Daily Lesson Log in INTRODUCTION TO PHYLOSOPHY OF A HUMAN PERSON Date: WEEK 6 (MARCH 20-24, 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

PPT11/12-Ic-2.1 At the end of the session, At the end of the session,

At the end of the session, learners are learners are expected to analyze learners are expected to realize
C. Learning
expected to distinguish opinion from situations that show the that the methods of philosophy
Competencies/
Objectives truth 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 the Let the assigned group facilitate Let the assigned group facilitate
A. Reviewing previous recapitulation of the previous lesson
the recapitulation of the previous the recapitulation of the pervious the recapitulation of the previous
lesson or presenting
new lesson lesson through Step-No, Step Yes through News Reporting. (5 minutes) lesson using flash cards. lesson in a form of a charade.
(REVIEW) Game.
(5 minutes) (5 minutes) (5 minutes)
Activity: Activity: Activity: Relate to the class the story of a
Pinoy Henyo Fact or Bluff Guess and Dress Me Up Lost and Found cellular phone
*Ask four student volunteers from *Divide the class into three *Provide 2 human figures labeled unit.
the class to play a game with a groups for the game entitled Fact as Truth and Opinion.
Pinoy Henyo concept. or Bluff. *Let four (4) volunteer students (5 minutes)
*The topic of the game must lead to the *Present the mechanics of the take turns in dressing up each
B. Establishing a purpose discussion on Fact and Opinion. (e.g. game. figure with puzzle clothes bearing
of the lesson political figures, environment, senior statements of truth and opinion.
(MOTIVATION) high school subjects, etc.) Examples:
(10 minutes) 1. Manila is the capital of the (5 minutes)
Philippines.
2. Sun is the center of the solar
system.
My neighbor is ugly.
(5 minutes)
C. Presenting examples/ Processing Questions: Processing Questions: How did you determine that the Ask the students:
instances of the new 1. What were the kinds of 1. Based on the game, what are statement is considered truth or Why is it necessary to avoid
lesson questions raised in the course of the two forms of giving speculations in looking for a
opinion?
(PRE-ACTIVITY) guessing the answer? statements given? What examples
2. Is there any question raised were given for solution to a problem presented?
which you consider as evidence- each? (5 minutes)
based? Cite examples. 2. What examples of fact and Expected Answer:
3. Is there any question raised opinion can you We should base our search on
which you think is opinion-based? give based on your real-life the truth, not on opinion.
Give examples. experiences?
Example of speculation:
(10 minutes) (5 minutes) My classmate is a thief, he
took my cellphone.
 (5 minutes)
Video Clip Presentation: Video Clip Presentation: Spongebob: Empty your mind Discuss the Nature of Truth:
*Let the students watch a Fact vs. Opinion (www.youtube.com/watch?v= 1. Correspondence Theory
video clip entitled “Allegory of (http://www.youtube.com/watch? RHLSdrAkOE) 2. Coherence Theory
the Cave.” v=fnFnWWAnlkw Processing: Identify situations Pragmatic Theory (15 minutes)
D. Discussing new ) from the video which can be
concepts and *After watching the video clip, *Ask the learners to take down considered as truth and opinion.
practicing new skills 1 ask the students to have a group notes about the difference Answers should be written in the
(ACTIVITY PROPER) sharing on the message of the between fact and opinion while group
video. watching the video. activity sheet provided.
*It is assumed that the students already
have their permanent grouping for the (10 minutes (10 minutes)
quarter.
 Guidepost for the Discussion: Insinuate the value of truth in Activity: Role-playing
Guidepost for the Discussion: philosophizing by bracketing or
1. Why do we ask questions? 1. What is the most important setting aside opinions and biases. Ask the students to act out a
2. Why do we ask follow-up tool used in philosophizing? situation in the context of their
questions? What is our end goal?  Philosophy uses (5 minutes) experiences in the family and let
3. What kind of answers are we truth as tool in their classmates determine truth
seeking? philosophizing. from opinion.
What do we get from finding the 3. What are the two (2) divisions of
truth? opinion? Explain each. (10 minutes)
4.

E. Discussing new
concepts and
practicing new skills 2
(DEEPENING)
 Activity:
SmartArt on Fact vs.
Opinion

Present the characteristics of Fact and

Opinion leading to Philosophizing
through a SmartArt.

F. Developing mastery
(POST-ACTIVITY)

(5 minutes)

Ask the students: Ask a student: How do you feel Have the students cite an Ask the students to cite a
Why do we have to avoid giving when you heard an opinion instance in their life where they specific example in any of the
unsolicited opinions to people about you? find truth to be really three (3) theories of truth in the
who are not too familiar to us? Write your answer on your essential/significant. context of their experience as
notebook. Limit your answer to 3 senior high school students.
G. Finding practical (5 minutes) (8 minutes)
sentences only.
applications of
Example:
concepts and skills in
daily living (5 minutes) I am taking eight (8) subjects
(APPLICATION) this semester.

(Indicate from which theory and

facts the example belonged to)

(5 minutes)
H. Generalizing and Let the students write a Let the students write a simple Let the students answer the Let the students answer the given
abstractions about the statement that summarizes the sentence that depicts their given question: question:
lesson topic. learning for this session. Based on the discussion, how On the basis of the
(GENERALIZATION)
Expected answer: should analysis of situations be discussion, how would you
 In philosophizing, we ask Pursuit of philosophy follows the path done? determine if your beliefs are
questions because we desire to of truth. (5 minutes) true?
know and we find satisfaction Expected answer:
upon discovery of truth. Analysis of situations should be Expected Answer:
done with utmost consideration of The truth behind beliefs or
(5 minutes) the truth. propositions are determined
through the correspondence,
(7 minutes) coherence, and pragmatic
theories.

(5 minutes)
Formative Assessment: Situation Analysis: Johari’s Window Ask the students to enumerate
a. How can we arrive at the truth? Show a short video clip of a and explain the three (3) theories
b. What are the essential broadcaster reporting certain Looking glass self (Charles of truth.
elements of philosophizing? statements on air. Distinguish Cooley) Or
whether the statements are *Ask the students to list down Ask the students to identify two (2)
(5 minutes) opinionated or facts. Justify three (3) attributes about economic, political, or socio-cultural
I. Evaluating learning
themselves which they consider as situations. Let them write two (2)
(ASSESSMENT)
(5 minutes) truth and opinion. statements of truth about each
*Let them write their answers on situation. Then, have them identify what
their formative notebook. theory of truth is used.

(10 minutes)
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