DAILY LESSON LOG School

SOLOTSOLOT NATIONAL HIGH

SCHOOL
Grade Level 11
Department of Education INTRODUCTION TO THE PHILOSOPHY OF
Teacher KENNEDY F. VAGAY Learning Area
THE HUMAN PERSON
Teaching Dates and Time Week 7 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.

B. Performance Standards The learner can demonstrate the virtues of prudence and frugality towards his/her environment.
Notice things that are not in their proper place and organize them in an aesthetic way:
C. Learning 1. Develop keen observational skills to identify objects or elements that are out of place or disorganized in various environments.
Competencies/Objectives 2. Cultivate an eye for aesthetics and design, enabling the ability to arrange and organize items in a visually appealing and harmonious manner.
3. Enhance organizational abilities to efficiently sort and arrange objects, creating a visually pleasing and functional environment.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Introduction to the Philosophy of the Human Person
IV. PROCEDURES
 Begin the class by briefly reviewing
 Begin the class by briefly reviewing the importance of aesthetics and
the importance of aesthetics and its organization in creating a
Begin the class by briefly reviewing the
relevance to philosophy. harmonious and functional
A. Reviewing previous lesson or previous lesson on the importance of Review and recall the previous topics
 Recap the concept of aesthetics and environment.
presenting the new lesson critical thinking and observation in ready for the assessment of learning.
its connection to the perception of  Recap the concepts of aesthetics,
philosophy.
beauty and the arrangement of visual harmony, and the principles of
objects. design discussed in the previous
lesson.
 Explain to the students that today's  Explain to the students that the  Explain to the students that the
lesson will focus on developing their purpose of today's lesson is to purpose of today's lesson is to
observational skills to identify cultivate their eye for aesthetics and enhance their organizational abilities
objects or elements that are out of design, enabling them to arrange and to efficiently sort and arrange
B. Establishing the purpose of the place or disorganized in different organize items in a visually objects, creating a visually pleasing
lesson environments. appealing and harmonious manner. and functional environment.
 Emphasize the relevance of keen  Emphasize the significance of  Emphasize the importance of
observation in philosophy and its aesthetics in various aspects of life, organization in maintaining order,
role in analyzing and interpreting the including art, architecture, interior reducing clutter, and promoting
world around us. design, and personal presentation. productivity.
C. Presenting examples/instances of  Show the students a series of images  Show the students a series of images  Show the students a series of images

the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
or present them with real-life
scenarios depicting disorganized or
out-of-place objects in various
settings such as a messy room, a
cluttered desk, a chaotic
marketplace, or a disarranged
bookshelf.
 Engage the students in a brief
discussion about the examples,
asking them to identify and describe
the objects or elements that seem out
of place or disorganized.
 Introduce the concept of "aesthetics"
and its relevance to philosophy.
 Discuss the idea of aesthetic order
and how it relates to the arrangement
and organization of objects or
elements in different environments.
 Engage the students in
brainstorming session to explore the
reasons why maintaining order and
organization is important in various
aspects of life, such as productivity,
mental well-being, and aesthetic
appreciation.
 Introduce the concept of "keen
observation" and its connection to
philosophy.
 Provide practical tips and techniques
for developing keen observational
skills, such as paying attention to
details, practicing mindfulness, and
using all senses to perceive the
environment.
 Engage the students in an interactive
exercise where they have to observe
a specific environment or object for
a few minutes and then share their
observations with the class.
 Divide the class into small groups
and assign each group a different
environment or setting (e.g.,
classroom, library, park, etc.).
 Instruct each group to carefully
observe and identify objects or
or present them with real-life
examples of well-organized spaces,
aesthetically pleasing designs, and
visually appealing arrangements.
 Engage the students in a discussion
about the examples, asking them to
describe the elements that contribute
to the overall aesthetics and why
they find them visually appealing.
 Introduce the concept of "visual
harmony" and its relationship to
aesthetics.
 Discuss the principles of design,
such as balance, proportion,
symmetry, rhythm, and contrast, that
a contribute to visual harmony.
 Show examples and discuss how
these principles can be applied in
different contexts, such as arranging
furniture in a room or creating a
visual composition.
 Introduce the concept of "aesthetic
organization" and its role in creating
visually appealing spaces.
 Discuss the importance of
considering the purpose,
functionality, and context of a space
when organizing and arranging
items.
 Engage the students in an interactive
activity where they have to rearrange
objects in a given space to create a
visually pleasing and harmonious
arrangement.
 Divide the class into small groups
and provide each group with a set of
objects or materials.
 Instruct each group to collaborate
and create an aesthetically pleasing
arrangement using the provided
or present them with real-life
examples of well-organized spaces,
such as a neatly arranged desk, an
organized bookshelf, or a clutter-free
living area.
 Engage the students in a discussion
about the benefits of an organized
environment, both in terms of
aesthetics and functionality.
 Introduce the concept of efficient
sorting and categorization of objects.
 Discuss different methods of
organizing objects, such as grouping
similar items together, utilizing
storage solutions, and labeling.
 Provide practical examples and
discuss the benefits of each method
in creating a visually pleasing and
functional environment.
 Introduce the concept of functional
arrangement and spatial
optimization.
 Discuss strategies for arranging
objects in a way that maximizes
space utilization, ease of access, and
visual appeal.
 Engage the students in an interactive
activity where they have to
reorganize a cluttered space,
considering both aesthetics and
functionality.
 Divide the class into pairs or small
groups and provide each group with
a set of objects or materials.
 Instruct each group to collaborate
and create an organized and
functional arrangement using the

G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
elements that are out of place or
disorganized in their assigned
environment.
 Ask each group to present their
findings to the class, explaining their
observations and discussing the
potential reasons behind the
disorganization or misplaced items.
 Facilitate a class discussion on the
practical applications of developing
keen observational skills and
recognizing disorganization in daily
life.
 Encourage students to share
examples of how being observant
and identifying misplaced objects or
elements can contribute to creating a
more organized and efficient
environment.
 Guide the students in reflecting on
the broader implications of their
observations and the relationship
between order, aesthetics, and
philosophical concepts.
 Encourage critical thinking by
asking questions such as: How does
the organization of physical space
relate to the organization of our
thoughts and ideas? How can keen
observation help us in our pursuit of
truth and knowledge?
 Assign a homework task where
students have to observe and
document instances of
disorganization or misplaced objects
objects.
 Encourage creativity and application
of the principles of design discussed
earlier.
 Allow each group to present their
arrangement to the class and explain
the choices they made based on
aesthetic considerations.
 Facilitate a class discussion on the
practical applications of cultivating
an eye for aesthetics and design in
daily life.
 Discuss how aesthetics and the
arrangement of objects can impact
mood, productivity, and overall
well-being.
 Encourage students to share
examples of how they can apply
these concepts in their personal
spaces, such as their bedrooms,
study areas, or even their wardrobe
choices.
 Guide the students in reflecting on
the broader implications of aesthetics
and design in philosophy and
everyday life.
 Encourage critical thinking by
asking questions such as: How does
the arrangement of objects reflect
our values and perception of beauty?
How can aesthetics influence our
understanding and interpretation of
the world?
 Assign a homework task where
students have to observe and analyze
the aesthetics and arrangement of
objects in their surroundings, such as
provided objects within a given
space.
 Encourage creativity, efficient use of
space, and consideration of visual
aesthetics.
 Allow each group to present their
arrangement to the class and explain
the principles they applied in
organizing and arranging the objects.
 Facilitate a class discussion on the
practical applications of enhanced
organizational abilities in daily life.
 Discuss how organization and
efficient sorting can improve
productivity, reduce stress, and
enhance overall well-being.
 Encourage students to share
examples of how they can apply
these skills in their personal spaces,
study routines, or even time
management.
 Guide the students in reflecting on
the broader implications of
organization in philosophy and
everyday life.
 Discuss how the physical
organization of objects can influence
mental clarity, focus, and the
perception of order.
 Encourage critical thinking by
asking questions such as: How does
an organized environment impact
our thoughts and emotions? How
does organization relate to the
concept of balance in philosophy?
The teacher will prepare a quiz to assess
the learnings of the students. Make sure
that the quiz covers all the topics
discussed throughout the week.
 Assign a homework task where
students have to organize and
declutter a specific area in their
homes or school environment.

in their own homes or other
environments.
 Encourage students to reflect on the
impact of reorganizing or restoring
order in those environments and
share their insights in the next class.
 Ask students to document their
a public space or a natural
before-and-after arrangements,
environment.
reflecting on the impact of
 Ask students to write a reflection on
organization on their daily lives.
how the observed aesthetics impact
 Encourage them to share their
their experience and emotions in that
experiences and insights in the next
particular setting.
class.

V. REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 this 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: Approved by:

KENNEDY F. VAGAY LEILANI R. SARMIENTO, EdD VILMA P. AVILA, EdD

Teacher II Head Teacher III School Principal II