Mil July 15 August 08

School CASABULA NATIONIAL SCHOOL Grade Level 12 - PEARL
GRADE 12 Teacher WILBERT GIUSEPPE L. DE GUZMAN Learning Area MEDIA AND INFORMATION
DAILY LESSON LOG LITERACY
Teaching Dates and Time Monday-Thursday (4 hrs) Quarter 1ST
JULY 08 - 11, 2019
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
B. Performance The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
Standards
C. Learning The learner The learner The learner The learner
Competencies
/Objectives editorializes the value of being a media identifies traditional media and new identifies traditional media editorializes the roles and
Write the LC code and information literate individual. media and their relationships. and new media and their functions of media in
for each (MIL11/12EMIL-IIIb-5) relationships. democratic society.
identifies characteristics /describes a (MIL11/12EMIL-IIIb-5) (MIL11/12EMIL-IIIb-6)
responsible uses and competent
producers of media and information. searches latest theory on
(MIL11/12IMIL-IIIa-3) information and media.
(MIL11/12EMIL-IIIb-7)
shares to class media habits, lifestyles
and preferences.
(MIL11/12IMIL-IIIa-4)
II. CONTENT 1. Introduction to Media and 2. The Evolution of Traditional to New 2. The Evolution of 2. The Evolution of
Information Literacy Media: Traditional to New Media: Traditional to New Media:
a. Media Literacy a. Prehistoric Age; a. Prehistoric Age; a. Prehistoric Age;
b. Information Literacy b. Industrial Age; b. Industrial Age; b. Industrial Age;
c. Technology Literacy c. Electronic Age; c. Electronic Age; c. Electronic Age;
d. New (Information) Age d. New (Information) Age d. New (Information) Age
Do ePortfolio; creating email/
social media accounts
1
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 https://www.slideshare.net/arnielping/mil-elements-of-media-literacy-and-critical-thinking
Resources https://www.slideshare.net/arnielping/mil-key-concepts-in-media-literacy-and-questions-to-ask-in-analyzing-media-messages
http://cfa.org/Portals/0/documents/iams_cat_pr_101.pdf
https://www.youtube.com/watch?v=qvgURfZMGoQ : Media Effects
https://www.youtube.com/watch?v=5RRyX9mI5Lw : Mass Media| Society and Culture| Khan Academy
IV. PROCEDURES
A. Reviewing the previous (5 mins) (5 mins) (5 mins) (5 mins)

lesson or presenting the The teacher reviews the student about The class reviews the lesson last The class reviews the periods The class review the topic that
new lesson the forms of literacy being discussed meeting. of evolution of media that was discussed last meeting.
last meeting. were discussed last meeting
B. Establishing the Students give their presentation. Show the picture of Titanic. Ask List the rules that you know in
purpose of the lesson the learners what is about the using our computer lab.
picture that is shown to them.
Ask: “If the Titanic sank

somewhere in the Atlantic Ocean,
how do you think the news
reached people in England and
New York at that time?”
(Sample answers: telephone,
letter, newspaper, etc.)
2
How people used the telegraph
and telegrams for faster means of
communication during that time?
Pose this question to the learners:

“If the Titanic sank today, in what
format would people receive or
read the news?”
C. Presenting (10 mins) (10 mins) (10 mins) (10 mins)
examples/instances of the Ask:  Compare and contrast the  Compare and  Write a brief but
new lesson examples given for contrast the examples comprehensive
 How do you describe the traditional and new media. given for traditional explanation on how
cyber environment? and new media. media works in the
society.
D. Discussing new (40 mins) (40 mins) (40 mins) (40 mins)
concepts and practicing The class focus on how to be The class focus on evolution of The presentors discuss about Elaborate the roles and
skill # 1 responsible in using forms of media. media during Pre- Historic Age. Electronic and Digital Age. functions of media in
democratic society.
The learner will explain “Think before Activity: Describe the media
you click”. during those time and explain why The groups should have a group
in two sentences. chat. In their group, discuss how
media help them to be
democratic.
E. Discussing new The class focus on netiquette. The class focus on evolution of We are going to create your
concepts and practicing media during Industrial Age. There group’s ePortfolio. We are going
new skill #2 will be reporters for this period. to create your group blog.
Activity: Describe the media

during those time and explain why
in two sentences.
F. Developing Mastery The learners do Right or Wrong (5 mins) (5 mins) (5 mins)
(Leads to Formative activity The learners do True or False Learners do Knowing You Post in your blog at least one
Assessment) Test about the things being Media at Different Ages. article about the roles and
Direction: Put a check mark or wrong discussed. functions of media to have
mark on the following activities in Direction: Have the learners democratic society.
using media. form groups of six (6)
members. Using Manila paper
3
and markers, each group
should provide answers to fill
in the table.
G. Finding practical Ask: Ask: Ask: Ask:
applications of concepts
and skills in daily living How does netiquette help you to be a How do the milestones during How did the evolution of How does ePortfolio and
responsible media user? primordial times help you improve media make you appreciate technology help you in becoming
media? its existence? a good citizen of the country?
H. Making generalizations (5 mins) Learners differentiate the two Learners differentiate the Learners generalize the facts
and abstractions about the Complete the statement: periods. remaining periods. they learned.
lesson
Netiquette is _________________.
I. Evaluating Learning The learners create to- do list in using The learners create a friendly Answer the following: Ask the students what do they
media. letter. 1. Given the available media know about Internet of Things
that we now have in the world, (IoT).
what are its roles and
functions in a democratic
society?
2. In what way does media
affect your life (personal,
professional, academic,
social, others)?
J. Additional activities for
application or remediation
V. REMARKS Media and Information Literacy is taken four (4) times a week by the learners with one (1) hour per meeting.
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
4
up with the lesson.
D. No. of learners who
continue to require.
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: Noted by:
WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

SHS Teacher II Head Teacher III Principal I
5
JULY 15 – 18, 2019

I. OBJECTIVES
B. Performance The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
Standards
C. Learning MIL11/12IL-IIIc-9
Competencies MIL11/12TYM-IIId10
/Objectives MIL11/12TYM-IIId11
Write the LC code MIL11/12TYM-IIId12
for each 3.2 demonstrates ethical use of information
4.1 classifies contents of different media types
4.2 defines media convergence through current examples
4.3 discusses to class on how a particular individual/ or society is portrayed in public using different type of media
II. CONTENT Information Literacy
Types of Media
a. Print (books, newsletter, magazines, journals, and other printed materials)
b. Broadcast (radio, television, and film)
c. New Media (internet)

A. References
pages
pages
3. Textbook pages
6
from Learning
B. Other Learning Resources http://aberdeenunilibskills.pbworks.com/w/page/34075199/Route%204%3A%20Ethical%20Use%20of%20Information
www.csuchico.edu/lref/InfoLit/The%20Ethical%20Use%20of%20Information.pptx
http://www.iskouk.org/sites/default/files/GreenPaper.pdf
https://tobyjenn.files.wordpress.com/2010/01/reality-tv-and-media-convergence.ppt
https://milteach.files.wordpress.com/2009/11/new-and-converging-technologies.ppt
http://www2.fiu.edu/~surisc/chapter%202%20notes.pdf
http://www.encyclopedia.com/social-sciences-and-law/political-science-and-government/political-science-terms-and-concepts-112
http://www.unesco.org/education/aladin/paldin/pdf/course02/unit_13.pdf
IV. PROCEDURES Demonstrates ethical use of Classifies contents of different Defines media convergence Individual/Society Public
information media types through current examples Imaging using different type of
media
lesson or presenting the Teacher will define information ethics Teacher will ask the learners Teacher will ask the learners if Teacher will show some social
new lesson as: "the branch of ethics that about the concepts that they can they have already watched media photos and let the learners
focuses on the relationship recall from the previous lesson. Pinoy Big Brother, Pinoy Got give their opinion about the
between the creation, Talent, and other reality tv photos.
organization, dissemination, shows.
and use of information, and the
ethical standards and moral
codes governing human conduct
in society".
B. Establishing the purpose of The purpose of this lesson is for The teacher will ask how many Ask the learners why these Ask the learners how did they
the lesson learners to acquire the necessary categories of media they can shows are successful. feel about the photos.
knowledge and skills in order to recall from previous lessons.
demonstrate the ethical use of
information.
examples/instances of the Power Point Presentation about Power Point Presentation about Power Point Presentation Video Presentation about
new lesson  Ethical Use of Information  Classification of Contents about  Media Effects
From Different Media  Media Convergence  Society and Culture
Types
7
D. Discussing new concepts (40 mins) (40 mins) (40 mins) (40 mins)
and practicing skill # 1 Let the learners visit the website Group Activity: Group Activity: Group Activity:
http://aberdeenunilibskills.pbworks.c Present the class with Creating wiki’s:brainstorm Create a 3-5 minute video about
om/w/page/34075199/Route%204% GreenPaper.pdf. with your group on what your school. You may interview
3A%20Ethical%20Use%20of%20Infor particular topic within the other students in the school and
mation Let them analyze the contents and classroom that you will create ask them what good things they
and let them create a similar website crate a reflection paper based on a wiki entry of. It could be your can say about the school.
content using the guidelines on ethical the document presented. group, your class, the
use of information. subjects, individual
If internet isn’t available: let the personalities, etc.
learners appreciate a book/ school
publication and let them create a
similar content using guidelines on
ethical use of information
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery (5 mins) (5 mins) (5 mins)
(Leads to Formative Reflection Presentation: Blogsite Presentation: Group Leaders will present the
Assessment) Let the group leader present their Upload your created content subject topic of their video
reflection in a minute focusing on on your blogsite. presentation.
the most important concept that
they have observed.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations (5 mins)
and abstractions about the Quality of information is acquired
lesson through the ethical use of information.
A learner must be able to evaluate the
quality, relevancy, and currency of the
information that you have acquired.
Ethical guidelines have been provided
in order for you and the information to
be protected from copyright abuses
and plagiarism.
I. Evaluating Learning The reflection paper will serve as The blog will serve as the The video will serve as the
the evaluation evaluation evaluation
8
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.
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish
to share with other
teachers?

9
JULY 22 - 25, 2019

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how representations are constructed in diverse media types and how they converged.
B. Performance Standards The learners shall provide an outline of media convergence in different areas by identifying the different platforms and the convergence therein.
The learners shall make a visual representation (sketch or drawing) on how media is affecting his/her own everyday life.
C. Learning Competencies Classify contents of different media Classify contents of different media Classify contents of different Classify contents of different
/Objectives types. (MIL11/12TYM-IIId-10) types. (MIL11/12TYM-IIId-10) media types. (MIL11/12TYM- media types. (MIL11/12TYM-
Write the LC code IIId-10) IIId-10)
for each Define media convergence through Define media convergence through
current examples. current examples. Define media convergence
(MIL11/12TYM-IIId-11) (MIL11/12TYM-IIId-11) through current examples.
(MIL11/12TYM-IIId-11)
Discuss to class on how a particular Discuss to class on how a
individual is portrayed in public using particular individual is portrayed in Discuss to class on how a
different type of media. public using different type of media. particular individual is
(MIL11/12TYM-IIId-12) (MIL11/12TYM-IIId-12) portrayed in public using
different type of media.
(MIL11/12TYM-IIId-12)
II. CONTENT Types of Media Types of Media Types of Media Creation of MIL portfolio and
a. Print (books, newsletter, magazines, a. Print (books, newsletter, a. Print (books, newsletter, other social media accounts
journals, and other printed materials) magazines, journals, and other magazines, journals, and
b. Broadcast (radio, television, and printed materials) other printed materials)
film) b. Broadcast (radio, television, and b. Broadcast (radio,
c. New Media (internet) film) television, and film)
c. New Media (internet) c. New Media (internet)
10
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning Resources https://www.slideshare.net/arnielping/mil-elements-of-media-literacy-and-critical-thinking
https://www.youtube.com/watch?v=YOY67QY7FM4
https://www.slideshare.net/arnielping/mil-key-concepts-in-media-literacy-and-questions-to-ask-in-analyzing-media-messages
https://www.slideshare.net/arnielping/mil-the-evolution-of-media-functions-of-media-media-and-the-government
IV. PROCEDURES
lesson or presenting the new The class reviews the lesson tackled Review about types of media and The class reviews the lesson The class reviews the activities
lesson last meeting. media convergence. tackled last meeting. they had.
B. Establishing the purpose of State the learning objectives. The teacher will ask how many
the lesson categories of media they can
recall from previous lessons.
C. Presenting (10 mins) (10 mins) (10 mins)
examples/instances of the new Fill up the matrix by sorting the The learners watch videos. Then, Video Presentation about
lesson following: ask them the following:  Media Effects
 Society and Culture
 books, newspaper, television, personalities who were in the
Youtube, magazines, social video
network, radio, memeography, • people who watched and read
newsletter, cellphone, the news
journals, film/movie • media men who featured the
article
• their (learners ) own personal
reactions
11
Ask further:
How do different audiences
perceive media personalities?
 Do you agree that media

personalities have power
to direct or challenge
society? Explain your
answer.
D. Discussing new concepts (40 mins) (40 mins) (40 mins)
and practicing skill # 1 Discuss about types of media and Discuss with the learners the The learners improve/ do their
media convergence. following: ePortfolio and do other social
• Different interpretations of the media accounts while the
quote. teacher guides them.
“The media can be influenced by

society and can in turn influence
society”.
Explain their answer.
• Cite the different forms of media

that greatly influence youth like
them.
• The different levels of influence
that different media have in
society in general.
• How this quote should be given
consideration when using media
for presenting information.
E. Discussing new concepts Discuss about media personalities

and practicing new skill #2 and the responsibility of media
content producers to their viewers.
F. Developing Mastery Fill up the media convergence matrix. (5 mins) (5 mins) (5 mins)
(Leads to Formative Using the application that the
12
Assessment) learners are most competent
with, make a drawing/sketch
on how different media is
affecting your
everyday life. The learners
can use any application that
they are most comfortable
with (ex. SketchPro, sketch.io,
Microsoft Paint,
others)
G. Finding practical Ask: Ask: Ask:
applications of concepts and
skills in daily living How types of media will help you How media personalities influence How the application helped
appreciate information? you as teenagers? you convey on how different
media affects your life?
H. Making generalizations and (5 mins) (5 mins) (5 mins)
abstractions about the lesson Learners differentiate the types of The learners enumerate the The learners give their insight
media. influence of media among people. about the application they
used.
I. Evaluating Learning The learners do the following: Instruct learners to search for The learners will evaluate
famous/iconic personalities who their works using the matrix.
Describe how new technologies have have been featured in print,
led to the convergence of traditional broadcast and new media. Make a
and new media. matrix that would contain
(1) title of the media product;
Explain how media convergence (2) its creator; and
creates new opportunities for (3) describe how each particular
interaction. personality is being described in a
specific type of media.
Describe the use of one or two forms
of new media to share knowledge and
information on a current issue in
society.
Explain how a person could be

portrayed in public in the age of media
convergence.
13
VI. REFLECTION
assessment
remediation.
lesson.
strategies worked well? Why
did these work?
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?

14
JULY 29 – AUGUST 01, 2019

I. OBJECTIVES
The learners demonstrate an understanding of the values and differences of the sources of media and information.
B. Performance Standards The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.
The learners shall be able to examine the reliability, accuracy, value, authority, and timeliness of the different sources of media and information.
The learners shall be able to research on indigenous media or information resource within the community.
C. Learning Competencies The learners compare potential Compare potential sources of Interview an elder from the Compare potential sources of
/Objectives sources of media and information. media and information. community regarding media and information.
Write the LC code (MIL11/12MIM-IIIe-13) (MIL11/12MIM-IIIe-13) indigenous media and (MIL11/12MIM-IIIe-13)
for each information resource.
At the end of the lesson, the learners (MIL11/12MIM-IIIf-14)
must be able to:  Identify a range of
• Demonstrate an ability to examine strategies for gathering •Identify a range of strategies
and compare information from various indigenous informational for gathering indigenous
sources in order to evaluate its media. informational media.
reliability, accuracy, authority,
timeliness, and • Define Open Educational
bias. Resource
• Determine the accuracy, reliability
and value of information by
questioning
the source of data, limitations of the
information gathering tools or
strategies, and the rationale of the
conclusions.
II. CONTENT Reliability and accuracy of information 5. Media and Information Sources 5. Media and Information 5. Media and Information
a. Indigenous Sources Sources
15
5. Media and Information Sources b. Library a. Indigenous a. Indigenous
a. Indigenous c. Internet b. Library b. Library
b. Library d. Others c. Internet c. Internet
c. Internet d. Others d. Others
d. Others

A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning Resources https://www.slideshare.net/arnielping/mil-elements-of-media-literacy-and-critical-thinking
https://www.youtube.com/watch?v=YOY67QY7FM4
https://www.slideshare.net/arnielping/mil-key-concepts-in-media-literacy-and-questions-to-ask-in-analyzing-media-messages
https://www.slideshare.net/arnielping/mil-the-evolution-of-media-functions-of-media-media-and-the-government
IV. PROCEDURES
lesson or presenting the new State the competency and objectives The teacher reviews the learners The teacher introduces the The teacher leads the learners in
lesson the learners need to achieve. about types of media and invited speaker for the doing social media accounts and
information sources. Indigenous Media and MIL ePortfolio.
Information Resource.
B. Establishing the purpose of Let the learners give their thoughts The teacher will present the
the lesson about #PacquiaoHorn fight. They need outputs of the learners on how
to state where they got information. media affect their lives.
C. Presenting (10 mins) (10 mins) (10 mins)
examples/instances of the new   
lesson
16
and practicing skill # 1 Discuss about reliability and accuracy Discuss about indigenous media The forum will start as the The learners need to have the
of information. and information. speaker gives information basic social media accounts.
Do the Mind activity. indigenous media and
information resource.
E. Discussing new concepts Discuss about types of media and Discuss about Open Educational Discuss about MIL ePortfolio.
and practicing new skill #2 information sources. Resources
F. Developing Mastery (5 mins) (5 mins) (5 mins)
(Leads to Formative The learners need to give The learners will ask The learners do the ePortfolio.
Assessment) examples of indigenous media questions about the topic
sources. given by the speaker.
G. Finding practical Ask: Ask: Ask:

applications of concepts and
skills in daily living How these concepts will help you to How indigenous media sources How the forum has helped
become media literate? will help you to be knowledgeable you to be familiar about local
about your barangay? information?
H. Making generalizations and (5 mins) (5 mins) (5 mins)
abstractions about the lesson The learners will generalize about the The learners will enumerate things The learners will state the
concepts being discussed. about what they learned. things they garnered from the
speaker.
I. Evaluating Learning The learners will give their steps on The class should prepare for the The class will conduct a post- The learners present their
distinguishing fake news. forum about indigenous media evaluation. outputs.
resource and information.
VI. REFLECTION
assessment
remediation.
17
lesson.
did these work?
solve?
teachers?

18
GRADE 12 Teacher WILBERT GIUSEPPE L. DE GUZMAN Learning Area INTRODUCTION TO THE PHILOSOPHY
DAILY LESSON LOG OF THE HUMAN PERSON
JULY 08 – 11, 2019

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 (PPT11/12-Ib-1.2 ) (PPT11/12-Ib-1.2 ) (PPT11/12-Ib-1.3) (PPT11/12-Ib-1.3)
/Objectives 1.2. Recognize human activities that 1.2. Recognize human activities Realize the value of doing Realize the value of doing
Write the LC code emanated from deliberate reflection that emanated from deliberate philosophy in obtaining a philosophy in obtaining a broad
for each Objectives: Identify the 3 levels of reflection broad perspective on life. perspective on life.
inquiry. Objectives: Identify the 3 levels of Objectives: Discuss Objectives: Discuss
Discuss the beginnings of inquiry. philosophizing as discipline of philosophizing as discipline of
philosophical inquiry. Discuss the beginnings questioning, liberation, and questioning, liberation, and
of philosophical inquiry. personhood. personhood.
II. CONTENT Doing Philosophy
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning Resources Ramos, Christine Carmela R. (2016). Introduction to the Philosophy of the Human Person. Rex Bookstore.
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
19
IV. PROCEDURES
lesson or presenting the new Review the previous discussion on the Review the previous discussion on Review: What is the Review the Philosophical
lesson definition of philosophy? the 3 levels of inquiry. Give one beginning of philosophical beginnings of inquiry through
example. inquiry? wonder.
1. Common sense This time, a learner will be able to
Thumbs Up and Thumbs Down 2. Scientific Inquiry see the value of doing
3. Philosophical Inquiry philosophy. That this will give him
Ask the students to thumb up if they the opportunity to see things in
think the statement is true and thumb broad perspectives.
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.
There are times that people answer in
non - philosophical ways.
B. Establishing the purpose of (5 mins) Video Clip (4:30minutes) Motivation ( Know yourself) Ask:
the lesson https://youtu.be/ExVh4wL70yc ( 5 minutes) Was there a time where you have
Activity: wronged a person because of
Ask the learners Ask the students to write 2-3 your assumption or judgement?
Picture analysis What did you observed in the principles in their lives?
video? What have you realize because
The teacher will present a of that experience?
mathematical equation to stimulate the As we all know magic uses tricks
students curiosity. but with that we ponder, ask,
curious and wonder.
“1+1=0”
Like, we wonder how come that
Ask: the word “proud” picked by Angel
1.What do you observe in the Locsin known by the magician as
equation? it shown in the video.
2. Do you think it’s correct? Why or
why not.
Like the crowd being amazed and
20
bewildered when the magician
revealed the word written in the
confetti is the same as Vice
Ganda picked.
C. Presenting (5- 7 mins) (5-7 mins) (10 mins) Situational Questions:
examples/instances of the new Situational / Questions Puzzles Like, we wonder why you girls get Activity “Opinion Mo” Given the following situations.
lesson the feeling of being hurt when your Group the class to two. Each What will you do?
1. The teacher will present 3 heartbroken or broke up with your group should have their own 1. You saw your girlfriend/
situations/questions. boyfriend same as for the boys, leader to summarize their boyfriend holding hands with
2. The students will expect to show vice-versa. opinion all about the issue of someone else.
different ways in answering questions.. Collaborative Activity summary execution to the
drug addicts and pushers. 2. Your baby brother is wearing
Situation #1 Divide the class into 3 groups. And each group will give their your favourite red shirt.
Assign a leader, secretary, and opinion if they are favor or not.
There was an airplane crash, every presenter. Let each group answer (10 mins.) Based on your responses, do you
single person on board died, but yet the question… think you did an act of
two people survived. How is this philosophizing?
possible? What do you usually think What response shows an act of
whenever you experience philosophizing? What is not?
Situation #2 emotional pain? Problems? Why?
Sufferings?
What goes up and never comes Present in the class.
down?
After the activity, ask the class…
What can you say about your
Situation #3
responses?
Imagine you are in a sinking row boat
surrounded by sharks. From the responses given, you
already started the act of
philosophizing through wonder.
and practicing skill # 1 Ask: Cite: Ask the students the value of Discuss the following:
“All men by nature desire to philosophical through role The discipline of Questioning,
know.” – Aristotle play. The discipline of Liberation and
What strategies or ways did you use The discipline of Personhood.
to answer the questions? …. Because man is always
searching for truth.
21
E. Discussing new concepts (15 mins) (10 mins)
and practicing new skill #2 Discuss the following concepts: Ask the students if they learn
a. Wonder values of philosophical
b. Doubt reflection when they
c. Limiting situations conducted the role play.
Metaphysical Uneasiness
F. Developing Mastery (20 mins) The time you started asking those (15 mins) (15 mins)
(Leads to Formative questions, you already have the Activity (Story Telling) Explain how you understand the
Assessment) Define the three levels of inquiries. sense of wonder, a childlike Ask the students to identify following quotations:
wonder about everything. We do values of philosophical 1.”He who has a WHY to live for
1. Common Sense - a basic ability to not tend to bother ask questions reflection cited in story. can bear almost any HOW” –
perceive, understand, and judge that are just simple yet too hard or Friedrich Nitzsche
things that are shared by (common to) difficult to answer. Like for 2. “Those who do not move do
nearly all people without need for example: “Who am I?” not notice his chains”- Rosa
debate. Asking this question in its real Luxemburg
essence seems too hard for us to 3. “Madaling maging tao,
2. Scientific- Based on or answer… mahirap magpakatao”
characterized by the methods and
principles of science. In a one-half sheet of paper.
Answer the question…
3. Philosophical - relating or devoted “Who am I?”. Give at least 3-5
to the study of the fundamental nature sentences. (5-7minutes)
of knowledge, reality and existence.
Ask:
Ask at least 3-5 learners to recite
their answers.
According to Plato, Philosophy

begins in “wonder” – the sense of
puzzlement and perplexity.
G. Finding practical Now that you have understood the 3 Ask the learners the questions (10 mins) Interactive discussion:
applications of concepts and levels of inquiry, 1. How did the magician do Ask the students to create Give one concrete situation
skills in daily living that? philosophical reflection e.g. where we can apply the three
(Ask) 2. Why do we need to Child labor. disciplines explained in letter D.
suffer? Questions;
1.In what situations do you apply 3. Why can’t I be the no. 1 in 1. Is it important to help
philosophical inquiries? the class? parents if you are not doing
22
anything?
2. What is the value if you
help them or not?
H. Making generalizations and (10 mins) (5 mins) (5 mins) Questions are part and parcel of
abstractions about the lesson The learners will be grouped and will Man is a questioning being. And Ask the students to human existence. Its inevitability
be tasked to come up with a word web got no “definite answers” that’s enumerate the values of is acknowledged especially in
map based from their understanding of why we always wonder and keep philosophical reflection. times when a person searches
the discussion. on searching answers. for the meaning of life. This very
act leads him to progress rather
Write associated words with than stagnation and arresting of
philosophy. 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.
I. Evaluating Learning (5-7 minutes) Ask at least 3-5 learners the Oral Test Write a reflection on the
question…. Ask the students to create a significance of question to one's
The class will be divided into 8 groups When can you say that you situation where they create life in your journal?
and each group should make a “wonder”? philosophical reflection and
scenario to show each level of the they have to establish a value
philosophical inquiry. of it.
V. REMARKS Introduction to the Philosophy of the Human person is taken four (4) times a week by the learners with one (1) hour per meeting.
VI. REFLECTION
assessment
remediation.
23
lesson.
did these work?
solve?
teachers?

24
School CASABULA NATIONIAL SCHOOL Grade Level 12 – PEARL
JULY 15 - 18, 2019

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 PPT11/12-Ic-1.4
/Objectives The learners do a philosophical reflection on a concrete situation from a holistic perspective.
Write the LC code
for each
II. CONTENT Doing Philosophy
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
IV. PROCEDURES
A. Reviewing the previous lesson or (5 mins) (5 mins) (5 mins)
presenting the new lesson THINK-PAIR-SHARE. Facilitator THINK-PAIR-SHARE. RUN DOWN. The facilitator will
will ask the students to discuss Facilitator will ask the give a run-down of what
with a partner their answer on the students to discuss with a transpired in session. Learners
question “DO YOU REFLECT?” partner their answer on the will also share their insights and
question “DO YOU learnings.
25
REFLECT?”
B. Establishing the purpose of the lesson Learners will share their answers Learners will share their The facilitator will explain that the
to the class. Facilitator shall arrive answers to the class. learners will make an essay
at an explanation that human Facilitator shall arrive at an concerning their philosophical
beings are endowed with the explanation that human reflection on a concrete situation
capacity to reflect, unlike animals. beings are endowed with the from a holistic perspective.
capacity to reflect, unlike
animals.
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing (10 mins) (10 mins)
skill # 1 PRESENTATION: Facilitator will PRESENTATION: Facilitator
facilitate a lecturette on will facilitate a lecturette on
PHILOSOPHIZING AND PHILOSOPHIZING AND
INSIGHT. INSIGHT.
1. Definition of Insight 1. Definition of Insight
*Kind of seeing with the mind *Kind of seeing with the mind
2. Relevance of Insight in One’s 2. Relevance of Insight in
Life One’s Life
E. Discussing new concepts and practicing
new skill #2
F. Developing Mastery (10 mins) (10 mins)
(Leads to Formative Assessment) VENN DIAGRAM. Learners will VENN DIAGRAM. Learners
work in group and prepare a venn will work in group and prepare
diagram showing the differences a venn diagram showing the
and intersections between the act differences and intersections
of “thinking” and “insight”. between the act of “thinking”
and “insight”.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Learners will write their reflective
abstractions about the lesson essay.
I. Evaluating Learning Rubric will be presented to guide

students. The rubric will primarily
grade their essay in terms of:
26
1. Content
2. Organization
3. Presentation
J. Additional activities for application or
remediation
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.
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?

27
JULY 22 - 25, 2019

I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.
B. Performance Standards The learners evaluate opinions.
C. Learning Competencies PPT11/12-Ic-2.1
/Objectives At the end of the session, learners are expected to distinguish opinion from truth
Write the LC code
for each
II. CONTENT Methods of Philosophizing
A. References
pages
pages
3. Textbook pages
from Learning
http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES Demonstrates ethical use of Classifies contents of Defines media convergence Individual/Society Public Imaging
information different media types through current examples using different type of media
28
A. Reviewing the previous (5 mins) (5 mins)
lesson or presenting the new Let the assigned group facilitate the Let the assigned group facilitate the
lesson recapitulation of the previous recapitulation of the previous lesson
lesson through Step-No, Step Yes through News Reporting.
Game.
B. Establishing the purpose of (10 mins) (10 mins)
the lesson Activity: Activity:
Pinoy Henyo Fact or Bluff
*Ask four student volunteers from *Divide the class into three groups for
the class to play a game with a the game entitled Fact or Bluff.
Pinoy Henyo concept. *Present the mechanics of the game.
*The topic of the game must lead to
the discussion on Fact and Examples:
Opinion. (e.g. political figures, 1. Manila is the capital of the
environment, senior high school Philippines.
subjects, etc.) 2. Sun is the center of the solar
system.
3. My neighbor is ugly.
C. Presenting (10 mins) (10 mins)
examples/instances of the new Processing Questions: Processing Questions:
lesson 1. What were the kinds of 1. Based on the game, what are the
questions raised in the course of two forms of statements given? What
guessing the answer? examples were given for each?
2. Is there any question raised 2. What examples of fact and opinion
which you consider as evidence- can you give based on your real-life
based? Cite examples. experiences?
3. Is there any question raised
which you think is opinion-based?
Give examples.
D. Discussing new concepts (10 mins) (10 mins)
and practicing skill # 1 Video Clip Presentation: Video Clip Presentation:
*Let the students watch a video clip Fact vs. Opinion
entitled “Allegory of the Cave.” (http://www.youtube.com/watch?v=fnF
nWWAnlkw)
*After watching the video clip, ask *Ask the learners to take down notes
the students to have a group about the difference between fact and
sharing on the message of the opinion while watching the video.
29
video.
*It is assumed that the students
already have their permanent
grouping for the quarter.
E. Discussing new concepts (15 mins) (15 mins)
and practicing new skill #2 Guidepost for the Discussion: Guidepost for the Discussion:
1. Why do we ask questions?
2. Why do we ask follow-up 1. What is the most important tool
questions? What is our end goal? used in philosophizing?
3. What kind of answers are we  Philosophy uses truth as tool in
seeking? philosophizing.
4. What do we get from finding the 2. What are the two (2) divisions of
truth? opinion? Explain each.
Opinion
Belief Illusion
3. What are the two levels of

knowledge? Discuss each.
Reason
KNOWLEDGE
Understanding
F. Developing Mastery (10 mins)

(Leads to Formative Activity:
Assessment) SmartArt on Fact vs. Opinion
30
Present the characteristics of Fact and
Opinion leading to Philosophizing
through a SmartArt.
PHILOSOPHIZING
FACT
OPINION
G. Finding practical (5 mins) (5 mins)

applications of concepts and Ask the students: Ask a student: How do you feel when
skills in daily living Why do we have to avoid giving you heard an opinion about you?
unsolicited opinions to people who Write your answer on your notebook.
are not too familiar to us? Limit your answer to 3 sentences only.
H. Making generalizations and (5 mins) (5 mins)
abstractions about the lesson Let the students write a statement Let the students write a simple
that summarizes the topic. sentence that depicts their learning for
Expected answer: this session.
In philosophizing, we ask questions
because we desire to know and we Pursuit of philosophy follows the path
find satisfaction upon discovery of of truth.
truth.
I. Evaluating Learning (5 mins) (5 mins)
Formative Assessment: Situation Analysis:
a. How can we arrive at the truth? Show a short video clip of a
b. What are the essential elements broadcaster reporting certain
of philosophizing? statements on air. Distinguish whether
the statements are opinionated or
facts. Justify.
31
VI. REFLECTION
assessment
remediation.
lesson.
did these work?
solve?
teachers?

32
JULY 29 – AUGUST 01, 2019

I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.
C. Learning Competencies
/Objectives At the end of the session, learners are expected to analyze situations At the end of the session, learners are expected to realize that
Write the LC code that show the difference between opinion and truth. the methods of philosophy lead to wisdom and truth
for each PPT11/12-Id-2.2 PPT11/12-Id-2.3
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning Resources Ramos, Christine Carmela R. (2016). Introduction to the Philosophy of the Human Person. Rex Caraan(2016)Introduction to philosophy
Bookstore. of the Human Person ,Diwa learning
(www.youtube.com/watch?v=RHLSdrAkOE 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
Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Philosophy of the Human Person,Rex
Sampaloc,Manila pp.29-34 Inc. bookstore Sampaloc,Manila pp.29-
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. 34
33
IV. PROCEDURES
lesson or presenting the new Let the assigned group facilitate Let the assigned group Let the assigned group facilitate Let the assigned group facilitate the
lesson the recapitulation of the facilitate the recapitulation of the recapitulation of the previous recapitulation of the previous lesson in a
previous lesson using flash the previous lesson in a form lesson in a form of a Gallery form of a Telephone Conversation.
cards. of a charade. Walk.
B. Establishing the purpose of (5 mins) (5 mins) (5 mins) (10 mins)
the lesson Activity: Relate to the class the story of The teacher shows a video clip Activity:
Guess and Dress Me Up a Lost and Found cellular that presents examples of Pageant (Introduction)
*Provide 2 human figures phone unit. fallacies of argumentation. *Divide the class into 4-6 groups
labeled as Truth and Opinion. (whatever the case may be).
*Let four (4) volunteer students After the video presentation, ask *Each group should have 1
take turns in dressing up each the students to identify fallacious representative who will present “who
figure with puzzle clothes statements. they are” a la pageant.
bearing statements of truth and *Allot 3 minutes for the preparation.
opinion.
examples/instances of the new How did you determine that the Ask the students: Guide the students to the Ask the students:
lesson statement is considered truth or Why is it necessary to concept that opinionated 1. How do you assess the words or
opinion? avoid giving speculations in statements may come in a form statements uttered by the candidates
looking for a solution to a of a fallacy. during the pageant?
problem presented? 2. Which of their statements can be
considered as truth?
Expected Answer:
We should base our search
on the truth, not on opinion.
Example of speculation:
My classmate is a thief, he
took my cellphone.
and practicing skill # 1 Spongebob: Empty your mind Discuss the Nature of Truth: Discuss the meaning of fallacies Discuss Methods of Philosophy:
(www.youtube.com/watch?v=R 1. Correspondence Theory used in argumentation.  Critical Thinking
HLSdrAkOE) 2. Coherence Theory  Components of Critical Thinking
34
Processing: Identify situations 3. Pragmatic Theory
from the video which can be
considered as truth and opinion.
Answers should be written in the
group activity sheet provided.
E. Discussing new concepts (10 mins) (10 mins) (25 mins) (15 mins)
and practicing new skill #2 Insinuate the value of truth in Activity: Role-playing Enumerate examples of fallacies Group Activity:
philosophizing by bracketing or and define them.
setting aside opinions and Ask the students to act out a Semantic Mapping
biases. situation in the context of their
experiences in the family and Let the students create a Semantic Map
let their classmates determine on the Attributes of a Critical Thinker
truth from opinion. using symbols.
Expected Output:
1.Looks for Evidence to support
assumption and beliefs-
2.Adjusts Opinion-
3.Looks for Proof-
4.Examines problem
35
5.Reject irrelevant and incorrect
information-
F. Developing Mastery (5 mins)

(Leads to Formative Activity:
Assessment) SmartArt
Let the students make a
graphical representation of the
Theories of Truth through a
SmartArt.
Expected Output:
Theories of Truth
Correspondence
Theory
Coherence Theory
Pragmatic Theory
G. Finding practical (10 mins) (5 mins) (5 mins) (7 mins)

applications of concepts and Have the students cite an Ask the students to cite a Cite examples of fallacies which With the advent of social media, how
skills in daily living instance in their life where they specific example in any of the they had experienced or would you uphold truth and wisdom?
find truth to be really three (3) theories of truth in observed.
essential/significant. the context of their experience a. Facebook
as senior high school b. Instagram
students. c. Twitter
36
d. Etc.
Example:
I am taking eight (8)
subjects this semester.
(Indicate from which theory

and facts the example
belonged to)
H. Making generalizations and (7 mins) (5 mins) (3 mins) (8 mins)
abstractions about the lesson Let the students answer the Let the students answer the Ask the students to express their Write a couplet on your perspective
given question: given question: learning for this session through about the given statement:
Based on the discussion, On the basis of the a meta-card. A person is more than just his/her
how should analysis of discussion, how would you Facebook profile/account.
situations be done? determine if your beliefs are Expected Answer:
true? Opinionated statements may
Expected answer: come in a form of a fallacy.
Analysis of situations should be Expected Answer:
done with utmost consideration The truth behind beliefs or
of the truth. propositions is determined
through the correspondence,
coherence, and pragmatic
theories.
I. Evaluating Learning (10 mins) (10 mins) (10 mins) (5 mins)
Johari’s Window Ask the students to 15-item Quiz What is the significance of philosophy to
enumerate and explain the Let the students determine everyday living?
Looking glass self (Charles three (3) theories of truth. whether the given statements are
Cooley) Or valid/true or fallacious. If the
*Ask the students to list down Ask the students to identify statement is a fallacious, identify
three (3) attributes about two (2) economic, political, or what fallacy it expressed.
themselves which they consider socio-cultural situations. Let *See attached quiz items.
as truth and opinion. them write two (2) statements
*Let them write their answers on of truth about each situation.
their formative notebook. Then, have them identify what
theory of truth is used.
37
VI. REFLECTION
assessment
remediation.
lesson.
did these work?
solve?
teachers?

38
AUGUST 05 – AUGUST 08, 2019

I. OBJECTIVES
A. Content Standards The learners demonstrate various ways of doing philosophy.
/Objectives PPT11/12-Ie-2.4
Write the LC code At the end of the session, learners are expected to evaluate opinions.
for each
A. References
pages
pages
3. Textbook pages
from Learning
http://learn.lexiconic.net/argumentevaluation.com.html
(www.youtube.com/watch?v=RHLSdrAkOE
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
39
IV. PROCEDURES
A. Reviewing the previous (5 mins) (10 mins)
lesson or presenting the new Let the assigned group facilitate the . Let the assigned group facilitate
lesson recapitulation of the previous lesson the recapitulation of the previous
in a form of Picture Clues. (Let them lesson in a form of a Game (Four
realize that the elderly are people Pics One Word).
who have time-tested wisdom). *Have the students guess on the
following words:
 Fairness
 Evidence
 Logic
 Tone
B. Establishing the purpose of (5 mins) (10 mins)
the lesson Activity: Graphing Activity: Skit
Let the students create a Pie Chart Let selected students perform a skit
to figure out the components for an on the following scenarios:
objective evaluation of an argument. 1. a mother leaving the house for
Let them allot a percentage for each work gives instructions to the eldest
component. child on how to manage the
household chores
2. a class adviser who will take a
maternity leave instructs her
advisory class to behave at all
times.
40
C. Presenting Criteria for (5 mins)
examples/instances of the Processing Activity:
new lesson Evaluating an Let the students answer the
Argument following questions in their
respective group:
1. What instructions were given in
Fairness the first scenario? In the second
Evidence
scenario?
2. How important the following
Logic
instructions are in terms of doing or
Tone accomplishing a task?
*Guide the students in realizing the
benefit of having and following
guidelines in reading and examining
(5 minutes)
arguments.
D. Discussing new concepts (5 mins) (10 mins)
and practicing skill # 1 Discuss: Discuss: .
How do I evaluate an argument? Reading an Argument
Guidelines on examining an
Argument
E. Discussing new concepts (10 mins)
and practicing new skill #2 Criteria in Evaluating an  FNo. Tips for Reading
Argument airn and Examining
ess Arguments
 Evidence Effectively
 Logic 1 Read once for an
 Tone initial impression.
2 Read the argument
Fairness- Is the argument fair and several more times;
balanced, or does it contain bias? Is identify the claim
the argument overly emotional and and support.
filled with loaded language? 3 Annotate as you
Is the argument one-sided? Are read – record your
there alternative points of view not thoughts.
addressed? 4 Highlight key terms;
Evidence- Are the given premises look up familiar
41
reliable and relevant? words.
Logic- Are the arguments 5 Draw a diagram or
thoroughly explained? Do they map to analyze the
contain gaps in reasoning or logical structure (how
details relate to one
fallacies?
another).
Tone- Is the attitude of the writer
appropriate for the content?
(10 mins)
(Leads to Formative Let the students answer the Reading and Critiquing Example
Assessment) question, how can we come up with (See attached hand-out on “Reading
a sound and valid argument? an Argument Carefully”).
Cite a specific instance that you Source:
had experienced in relation to this. http://learn.lexiconic.net/argumentev
aluation.com.html
G. Finding practical (10 mins) (5 mins)
applications of concepts and Ask the students: Ask the students:
skills in daily living Why is evaluating an opinion How would you apply your
significant in your daily dealings with knowledge on evaluating arguments
your in your daily lives? In what particular
a. classmates/friends? situations do you deem it useful?
b. teachers?
c. siblings?
d. parents?
e. community?
H. Making generalizations and (7 mins) (10 mins)
abstractions about the lesson Ask the students: Activity:
What are the qualities of a good *Divide the class into five (5)
argument? groups.
*Each group will summarize the
Expected Answer: lesson on evaluating arguments
A good argument possesses the through the following activities:
four criteria namely: fairness,  Group 1- Tableau
evidence, logic, and tone.  Group 2- Song
 Group 3-Poem
42
 Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring students’
performance.
I. Evaluating Learning (5 mins) (50 mins)
Triadic Activity: Text Analysis
Evaluating Arguments using Teacher provides a text from the
FELT Framework. editorial/opinion section. Have the
learners evaluate the perspective of
*The teacher will provide three (3) the author.
arguments in the context of the
political, economic, socio-cultural, N.B.: As much as possible, look for
and environmental situations in the a text that is similar with the topic for
Philippines. the debate.
*The students will evaluate each
argument using the FELT (50 minutes)
Framework. (See attached
evaluation tool). Debate
*Possible Topic:
Example: a. Death Penalty
b. Distribution of Condom among
“We should exhaust
HS Students
all possible c. Extra Judicial Killing/Drug War
resources from d. West Philippine Sea Claim
nature,” says a e. Same Sex Union
miner. f. Postponement of SK Election
*Suggested format: Oxford-Oregon
Debate
*See attachment for the Mechanics
and Assessment Tool.
J. Additional activities for (5 mins)
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.
43
VI. REFLECTION
assessment
remediation.
lesson.
did these work?
solve?
use/discover which I wish to
share with other teachers?

44
AUGUST 12 – AUGUST 15, 2019

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit.
B. Performance Standards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence.
/Objectives At the end of the session, learners are expected to recognize own limitations and possibilities
Write the LC code PPT11/12-If-3.1
for each
II. CONTENT
A. References
pages
pages
7. Textbook pages
from Learning
http://learn.lexiconic.net/argumentevaluation.com.html
(www.youtube.com/watch?v=RHLSdrAkOE
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
45
IV. PROCEDURES
lesson or presenting the new Briefly review the previous topics Review previous lesson Review previous lesson Review previous lesson
lesson discussed about philosophy.
Emphasize in this lesson that the
object and subject of philosophical
study is the human person.
B. Establishing the purpose of (5 mins) (10 mins) (10 mins) (10 mins)
the lesson Ask learners to answer or do the “We can’t cross the same river Find a short video presentation Narrate the anecdote of St.
following: twice.” –Heraclitus showing trivial information about Augustine who was walking on
1. Describe the taste of water. the human body. the beach.
2. Describe the color blue to a blind Narrate a story of a man crossing a
person. river. When that man decided to
3. How will you describe how cross it the second time, he crosses
wonderful the world is to a blind the same but different river. The
person? man himself when crossing the
4. Ask students if the tip of their river…
elbow can reach their chin.
C. Presenting (5 minutes) (5 mins) (5 mins) (5 mins)
examples/instances of the The above exercises are difficult if *Why can’t a man cross the same Relate the video to the topic. Relate the anecdote to
new lesson not impossible to be done. Why? river twice? learners’ experience.
“The human person has limits.” -The water in the river is flowing, *What does the story convey
hence the man is crossing on a about the human mind?
different but same river. Emphasize: Limitations of the
-The man himself was changing human mind and its possibility
thus the same man crossing was a
different man.
and practicing skill # 1 What makes/causes a human Man is being and becoming. Our bodies are constantly Man as a Rational Being
person’s limitations? changing and exhibit various *Limitations
characteristics. *Possibilities
E. Discussing new concepts (10 mins) (10 mins) (10 mins) (10 mins)
and practicing new skill #2 Human Composition Man as the Living or Metaphysical Man as a Biological Being Discuss: The Logic of Thought
“What is your greatest fear in life? Paradox (See references)
How will you overcome it?”
46
(Leads to Formative What are the theories about Human What makes you different with
Assessment) Composition? other animals in terms of physical
activities?
G. Finding practical (10 mins) (5 mins) (5 mins) (5 mins)
applications of concepts and How do these theories of human Explain paradoxically: *How do our bodies concretely Cite an example of concrete
skills in daily living composition manifest? Patawad ako ay makasalanan contribute to our limitations? experience where the limits of
Example: The body has its urges. sapagkat ako ay tao lamang. *How do our bodies concretely rationality manifested.
“The spirit is willing but the body is *Why will you blame your pagkatao contribute to our possibilities? Example:
weak.” for your faults? Forgetfulness
*Can you use your pagkatao to “Maling akala”
surpass these faults? Explain.
H. Making generalizations and (7 mins) (7 mins) (7 mins) (7 mins)
abstractions about the lesson I have a body just like how I have Man has limits but filled with Man is physiologically the “Nasabi na ang lahat ng
things. There is a difference potentialities. same with other animals but nasabi ngunit ang
between having a body and having has lot of things that make a pinakamahalaga ay hindi pa
things for I am my body. difference when man uses his rin nasasabi. –Zhuangzi
physicality. (Wu Wei)
I. Evaluating Learning (10 mins) (10 mins) (10 mins)
Come up with a check list that is Identify biological changes Have a quiz about the topics
composed of learner’s limitations in that occur to a human person. discussed through this
the following aspects: (You may week.
add.)
1. Physical
2. Mental/intellectual
3. Social
4. Spiritual
*This is to be submitted on the 4th

session of this week.
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.
47
assessment
remediation.
lesson.
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Mil July 15 August 08

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Mil July 15 August 08

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School CASABULA NATIONIAL SCHOOL Grade Level 12 - PEARL

DAY 1 DAY 2 DAY 3 DAY 4

A. Reviewing the previous (5 mins) (5 mins) (5 mins) (5 mins)

Ask: “If the Titanic sank

Pose this question to the learners:

Activity: Describe the media

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

III. LEARNING RESOURCES

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

III. LEARNING RESOURCES

 Do you agree that media

“The media can be influenced by

Explain their answer.

• Cite the different forms of media

E. Discussing new concepts Discuss about media personalities

Explain how a person could be

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

III. LEARNING RESOURCES

G. Finding practical Ask: Ask: Ask:

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

According to Plato, Philosophy

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

I. Evaluating Learning Rubric will be presented to guide

B. No.of learners who require additional

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

3. What are the two levels of

F. Developing Mastery (10 mins)

G. Finding practical (5 mins) (5 mins)

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

3.Looks for Proof-

F. Developing Mastery (5 mins)

G. Finding practical (10 mins) (5 mins) (5 mins) (7 mins)

(Indicate from which theory

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

DAY 1 DAY 2 DAY 3 DAY 4

*This is to be submitted on the 4th

Prepared by: Checked by: Noted by:

WILBERT GIUSEPPE L. DE GUZMAN NORMANDY G. DOMINGO NERISSA C. TABION, Ed. D.

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