INDUCTION TO PHILOSOPHY QUARTER 1 WEEK 1 DLL

1. GRADE 11
DAILY LESSON LOG
School Don Antonio Bongolan Memorial High School Grade Level 11
Teacher Trisha Rose B. Palitayan
Learning
Area
Introduction To The Philosophy Of
The Human Person
Teaching Dates
and Time
August 29, 2023 Quarter 1
Date: 08/29/2023
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.
OBJECTIVES
Distinguish a holistic perspective from a partial point of view:
1.Develop the ability to distinguish between a holistic perspective and a partial point of view.
2.Enhance critical thinking skills to analyze situations holistically.
3.Foster effective communication and collaboration to integrate diverse viewpoints.
II. CONTENT
III. LEARNING RESOURCES Laptop, Projector at TV
A. References
Google
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Laptop, Projector and TV
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Ask students to share their understanding of perspectives and their role in shaping our worldview.
B. Establishing the purpose of the
lesson
 State the objective of the lesson: To develop the ability to distinguish between a holistic perspective and a partial point of view.
 Explain the significance of recognizing different perspectives in order to gain a broader understanding of complex issues.
C. Presenting examples/instances
of the new lesson
 Provide examples of situations or scenarios where individuals may have a partial point of view.
 Discuss the limitations and potential biases that arise from having a narrow perspective.
 Introduce the concept of a holistic perspective and explain how it considers multiple viewpoints and contexts.
D. Discussing new concepts and
practicing new skills #1
 Engage the students in a group discussion on the characteristics of a partial point of view.
 Encourage students to share their experiences or examples they have encountered where a partial point of view influenced their
understanding.

2.  Guide the discussion to help students understand the drawbacks of relying solely on a partial point of view.
E. Discussing new concepts and
practicing new skills #2
 Introduce the concept of a holistic perspective and its importance in understanding complex issues.
 Provide examples where a holistic perspective would be beneficial and lead to a more comprehensive understanding.
 Facilitate a class discussion where students can compare and contrast the strengths and weaknesses of a holistic perspective versus a
partial point of view.
F. Developing Mastery
 Divide the students into pairs or small groups.
 Assign each group a complex issue or topic (e.g., climate change, healthcare, social justice) and ask them to analyze it from both a partial
and holistic perspective.
 Provide guiding questions to assist them in considering different viewpoints and contexts.
After the discussion, ask each group to present their findings to the class, highlighting the differences between the partial and holistic
perspectives.
G. Finding practical applications of
concepts and skills in daily living
 Engage students in a brainstorming session where they identify real-life situations in which recognizing and adopting a holistic perspective
can be valuable.
 Discuss the potential benefits of adopting a more comprehensive perspective in personal relationships, decision-making, and societal
issues.
H. Generalizing and abstractions
about the lesson
 Guide a class discussion on the broader implications of understanding and distinguishing between a holistic perspective and a partial point
of view.
 Encourage students to reflect on how their newfound knowledge can positively impact their lives and interactions with others.

3. I. Evaluating Learning
 Assign a short written reflection exercise in which students summarize the key concepts covered in the lesson and explain their
understanding of the differences between a holistic perspective and a partial point of view.
 Collect and review the reflections to assess students' comprehension and critical thinking skills.
J.Additional Activities for
Application or Remediation
Provide additional resources, readings, or videos that students can explore on their own to further enhance their understanding of perspectives
and develop critical thinking skills.
V. REFLECTION
No. of learners who earned 80%
in the evaluation.
No. of learners who require
additional activities for
remediation who scored below
80%.
Did the remedial lessons work? No.
of learner s who have caught up
with the lesson.
No. of learners who continue to
require remediation.
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Checked by: Approved by:
TRISHA ROSE B. PALITAYAN SUSANA S. CORPUZ ANA LUZ
M.CASEM,Ed.D
Teacher I Head Teacher III Principal II