School SAN NICOLAS NATIONAL HIGH SCHOOL
Grades 1 to 12
Daily
Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
Grade Level 12
Teacher XAMRAFEL L. CASTAÑETO Learning Area INTRO TO PHILO
Teaching JAN. 16-20, 2023 Quarter 2ND Quarter
Dates and 1:00-2:00pm TVL 12
Time 2:00-3:00pm ABM12
SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5
The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those
from the underprivileged sectors of society.
PPT11/12-IId-6.2 Appreciate the talents of PPT11/12-IId-6.3 Explain that authentic dialogue means accepting
persons with disabilities and those from the others even if they are different from themselves
underprivileged sectors of society and their
contributions from themselves PPT11/12-IId-
6.3 Explain that authentic dialogue means
accepting others even if
INTERSUBJECTIVITY
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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.
Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006) Introduction to the Philosophy of the Human Person,
Christine Carmela R. Ramos p.119-120 (2016)
 IV. PROCEDURES
A. Reviewing previous lesson how some Ask the students to Show pictures of Ask the students who applied authentic dialogue
or presenting the new lesson. pictures/ videos present the result of their different people outside the class about their observations. (5
(e.g. The Mouth interview with persons (or group of minutes)
Art, Nick with disability or people) talking to
Vujjicic,) belonging to the minority or with each
group. other. Group the
students and let
them pick one
picture per group
and have them
create a story
guided by the
following
questions:

B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
Ask them to determine the strengths and
weaknesses of the persons they interviewed
and have them listed on the board through a
diagram
Introduce the class to another activity and ask them (individual
recitation): 1. When was the last time you had a conversation with a
person? 2. Who was the person you had a conversation with? 3. How
was the conversation? 4. Do you consider it as something positive or
negative? Draw a table of two columns on the board (Positive and
negative). Write on the board their experiences (10 Minutes)

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Ask/Share: How do you interpret the Ask: 1. What was the topic of your dialogue all about?
pictures? Ask the student: How can we relate 2. How did you do the dialogue?
these pictures with the I-It and I-Thou 3. How did you feel during the dialogue? Did you feel heard? Did you
encounter posted by Buber? feel accepting of each other?
4. What did you realize from the dialogue? (Engage them to a primary
reflection)
5. What new things did you learn from your classmate? 6. What
differences did you learn about yourselves?
Various situations where intersubjectivity is exercised: a. On religion b. On social relationship c. etc.
 F. Developing mastery Ask the students to write in their journal a Engage the students into secondary reflection by asking: 1. How does it
(Leads to Formative very short essay about their understanding feel to know that someone is different from you? 2. How does authentic
Assessment 3) of the following line and choose three to five dialogue help you deal with these differences? Discuss: Authentic
students to read their essay in front of the dialogue means accepting individual difference
class:

G. Finding practical 1 Cabbage Game: Students’ need to do: 1. Please don’t throw/crumple my cabbage. 2. I will play music then pass the
applications of concepts and cabbage smoothly. 3. If the music stops, the last person who holds it will answer or cite his realization on the situation
skills in daily living given.

H. Making generalizations and Why do you need to respect/accept others What is the significance of knowing the I-it and I-Thou encounter
abstractions about the lesson point of view, action or differences? posted by Buber in our lives?

I. Evaluating learning Ask them about the pictures again. How do Write a reflection paper about the student’s ordinary experiences and
you proper address the situation? how Buber’s perspective is important.

J. Additional activities for

application or remediation
V. REMARKS LESSON IMPLEMENTED

VI. REFLECTION Learners were able to interpret their understanding of how a dialogue can describe their perspective in life.

A. No. of learners who earned 80% on

the formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by: XAMRAFEL L. CASTAÑETO Checked by: JAYSON L. LUARCA

SHS T-II, SUBJECT TEACHER Noted: LITO S. FLORENDO, EdD OIC-SHS ASSISTANT PRINCIPAL II
PRINCIPAL IV