DLL Philo of Man g11 c1

DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11- GAS/ TVL

SCHOOL
Intro. to Philo. of the Human
Teacher MELCHOR G. FERRER Learning Area
Person
Teaching dates & time Quarter 1st/ Week 1
June 3-7, 2019
Session 1 Session 2 Session 3 Session 4

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.
At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students
are expected to do the following: are expected to do the following: are expected to do the following: are expected to do the following:
C. Learning Competencies/ Objectives 1.1 Distinguish a holistic 1.1 Distinguish a holistic 1.2 Recognize human activities 1.2 Recognize human activities
persperctive from partial point persperctive from partial point that emanated from deliberate that emanated from deliberate
of view. of view. reflection. reflection.
II. CONTENT 1. Introduction: Doing Philosophy 1. Introduction: Doing Philosophy 1.2 The Branches of Philosophy 1.2 The Branches of Philosophy
1.1 The Meaning of Philosophy 1.1 The Meaning of Philosophy A. Methaphysics D.Logic
B.Ethics E. Aesthetics
C.Epistemology
III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 2-5 pg. 6-13
3. Textbooks pages pg. 2-5 pg. 6-13

4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
Why is that Introduction to the Today, we will continue our What are the branches of Today, we will continue our
A. Reviewing of the past lesson / or Philosophy of the Human Person discussion about the meaning of Philosophy? discussion about the different
presenting the new lesson is included as one of the core Philosophy. branches of Philosophy.
subjects in SHS? Any idea?
Who knows the meaning of the Brainstorming: What virtues do We will further understand the
word Philosophy? you value most? Wisdom? branch of Philosophy that pertains
B. Establishing a purpose of the lesson Honesty? Open-mindedness? to appreciation of arts and beauty
Beauty? Why? & art of reasoning.
We will further understand Reflections, Meditations and Reflections, Meditations and

Philosophy as Study of all things Conversions that Rocked the Conversions that Rocked the
and First Cause or Highest World: World:
Group activity: Give your own Philosophy as Study of all things Conversions that Rocked the Conversions that Rocked the
meaning of the acronym and First Cause or Highest World: World:
PHILOSOPHY Principle. 1. By What Values Shall I Live in 3. Women Equal Rights
C. Presenting examples/ instance of the the World by Plato 4.Artificial Intelligence
new lesson 2. How much Freedom Should We
have? Who should decide?
C. Study of all Things Branches of the philosophy : A. C. Epistemology

D. First Cause or Highest Principle Metaphysics
D. Discussing new concepts and
practicing new skills #1
Discuss philosophy as: A. Science B. Ethics. Reflections, meditation, D. Logic E. Aesthetics

B.Natural Light of Reason and conversation that rocked the
E. Discussing new concepts and world: What constitutes the human
practicing new skills #2 person.
F. Developing mastery
(Leads to Formative Assessment 3)
We should know what is right or All of us guided by a principles in

wrong. life or code of ethics.
G. Finding practical applications of
concepts and skills in daily living
Why is it the philosophy is Why philosophy is considered as Who is Plato? What are the branches of
H. Making generalizations and considered as a science? study of all things? philosophy?
abstractions about the lesson
Cite examples of how philosophy Share your concepts about the What are the 5 branches of How do you define happiness? Do
can be a principle of sufficient importance of philosophy. Give Philosophy? you support the view of Socrates:
reason or non- contradiction. examples of these in politics, To become happy, a person must
I. Evaluating learning sports, law and daily life. live a virtous life? Explain.
J. Additional activities for ACTIVITY 1 (PPT11/12-Ia-1.1) ACTIVITY 1 (PPT11/12-Ia-1.1) ACTIVITY 2 (PPT11/12-Ib-1.2) ACTIVITY 2 (PPT11/12-Ib-1.2)
application or remediation
V. REMARKS
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 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: Approved by:
MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
School SCHOOL
Grade level 11- GAS/ TVL
Intro. to Philosophy of the

Human Person

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.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the following:
1.3 Realize the value of the following:
1.3 Realize the value of the
1.3 following:
Realize the value of the
1.4 following:
Do a philosophical
Objectives doing philosophy in doing philosophy in doing philosophy in reflection on a concrete
obtaining a broad obtaining a broad obtaining a broad situation from a holistic
perspective in life. perspective in life. perspective in life. perspective.
II. CONTENT 1.3 Why Become a B.Filipino Thinking: From Local C.Philosophy : Transcending 1.4 Philosophical Reflections
Philosopher? On Attaining a to Global and Aiming for a Life of
Comprehensive Outlookin Abundance
Life?
A. Expanding our
Phiilosophical Frames:
Western and Non- Western
Traditions

2. Learners Materials pages pg. 14-16 pg. 17-20 pg. 21-22 pg. 23-24
3. Textbooks pages pg. 14-16 pg. 17-20 pg. 21-22 pg. 23-24
earning resources
IV. PROCEDURES
This section we will know the After reviewing the past What are the things in life you Today, your going to
A. Reviewing of the past lesson / various viewpoint of lesson, we will discuss about are aiming? composed a reflection about
or presenting the new lesson philosophy: the western and our very own Filipino the implication of good deeds
non-western frames. indigenous beliefs and to global society.
thinking.
What is diversity? How We will discuss the Filipino Brainstorming: What virtues do What are the little things you
B. Establishing a purpose of the diversity limit a person thoughts and values from you value most? Quantity of can do for the benefit of the
lesson opportunities or can make the positive to negative aspects. life or Quality of Life? Why? global society?
person rejected?
Presents some traditions and a) Fillipino time a) Abundance is not what we 1) Earth Hour
culture imparted by other b) Bahala Na gather but what we scatter. 2) Fun Run
countries specifically those c) Utang na loob b) Abundance is not what we 3) Blood Donation
C. Presenting examples/ instance that invaded our country in keep but what we give away 4)Tree planting activity.
of the new lesson history. c) Abundance is not what we
hold but what we share
d) Abundance is a choice

E. Discussing new concepts and

(Leads to Formative Assessment
3)
We should understand and We Filipinos are known for Learn to share. We can do little things to
G. Finding practical applications respect others philosophy in being hospitable and change the world.
of concepts and skills in daily life. hardworking citizens.
living
The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
Give some Enumerate 5 negative and 5 Philosophical paper: Explain What are the implications of
traditional/philosophical positive values of Filipino. this: " I learned to give not Earth Hour to being
differences between PH to because I have much, but interconnected in a global
Chinese and Europe with because I know exactly how it society?
I. Evaluating learning regards to food, marriage, feels to have nothing"
religion.
Philosophical paper: If you re

entertaining a tourist or Philosophical paper: As a
J. Additional activities for ACTIVITY 3 (PPT11/12-Ib-1.3) ACTIVITY 4 (PPT11/12-Ib-1.4)
balikbayan relative or friend, student how can you live a life
how will you introduce the of abundance? Give examples.
Philippines?
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned

80% on the formative assessment

C. Did the remedial lessons work?

No. Of learners who have caught up
with the lesson.

0 0 0 0
require remediation


which my principal or supervisor can
help me solve?

materials did I use/discover which I
wish to share with other teachers?

School SCHOOL

Human Person

June 20-22, 2018
SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.
B. Performance Standards The learner evaluate opinions.
C. Learning Competencies/ the
Objectives 2.1 Distinguish opinion from the
following: 2.1 following:
Distinguish opinion from the following:situations that
2.2 Analyze the following:situations that
2.2 Analyze
truth. truth. show the difference between show the difference between
opinion and truth. opinion and truth.
II. CONTENT 2.1 Introduction: Methods of 2.1 Introduction: Methods of 2.2 Analyze Situations that Giving your opinion about the
Philosophizing Philosophizing Show the Difference between Philippine Political Structure.
A.Phenomenology D.Analytic Tradition Opinon and Truth
B.Existentialism E.Logic and Critical Thinking
C.Postmodernism F.Fallacies

2. Learners Materials pages pg. 27-32 pg. 32-36 pg.37-39 pg.37-39
3. Textbooks pages pg. 27-32 pg. 32-36 pg.37-39 pg.37-39
earning resources
IV. PROCEDURES
This section we will know the After reviewing the past How will you know the Today, your going to give your
A. Reviewing of the past lesson / various ways or method in lesson, we will continue difference between opinion opinion about the Philippine
or presenting the new lesson philosophizing. discussing more ways and and truth? political structure.
methods of making philosophy.
In search for wisdom, the What makes a person a critical Group discussion: Why is that What are your assessment of
B. Establishing a purpose of the learner must evaluate thinker? What characteristics there are movie ratings G, PG from their first day of service?
lesson arguments and ways of of a critical thinker do you think and SPG? How it is related to Are you satisfied or not? How
expressing one's belief, you posses or ought to have? truth or opinion? did you say so?
emotions and opinions.
a) Carefulinspection base on d) Inductive and deductive a) TV commercials on products 1) Poverty rate
appearance reasoning. to buy? 2) Economic condition
C. Presenting examples/ instance b) What is freedom? e) Attributes of a critical thinker 3)Promises are achieved?
of the new lesson C) Acceptance of changes on 4)Compare from the past
cultures. administration.


3)
We should always say the Our opinion might be a great Not all seen in the television or
G. Finding practical applications truth. help in searching for wisdom. any other type of media is true.
of concepts and skills in daily
living
Give some Group discusion: If someone in Recitation: What are your Self Evalaution
traditional/philosophical the group disagrees with your preferences in choosing
differences between PH to ideas, are you open to new something to use?
Chinese and Europe with ideas not necessarily in
I. Evaluating learning regards to food, marriage, agreement with yours?
religion.
ACTIVITY 2 (PPT11/12-lc-2.2)
ACTIVITY 2 (PPT11/12-lc-2.2)
Supply relevant information on
Supply relevant information on
the topics below. Prepare a 2-3
the topics below. Prepare a 2-3
paragraph essay for each
paragraph essay for each
J. Additional activities for ACTIVITY 1 (PPT11/12-lc-2.1) ACTIVITY 1 (PPT11/12-lc-2.1) topic. Make sure that you
topic. Make sure that you
application or remediation include your resources and
include your resources and
you have read the article
you have read the article
thoroughly.
thoroughly.
B. School Rules and
A. DepEd Kto12 Program
Regulations
thoroughly.
thoroughly.
B. School Rules and
A. DepEd Kto12 Program
Regulations
V. REMARKS
VI. REFLECTION



with the lesson.

0 0 0 0
require remediation


help me solve?


SHS TEACHER II Principal I
School SCHOOL

Teacher MELHOR G. FERRER Learning Area
Human Person

June 27-29, 2018

I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.
B. Performance Standards The learner evaluate opinions.
Objectives 2.3 Realize that the methods the
following: 2.3 following:
Realize that the methods the
2.4 following:
Evaluate Opinions the
2.4 following:
Evaluate Opinions
of philosophy lead to of philosophy lead to
wisdom and truth. wisdom and truth.
II. CONTENT 2.3 Three major characteristics 2.3 Three major characteristics Debate Discussion Debate Discussion
of Philosophical questions: of Philosophical questions:
1. Philosophical questions 1. Philosophical questions
have answers,but the answer have answers,but the answer
remain in dispute. remain in dispute.
2. Philosophic questions 2. Philosophic questions
cannot be settled by science, cannot be settled by science,
common sense or faith common sense or faith
3. Philosophical questions are 3. Philosophical questions are
of perrennial intellectual of perrennial intellectual
interest to human beings. interest to human beings.


earning resources
IV. PROCEDURES
This section we will realize After reviewing the past After reviewing the past After reviewing the past
A. Reviewing of the past lesson / that methods of philosophy lesson, The class will prepare lesson, The class will prepare lesson, The class will prepare
or presenting the new lesson will lead to wisdom and truth. for a debate. for a debate. for a debate.
In search for wisdom, the To seek the point of view of the To seek the point of view of the To seek the point of view of the
learner must looks for students of what should be the students of where should be students of what is really the
B. Establishing a purpose of the evidence to support national viand of the the Presidential Office. road order contributor of traffic.
lesson assumption and belief, looks Philippines.
for proof, examines problems
and rejects irrelevant and
incorrect information.
a) Debate Adobo vs. Sinigang? Davao or Malacanang? Traffic Enforcers vs. Traffic
C. Presenting examples/ instance b) Consultation Lights
of the new lesson c) Open Forum


3)
Always seek for wisdom and
G. Finding practical applications truth.
living
Group discussion: pg. 41 item Debate Criteria Debate Criteria Debate Criteria
d. 1. Which team gathered more 1. Which team gathered more 1. Which team gathered more
relevant facts? relevant facts? relevant facts?
2. Which team based 2. Which team based 2. Which team based
arguments on emotions? arguments on emotions? arguments on emotions?
I. Evaluating learning 3. Which group presented a 3. Which group presented a 3. Which group presented a
more organized and correct more organized and correct more organized and correct
arguments? arguments? arguments?
4. Eye contact 4. Eye contact 4. Eye contact
5. Audience awareness. 5. Audience awareness. 5. Audience awareness.
J. Additional activities for Group discussion: pg. 41 item
application or remediation b.
V. REMARKS
VI. REFLECTION



with the lesson.

0 0 0 0
require remediation


help me solve?

School SCHOOL

Human Person

July 4-6, 2018

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit.
B. Performance Standards The learner distinuisheshis/her own limitations and posibilities for his/ her transcendence.
C. Learning Competencies/ the following: the following: the
Objectives 3.1 Recognize own 3.1 Recognize own 3.2 following:
To evaluate own the
3.2 following:
To evaluate own
limitations and possibilities limitations and possibilities limitations and possibilities limitations and possibilities
for one's trancendence. for one's trancendence. for their transcendence. for their transcendence.
II. CONTENT 3. Introduction:Transcendence 3. Introduction:Transcendence A. Forgiveness D. Failure
in the Global Age in the Global Age B. The Beauty of Nature E. Loneliness
A. Hinduism C. St Agustine of Hippo and St. C. Vulnerability F.Love
B. Buddhism Thomas Aquinas
D. The Biblical God and
Humanity

2. Learners Materials pages pg. 48-55 pg.56-58 pg.59 pg.60
3. Textbooks pages pg. 48-55 pg.56-58 pg.59 pg.60
earning resources
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic, let us Based on the last topic, let us
A. Reviewing of the past lesson / three main spiritual lesson, we will continue to evaluate our human limitations evaluate our human limitations
or presenting the new lesson philosophies, namely discuss Christian Saints and and how we can also and how we can also
Hinduism, Buddhism & Biblical God and Humanity. transcend them. transcend them.
Christianity.
The learner are expected to The learner are expected to The learner are expected to The learner are expected to
understand the human person understand the human person understand the human person understand the human person
B. Establishing a purpose of the as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well
lesson as distinguish his/her own as distinguish his/her own as distinguish his/her own as distinguish his/her own
limitations and the possibilities limitations and the possibilities limitations and the possibilities limitations and the possibilities
of her trancendence. of her trancendence. of her trancendence. of her trancendence.
Ask the learners, what are the If the Hindus have so many Who is your favorite What is your strenghth? How
major religionsof the world? Gods, and Buddhism believes superhero? What his/her about your weaknesses?
C. Presenting examples/ instance Show them- The Buddha. in Gautama Buddha teachings, characteristics you admired
of the new lesson Christians believes in Jesus most?
Christ and the Ten
Commandments.


3)
In this world we are living with As a rational being, men
G. Finding practical applications our brothers and sisters in the experience a deep feeling and
of concepts and skills in daily same faith and different felt a sense being. We need
living religion. Respect one another. each other.
Sort quiz: Enumerate the ff: Short Essay: Explain if you Oral recitation Pair discussion: In pairs, share
a) The Four Noble Truths of believe in Karma or with your classmate the period
Buddha Reincarnation? Give your that you faced failures.
b) The Eightfold Path of reasons and proof. Guide questions:
I. Evaluating learning earnest endeavor. 1. How do you view suffering?(
as blessing or curse?)
2. Do you acknowledge the
help of others?
Thank You Cards: Show

gratitude to the people who
helped you in times when you
needed it the most by creating
J. Additional activities for
Activity 1 (PPT 11/12-lf-3.1) thank-you cards. Bring own
creative materials for this
activity. Give this card to the
person who are showing your
gratitude too.
person who are showing your
gratitude too.
V. REMARKS
VI. REFLECTION



with the lesson.

0 0 0 0
require remediation


help me solve?

MELCHOR G. FERRER BENJAMIN E. FERRER, Ed.D

School SCHOOL
Intro. to the Philo. of the

Human Person
Teaching dates & time Quarter 1st/ week 6

July 11-13, 2018

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit.
B. Performance Standards The learner distinuisheshis/her own limitations and posibilities for his/ her transcendence.
3.3 following:
Recognize the human the
3.3 following:
Recognize the human the
3.4 following:
Distinguish the the
3.4 following:
Distinguish the
Objectives body imposes limits and body imposes limits and limitations and possibilities limitations and possibilities
responsibilities for responsibilities for for transcendence. for transcendence.
trancendence. trancendence.
II. CONTENT A. Hinduism: Reincarnation C.St. Augustin and St. Thomas Evil and Suffering Activity 3(PPT 11/12-li-3.4 and
and Karma Aquinas: Will and Love Unit Test on pg. 67.
B. Buddhism: Nirvana

2. Learners Materials pages pg. 60-61 pg.62 pg.63-64 Activity sheet pag. 8
3. Textbooks pages pg. 60-61 pg.62 pg.63-64

earning resources
IV. PROCEDURES
This lesson we will cover After reviewing the past Based on the last topic, let us Based on the last topic, the
A. Reviewing of the past lesson / Hinduisms Reincarnation and lesson, we will continue to distinguish our human learners will do an activity to
or presenting the new lesson Karma and Buddhism Nirvana discuss Christian Saints The sufferings and evil. make an action plan towards
Will and Love transcendence of their
limitations.
The learner are expected to The learner are expected to The learner are expected to After this chapter, the students
understand the human person understand the human person understand the human person already know their limitations
B. Establishing a purpose of the as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well as a person. So they must
lesson as distinguish his/her own as distinguish his/her own as distinguish his/her own make an action in improving
limitations and the possibilities limitations and the possibilities limitations and the possibilities their selfs by acknowledging
of her trancendence. of her trancendence. of her trancendence. the factors affecting their
limitations.
Show them a cycle of human How to become Saint? What Why do you think we people Presentation of the activity
C. Presenting examples/ instance life from birth to death. characteristics are common to suffer? sheet.
of the new lesson all Saints?


3)
There is also called good Many of us prayed not only to Suffering is a works of evil or a
G. Finding practical applications karma. Father God and Jesus but also consequences of our wordly
of concepts and skills in daily to Saints we believed in. pleasures.
living
Oral recitation Short Essay: How do you Oral recitation Short Essay: How can our
show love towardothers? attachments to or craving for
Friends? Family? Peoplein wordly pleasures cause
need? suffering? Cite examples.
I. Evaluating learning
Have you ever done evil acts?

Write, sing and share your Or bad acts to someone?
Activity 2 (PPT 11/12-lg-3.2 favorite love song or qoute. Have you experienced a
Share it in the class. feeling of guilt after doing such
act? Share it in the class.
V. REMARKS
VI. REFLECTION



with the lesson.
with the lesson.

0 0 0 0
require remediation


help me solve?

MELCHOR G. FERRER BENJAMIN E. FERRER, Ed.D

SCHOOL
Human Person
July 18-20, 2018
Teaching dates & time Quarter 1st/ week 7

I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.
B. Performance Standards The learner is able to demostrate the vitues of prudence and frugality towards her/his environment.
4.1 following:
Notice disorder in an the
4.2 following:
Notice things that are not the
4.3 following:
Show that care of the the
4.4 following:
Demostrate the virtues of
Objectives environment. in their proper places and environment contributes to prudence and frugality
organize them in an health, well being and towards environment.
aesthetic way. sustainable development.
II. CONTENT Anthropocentric Model 1. Ancient Thinkers A. Deep Ecology Erich Fromm and
Ecocentric Model a) Anaximander B. Social Ecology Activity ( Ten Little Things you
Distruction of Property (War) b)Pythagoras C. Ecofeminism can do tosave Mother Earh).
Natural Disasters (Yolanda and 2. Modern Thinkers
Ondoy) a)Immanuel Kant
b)Herbert Marcuse
c) George Herbert Mead

2. Learners Materials pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
3. Textbooks pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
earning resources
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic,there Based on the last topic, the
disorders in the environment lesson, today we will know the are numerous theories to sho learners will do an activity.
A. Reviewing of the past lesson / brought by humans and other philosophers who describes care for the environment aside They will make a composition
or presenting the new lesson natural phenomenon and their the universe and give from the ecocentricmodel. to give Ten Little Things they
effects. importance of the nature from can do to save Mother Earth.
ancient to the modern era.
understand and demonstrate understand and demonstrate understand and demonstrate understand and demonstrate
B. Establishing a purpose of the their participation in saving their participation in saving their participation in saving their participation in saving
lesson their environment and to their environment and to their environment and to their environment and to
appreciate the beauty of appreciate the beauty of appreciate the beauty of appreciate the beauty of
nature. nature. nature. nature.
Show the aerial view and Visual Guided Learning activity Presentation of Ms. Earth Presenting activity such as-
C. Presenting examples/ instance photos taken after typhoon on page 81-82. Foundation Run for a Cause
of the new lesson Yolanda and Ondoy. Clean Up drives


3)
Everything should always in
G. Finding practical applications their proper places.
living
Interview a person 45-60 years A. In groups, answer how can Ten Minutes Essay: Composed your Ten Little
old. Guided by the ff; organize the following images Write your thoughts regarding things you can do to save
questions: in a more aesthetic way? the passage. Mother Earth.
1. What are the things you
remember in your environment B. Draw and submit to class. "Destroying nature is a
when you were my age? reflection wherein few people
2. What are the things that C.Discuss your drawings in overpower others while
you like doing when you were class. exploiting the environment for
young? profit or self interest"
I. Evaluating learning 3.What are positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development ? Why or why
not?
Activity 1 (PPT 11/12-li-4.2)
J. Additional activities for Continuation:

Activity 2 (PPT 11/12-lj-4.3) Nature Walk and/or Gardening
application or remediation Activity 1 (PPT 11/12-li-4.2)
V. REMARKS
VI. REFLECTION



with the lesson.

0 0 0 0
require remediation


help me solve?


SCHOOL
Intro to the Philosophy of
the Human Person
Teaching dates & time Quarter

I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.
B. Performance Standards The learner is able to demostrate the vitues of prudence and frugality towards her/his environment.
4.1 following:
Notice disorder in an the
4.2 following:
Notice things that are not the
4.3 following:
Show that care of the the
4.4 following:
Demostrate the virtues of
Objectives environment. in their proper places and environment contributes to prudence and frugality
organize them in an health, well being and towards environment.
aesthetic way. sustainable development.
II. CONTENT Anthropocentric Model 1. Ancient Thinkers A. Deep Ecology Erich Fromm and
Ecocentric Model a) Anaximander B. Social Ecology Activity ( Ten Little Things you
Distruction of Property (War) b)Pythagoras C. Ecofeminism can do tosave Mother Earh).
Natural Disasters (Yolanda and 2. Modern Thinkers
Ondoy) a)Immanuel Kant
b)Herbert Marcuse
c) George Herbert Mead

earning resources
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic,there Based on the last topic, the
disorders in the environment lesson, today we will know the are numerous theories to sho learners will do an activity.
A. Reviewing of the past lesson / brought by humans and other philosophers who describes care for the environment aside They will make a composition
or presenting the new lesson natural phenomenon and their the universe and give from the ecocentricmodel. to give Ten Little Things they
effects. importance of the nature from can do to save Mother Earth.
ancient to the modern era.
understand and demonstrate understand and demonstrate understand and demonstrate understand and demonstrate
B. Establishing a purpose of the their participation in saving their participation in saving their participation in saving their participation in saving
lesson their environment and to their environment and to their environment and to their environment and to
appreciate the beauty of appreciate the beauty of appreciate the beauty of appreciate the beauty of
nature. nature. nature. nature.
Show the aerial view and Visual Guided Learning activity Presentation of Ms. Earth Presenting activity such as-
C. Presenting examples/ instance photos taken after typhoon on page 81-82. Foundation Run for a Cause
of the new lesson Yolanda and Ondoy. Clean Up drives


3)
Everything should always in
G. Finding practical applications their proper places.
living
Interview a person 45-60 years A. In groups, answer how can Ten Minutes Essay: Composed your Ten Little
old. Guided by the ff; organize the following images Write your thoughts regarding things you can do to save
questions: in a more aesthetic way? the passage. Mother Earth.
1. What are the things you
remember in your environment B. Draw and submit to class. "Destroying nature is a
when you were my age? reflection wherein few people
2. What are the things that C.Discuss your drawings in overpower others while
you like doing when you were class. exploiting the environment for
young? profit or self interest"
I. Evaluating learning 3.What are positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development ? Why or why
not?
Activity 1 (PPT 11/12-li-4.2)
J. Additional activities for Continuation:

Activity 2 (PPT 11/12-lj-4.3) Nature Walk and/or Gardening
application or remediation Activity 1 (PPT 11/12-li-4.2)
V. REMARKS
VI. REFLECTION



with the lesson.

require remediation


help me solve?


SCHOOL
Human Person
Teaching dates & time Quarter I- Week 9

A

I. OBJECTIVES
A. Content Standards The learner understands the human person's freedom.
B. Performance Standards The learner shows situations that demonstrate freedom of choice and the consequences of choices.
C. Learning Competencies/ students are expected to do students are expected to do students are expected to do students are expected to do
Objectives the following:
5.1 Realize that all actions the following:
5.1 Realize that all actions the following:
5.2 Evaluate and exercise the
5.2 following:
Evaluate and exercise
have consequences. have consequences. prudence in choices. prudence in choices.
II. CONTENT A. Aristotle The Power of D. Jean Paul Sarte: Individual 1. Life decision and Activity 2 (PPT11/12-lla-5.2)
Volition Freedom consequences
B.St. Thomas Aquinas Love is E. Thomas Hobbes The Social 2. Reward and Punishment
Freedom and Contract
C. Spritual Freedom F.Jean Jacques Rousseau
Political Freedom

earning resources
IV. PROCEDURES
The chapter covers human Continuation of the chapter Continuation of the chapter
Based on the last topic, the
freedom from intellectual, that covers human freedom that covers human freedom learners will do an activity.
A. Reviewing of the past lesson / political, spritual and economic from intellectual, political, from intellectual, political,
They will make an evaluate of
or presenting the new lesson aspects. spritual and economic aspects. spritual and economic aspects.
their decisionsin life and the
consequences of these
decisions.
The lesson highlights freedom The lesson highlights freedom The lesson highlights freedom The learner realizes some
from intellectual, political, from intellectual, political, from intellectual, political, important life decisions in life
B. Establishing a purpose of the spritual and economic aspects. spritual and economic aspects. spritual and economic aspects. from age 12-14-16. They write
lesson down the consequencesof
those particular decisions.
Show figures of the following: Video viewing the EDSA You know the carrot and stick Presentation of the activity.
C. Presenting examples/ instance a) Intellectual freedom Revolution principle?
of the new lesson b) Spiritual Freedom


3)
There's consequences in all Freedom should be use with
G. Finding practical applications things we do and all things we responsibility.
of concepts and skills in daily neglect to act.
living
Explain the St. Thomas Explain Aristotle " rationality is Relate peace and freedom as Guided activity.
I. Evaluating learning Spiritual Freedom not merely passive but a necessary for the state.
function to be performed"

Activity 1 (PPT 11/12-lla-5.1) Activity 1 (PPT 11/12-lla-5.1)
V. REMARKS
VI. REFLECTION



with the lesson.

require remediation
require remediation


help me solve?


School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
Teaching dates & time Quarter
Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands the human person's freedom.
B. Performance Standards The learner shows situations that demonstrate freedom of choice and the consequences of choices.
the
5.3 following:
Realize that : the
5.3 following:
Realize that : the
5.4 following:
Show situations that the
5.4 following:
Show sitiations that
C. Learning Competencies/ a) Choices have a) Choices have demostrate freedom of demostrate freedom of
Objectives consequences consequences choice and the choice and the
b) Some things are given up b) Some things are given up consequences of their consequences of their
while others are obtained in while others are obtained in choices. choices.
making choices. making choices.
II. CONTENT Social system Social system 1. Life decision and 1. Life decision and
Individual rights Individual rights consequences consequences
Filipino Values Filipino Values 2. Attending school or not? 2. Attending school or not?
Christian Values Christian Values 3. Taking drugs or not? 3. Taking drugs or not?
4.Follow rules and 4.Follow rules and
regulationsor not? regulationsor not?
5.Quality of life or quantity of 5.Quality of life or quantity of
life? life?

earning resources
IV. PROCEDURES
After reviewing the past topic, Based from yesterdays topic, Continuation of the chapter Based on the last topic, the
todays lesson is each choices the learners will do an activity. that covers human freedom learners will do an activity.
A. Reviewing of the past lesson / we made have consequences. from intellectual, political, They will make an evaluate of
or presenting the new lesson There are things that are given spritual and economic aspects. their decisions in life and the
up while others are obtained in consequences of these
making choices. decisions.
The lesson discuss the The lesson discuss the The lesson discuss the The lesson discuss the
concept of freedom from concept of freedom from concept of freedom from concept of freedom from
B. Establishing a purpose of the various various various various
lesson perspective,intellectual, perspective,intellectual, perspective,intellectual, perspective,intellectual,
spiritual, political and spiritual, political and spiritual, political and spiritual, political and
economic in relation to Filipino economic in relation to Filipino economic in relation to Filipino economic in relation to Filipino
Ask the following question: Presentation of the activity. Peer discussion: To be free Presentation of the activity.
1. One of the Filipino values is individual is to be responsible
paghaharana sa sinisinta, Activity 3 (PPT 11/12-llc-5.3) not only for one'sself but also Activity 4 (PPT 11/12-llc-5.4)
C. Presenting examples/ instance would it still be a requirement for all?
of the new lesson in this era?
2.According to Christian
teaching, divorce is not
allowed, will you still keep the
marriage even the relationship


3)
Everyday we make choices, In life mistakes is not bad
G. Finding practical applications use your mind together with unless you learned from it.
of concepts and skills in daily your heart in making choices. Accept your mistakes and its
living consequences and be better.
Short essay. Peer discussion/ guided Oral recitation. Small group discussion/
I. Evaluating learning activity guided activity
Interview and reflection about

a person who regrets not to
J. Additional activities for Role play. Show a Filipino
finish schooling or sharing a
application or remediation good values.
successful story of one of the
member of your clan.
V. REMARKS
VI. REFLECTION


with the lesson.

require remediation


help me solve?


SHS TEACHER II Principal I
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W14 (9/12 to 16/2016)

I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of person with disabilities and those from the
B. Performance Standards underprivileged sectors of the society.
the Realize
6.1 following:that the Realize
6.1 following:that the Appreciate
6.2 following: the talents of the Appreciate
6.2 following: the talents of
C. Learning Competencies/ intersubjectivity requires intersubjectivity requires persons with disabilities and persons with disabilities and
Objectives accepting differencesand accepting differencesand those from the those from the
not to imposing on others. not to imposing on others. underprivileged sectors of underprivileged sectors of
society and their society and their
contributions to the society. contributions to the society.
II. CONTENT 1. Temperament and sensitivity Guided activity A. On PWD's C. On the Rights of Women
in dealing with others.and B.On Underprivileged Sector D. Senior Citizens
2. The Social Dimensions of Activity 1 (PPT 11/12-llc-6.1) of the Society?
the Self.

earning resources
IV. PROCEDURES
This chapter defines being This chapter defines being After reviewing the last topic, After reviewing the last topic,
human. Being human means human. Being human means we will continue to learn other we will continue to learn other
we are all in relation with other we are all in relation with other human or group of individuals human or group of individuals
A. Reviewing of the past lesson / human being who might be human being who might be who has given rights and who has given rights and
or presenting the new lesson different from us. Yet different from us. Yet privileges as we acknowledge privileges as we acknowledge
regardless of differences, our regardless of differences, our the fundamental goodness of the fundamental goodness of
hummanness is enriched as hummanness is enriched as our nature and share it with our nature and share it with
we participate in our we participate in our others. others.
The lesson aims to instruct to The lesson aims to instruct to The lesson aims to instruct to The lesson aims to instruct to
love others as we do love others as we do love others as we do love others as we do
B. Establishing a purpose of the ourselves. To build a fruitful ourselves. To build a fruitful ourselves. To build a fruitful ourselves. To build a fruitful
lesson relationship base on mutuality, relationship base on mutuality, relationship base on mutuality, relationship base on mutuality,
sincerity and acceptance. sincerity and acceptance. sincerity and acceptance. sincerity and acceptance.
Temperament and sensitivity Presentation of the activity. What can you say about the 1.Why do women rights is
test and interpretation of the 4P's program of the protected by law over men in
C. Presenting examples/ instance result. Activity 1 (PPT 11/12-llc-6.1) government? Will it be the the society?
of the new lesson ultimate answer to alleviate
poverty? 2.Do you think is fair that SC
have discounts on limited
items only?


3)
Each of us have different It doesn’t mean that someone Be merciful and compassion.
G. Finding practical applications appearances or point of view. with disability is not productive.
living
Small groupdiscussion. Peer discussion/ guided Oral recitation. Short essay: How do you react
I. Evaluating learning activity when you see street children?
Why?
J. Additional activities for Interactivework / Getting to

Research on Gabriela Society Research on Smile Foundation
application or remediation know you better activity
V. REMARKS
VI. REFLECTION


with the lesson.

0 0 0 0
require remediation


help me solve?

Prepared by: Checked by: Approved by:
JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W15(9/19 to 23/2016)

I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of person with disabilities and those from the
B. Performance Standards underprivileged sectors of the society.
the Explain
6.3 following:that authentic the Explain
6.3 following:that authentic the following:
6.4 Perform activities that the Perform
6.4 following:activities that
C. Learning Competencies/ dialogue means accepting dialogue menas accepting demonstrate the talents of demonstrate the talents of
Objectives others even if they are others even if they are persons with disabilities and persons with disabilities and
different from their selfs. different from their selfs. those from the unprevileged those from the unprevileged
sectors of the society. sectors of the society.
II. CONTENT Authentic Dialogue Guided activity A. On site visit about PWDs or A. On site visit about PWDs or
Existentialism an NGO for unprevileged an NGO for unprevileged
Activity 2 (PPT 11/12-lld-6.3) B.Outreach Program B.Outreach Program
C. School/Community Service C. School/Community Service

2. Learners Materials pages pg. 127 pg. 127 pg.128-129 pg.128-129
3. Textbooks pages pg. 127 pg. 127 pg.128-129 pg.128-129
earning resources
IV. PROCEDURES
This chapter defines being This chapter defines being After reviewing the last topic, After reviewing the last topic,
human. Being human means human. Being human means we will continue to learn other we will continue to learn other
we are all in relation with other we are all in relation with other human or group of individuals human or group of individuals
A. Reviewing of the past lesson / human being who might be human being who might be who has given rights and who has given rights and
or presenting the new lesson different from us. Yet different from us. Yet privileges as we acknowledge privileges as we acknowledge
regardless of differences, our regardless of differences, our the fundamental goodness of the fundamental goodness of
hummanness is enriched as hummanness is enriched as our nature and share it with our nature and share it with
we participate in our we participate in our others. others.
The lesson aims to The lesson aims to The lesson aims to instruct to The lesson aims to instruct to
communicate/ conversion. communicate/ conversion. love others as we do love others as we do
B. Establishing a purpose of the Language is a tool for Language is a tool for ourselves. To build a fruitful ourselves. To build a fruitful
lesson communication, information communication, information relationship base on mutuality, relationship base on mutuality,
and social interaction. and social interaction. sincerity and acceptance. sincerity and acceptance.
Executive Order 417 Presentation of the activity. Have you attended any Presentation of the activity.
NGO's outreach program of the
C. Presenting examples/ instance Activity 1 (PPT 11/12-lld-6.3) school or within your Activity 2 (PPT 11/12-lie-6.4)
of the new lesson community? Who are the
beneficiaries? How do you feel
being part of the activity?


3)
If you cannot give any Always put yourself in the shoe
monetary value to unprivileged of others. Lend a hand.
G. Finding practical applications sector of the society atleast
of concepts and skills in daily you prayed for them and spent
living time with them is enough.
Small groupdiscussion. Peer discussion/ guided Oral recitation. Peer discussion/ guided
I. Evaluating learning activity activity
J. Additional activities for Assist in the school feeding Assist in the school feeding
application or remediation program. program.
V. REMARKS
VI. REFLECTION


with the lesson.

0 0 0 0
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SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
M,T,W,F (2-3)

I. OBJECTIVES
A. Content Standards The learner understands the interplay between the individuality of human beings and their social context.
B. Performance Standards The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts.
7.1 following:
Recognize how the
7.1 following:
Recognize how the
7.2 following:
Compare different forms the 7.2 following:
Compare different forms
Objectives individuals form of socities individuals form of socities of socities and of socities and
and how individuals are and how individuals are individualities. (eg. Agrarian, individualities. (eg. Agrarian,
transformed by societies. transformed by societies. industrial and virtual). industrial and virtual).
Social Media
International society
Telenovelas A. Medieval Period C. Globalization and
II. CONTENT Groups/Fraternity
Computers games/apps B. Modern Period Technological Innovations
Artists/Singers/Actors
Technology

2. Learners Materials pages pg. 136 pg. 136 pg.137-144 pg.145-147
3. Textbooks pages pg. 136 pg. 136 pg.137-144 pg.145-147

earning resources
IV. PROCEDURES
This chapter defines how After reviewing the past topic, After reviewing the last topic, After reviewing the last topic,
A. Reviewing of the past lesson / human are change by social we will continue to discuss the lesson highlights how the lesson highlights how
or presenting the new lesson media and technology as it is how human are change by different forms of the society different technological
the new culture today. international society, groups and individuals affects human. innovations and the global
and our idols. context.
The lesson aims to be The lesson aims to be The lesson aims to evaluate The lesson aims to evaluate
responsible in using social observant in following their the differences in thinking, life the differences in thinking, life
B. Establishing a purpose of the media and social online local and international idolsand and how human evolves from and how human evolves from
lesson activities. And to know the in choosing friends. And to the past to modern era. the past to modern era.
advantages and know the advantages and
disadvantages of technology disadvantages of including in a
innovations. social system.
Who has facebook account? Presentation of the activity. In what way did the modern Presentation of the activity.
C. Presenting examples/ instance How social media helps you in philosophers and scientifc
of the new lesson your studies? Activity 1 (PPT 11/12-llf-7.1) discoveries transform us? Activity 2 (PPT 11/12-llg-7.2)


3)
Think before you click. Be responsible in using social Our past plays an important Our past plays an important
G. Finding practical applications media. role of what we are today. role of what we are today.
living
Small group discussion. How Peer discussion/ guided Oral recitation. Peer discussion/ guided
I. Evaluating learning you can be responsible in activity activity
using online activities?

V. REMARKS
VI. REFLECTION



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with the lesson.

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SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
M,T,W,F (2-3)

I. OBJECTIVES
A. Content Standards The learner understands the interplay between the individuality of human beings and their social context.
B. Performance Standards The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts.
the
7.3 following:
Expalin how human the
7.3 following:
Expalin how human the
7.4 following:
Evaluate the the
7.4 following:
Evaluate the
C. Learning Competencies/ relations are transformed by relations are transformed by transformation of human transformation of human
Objectives social systems. social systems. relationships by social relationships by social
systems and how societies systems and how societies
transform individual human transform individual human
beings. beings.
Change as a Conditionof
Change as a Condition of
Modern Life A. On (Womens) friendship
Modern Life
II. CONTENT c. Economic Sphere Opposite sex relationship B. True Friends, Our Mother
a. New Knowledge
d. Social Realm
b. Policy Making
e. Technology

earning resources
IV. PROCEDURES
This chapter defines how This chapter defines how After reviewing the last topic, After reviewing the last topic,
A. Reviewing of the past lesson / human are change by changes human are change by changes the lesson highlights how the lesson highlights how
or presenting the new lesson in the Modern life in the Modern life different forms of personal different forms of personal
relationships affects with social relationships affects with social
norms. norms.
The lesson aims that we The lesson aims that we The lesson aims to evaluate The lesson aims to evaluate
B. Establishing a purpose of the should be responsible citizens should be responsible citizens the different relationships that the different relationships that
lesson by following rules and by following rules and are acceptable or not by are acceptable or not by
regulations, laws and state regulations, laws and state individuals and society. individuals and society.
policy. policy.
C. Presenting examples/ instance Are you in favor of national What is your reaction on NO How do you feel about same Who is your first love?
of the new lesson curfew hours for minors? Any Cellphone Policy in the sex marraige?
reaction? School?


3)
"Ignorance of the law excuses Technology makes life easier
G. Finding practical applications no one" but adds expenses to be paid
of concepts and skills in daily of.
living
Short quiz. Short quiz. Short Essay: What is your Sharing: Give Tribute to your
I. Evaluating learning thinking about gays? First Friend. or First Love.

V. REMARKS
VI. REFLECTION



with the lesson.

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SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
M,T,W,F (2-3)
DAY Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learners understand human being as oriented towards their impending death.
B. Performance Standards The learner writes a philosophical reflection on the meaning of his/her own life.
the
8.1 following:
The learner recognize the the
8.1 following:
The learner recognize the the8.2 following:
Enumerate the objectives the
8.2 following:
Enumerate the objectives
C. Learning Competencies/ meaning of his/her life. meaning of his/her life. he/she really wants to he/she really wants to
Objectives achieve and to define the achieve and to define the
projects he/she really wants projects he/she really wants
to do in his/her life. to do in his/her life.
a.Socrates - Happiness
c. Aristotle's Realizing your 1. Finding your purpose
II. CONTENT b. Plato's Theory of Immortality Activity 1 (PPT 11/12-llh-8.1)
potential.

earning resources
IV. PROCEDURES
This chapter will bring close After reviewing the last topic, After reviewing the last topic, This activity will describe the
with the meaning of your we will bring closer in we will bring closer in each future.
existence. Discovering the realizing our potential as realizing our pirpose in life.
A. Reviewing of the past lesson / meaning of life. Existence, human being.
or presenting the new lesson freedom of choice, individuality
and personal responsibility
are tackled in this lesson.
B. Establishing a purpose of the The lesson emphasizes The lesson aims to realize our The lesson aims to achieve This activity will describe the
lesson happiness and immortality. potential. our purpose in life. each future.
Are you in favor of national What is your reaction on NO How do you feel about same Presentation of the activity.
C. Presenting examples/ instance curfew hours for minors? Any Cellphone Policy in the sex marraige?
of the new lesson reaction? School? Activity 2 (PPT 11/12-llh-8.1)


3)
Happiness is a choice. We all have potentials,its up to Make a life that is purpose
G. Finding practical applications us to discover. driven.
living
Group Presentation: Scenario Short quiz. Guided activity: What do you Explaining the output ofyour
I. Evaluating learning explanation want to achieve in life? activity.
Read the book of Rick Read the book of Rick Read the book of Rick Read the book of Rick
Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven
Life Life Life Life
V. REMARKS
VI. REFLECTION



with the lesson.
with the lesson.

0 0 0 0
require remediation


help me solve?


SCHOOL
PHILOSOPHY OF THE
HUMAN PERSON
M,T,W,F (2-3)

I. OBJECTIVES
A. Content Standards The learners understand human being as oriented towards their impending death.
B. Performance Standards The learner writes a philosophical reflection on the meaning of his/her own life.
C. Learning Competencies/ students are expected to do students are expected to do students are expected to do students are expected to do
Objectives the
8.3 following:
Expalin the meaning of the
8.3 following:
Expalin the meaning of the
8.4 following:
Reflects on the Meaning the
8.4 following:
Reflects on the Meaning
life ( where will all these lead life ( where will all these lead on his/her own life. on his/her own life.
to) to)
a.Friedrich Nietzsche d.Jean Paul Sarte

b. Arthur Schopenhauer e.Kar lJasper Reflection on the Meaning of
II. CONTENT Activity 1 (PPT 11/12-lli-8. 4)
c. Martin Heidegger f.Gabriel Marcel his Life

earning resources
IV. PROCEDURES
This lesson explains the birth After reviewing the last topic, After reviewing the last topic, This activity will bring to a
of tragedy, human struggles in the lesson explains why we will bring closer in close with your own qoute and
A. Reviewing of the past lesson / life and its destiny. And the people desires to be God, realizing the meaning of your writing reflection of yourself.
or presenting the new lesson threefold structure of care. guilt, cruelty, the essence of life.
drama, disease and harmony.
The lesson emphasizes The lesson explains why we The lesson aims that each This activity will bring to a
human existence is a journey experience failure to resolve learner maketheir own close with your own qoute and
B. Establishing a purpose of the that each of us has to uncover. social problemsarising reflection of their life. writing reflection of yourself.
lesson That is there really enternity fromhatred, conflict and strife.
and what destiny brought us.
Who believes in destiny? World War I & II. Conflicts The you know or do you write Presentation of the activity.
C. Presenting examples/ instance issues between countries. your personal blog? Is anyone
of the new lesson here writing his/her own diary? Activity 2 (PPT 11/12-lli-8.4)


3)
G. Finding practical applications

living
Oral recitation. Unit test. Reflection Paper Guided activity.
I. Evaluating learning
Read the book of Rick Read the book of Rick Read the book of Rick Read the book of Rick
Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven
Life Life Life Life
V. REMARKS
VI. REFLECTION



with the lesson.

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DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH

School Grade level 11- GAS/ TVL

Session 1 Session 2 Session 3 Session 4

III. LEARNING RESOURCES

2. Learners Materials pages pg. 2-5 pg. 6-13

3. Textbooks pages pg. 2-5 pg. 6-13

We will further understand Reflections, Meditations and Reflections, Meditations and

C. Study of all Things Branches of the philosophy : A. C. Epistemology

Discuss philosophy as: A. Science B. Ethics. Reflections, meditation, D. Logic E. Aesthetics

(Leads to Formative Assessment 3)

We should know what is right or All of us guided by a principles in

A. No. Of learners who earned 80% on

B. No. Of learners who require

C. Did the remedial lessons work? No.

D. No. Of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

MELCHOR G. FERRER BENJAMIN E. FERRER

Intro. to Philosophy of the

Teaching dates & time Quarter 1st/ Week 5

Session 1 Session 2 Session 3 Session 4

III. LEARNING RESOURCES

D. Discussing new concepts and

E. Discussing new concepts and

Philosophical paper: If you re

A. No. Of learners who earned

B. No. Of learners who require

C. Did the remedial lessons work?

D. No. Of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

MELCHOR G. FERRER BENJAMIN E. FERRER

Intro. to Philosophy of the

Teaching dates & time Quarter 1st/ Week 3

SESSION 1 SESSION 2 SESSION 3 SESSION 4

III. LEARNING RESOURCES

D. Discussing new concepts and

E. Discussing new concepts and

A. No. Of learners who earned

B. No. Of learners who require

C. Did the remedial lessons work?

D. No. Of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

MELCHOR G. FERRER BENJAMIN E. FERRER

Intro. to Philosophy of the

Teaching dates & time Quarter 1st/ Week 4

Session 1 Session 2 Session 3 Session 4

III. LEARNING RESOURCES

3. Textbooks pages pg. 40-41 pg. 40-41 pg.42-43 pg.42-43

D. Discussing new concepts and

E. Discussing new concepts and

A. No. Of learners who earned

B. No. Of learners who require

C. Did the remedial lessons work?