School SHS IN BRGY.

BUGAAN EAST, LAUREL, BATANGAS Grade Level GRADE 12

GRADE 1 to 12
INTRODUCTION TO THE PHILOSOPHY OF
DAILY LESSON LOG Teacher MARY CHERILL P. UMALI Learning Area
HUMAN PERSON
Teaching Dates June 11-June 15, 2018 Quarter FIRST

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:00-8:00 Grade 12-TVL Stowe Grade 12-TVL Stowe
8:00-9:00 Grade 12-HUMSS Elster No Classes Grade 12-HUMSS Dewey
9:15-10:15 Grade 12-HUMSS Dewey Regular Holiday- Grade 12-HUMSS Elster Grade 12-HUMSS Dewey No Classes
Independence Day Special Holiday
10:15-11:15 Grade 12-HUMSS Milton
June 12, 2018 Eid’l Ftr
12:00-1:00 Grade 12-GASTEM Lavoisier Grade 12-GASTEM Lavoisier Grade 12-GASTEM Lavoisier June 15, 2018
1:00-2:00 Grade 12-ABM Mandeville Grade 12- TVL Zuckerberg Grade 12- TVL Zuckerberg
2:00-3:00 Grade 12-TVL Zuckerberg Grade 12- ABM Mandeville Grade 12-HUMSS Milton

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learner understands the meaning and process of doing philosophy.
A. Content Standard
The learner reflects on a concrete experience in a philosophical way.
B. Performance Standard
Distinguish a holistic perspective from a Distinguish a holistic perspective from a Recognize human activities that Recognize human activities that
partial point of view. partial point of view. emanated from deliberate reflection. emanated from deliberate reflection.
(PPT11/12-Ia-1.1) (PPT11/12-Ia-1.1) PPT11/12-Ib-1.1) PPT11/12-Ib-1.1)
C. Learning Competencies/ Objectives 1. Specific objectives: Identify the three Specific objectives: Discuss the
levels of inquiry. beginnings of philosophical inquiry.

II. CONTENT
DOING PHILOSOPHY DOING PHILOSOPHY DOING PHILOSOPHY DOING PHILOSOPHY
- Knowledge and Wisdom -Philosophy as a Concept -Three Levels of Inquiry -Beginning of Philosophical Inquiry
-Philosophy as a Process
III. A

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A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Tubo, Dennis V., (2017) “Introduction to
the Philosophy of Human Person”, pp.7-8
Introduction To the Philosophy of a
Human Person slide 115-136
Dy, Manuel Jr. "Philosophy of Man", "The
Philosophical Enterprise" by John
Kavanaugh, S. J.
CONSTRUCTIVIST APPROACH
THINKING SKILLS STRATEGY
Glimpse of the Past. The learners will
recall and share the lesson discussed on
the previous meeting.
Introduction To the Philosophy of a Human
Person slide 115-136
Dy, Manuel Jr. "Philosophy of Man", "The
Philosophical Enterprise" by John
Kavanaugh, S. J.
Recalling Previous Lesson. What is the
difference between knowledge and
wisdom? Is it important that you understand
knowledge and wisdom in understanding
philosophy? Why?
Dy, Manuel Jr. "Philosophy of Man", Dy, Manuel Jr. "Philosophy of Man",
"The Philosophical Enterprise" by John "The Philosophical Enterprise" by John
Kavanaugh, S. J. Kavanaugh, S. J.
Introduction to the Philosophyof the Introduction to the Philosophyof the
Human Person, Brenda B. Corpuz, Human Person, Brenda B. Corpuz,
BSE, MAEd, PhD BSE, MAEd, PhD, et.al.
https://youtu.be/ZTy3qG_qInU
CONSTRUCTIVIST APPROACH
Call to Mind. THINKING SKILLS STRATEGY
Thumbs Up and Thumbs Down
Glimpse of the Past. The learners will
Ask the students to thumb up if they recall and share the lesson discussed
think the statement is true and thumb on the previous meeting.
down if the statement is false.
1. Everyone is a philosopher.
2. Children can philosophize.
3. Questioning leads to philosophizing.
4. Mentally disturbed people
philosophize.
5. There are times that people answer in
non-philosophical ways.
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 REFLECTIVE APPROACH REFLECTIVE APPROACH CONSTRUCTIVIST APPROACH
CONSTRUCTIVIST APPROACH THINKING SKILLS STRATEGY
Thinking Beyond. Analogy. THINKING SKILLS STRATEGY
- Philosophy is defined as love for Riding a bicycle is not about knowing its Thinking Neurons. The students will be
wisdom. How do you show your love parts but it is in riding the bicycle itself. asked the following questions.
of wisdom?
-Why do we need to ask questions?
THINK AND ANALYZE
SUPPLEMENTAL QUESTION: -Do you also wonder why you wonder?
What does the statement means? Why?
The teacher will present a mathematical
B. Establishing a purpose for the equation to stimulate the student
lesson curiosity.

1+1=0

Ask the students the following

questions:
1. What do you observe in the equation?
2. Do you think it’s correct? Why or why
not?
3. If it is the correct answer, what do you
think is the basis of the answer?

CONSTRUCTIVIST APPROACH MOVIE ANALYSIS

C. Presenting examples/Instances of
the new lesson
The teacher will flash words on the screen. THINKING SKILLS STRATEGY
MIND TESTING The students will identify if the word
pertains to process or concept.
Citing examples…
Knowledge is knowing that tomato is a PROCESS PUZZLE YOUR MIND Video Clip (4:30minutes)
fruit https://youtube/ExVh4wL70yc
Wisdom is knowing not to put it in a fruit The teacher will present three (3)
salad CONCEPT
situations/questions. The students will After watching, ask the students the
Philosophy is asking if ketchup is a fruit be expected to show different ways in following questions:
shake. answering questions. 1. What did you observed in the video?
2. Will you also feel the same if you are
Ask students to give more examples. Situation #1-There was an airplane the judge in the said talent show?
crash, every single person on board
died, but yet two people survived. How
is this possible?

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D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Situation #2-What goes up and never
comes down?
Situation #3-Imagine you are in a sinking
row boat surrounded by sharks. What
will you do?
What strategies or ways did you use to
answer the questions?
COLLABORATIVE APPROACH WORK IN GROUP
WORKING TOGETHER
TGA Activity CONSTRUCTIVST APPROACH COLLABORATIVE APPROACH COLLABORATIVE APPROACH
TELL: The teacher will let the students THINKING SKILLS STRATEGY Strategy: 3A’s Activity
read and recall the given examples. Students will be divided into four groups.
GUIDE: The teacher will ask the students Compare and Contrast ACT: The students will be divided into Assign a leader, secretary, presenter,
to analyse the given examples. three groups. Each group will be given and monitor. Let each group answer the
ACT: The students will create a venn Philosophy the three levels of inquiry together with following questions:
diagram showing the similarities and As a Concept As a Process
its cut out of the meaning of the said
differences of knowledge and wisdom. inquiries. What do you usually think whenever you
ANALYZE: The students will be using experience emotional pain? Problems?
Cite the differences of philosophy as a the previous examples as the basis in in Sufferings?
concept and philosophy as a process. analyzing the three levels of inquiry and
with the help of the definition cut outs. Present the answer in the most creative
Create five analogies. APPLY: Identify the meaning of the way.
three levels of inquiries by pairing to it
the cut out of the definition and present
it in a graphic organizer.
(The activity will last for 10 minutes.)
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F. Developing mastery
(leads to Formative Assessment)
Follow-up Activity:
Each group will choose a representative to “Sapagkat ang Pilosopiya ay Ginagawa”
present the given venn diagram.
After presenting the output, the teacher
will ask the students the following
questions:
1. What have you noticed in the activity?
2. Do you have the same perception or
understanding about knowledge and
wisdom?
CONSTRUCTIVIST APPROACH
DISCUSSION METHOD/STRATEGY
Impart Knowledge. The teacher will give
important concepts and discuss important
matters stating the difference between
knowledge and wisdom.
Read and Synthesize.
by Padre Roque Ferriols
How did Padre R. Ferriols present effort.
philosophy?
SHOW YOUR WORK
Presentation of Group Output. Each
group will be given four minutes to
present the result of their collaborative
Note that in presenting the activity, the
reporter should at least give one
example of the said level of inquiry.
In presenting each works, the student
should answer the following questions.
1. How did you come up with your final
output?
2. Is questioning during the span time of
activities essential in finalizing your
output? Why or why not?
Presentation of Group Output. Each
group will be given four minutes to
present the result of their collaborative
effort.
Follow-up questions:
1. What can you say about your
responses?
Discuss the following concepts:
a. Wonder
b. Doubt
c. Limiting situations
d. Metaphysical Uneasiness

G. Finding practical application of
concepts and skills in daily living
REFLECTIVE APPROACH
REFLECTIVE APPROACH
REFLECTIVE APPROACH
REFLECTIVE APPROACH Think and Share.
Discern thoughts.
Man is a questioning being. They got no If you are the magician in the video,
The two senior high school students (boy
“definite answers” that’s why they would you do the same? Why?
and girl) are passionately in love with each It must be emphasized that philosophy will
always wonder and keep on searching
other. Their happiness overflows not teach the learners how to earn a living,
answers.
especially when they are together. Each but how to make life worth living.
one can feels one cannot survive without
Relate the statement in your everyday
the other. In a planned momentum, the
school endeavour.
boy invites the girl to give herself to him,
in the name of love. He says: “If you really
love me, you need to submit yourself to
me.” The girl is facing a challenging
situation. She needs to be wise in her

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 decision. For a girl, what is the wisest
thing to do?
SIMPLIFY! .
Based on the
discussions and activities
done, ask:
H. Making generalizations and
abstractions about the lesson Ask the students: 1. What are the GENERALIZE
1. What is the difference between differences between philosophy as a
knowledge and wisdom? concept and philosophy as a process? 1. What are the three levels of inquiry? Ask the students the important learnings
2. Why is it significant to choose things 2. How do these levels of inquiry differ they got in the discussion.
wisely? from one another?

Distinguish a holistic perspective from a In a one-half sheet of paper, answer

partial point of view through answering Distinguish a holistic perspective from a Identify the level of inquiries pertained the question… “Who am I?”
true or false test. partial point of view through creating a by the following key words.
synthesis about the readings, "Sapagkat 1. Fundamental nature of knowledge Note that according to Plato:
True or False. ang Pilosopiya ay Ginagawa”. 2. No need for a debate Philosophy begins in “wonder”–the
I. Evaluating learning 1. Knowledge is what we acquire from 3. Principles of science sense of puzzlement and perplexity.
playing. 4. Basic ability to judge things
2. To be able to acquire wisdom, one has 5. Reality and existence.
to enrol in any university.
3. A divine wisdom is a gift from God.
4. Human wisdom requires the element
of human experience.
5. Impartial means treating everybody
differently.
Failed students will answer a remediation
test. If the students will be Writing is an art. Have an advance reading about the
requesting more time to Create a short essay branches of philosophy.
J. Additional activities for application or Have an advance reading about knowing finish reading the article, about the question:
remediation philosophy as a concept and knowing “Sapagkat ang Pilosopiya ay “When can you say that
philosophy as a process. Ginagawa”, they will be allowed to take you “wonder”?
home the activity and continue the synthesis
at home.
V. REMARKS

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 VI. 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 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: CHECKED BY: NOTED BY:

MARY CHERILL P. UMALI MARY JANE M. SARMIENTO MA. LEONOR M. VERTUCIO

Teacher II Master Teacher II Principal II

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