GRADE 11
DAILY LESSON LOG
School
Teacher
Cielito Zamora Senior High School
Mrs. Mary Joy C. Pesigan
Grade Level
Learning Area
11 – Braise and Blanche
Introduction to Philosophy in the Human
Person
Quarter
1st Quarter
July 4, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
July 6, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
Teaching Dates and Time
July 2, 2018 / Monday / 9:20 – 11:20
/ Grade 11 Braise
July 3, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
I.
OBJECTIVES
A. Objectives: Content
Standard
B. Objectives:
Performance Standard
C. Learning Competency /
Objectives
Write the LC code of each
II.
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
PPT11/12-Ic-2.1
At the end of the session, learners are expected to distinguish opinion from truth
Methods of Philosophizing
III.
LEARNING
RESOURCES
A. Teachers Guide
Page
B. Learners
Material Page
C. Textbook
Pages
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Introduction to the Philosophy of the Human Person by Roberto D. Abella
Let the assigned group
facilitate the recapitulation
of the previous lesson
Let the assigned group
facilitate the recapitulation
of the previous lesson
through News Reporting.
B. Establishing a purpose
for the lesson
C. Discussing new
concepts and
practicing new skills
D. Discussing new
concepts and
through Step-No, Step Yes
Game.
(5 minutes)
Activity:
PinoyHenyo
*Ask four student
volunteers from the class to
play a game with a
PinoyHenyoconcept.
*The topic of the game must
lead to the discussion on
Fact and Opinion. (e.g.
political figures,
environment, senior high
school subjects, etc.)
(5 minutes)
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.
(10 minutes)
3. My neighbor is ugly.
(5 minutes)
Processing Questions:
Processing Questions:
1. What were the kinds of
1. Based on the game, what
questions raised in the
are the two forms of
course of guessing the
statements given? What
answer?
examples were given for
2. Is there any question
each?
raised which you consider as 2. What examples of fact
evidence-based? Cite
and opinion can you give
examples.
based on your real-life
3. Is there any question
experiences?
raised which you think is
opinion-based? Give
(5 minutes
examples.
(10 minutes)
Video Clip Presentation:
Video Clip Presentation:
Fact vs. Opinion
practicing new skills
#1
*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.
(10 minutes)
E. Discussing new
concepts and
practicing new skills
#2
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?
(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
Guidepost for the
Discussion:
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
(10 minutes)
Belief
Illusion
3. What are the two levels
of knowledge? Discuss each.
Reason
KNOWLEDGE
Understanding
(10 minutes)
Activity:
SmartArt on Fact vs.
Opinion
F. Developing mastery
(leads to Formative
Assessment 3)
Present the characteristics
of Fact and Opinion leading
to Philosophizing through a
SmartArt.
PHILOSOPHIZING
FACT
OPINION
G. Finding practical
applications of
Ask the students:
Why do we have to avoid
giving unsolicited opinions
(10 minutes)
Ask a student: How do you
feel when you heard an
opinion about you?
concepts and skills in
daily living
to people who are not too
familiar to us?
Write your answer on your
notebook. Limit your
answer to 3 sentences only.
(5 minutes)
H. Making
generalizations and
abstractions about the
lesson
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)
Let the students write a
simple sentence that depicts
their learning for this
session.
Pursuit of philosophy
follows the path of truth.
(5 minutes)
I.
Evaluating learning
(5 minutes)
Formative Assessment:
a. How can we arrive at the
truth?
b. What are the essential
elements of philosophizing?
(5 minutes)
Situation Analysis:
Show a short video clip of a
broadcaster reporting
certain statements on air.
Distinguish whether the
statements are opinionated
or facts. Justify
(5 minutes)
J. Additional activities
for application or
remediation
V.
Reflection
Submitted by:
_______________________
MRS. MARY JOY C. PESIGAN
HUMSS / Teacher I
SDO Caloocan
Checked by:
_________________________
DR. WILHELMINA D. TARNATE
School Principal I
SDO Caloocan
GRADE 11
DAILY LESSON LOG
School
Teacher
Cielito Zamora Senior High School
Mrs. Mary Joy C. Pesigan
Teaching Dates and Time
July 9, 2018 / Monday / 9:20 – 11:20
/ Grade 11 Braise
July 10, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
VI.
OBJECTIVES
D. Objectives: Content
Standard
E. Objectives:
Performance Standard
F. Learning Competency /
Objectives
Write the LC code of each
VII.
Grade Level
Learning Area
11 – Braise and Blanche
Introduction to Philosophy in the Human
Person
Quarter
1st Quarter
July 11, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
July 13, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
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
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
Methods of Philosophizing
VIII.
LEARNING
RESOURCES
D. Teachers Guide
Page
E. Learners
Material Page
F. Textbook
Pages
IX.
PROCEDURES
K. Reviewing previous
lesson or presenting
the new lesson
Introduction to the Philosophy of the Human Person by Roberto D. Abella
Introduction to the Philosophy of the Human Person by Roberto D. Abella
Let the assigned group
facilitate the recapitulation of
Let the assigned group facilitate Let the assigned group
the recapitulation of the
facilitate the recapitulation of
Let the assigned group
facilitate the recapitulation of
L. Establishing a purpose
for the lesson
the pervious lesson using
flash cards.
(5 minutes)
Activity:
Guess and Dress Me Up
*Provide 2 human figures
labeled as Truth and Opinion.
*Let four (4) volunteer students
take turns in dressing up each
figure with puzzle clothes
bearing statements of truth
and opinion.
previous lesson in a form of a
charade.
(5 minutes)
Relate to the class the story of a
Lost and Found cellular phone
unit.
the previous lesson in a form
of a Gallery Walk.
(5 minutes)
The teacher shows a video
clip that presents examples of
fallacies of argumentation.
(5 minutes)
After the video presentation,
ask the students to identify
fallacious statements.
(5 minutes)
(5 minutes)
M. Discussing new
concepts and
practicing new skills
How did you determine that the Ask the students:
statement is considered truth
Why is it necessary to avoid
or opinion?
giving speculations in looking
for a solution to a problem
(5 minutes)
presented?
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy.
(5 minutes)
Expected Answer:
We should base our search on
the truth, not on opinion.
N. Discussing new
concepts and
practicing new skills
#1
Spongebob: Empty your mind
(www.youtube.com/watch?v=R
HLSdrAkOE)
Processing: Identify situations
from the video which can be
considered as truth and
opinion. Answers should be
Example of speculation:
My classmate is a thief, he took
my cellphone.
(5 minutes)
Discuss the Nature of Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
(15 minutes)
the previous lesson in a form
of a Telephone Conversation.
(5 minutes)
Activity:
Pageant (Introduction)
*Divide the class into 4-6
groups (whatever the case
may be).
*Each group should have 1
representative who will
present “who they are” a la
pageant.
*Allot 3 minutes for the
preparation.
(10 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)
Discuss the meaning of
fallacies used in
argumentation.
(5 minutes)
Discuss Methods of
Philosophy:
 Critical Thinking
 Components of
Critical Thinking
(10 minutes)
O. Discussing new
concepts and
practicing new skills
#2
written in the group activity
sheet provided. (10 minutes)
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 Opinion-
3.Looks for Proof-
4.Examines problem
5.Reject irrelevant and
incorrect information-
(10 minutes)
P. Developing mastery
Activity:
SmartArt
Let the students make a
graphical representation of the
Theories of Truth through a
SmartArt.
Expected Output:
Theories of Truth
(leads to Formative
Assessment 3)
Q. 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.
Correspondence
Theory
Coherence Theory
Pragmatic Theory
(5 minutes)
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?
(5 minutes)
a.
b.
c.
d.
(8 minutes)
Example:
I am taking eight (8) subjects
this semester.
(7 minutes)
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
Facebook
Instagram
Twitter
Etc.
R. 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.
(7 minutes)
S. 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)
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. (5 minutes)
Ask the students to enumerate
and explain the three (3)
theories of truth.
Or
Ask the students to identify two
(2) economic, political, or sociocultural situations. Let them
write two (2) statements of truth
about each situation. Then,
have them identify what theory
of truth is used.
Ask the students to express
their learning for this session
through a meta-card.
Expected Answer:
Opinionated statements may
come in a form of a fallacy.
Write a couplet on your
perspective about the given
statement:
A person is more than just
his/her Facebook
profile/account.
(8 minutes)
(2 minutes)
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.
What is the significance of
philosophy to everyday
living?
(5 minutes)
(8 minutes)
T. Additional activities
for application or
remediation
X.
Reflection
Submitted by:
_______________________
MRS. MARY JOY C. PESIGAN
HUMSS / Teacher I
SDO Caloocan
Checked by:
_________________________
DR. WILHELMINA D. TARNATE
School Principal I
SDO Caloocan
GRADE 11
DAILY LESSON LOG
School
Teacher
Cielito Zamora Senior High School
Mrs. Mary Joy C. Pesigan
Teaching Dates and Time
July 9, 2018 / Monday / 9:20 – 11:20
/ Grade 11 Braise
July 10, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XI.
OBJECTIVES
G. Objectives: Content
Standard
H. Objectives:
Performance Standard
I. Learning Competency /
Objectives
Write the LC code of each
XII.
Grade Level
Learning Area
11 – Braise and Blanche
Introduction to Philosophy in the Human
Person
Quarter
1st Quarter
July 11, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
July 13, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
PPT11/12-Ic-2.1
At the end of the session, learners are expected to distinguish opinion from truth
Methods of Philosophizing
XIII.
XIV.
LEARNING
RESOURCES
G. Teachers Guide
Page
H. Learners
Material Page
I. Textbook
Pages
PROCEDURES
Introduction to the Philosophy of the Human Person by Roberto D. Abella
U. Reviewing previous
lesson or presenting
the new lesson
V. Establishing a purpose
for the lesson
W. Discussing new
concepts and
practicing new skills
Let the assigned group
facilitate the recapitulation
of the previous lesson
through Step-No, Step Yes
Game.
(5 minutes)
Activity:
PinoyHenyo
*Ask four student
volunteers from the class to
play a game with a
PinoyHenyoconcept.
*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)
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.
(10 minutes)
3. My neighbor is ugly.
(5 minutes)
Processing Questions:
Processing Questions:
1. What were the kinds of
1. Based on the game, what
questions raised in the
are the two forms of
course of guessing the
statements given? What
answer?
examples were given for
2. Is there any question
each?
raised which you consider as 2. What examples of fact
evidence-based? Cite
and opinion can you give
examples.
based on your real-life
3. Is there any question
experiences?
raised which you think is
opinion-based? Give
(5 minutes
examples.
(10 minutes)
X. Discussing new
concepts and
practicing new skills
#1
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.
(10 minutes)
Y. Discussing new
concepts and
practicing new skills
#2
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?
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
Guidepost for the
Discussion:
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
(10 minutes)
Belief
Illusion
3. What are the two levels
of knowledge? Discuss each.
Reason
KNOWLEDGE
Understanding
Z. 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
(10 minutes)
AA. Finding practical
applications of
concepts and skills in
daily living
Ask the students:
Why do we have to avoid
giving unsolicited opinions
to people who are not too
familiar to us?
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)
BB. Making
generalizations and
abstractions about the
lesson
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)
Let the students write a
simple sentence that depicts
their learning for this
session.
Pursuit of philosophy
follows the path of truth.
(5 minutes)
CC. Evaluating learning
(5 minutes)
Formative Assessment:
a. How can we arrive at the
truth?
b. What are the essential
elements of philosophizing?
(5 minutes)
Situation Analysis:
Show a short video clip of a
broadcaster reporting
certain statements on air.
Distinguish whether the
statements are opinionated
or facts. Justify
(5 minutes)
DD. Additional activities
for application or
remediation
XV.
Reflection
Submitted by:
_______________________
MRS. MARY JOY C. PESIGAN
Checked by:
_________________________
DR. WILHELMINA D. TARNATE
HUMSS / Teacher I
SDO Caloocan
GRADE 11
DAILY LESSON LOG
School Principal I
SDO Caloocan
School
Teacher
Cielito Zamora Senior High School
Mrs. Mary Joy C. Pesigan
Teaching Dates and Time
June 18, 2018 / Monday / 9:20 – 11:20
/ Grade 11 Braise
June 19, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XVI.
OBJECTIVES
J. Objectives: Content
Standard
K. Objectives:
Performance Standard
L. Learning Competency /
Objectives
Write the LC code of each
XVII.
XIX.
LEARNING
RESOURCES
J. Teachers Guide
Page
K. Learners
Material Page
L. Textbook
Pages
PROCEDURES
11 – Braise and Blanche
Introduction to Philosophy in the Human
Person
Quarter
1st Quarter
June 20, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
June 22, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
Doing Philosophy
XVIII.
Grade Level
Learning Area
EE. Reviewing previous
lesson or presenting
the new lesson
FF. Establishing a purpose
for the lesson
Present distorted figures
Present distorted figures
Review the previous lesson.
Synthesize the three previous
lessons.
What Philosophy is and what
philosophy is not.
What Philosophy is and what
philosophy is not.
Philosophy differs in different
eras in world history
Ask the students:
“Nakapagbyahenaba kayo?”
GG. Discussing new
concepts and
practicing new skills
Ask the students: “what comes to
your minds when you encounter
the word Philosophy?”
Ask the students: “what comes to
your minds when you encounter
the word Philosophy?”
Ask students about the wisdom
they can get from everyday
objects.
Lecture discussion:
HH. Developing mastery /
Discussion ( leads
Formative Assessment
3)
Unlocking of Difficulties:
Definition of Philosophy as a path
towards the attainment of
knowledge.
Unlocking of Difficulties:
Definition of Philosophy as a path
towards the attainment of
knowledge.
Examples:
Pencil/Eraser
Broom Stick
Shoes
Learning from Philosophers
Make an analogy:
The teacher will present the
different views of philosophers
Scuba diving and Helicopter as
about the nature and meaning of vehicles of doing philosophy.
philosophy
Ancient Greeks: to have a good
life
Medieval: to defend God
Modern: to reason/rationalize
Post-Modern: to find meaning
II. Finding practical
application of concepts
and skills in daily living
Ask the difference between
knowledge and 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.
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.
Give other examples
Give other examples
Philosophy is a journey.
JJ. Making generations
abstractions about the
lesson
KK. Evaluating learning
LL. Assignment
XX.
Flash the statements:
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”.
“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.
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.
Ask the difference between
knowledge and wisdom.
Write associated words with
philosophy.
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.
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.
Give other examples
Give other examples
Activity:
Tableau/Slogan/
The class will be grouped into 4
and will represent each era
through a tableau, slogan or a
short poem.
Why do we need to respect the
view of other people?
Recitation:
In what sense is philosophy
related to human life?
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?
Reflection
Submitted by:
_______________________
MRS. MARY JOY C. PESIGAN
HUMSS / Teacher I
SDO Caloocan
Checked by:
_________________________
DR. WILHELMINA D. TARNATE
School Principal I
SDO Caloocan
GRADE 11
DAILY LESSON LOG
School
Teacher
Cielito Zamora Senior High School
Mrs. Mary Joy C. Pesigan
Teaching Dates and Time
June 25, 2018 / Monday / 9:20 – 11:20
/ Grade 11 Braise
June 26, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XXI.
OBJECTIVES
M. Objectives: Content
Standard
N. Objectives:
Performance Standard
O. Learning Competency /
Objectives
Write the LC code of each
Grade Level
Learning Area
11 – Braise and Blanche
Introduction to Philosophy in the Human
Person
Quarter
1st Quarter
June 27, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
June 29, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
(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.
(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.
XXII.
Doing Philosophy
XXIII.
XXIV.
LEARNING
RESOURCES
M. Teachers Guide
Page
N. Learners
Material Page
O. Textbook
Pages
PROCEDURES
Introduction to the Philosophy of the Human Person by Roberto D. Abella
MM.
Reviewing
previous lesson or
presenting the new
lesson
NN. Establishing a purpose
for the lesson
(5 mins)
(2-3 mins)
Review the previous discussion Review the previous discussion
on the definition of philosophy? on the 3 levels of inquiry. Give
one example.
1. Common sense
Thumbs Up and Thumbs Down
2. Scientific Inquiry
3. Philosophical Inquiry
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
answer in non - philosophical
ways.
(5 mins)
Video Clip (4:30minutes)
https://yout u.be/ExVh4wL70yc
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.
Motivation ( Know yourself)
( 5 minutes)
Ask:
Was there a time where you
have wronged a person
because of your assumption or
judgement?
Activity:
Picture analysis
The teacher will present a
mathematical equation to
stimulate the students
curiosity.
“1+1=0”
Ask:
1.What do you observe in the
equation?
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.
Like, we wonder how come that
the word “proud” picked by
Angel Locsin known by the
magician as it shown in the
video.
1. Ask the students to
write 2-3 principles in
their lives?
What have you realize because
of that experience?
2. Do you think it’s correct?
Why or why not.
OO.Discussing new
concepts and
practicing new skills
(5- 7 mins)
Situational / Questions Puzzles
1. The teacher will present 3
situations/questions.
2. The students will expect to
show different ways in
answering questions..
Situation #1
There was an airplane crash,
every single person on board
died, but yet two people
survived. How is this possible?
Situation #2
PP. Discussing new
concepts and
practicing new skills
#1
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 minutes
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, vice-versa.
Collaborative Activity
Divide the class into 3 groups.
Assign a leader, secretary, and
presenter. Let each group
answer the question…
After the activity, ask the class…
What can you say about your
responses?
Situation #3
From the responses given, you
already started the act of
philosophizing through wonder.
Cite:
“All men by nature desire to
know.” – Aristotle
Situational Questions:
Given the following situations.
What will you do?
1. You saw your girlfriend/
boyfriend holding hands with
someone else.
2. Your baby brother is
wearing your favourite red
shirt.
Based on your responses, do
you think you did an act of
philosophizing?
What response shows an act of
philosophizing? What is not?
Why?
What do you usually think
whenever you experience
emotional pain? Problems?
Sufferings?
Present in the class.
What goes up and never
comes down?
Imagine you are in a sinking
row boat surrounded by sharks.
(5mins)
Ask:
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.)
Ask the students the value of
philosophical through role
play.(10 mins.)
Discuss the following:
The discipline of Questioning,
The discipline of Liberation
1. What strategies or
ways did you use to
answer the questions?
Discussing
new concepts and
practicing new skills
#2
QQ.
RR. 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.
SS. Finding practical
applications of
Now that you have understood
the 3 levels of inquiry,
…. Because man is always
searching for truth.
Discuss the following concepts:
a. Wonder
b. Doubt
c. Limiting
situations
d. Metaphysical
Uneasiness
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…
and The discipline of
Personhood.
Ask the students if they learn
values of philosophical
reflection when they
conducted the role play. (5
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. “Madalingmagingtao,
mahirapmagpakatao”
Ask the students to create
philosophical reflection e.g.
Child labor.
Interactive discussion:
Give one concrete situation
where we can apply the three
In a one-half sheet of paper.
Answer the question…
“who am I?”. Give at least 3-5
sentences. (5-7minutes)
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?
concepts and skills in
daily living
(Ask)
1.In what situations do you
apply philosophical inquiries
TT. 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.
2. Why do we need to
suffer?
3. Why can’t I be the no. 1
in the class?
Man is a questioning being. And
got no “definite answers” that’s
why we always wonder and
keep on searching answers.
Questions;
1. Is it important to help
parents if you are not doing
anything?
2. What is the value if you help
them or not? (8 mins.)
Ask the students to enumerate
the values of philosophical
reflection.(3 mins)
Write associated words with
philosophy.
UU. Evaluating learning
(5-7 minutes)
The class will be divided into 8
groups and each group should
make a scenario to show each
level of the philosophical
inquiry.
Ask at least 3-5 learners the
question….
When can you say that you
“wonder”?
Oral Test
Ask the students to create a
situation where they create
philosophical reflection and
they have to establish a value
of it. (5 mins)
disciplines explained in letter
D.
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 question to
one's life in your journal?
VV. Additional activities
for application or
remediation
XXV. Reflection
Submitted by:
_______________________
MRS. MARY JOY C. PESIGAN
HUMSS / Teacher I
Checked by:
_________________________
DR. WILHELMINA D. TARNATE
School Principal I
SDO Caloocan
SDO Caloocan