Daily Lesson Log in INTRODUCTION TO PHYLOSOPHY OF A HUMAN PERSON Date: WEEK 7 (MARCH 27-31, 2023)

I. OBJECTIVES DAY 1 DAY 2 Day 3 Day 4

A. Content Standard The learner demonstrates various ways of doing philosophy

B. Performance Standard The learner evaluates opinions

At the end of the session, At the end of the session,

learners are expected to analyze learners are expected to realize
C. Learning
situations that show the that the methods of philosophy
Competencies/
Objectives difference between opinion and lead to wisdom and truth
truth. PPT11/12-Id-2.3
PPT11/12-Id-2.2
II. CONTENT Methods of Philosophizing
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Manual
pages
3. Textbook

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning (www.youtube.com/watch?v= RHLSdrAkOE Caraan(2016)Introduction to Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning
 philosophy of the Human Person ,Diwa learning system Makati,Philippines system Makati,Philippines pp.21-32 Ramos(2016)Introduction to the Philosophy of
pp.21-32 the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34
Resources/Materials
Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc.
bookstore Sampaloc,Manila pp.29-34
II. PROCEDURES
Let the assigned group facilitate Let the assigned group facilitate Let the assigned group facilitate Let the assigned group facilitate
A. Reviewing previous the recapitulation of the pervious the recapitulation of the previous the recapitulation of the previous the recapitulation of the previous
lesson or presenting lesson using flash cards. lesson in a form of a charade. lesson in a form of a Gallery lesson in a form of a Telephone
new lesson Walk. Conversation.
(REVIEW) (5 minutes) (5 minutes)
(5 minutes) (5 minutes)
Activity: Relate to the class the story of a The teacher shows a video clip Activity:
Guess and Dress Me Up Lost and Found cellular phone that presents examples of fallacies Pageant (Introduction)
*Provide 2 human figures labeled unit. of argumentation. After the *Divide the class into 4-6 groups
as Truth and Opinion. video presentation, ask the (whatever the case may be).
B. Establishing a purpose *Each group should have 1
*Let four (4) volunteer students (5 minutes) students to identify fallacious
of the lesson
take turns in dressing up each statements. representative who will present
(MOTIVATION)
figure with puzzle clothes bearing “who they are” a la pageant.
statements of truth and opinion. (5 minutes) *Allot 3 minutes for the preparation.
(10 minutes)
(5 minutes)
How did you determine that the Ask the students: Guide the students to the Ask the students:
statement is considered truth or Why is it necessary to avoid concept that opinionated 1. How do you assess the words
opinion? giving speculations in looking for a statements may come in a form or statements uttered by the
solution to a problem presented? of a fallacy. candidates during the pageant?
(5 minutes) 2. Which of their statements can
C. Presenting examples/ Expected Answer: (5 minutes) be considered as truth?
instances of the new We should base our search on
lesson the truth, not on opinion. (5 minutes)
(PRE-ACTIVITY)
Example of speculation:
My classmate is a thief, he
took my cellphone.

(5 minutes)
 Spongebob: Empty your mind Discuss the Nature of Truth: Discuss the meaning of Discuss Methods of Philosophy:
(www.youtube.com/watch?v= 1. Correspondence Theory fallacies used in  Critical Thinking
RHLSdrAkOE) 2. Coherence Theory argumentation. Components of Critical Thinking (10
Processing: Identify situations Pragmatic Theory (15 minutes) minutes)
D. Discussing new from the video which can be (5 minutes)
concepts and
considered as truth and opinion.
practicing new skills 1
(ACTIVITY PROPER) Answers should be written in the
group
activity sheet provided.

(10 minutes)
E. Discussing new Insinuate the value of truth in Activity: Role-playing Enumerate examples of Group Activity:
concepts and philosophizing by bracketing or fallacies and define them.
practicing new skills 2 Ask the students to act out a Semantic Mapping
setting aside opinions and biases.
(DEEPENING)
situation in the context of their (25 minutes)
(5 minutes) experiences in the family and let Let the students create a
their classmates determine truth Semantic Map on the Attributes of
from opinion. a Critical Thinker using symbols.
Expected Output:
1. (10 minutes) 1.Looks for Evidence to
support assumption and
beliefs-

2.Adjusts Opinion-

3.Looks for Proof-

F. Developing mastery
(POST-ACTIVITY)

(5 minutes)
G. Finding practical Have the students cite an Ask the students to cite a Cite examples of fallacies which With the advent of social media,
applications of instance in their life where they specific example in any of the they had experienced or how would you uphold truth and
concepts and skills in find truth to be really three (3) theories of truth in the observed. wisdom?
daily living
essential/significant. context of their experience as

(8 minutes)
(APPLICATION)
Let the students answer the
given question:
Based on the discussion, how
should analysis of situations be
done?
H. Generalizing and Expected answer:
abstractions about the
lesson
Analysis of situations should be
(GENERALIZATION) done with utmost consideration of
the truth.
(7 minutes)
Johari’s Window
Looking glass self (Charles
Cooley)
*Ask the students to list down
three (3) attributes about
I. Evaluating learning
themselves which they consider as
(ASSESSMENT)
truth and opinion.
*Let them write their answers on
their formative notebook.
(10 minutes)
senior high school students. (5 minutes) a. Facebook
b. Instagram
Example: c. Twitter
I am taking eight (8) subjects d. Etc.
this semester.
(7 minutes)
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
Let the students answer the given Ask the students to express their Write a couplet on your
question: learning for this session through perspective about the given
On the basis of the a meta- card. statement:
discussion, how would you A person is more than just his/her
determine if your beliefs are Expected Answer: Opinionated Facebook profile/account.
true? statements may come in a (8 minutes)
form of a fallacy.
Expected Answer:
The truth behind beliefs or (2 minutes)
propositions are determined
through the correspondence,
coherence, and pragmatic
theories.
(5 minutes)
Ask the students to enumerate 15-item Quiz What is the significance of
and explain the three (3) theories Let the students determine philosophy to everyday living?
of truth. whether the given statements are
Or valid/true or fallacious. If the (5 minutes)
Ask the students to identify two (2) statement is a fallacious, identify
economic, political, or socio-cultural what fallacy it expressed.
situations. Let them write two (2) *See attached quiz items. (8 minutes)
statements of truth about each
situation. Then, have them identify what
theory of truth is used.
 J. Additional activities
for application or
remediation
(REMEDIAL/ASSIGNMENT)

K. REMARKS

L. REFLECTION

Prepared by: Checked by: Monitored by: Noted by:

JAYLORD R. MENOR JUDITH E. DELOS SANTOS ROSEFEDITA R. PASTORES SALLY J. FLORENTIN, PhD
Subject Teacher SHS Focal Person Head Teacher III Principal IV

Prepared by:

JELL E. DELA CRUZ

Subject Teacher