp. 129 – 145
Compilations: Compiled Notes on Philosophy of the Human
Person
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Have a recap of what was
discussed during the previous
session.
B. Establishing a purpose
for the lesson
Survey Says!
Group the students into 2.
*Ask the students to
enumerate the inevitable
things or events in human life
that we must all face.
*Discuss the reality of death
thru which we may value life
in itself.
Incorporate the discussion in
a game.
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
 How do you view
death?
 What are your
experiences/feelings
about the death of
your loved ones?
Why do people fear death?
Is it death that we really fear
or the separation from the
beloved?
Picture Perfect
*Group the class into 5 each
and distribute a magazine
page or picture broken into
pieces.
*Ask them to fix it to be able
to see the whole image.
*Elicit discussion if they will
be able to decipher or
appreciate the whole picture
if one looks at a broken part
alone or if the image is
whole.
*Likewise, if life is seen with
the end in mind or in its
wholeness, will you be able
to recognize its meaning?
*What is it?
Elaborate:
‘A part of life does not
determine the whole.’
Life is an unending
possibility.
What are the meaning have
you derived from it?
What is the meaning would
you make out of it?
F. Developing mastery
(Leads to Formative Assessment 3)
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 or remediation
Knowing the inevitability of
death, what meaning can/will
you embed to your life?
How would you like to be
remembered in life?
*Rich
*Kind
*Generous
*Loving
*Etc.
Form a group of four
members and ask them to
share their thoughts on:
“What is the purpose of your
life?”
The meaning of life depends
on how you live your life.
Is death absence of life?
Why or Why not?
In what way have you
derived meaning out of life?
What are the concrete
actions will you do to make
life meaningful?
Although we will all die
ultimately, life doesn’t mean
despair.
How do you appreciate
life?
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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:
School
GRADES 1 TO 12
DAILY LESSON LOG
Grade Level 11/12
Section
Learning Area Introduction to the Philosophy of
Teacher
the Human Person
Quarter 1st/2nd
Teaching Dates and Time
Session 1
Session 2
Session 3
Session 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner understands human beings as oriented towards their impending death
The learner writes a philosophical reflection on the meaning of his/her own life
C. Learning Competencies /
Objectives
II. CONTENT
At the end of the session,
learners are expected to
enumerate the objectives
he/she really wants to
achieve and to define the
projects he/she really wants
to do in his/her life
PPT11/12-IIi-8.2
At the end of the session,
learners are expected to
explain the meaning of life
(where will all these lead to)
PPT11/12-IIi-8.3
At the end of the session, learners are expected to reflect on
the meaning of his/her own life.
PPT11/12-IIi-8.4
Written Work
Human persons as oriented towards their impending death
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Philosophizing and being Human pp. 129 – 145
Compilations: Compiled Notes on Philosophy of the Human Person
Performance Task
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Ask one from the class to give
the class a review of the
previous lesson.
B. Establishing a purpose
for the lesson
Guide the students towards
what he/she really wants to
achieve and to define the
projects he/she really wants
to do in his/her life.
Ask students to name a
person who did something
that is noble before his or her
death.
C. Presenting examples/
instances of the new lesson
Remind the students of their
different objectives in life,
then direct them to
understanding of the
meaning of life.
Develop a deepened
understanding of the
meaning of human life.
So far, at your age, what do
you think is the meaning of
life?
D. Discussing new
concepts and practicing
new skills #1
Explain: “Human may choose
to live an authentic human
existence by the exercise of
his freedom.“
Discuss: “Being aware of his
impending death, it may free
him from the swirl of
distractions, the crowd
existence, and begin to live
an authentic human life.” Heidegger
E. Discussing new concepts
What “possibilities” would
you like to accomplish before
experiencing death?
The consciousness of our
finitude and temporality
leads us to the appreciation
and dedication of life.
Choose three (3) from words
below that best describe
your future. Write your
choices in your notebook.
Explain your answer.
What is your personal
definition of life?
and practicing new skills #2
Sum up the previous lessons
about life and death.
Ask the students how they
like to choose to live an
authentic human existence
by the exercise of their
freedom.
Cite a person who chose to
live his/her live for the
service of others.
Death enables us to express
our most profound freedom.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Where do you wish to lead
your life?
With all the learnings from
the Introduction to the
Philosophy of the Human
Person
List 5 most important things
that you want to accomplish
in life.
“An unexamined life is not
worth living.” -Socrates
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
a. Success
b. Fortune or Money
c. Fame
d. Power
e. Recognition
f. Happiness
g. Meaning or Purpose
h. Sickness
i. Contentment
j. Faith
k. Love
l. Death
The kind of life we’ll live is
the life we intend to live and
we live.
To which do you wish to
dedicate your life?
“Our lives can only be ours
once we lose these for the
sake of others.”
Death is not just the absence
of life but the appreciation of
life.
How does one live a
meaningful life in the reality
of impending death?
Ask the students to make a
reflection about their life
towards their impending
death.
“How would you like to put
meaning to your life knowing
your impending death?”
Learners are tasked to reflect
on the meaning of his/her
own life by answering the
question:
“Who are you?”
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. No. of learners who
require additional
activities for
remediation.
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: