G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and

GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
September 17-September 21, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
Teaching Dates and Time: G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: First Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES
A. Content Standards The student should be able demonstrates various ways of doing philosophy.
B. Performance Standards The learners will be able to evaluate opinions.
C. Learning Competencies/Objectives PPT11/12-Id-2.2 PPT11/12-Id-2.2 PPT11/12-Id-2.2 PPT11/12-Id-2.2 PPT11/12-Id-2.2
Write LC code for each Applying Fallacies in Applying Fallacies in determining the Applying Fallacies in determining the Applying Fallacies in determining Applying Fallacies in
determining the truth and truth and opinion truth and opinion the truth and opinion determining the truth and
opinion PPT11/12-Ic-2.3 PPT11/12-Ic-2.3 PPT11/12-Ic-2.3 opinion
PPT11/12-Ic-2.3 Learners are expected to realize that Learners are expected to realize that Learners are expected to realize PPT11/12-Ic-2.3
Learners are expected to the methods of philosophy lead to the methods of philosophy lead to that the methods of philosophy Learners are expected to
realize that the methods of wisdom and truth. wisdom and truth. lead to wisdom and truth. realize that the methods of
philosophy lead to wisdom philosophy lead to wisdom
and truth. and truth.

II. CONTENT Methods of Philosophizing Methods of Philosophizing Methods of Philosophizing Methods of Philosophizing Methods of Philosophizing
III. LEARNING RESOURCES Introduction to the Introduction to the PHILOSOPHY of Introduction to the PHILOSOPHY of Introduction to the PHILOSOPHY of Introduction to the
PHILOSOPHY of the human the human person; Christine Carmela the human person; Christine Carmela the human person; Christine PHILOSOPHY of the human
person; Christine Carmela R. R. Ramos, PhD R. Ramos, PhD Carmela R. Ramos, PhD person; Christine Carmela R.
Ramos, PhD Introduction to the Philosophy of the Introduction to the Philosophy of the Introduction to the Philosophy of Ramos, PhD
Introduction to the Human Person; Sioco Vinzons Human Person; Sioco Vinzons the Human Person; Sioco Vinzons Introduction to the
Philosophy of the Human Philosophy of the Human
Person; Sioco Vinzons Person; Sioco Vinzons
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Text book pages 37-39 37-39 37-39 37-39 37-39
4. Additional pages from Learning
Resource (LC) portal
B. Other Learning Resources
IV. PROCEDURE Let the assigned group Let the assigned group facilitate the Let the assigned group facilitate the Let the assigned group facilitate the Let the assigned group
 G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
September 17-September 21, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
Teaching Dates and Time: G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: First Quarter

A. Reviewing previous Lesson or
presenting New Lesson
B. Establishing purpose for the
Lesson
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 Assessment3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
facilitate the previous lesson
in a form of a Charade
The teacher shows a video
clip that presents examples
of fallacies of argumentation.
After the video presentation,
ask the students to identify
fallacious statements.
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy
Discuss the meaning of
fallacies used in
argumentation.
Enumerate examples of
fallacies and define them.
Cite examples of fallacies
which they had experienced
or observed.
Ask the students to express
their learning for this session
through a role play
25-Item Quiz
Let the students determine
whether the given
statements are valid/true or
fallacious. If the statement is
a fallacious, identify what
previous lesson in a form of a
Charade
The teacher shows a video clip that
presents examples of fallacies of
argumentation.
After the video presentation, ask the
students to identify fallacious
statements.
Guide the students to the concept
that opinionated statements may
come in a form of a fallacy
Discuss the meaning of fallacies used
in argumentation.
Enumerate examples of fallacies and
define them.
Cite examples of fallacies which they
had experienced or observed.
Ask the students to express their
learning for this session through a
role play
25-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.
previous lesson in a form of a Charade
The teacher shows a video clip that
presents examples of fallacies of
argumentation.
After the video presentation, ask the
students to identify fallacious
statements.
Guide the students to the concept
that opinionated statements may
come in a form of a fallacy
Discuss the meaning of fallacies used
in argumentation.
Enumerate examples of fallacies and
define them.
Cite examples of fallacies which they
had experienced or observed.
Ask the students to express their
learning for this session through a role
play
25-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.
previous lesson in a form of a
Charade
The teacher shows a video clip that
presents examples of fallacies of
argumentation.
After the video presentation, ask
the students to identify fallacious
statements.
Guide the students to the concept
that opinionated statements may
come in a form of a fallacy
Discuss the meaning of fallacies
used in argumentation.
Enumerate examples of fallacies
and define them.
Cite examples of fallacies which
they had experienced or observed.
Ask the students to express their
learning for this session through a
role play
25-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.
facilitate the previous lesson
in a form of a Charade
The teacher shows a video
clip that presents examples of
fallacies of argumentation.
After the video presentation,
ask the students to identify
fallacious statements.
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy
Discuss the meaning of
fallacies used in
argumentation.
Enumerate examples of
fallacies and define them.
Cite examples of fallacies
which they had experienced
or observed.
Ask the students to express
their learning for this session
through a role play
25-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
 G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
September 17-September 21, 2018
G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
Teaching Dates and Time: G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11) Quarter: First Quarter

fallacy it expressed. expressed.

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 these did work?
F. Difficulties did I encounter which my
principal or supervisor can help me
solve?
G. What innovation or localized
materials did I used which I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

Shendy M. Acosta Mr. Michael Jay E. Alaska Mrs. Sheila F. Tabian

Subject Teacher SHS Academic Coordinator Principal